# Decisions for you as you plan to teach …

• ## …01 of the SPT topic: Energy

### Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

• draw on everyday conversations about energy
• build on concerns about energy supply
• formalising the discourse about energy by connecting it to calculations

Teacher Tip: These are all related to findings about children's ideas from research. The teaching activities will provide some suggestions. So will colleagues, near and far.

Focusing on the physics:

Representing–noticing–recording. How to:

• access values for energy
• emphasise that energy is a function of state, not of time: it's always stored
• distinguish between the physical descriptions of the lived-in world and the descriptions using the idea of energy
• build in the conservation of energy as an assumption in analysis

Teacher Tip: Connecting what is experienced with what is written and drawn is essential to making sense of the connections between the theoretical world of physics and the lived-in world of the children. Don't forget to exemplify this action.

This appears in En01TL as En01TLnugget01 in the full materials.

• ## …02 of the SPT topic: Energy

### Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

• link the idea of burning fuel to the dissipating of energy
• distinguish between the physical descriptions of the lived-in world and the descriptions using the idea of energy

Teacher Tip: These are all related to findings about children's ideas from research. The teaching activities will provide some suggestions. So will colleagues, near and far.

Focusing on the physics:

Representing–noticing–recording. How to:

• build in the conservation of energy
• establish a list of ways to calculate energy, represented by words or diagrams
• select an appropriate representation of a quantity of energy for your teaching

Teacher Tip: Connecting what is experienced with what is written and drawn is essential to making sense of the connections between the theoretical world of physics and the lived-in world of the children. Don't forget to exemplify this action.

This appears in En02TL as En02TLnugget01 in the full materials.

• ## …03 of the SPT topic: Energy

### Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

• draw on everyday conversations about energy, linking these to scientific discourse
• draw on concerns about energy supply
• formalise the discourse about energy by connecting it to calculations

Teacher Tip: These are all related to findings about children's ideas from research. The teaching activities will provide some suggestions. So will colleagues, near and far.

Focusing on the physics:

Representing–noticing–recording. How to:

• focus conversations about resources on the numbers
• connect societal concerns with scientific insights
• focus on the physical constraints on action revealed by energy calculations

Teacher Tip: Connecting what is experienced with what is written and drawn is essential to making sense of the connections between the theoretical world of physics and the lived-in world of the children. Don't forget to exemplify this action.

This appears in En03TL as En03TLnugget01 in the full materials.

• ## …04 of the SPT topic: Energy

### Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

• distinguish between the physical descriptions of the lived-in world and the descriptions using the idea of energy
• avoid being drawn into conversations where energy is the ultimate cause
• build a semi-quantitative model of energy that pupils can reason with

Teacher Tip: These are all related to findings about children's ideas from research. The teaching activities will provide some suggestions. So will colleagues, near and far.

Focusing on the physics:

Representing–noticing–recording. How to:

• represent conservation and dissipation
• use mechanisms to explain why things happen: energy calculations to explore what can happen

Teacher Tip: Connecting what is experienced with what is written and drawn is essential to making sense of the connections between the theoretical world of physics and the lived-in world of the children. Don't forget to exemplify this action.

This appears in En04TL as En04TLnugget01 in the full materials.

• ## …05 of the SPT topic: Energy

### Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

• distinguish between things that feel cold and things that are at a low temperature
• separate out the movement of energy from the movement of particles
• draw out pupils' reasoning about temperature and thermal energy

Teacher Tip: These are all related to findings about children's ideas from research. The teaching activities will provide some suggestions. So will colleagues, near and far.

Focusing on the physics:

Representing–noticing–recording. How to:

• separate temperature and thermal energy
• avoid slogans such as heat rises

Teacher Tip: Connecting what is experienced with what is written and drawn is essential to making sense of the connections between the theoretical world of physics and the lived-in world of the children. Don't forget to exemplify this action.

This appears in En05TL as En05TLnugget01 in the full materials.