Track and Field

• Review the online pupil material. Use a projector to share this material with your pupils during the lesson.
• Make sure that you have covered the relevant concepts (i.e. push and pull forces) in an earlier lesson.
• Consider the abilities and backgrounds of all your pupils. Differentiate the lesson to make it accessible to everyone. See the Differentiation section below for suggestions.

• Watch the pupil video here or access it via the online pupil material.

• Facilitate a quick discussion about which forces are involved in running, jumping, and throwing during track and field events.
• Ask questions like these:
  • Which forces are needed to make the athletes move when they are doing track and field events? (Athletes push with their bodies, using their muscles to run, jump and throw.)
• Tell the pupils that they’re going to build a mechanism that can represent a track and field event. Explain that they will not be given building instructions but should instead use the pictures on pages 2-3 in their building instructions books to guide them.
• Explain that each group:
  • Can copy the models that are shown in the pictures on pages 2-3 of the building instructions book, develop them or invent their own designs
  • Should aim to make at least 2 track and field event models with moving parts
• Distribute a set to each group.

• Have the pupils work in pairs to design and build their models.
• Note: There are not specific building instructions for this lesson. However, the pupils can refer to the pictures on pages 2-3 of the building instructions book for inspiration. They are also welcome to design their own models.
• You can find building help in the Tips section below.
• Encourage the pupils to test their models when they have finished building.

• Gather your pupils together to share what they have built.
• Ask questions like these:
  • How did your models represent the events that you chose? (e.g. move fast, make something jump etc.)
  • Which forces, or types of forces are at work in your model? (e.g. push, pull, balanced, unbalanced, gravity)

• If time permits, have the pupils try each other's models.
• Allow time for the pupils to disassemble their models, sort the bricks back into the trays and tidy up their workstations.

• Ask guiding questions to encourage them to ‘think aloud’ and explain their thought processes and reasoning in the problem-solving decisions they have made during the challenges.

Observation Checklist

• Measure your pupils’ proficiency in describing the forces that are at work in their models.
• Establish a scale that suits your needs. For example:
  1. Requires additional support
  2. Can work independently
  3. Can teach others

Self-Assessment

• Have each pupil choose the brick that they feel best represents their performance.
  • Green: With some help, I can describe the forces that are at work in my model.
  • Blue: I can describe the forces that are at work in my model.
  • Purple: I can describe and explain the forces that are at work in my model, and I can help a friend to understand, too.

Peer-Feedback

• In their teams, have the pupils discuss their experiences working together.
• Encourage them to use statements like these:
  • I liked it when you…
  • I'd like to hear more about how you…

Model Tips

• This image shows 4 models that the pupils can use for inspiration.

Simplify this lesson by:

• Assigning each group a specific inspiration model to build as a starting point
• The cam arm and gear train models are great choices because these mechanisms can easily make something move

Increase the difficulty by:

• Having the pupils decorate and add character to their models using the extra bricks to give it a sporting theme
• Choosing a random element and challenging your pupils to find a way to use it in a model
• Challenging your pupils to combine 2 or more different mechanisms into a single complex model

(Note: This will require additional time.)
The pupils can calculate the amount of space that is required for their models on a tabletop athletics field by multiplying the lengths of its sides to find its area. Have them work out how big the tabletop athletics field would have to be in order to fit everyone's models.

ACMMG290
Compare objects using familiar metric units of area and volume
ACMMG109
Calculate perimeter and area of rectangles using familiar metric units

Download the Personal Learning Kit lesson plan from the hybrid learning resources.