# Decisions for you as you plan to teach …

• ## …01 of the SPT topic: Motion

### Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

• encourage the use of both number and units when specifying the speed
• draw on everyday experiences to show how distance and duration are necessarily involved in speed
• show that finding speeds is not simple and straightforward

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:

• avoid getting bogged down in calculations
• use formulae intelligently
• introduce the idea that relative motion is the only motion, without causing indigestion
• differentiate the ways in which time is used

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 Mo01TL as Mo01TLnugget01 in the full materials.

• ## …02 of the SPT topic: Motion

### Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

• draw on what pupils have learned about drawing arrows to represent forces
• reactivate their knowledge about resultant forces and natural motions

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 arrows representing force from arrows representing movement
• develop a good exposition of terminal speed
• describe situations where the resultant force is equal to 0

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 Mo02TL as Mo02TLnugget01 in the full materials.

• ## …03 of the SPT topic: Motion

### Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

• explore the connection between resultant force and change in motion
• draw out children's ideas about forces, persuading them to be explicit
• connect scientific ideas of motion to the ideas that children already have

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:

• move from a description of forces acting on an object to a prediction of the motion of that object

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 Mo03TL as Mo03TLnugget01 in the full materials.