KS3 Science Introduction & Maths - lotc.org.uk

Learning Outside the Classroom KS3 Science& MathsIntroduction

About this packLearning Outside the Classroom (LOtC) is an approach to learning that makes use of places other than the classroom for teaching and learning. This ranges from the space directly outside the classroom or a visit to the local shopping centre, to planned visits to specialist venues or even expeditions overseas. There are many reasons for taking learning outside the classroom and many benefits for pupils and staff alike - resulting in raised attainment, improved behaviour and the re motivation of children who may not learn well in the classroom environment.

This is one of twelve packs covering the Early Years Foundation Stage to Key Stage 5. Each pack focuses either on English or Science and Mathematics and contains the following:

• An introduction to LOtC including information about the pack

• A case study

• 6 lesson ideas

Each case study captures one school’s experience of a particular venue or activity. Whilst each is site specific, they demonstrate a range of learning outside the classroom opportunities and should inspire you to think about what you might do with your pupils.

Each lesson idea has the information needed to develop your own lesson plans - you may decide to use the idea exactly as outlined, or adjust it to fit your particular requirements. As you explore the ideas, change them and build on them to suit your pupils. We hope they will just be the starting point for you to take more teaching beyond the classroom walls, right across the curriculum.

This pack includes activities for use by those who are new to taking lessons outside the classroom as well as ideas for those with more experience who wish to try something new. It aims to help you, the teacher, plan LOtC across the Science & Maths curriculum in Key Stage 3. Some ideas will take a few minutes within a lesson and can be carried out with minimal equipment and planning, whilst others might extend over a number of lessons, or be part of a range of activities undertaken on a particular theme or during a visit to a specific venue.

Written and produced by the Council for Learning Outside the Classroom www.lotc.org.uk and www.lotcqualitybadge.org.uk in partnership with Learning through Landscapes www.ltl.org.uk

Learning Outside the Classroom Introduction

Some key tips for teaching outside the classroom

Preparation is key - have everything ready as it will take time to go back inside to collect resources and equipment, and it may be impossible if you are off site.

If you are going off site, liaise with the venue beforehand and visit if at all possible. Collaborating with the venue’s staff in planning will help to ensure things go smoothly. Look for the LOtC Quality Badge to identify venues offering good quality educational experiences and managing risk effectively. Follow any school, local authority and national guidance carefully and use www.lotc.org.uk for tips on planning visits.

Above all make sure pupils understand that these learning activities are no less important simply because you are not in a classroom.

What about health and safety?

In 2011 the Department for Education published new health and safety guidance for schools. Summarising existing health and safety law relevant to schools and other concerned bodies, it covers all aspects of LOtC. This document can be found on the DfE website www.dfe.gov.uk

In addition, the Health and Safety Executive (www.hse.gov.uk) has produced a document entitled ‘School trips and outdoor learning activities: Tackling the health and safety myths.’ This document not only outlines some key messages from the HSE about dealing with health and safety in a common sense way but also emphasises the importance of LOtC for all pupils in developing an understanding of risk.

Risk-Benefit

When identifying the risks within any activity or visit, it is important to also think about the benefits. Consider what the pupils will gain from the activity and balance this with the risks. Usually, the benefits will far outweigh any risks, but if not, establish what action is needed to reduce the risk.

The LOtC Quality Badge

The Learning Outside the Classroom Quality Badge is the national benchmark for educational visits, recognising organisations offering good quality educational experiences where risk is effectively managed. Choosing a provider with the LOtC Quality Badge will give you assurance regarding safety and quality and help you cut red tape. It is the only accreditation scheme for all types of LOtC - so you only need to look for one badge when planning visits.

Find out more about the LOtC Quality Badge and search for providers holding the LOtC Quality Badge in your region at www.lotcqualitybadge.org.uk

Note:All images used in this pack are property of the copyright holder and may not be re-used or reproduced under any circumstances.

LOtC should be frequent, continuous and progressive

Ofsted’s review of LOtC

In 2008 Ofsted undertook a review of LOtC which found:

Develop an LOtC policy - information on how to do this can be found on the LOtC website www.lotc.org.uk

Ensure activities take place frequently rather than being out of the ordinary or a one off trip at the end of term

Continuity is vital - make sure that LOtC is written into schemes of work and that this builds on and links with work inside the classroom

Plan for activities to progress, build on previous learning and develop throughout a pupil’s time in education

When planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development and also contributed to the quality and depth of learning.

Learning outside the classroom was most successful when it was an integral element of long-term curriculum planning and closely linked to classroom activities.

Ofsted described improved outcomes for children including better achievement, standards, motivation, personal development and behaviour. The survey also found examples of the positive effects of learning outside the classroom on young people who were hard to motivate.

These case studies and lesson ideas will help you incorporate meaningful and well-planned activities that are integrated into your wider curriculum delivery.

Learning Outside the Classroom KS3 Maths

Case StudySouth Camden Community School investigate the use of stone in design, architecture, landscape industries and the building tradesFocus Maths KS3

Venue Quarry/stone merchant

About the schoolSouth Camden Community School is a mixed comprehensive school within the London Borough of Camden, central London. The pupils range in age from 11 to 18 years with approximately 830 pupils on role, of which 115 are in the sixth form. The school is a specialist arts college.

Overview of the projectThis unusual visit combines a tactile and visual experience with an insight into the world of stone. Pupils discovered its variety and geology while investigating its origins and environmental impact. This linked well to the geography curriculum. In design and technology pupils considered how stone is used in design, architecture, the landscape industries and the building trades. They also used mathematical skills to design and construct an on-site geology resource for the school to use long term, calculating the size and cost of the rocks used.

Background to the projectThe school was working on a grounds development project and planned to install some examples of geology as a learning resource and sitting/social feature. The pupils leading the design and build elements of the project were invited to visit a stone merchant to select stone for their school.

This was an opportunity for learning in a real world context, and linked well to the overall theme of the project for this particular group of pupils who were interested in a potential career in manual trades and the construction industry. Several were also interested in design and architecture.

Details of the venue visitedThe stone merchant offered visits to a working depot on an old quarry. There were some areas of paving in different stone materials and some examples of stone used in different ways, e.g. polished stone for use in water sculptures. The stock yard contained crates and bays of a wide variety of different stones from around the world; some are startlingly unusual.

The educational offer included a tour of the site, handling rocks and minerals from around the world. Small samples may be given in some circumstances, so the investigations can continue back at school.

Focus and aims This visit was part of a larger site development project (but could have been a discrete piece of work). The pupils were engaged in the whole process of change, shadowing a larger construction project, as well as running their own smaller scale hands-on design and build project.

Throughout the process the school and project coordinator aimed to give pupils the opportunity to meet key professionals from the construction industry, find out about trades and professions involved, discuss the school building project and make visits to the building site.

The project was structured to maximise pupil learning through using an experiential learning cycle approach - doing and reflecting - so that pupils identified their learning in a formative way.

Learning Outside the Classroom Maths KS3 Case Study


Pupils were helped to select rock pieces and boulders suitable for the purposes intended, drawing on the quarry staff’s expertise in rocks from around the world, and their use in the construction industries.

They then selected a range of boulders for the school, calculated the cost and negotiated a discount!

After the visitBack at school the pupils helped to project manage the ordering and implementation of the installation of the rocks, checking they had all the information needed. They decided how to present their information to decision makers, along with recommendations for action. Once this was completed they placed the order, with help from the bursar, and supervised the delivery and placement of rocks/boulders.

Key maths linksThe main mathematical elements of this project were the measurements of the sites within the school grounds, calculating then measuring the rocks to be used as well as looking at budgets and negotiating prices. Aspects of the curriculum covered included:

• Making connections with mathematics and the world of work

• Working logically towards results and solutions, recognising the impact of constraints and assumptions

• Calculating accurately, selecting mental methods or calculating devices as appropriate

• Working on problems in contexts beyond the school

• Working on tasks in real contexts that allow the pupils to select the mathematics to use.

Other useful informationThis project linked well to ASDAN awards.

The response from the pupils taken on this visit was extremely positive. It was a motivational experience and one pupil described it as a ‘supermarket for stone from around the country and around the world’. Pupils were genuinely impressed with the range of stone available, and the different ways in which it can be used. They also learnt about site safety in a working depot, and took responsibility for selecting boulders for use in the school grounds.

Key skills were practised - problem solving, cooperation, decision making, taking responsibility, personal safety risk assessment, working as a team and independently, presentation, communication.

Planning for the visitThe equipment the school took with them included magnifying glasses, clipboards, pencils, a list of questions, a plan and photos of the site where stone will be used (if part of a live project).

The site visited had its own health and safety procedures which the depot manages - the school was made aware of this. As this is a working site, visitors are carefully managed, with additional staff to supplement the school supervisor ratio. Safety equipment was provided.

Prior to the visit, the pupils worked on their grounds development project, planning the location of the geology samples/seats, and their size, weight and practicalities such as how were they going to be manoeuvred into position! They looked at professionally drawn survey and landscape plans and undertook a measured survey of the site using basic surveying instruments and techniques such as triangulation and making scale drawings. Pupils also researched different types of rocks that might be suitable for their grounds, and planned the questions they needed answers to including suitable rock types and jobs in the industry.

In order to establish the dimensions of rocks they needed, they experimented with size and position of rocks/boulders, using boxes etc. All the practical work took place in the school grounds supported by research.

On the visitDuring the visit, the pupils toured the stock of stone on site, looked at showroom examples of stone in use and created a photographic record of their visit. They made sketches and rubbings as appropriate and also interviewed staff about their jobs.

Overview of the lessonPupils use a range of monitors and detecting equipment to ‘discover’ objects hidden in the sand. They are given a number of objects to choose from and have to decide which object is hidden where, by its different properties, without digging it up.

Suggested lesson formatThis activity can be used as part of a range of activities undertaken during a visit to the beach.

EquipmentA spade to bury the objects; a tape measure; plans of the site with a grid marked on it and the location of the buried objects; a rake to make the sand surface regular; the objects to be buried. Items could include:

• A plastic pot filled with hot water

• A strong magnet

• A steel container filled with hot water

• Something soft and cold

• A hard, non-metallic, cold object or a non-metallic container filled with ice or cold water

• A hard, metallic, cold object or a metallic container filled with ice or cold water

Learning objectives• To use a range of scientific equipment to discover

information about hidden objects

• To apply scientific ideas to test theories and to explain findings

Success criteriaBy the end of the learning:

• All pupils will have used a range of scientific equipment and techniques to make investigations

• All pupils will have identified the properties of different buried objects

• Most pupils will be able to apply their knowledge of the properties of different materials to identify some of the different buried objects

• Some pupils will be able to explain how the evidence they have collected supports their deductions

Learning Outside the Classroom

Subject Science KS3

Topic Analysing and evaluating evidence

Title Under the ground

Lesson setting Beach - natural environment

KS3 Science

Leading up to this workBefore undertaking these activities, pupils are likely to have:

• Studied the physical properties of materials

Setting up the lessonMark a boundary for the activity; half of the group will need to bury the objects, marking their locations on the map, whilst the other half are undertaking other beach related learning activities. The hot objects will need to be buried as near to the start time of the search as possible. An accurate map of where each item has been buried is essential! Remember to rake the sand surface before the search begins, otherwise it will be obvious where the items are buried.

Ensure an appropriate risk benefit assessment has been undertaken. Refer to your employer’s health and safety policy / guidance.

If you are using an external provider, ask if they have the LOtC Quality Badge.

Lesson introductionAt the beach, introduce pupils to the activity. Several objects are buried in the sand and they must find out what they are. They are not allowed to dig up any of the objects at this stage.

Main lesson activity1. Pupils are given a drawing of the area of the beach to be searched with a grid drawn on it. On the grid are the locations of a number of buried items. Each group starts at an allocated space. Hot objects should be tested as quickly as possible. They are given a limited time to investigate their object before being moved on to the next location.

2. A range of different scientific instruments are available for pupils to use to detect different objects and locate them within the grid;


Your own notes

Science KS3 Under the ground


Lesson plenaryDiscuss the properties that were tested and the results of the explorations. Allow pupils some time to review these results and come up with theories about what has been buried where. Dig the objects up to see if the pupils were correct.

DifferentiationSome pupils will find the objects whilst others will be able to identify some of the objects through their properties.

Extending the workPupils could think about what other objects could have been hidden and how they might be able to detect them.

Moving on from this workInvestigate the chemical properties of materials.

Links to other subjectsPSHE: being safe.

a. A heat sensor

b. A metal detector

c. Tape measure

d. Probe to find hard objects buried in the sand i.e. a long metal rod or similar

e. A compass.

3. Pupils have to locate a given list of objects and investigate their properties using the equipment provided. They then add the properties of different objects to a chart. On one axis write the numbers of the objects, on the other axis the properties being tested.

4. When they have investigated at least four objects, pupils should try to identify them from a list of items buried. Not all will have unique sets of properties so they will only be able to narrow down the list in some cases, whilst being more specific for others.

Overview of the lessonUsing our bodies to model how particles move within solids, liquids and gases.

Suggested lesson formatThis outdoor activity is part of a single lesson or could make a quirky and memorable part of a visit to a science museum or concert hall.

EquipmentAll that is needed is a large outdoor space and a digital camera.

Learning objectives• To understand how the particle model provides

explanations for the different physical properties and behaviour of matter


• All pupils will be able to describe the movement of particles with solids, liquids and gases

• All pupils will have helped develop a way to model the movement of particles with solids, liquids and gases using themselves as particles

• Most pupils will be able to demonstrate how solids, liquids and gases act under an element of pressure or other applied external force

• Some pupils will be able to demonstrate how sound waves move through solids, liquids and gases


• Studied the properties of matter

Setting up the lessonNone - but ensure no-one else is going to be using the space you need!

Ensure an appropriate risk benefit assessment has been undertaken. Refer to your employer’s health and safety policy / guidance. If you are using an external provider, ask if they have the LOtC Quality Badge.


Subject Science KS3

Topic The physical properties of matter

Title Particle modelling

Lesson setting A space with an aerial viewpoint, e.g. a hall or building with a balcony

KS3 Science

Lesson introductionIn the classroom, list some of the differences between solids, liquids and gases.

Review examples of each and discuss some of their properties such as whether they can be squashed, walked through or poured.

Reflect on the concept that particles in solids are held together by bonds and are close together, that in liquids, particles are also close together but arranged in a random way and that in gases, particles are wider apart and move in a random way. Take the class outdoors.

Main lesson activity1. In groups of 6 or 8, pupils should discuss and

experiment with their bodies to find an original way of modelling the particles in solids, liquids and gases taking into account the effect of squashing, pouring or stretching.

2. Each group should use their bodies to move (or remain stationary), their voices for dramatic effect and could work within a specified space outside.

3. Take photographs or video of the models - ideally this should be from an elevated view point.


Your own notes

Science KS3 Particle modelling


Lesson plenaryEach group should ‘perform’ their model. Discuss which ones were most effective and why.

DifferentiationAllocate the interpretation of different states of the particles to particular groups. For example, modelling a solid under normal conditions will be simpler than a liquid being poured.

Extending the workUse the photographs or video of the modelling activity to compare the movement of particles as recorded by an electron microscope. How accurate did the groups get? How artistic an interpretation did they place on their task?Develop the dramatic pieces for performance at school. Could the groups create music to accompany their short ‘participle pieces’?

Moving on from this workPupils could move onto studying changes of state.

Links to other subjectsDesign and Technology: properties of materials.

Drama / English and Music: developing a new piece of performance art and music.

Overview of the lessonMeasuring the volume of irregular objects using the water displacement method and calculating their density by measuring their mass.

Suggested lesson formatThis is a single lesson activity making up part of a wider series of lessons focusing on volume, mass and density.

EquipmentSpring scales and a container to hold objects in; watertight containers calibrated for measuring the volume contained within them; a selection of irregularly-shaped objects that sink in water, and some that will float - all too large to measure with standard laboratory equipment; water.

Learning objectives• To understand that mass is measured in kilograms and

weight is measured in Newtons

• To measure the volume of irregular-shaped objects using the water displacement method and understand the principles used

• To understand the difference in density of objects and calculate these from the measurements taken


• All pupils will have measured the weight of a sinkable object

• All pupils will have understood, through practical application, that different objects have different densities

• Most pupils will be able to explain the difference between volume and mass

• Most pupils will be able to calculate the volume of irregular-shaped sinking objects through the water displacement method

• Most pupils will be able to calculate the density of the object measured

• Some pupils will be able to apply this knowledge and understanding to measuring the density of objects that float


Subject Science KS3

Topic Forces as interactions

Title Irregular measures

Lesson setting Residential centre or school grounds - close to a water supply

KS3 Science


• Tested objects to see if they sink or float and be able to predict this

• Established the relationship between volume, mass and density

• Calculated the density of regular objects

• Calibrated the equipment to be used

Setting up the lessonAn outdoor water supply will simplify this activity. On a flat surface large enough for four or five groups, set up large, watertight containers marked with a scale to measure water displaced. You will also need to provide a number of irregular-shaped objects that will sink and some that will float. Weights and string should be available for students who go on to measure the volume of objects that float.

Ensure an appropriate risk benefit assessment has been undertaken. Refer to your employer’s health and safety policy / guidance. If using an external provider, ask if they hold the LOtC Quality Badge.


Your own notes

Science KS3 Irregular measures


Lesson introductionIn the classroom, discuss how to measure the volume of irregular objects using the water displacement method. Review previous work on measuring the volume of small, sinking objects and discuss how these principles can be applied to larger objects that sink.

Main lesson activity1. In groups, find similarly-sized objects that will sink and

will fit the measuring container.

2. Take key measurements of these objects i.e. length, height and breadth.

3. Place an object in the container to see how much water is displaced.

4. Repeat with a variety of similarly-sized objects.

5. Weigh the objects using the spring scale.

6. Calculate the density of each of the objects.

Lesson plenaryDiscuss the findings of the experiment and present the results in a range of formats.

DifferentiationPre-select objects for experimentation or allow pupils to select their own.

Volume measuring equipment could be calibrated by pupils.

More able pupils could devise a method for measuring the volume of objects that float.

Extending the workProvide (or ask pupils to find) objects that float in water. Provide other resources including weights and string so that pupils can work out how to measure the volume of these objects using the water displacement method.

Moving on from this workExplore ways to find the dimensions, mass and density of objects that are too large to measure using the water displacement method.

Links to other subjectsDesign & Technology: properties of materials.

Overview of the lessonMeasuring the dimensions of regular shaped objects (paving slabs or bricks) to be used in creating a paved open space or as part of a building. Students will estimate and calculate how many would be required for the whole space or wall.

Suggested lesson formatThis is an activity to take place within one lesson as part of a programme of work on geometry and measure. The practical activity should take place on a building site (this might be the school site) with follow-up work either on site or back in the classroom.

EquipmentClipboards; pencils and rubbers; measuring equipment including metre rules, tape measures, trundle wheel and scale rules; photocopy of an appropriate scale if scale rules are not available.

Learning objectives• To understand and use geometry and measures when

applied on a large scale

• To be able to apply the handling data cycle to a practical problem


• All pupils will have used mathematical language to describe regular shapes found on a building site

• All pupils will have measured the perimeter of regular-shaped objects (bricks or paving slabs) to be used for paving a large space or building

• Most pupils will have been able to estimate and calculate the number of elements required for a given space or wall

• Some pupils will have been able to calculate the cost of the bricks/paving slabs to be used in the building works

• Some pupils will have been able to create scale 2D drawings of their measured objects and spaces/walls to be created


Subject Maths KS3

Topic Surface areas and volumes

Title Brick by brick

Lesson setting Building site

KS3 Maths


• Reviewed and described the features and vocabulary of 2D shapes

• Undertaken measuring exercises with smaller objects in the classroom

• Explored similarity and the use of scale

• Been introduced to perimeters, areas, surface areas and volumes

Setting up the lessonReview the site before undertaking the task so that appropriate objects can be measured in suitable locations, i.e. you may wish to make sure some groups work where they are easily supervised.

Choose a gathering point where the introduction and plenary will take place. Make sure all equipment is taken out and returned efficiently.

Carry out a risk-benefit assessment - refer to your employer’s health and safety policy / guidance and ask if the venue has the LOtC Quality Badge. Work with the site manager to ensure that all health and safety requirements are met e.g. the use of hard hats, high visibility jackets, and restricted access. A pre-visit meeting can also help you define the complexity of the task depending on the group.


Your own notes

Maths KS3 Brick by brick


Lesson introductionUse the Data Handling Cycle to structure the way the task is undertaken (elements of the cycle are denoted in italics):Specify the problem and planning; on site, define the language to be used in the practical work; review the task; identify which objects are to be measured by different groups within the class. Discuss their likely dimensions and therefore appropriate scales and measuring equipment to undertake the task.

Main lesson activity

DifferentiationSuggest 2D and 3D shaped objects of varying complexity to suit the ability of the group, from simple rectangles to other symmetrical shapes. The dimensions of the features being built could also be of varying complexity, including irregular shapes or allowing for spaces for windows and doors.

Scale drawings using a scale rule, could be made of both the bricks or paving slabs, and the object being built.

Extending the workPupils could design their own simple building or space. They could research different styles and dimensions of building elements and calculate the costs of different versions of the same design - working out which would be the most cost-effective solution.

Moving on from this workCalculations could be made of the paint required to paint a fence or soil needed to fill a planter. If an area of the grounds is to be developed with new features, pupils could record the dimensions of the space to ensure the new feature(s) fit.This could also lead on to the ‘Design Principles’ activity.

Links to other subjectsGeography: appreciating different scales; collect, record and display information.

Design and Technology: designing a new structure.

ICT: using computer aided design packages.

1.

2.

3.

Collecting data: once the objects have been chosen (e.g. bricks or paving slabs) pupils draw a simple 3D representation of their object. In groups, they select the appropriate measuring equipment and take the dimensions required i.e. lengths and breadths. These are recorded on their drawings. Pupils should question the site manager to find out what feature is to be built using their paving slab or bricks and record the dimensions of the area / volume being created.

Processing and presenting data: on site, estimate how many bricks of paving slabs will be needed to build the feature described by the site manager.

On return to the classroom, use the measurements taken to calculate the area and where appropriate, volume of the object.

Lesson plenaryInterpreting and discussing the results. Discuss how easy it was to measure the objects and whether everyone had chosen the correct equipment. Calculate how many bricks / pavers would be required to build the feature described by the site manager. This will require calculating both the area of the brick/paving slab and also knowing the dimensions of the object being built.

Discuss margins of error. Did you include mortar courses or joints? How would a Quantity Surveyor reduce error? Why is this important?

Overview of the lessonPupils work in groups to develop their own maths trail around a site. Other groups are challenged to complete it accurately and quickly to find a winner.

Suggested lesson formatThis activity could take place on a one-day visit to a site or alternatively could be developed over the days of a residential stay, culminating in the challenge on the final day.

EquipmentClipboards; pencils and rubbers; ropes; chalk; rulers; tape measures; volume measuring vessels; clinometers and callipers.

Learning objectives• To use existing mathematical knowledge to determine

solutions to unfamiliar problems and to create problems

• To combine understanding, experiences, imagination and reasoning to construct new knowledge

• To apply suitable mathematics accurately beyond the classroom


• All pupils will have created mathematical problems for others to solve

• All pupils will have worked out a route for their trail

• Most pupils will have been able to select the correct approaches to solve problems

• Most pupils will have been able to create a map or provide directions for their trail

• Some pupils will have developed and solved quite complex problems


• Created simple mathematical problems to share and solve

• Become familiar with the site so that they can develop a trail within it


Subject Maths KS3

Topic Applying suitable mathematics accurately

Title Make your own maths trail

Lesson setting Field studies centre, botanical gardens, public open space

KS3 Maths

Setting up the lessonEnsure an appropriate risk benefit assessment has been undertaken. Refer to your employer’s health and safety policy / guidance; and if using and external provider, ask if they hold the LOtC Quality Badge.

Divide the class into small working groups.

Lesson introductionThis will vary according to the ability of the pupils but would best take place on site, so that they clearly understand where they can go and what they need to do. If possible, use a map of the space.

The task is outlined. Pupils are to devise a trail that includes a number of maths problems along the route. Decide how long the trail should be and how many activities need to be completed (e.g. 1/2 mile, 5 problems). The time needed to complete the trails will depend on how many groups there are, as everyone will need to complete each of the trails. Trails should take between 15 and 20mins at most.


Your own notes

Maths KS3 Make your own maths trail


Main lesson activity1. Pupils can use any of the resources available to them,

and can add any other resources they have to hand.

2. In groups, pupils work out their pathway and tasks, making sure they write clear instructions both to the route of the trail and the individual tasks. They could create a map of the route or set out instructions to follow.

3. Along the route they need to plan the tasks to be undertaken. These might include calculations, measurements, questions on shape or symmetry, puzzles to solve etc.

4. Once completed, one member of the team should test the trail to make sure the instructions are easy to follow and the problems solvable!

5. A marking system will also need to be created by each group. This could be time taken to complete the course with time added for incorrect answers. Alternatively, pupils could set a time to complete the course with points added for time over the limit as well as mathematical mistakes.

Lesson plenaryEach trail is completed by all of the other groups and their total scores added up. In order to find the winning group they will need to calculate the percentage score they gained overall (to allow for different scoring systems for each task). Discuss which trails were the most successful, easiest to follow, most challenging or fun to complete.

DifferentiationThis will depend on the make-up of the group. If all pupils are at the same level, no differentiation will be required. However, some classes may need more help than others in setting their tasks, so guidance could be given in the type of question they could set.

Extending the workDetailed plans and diagrams could be developed for the trail, using ICT and images of points along the trail.

Moving on from this workTrails could be developed on different mathematical themes e.g. geometry, pattern, percentages or fractions, and could even become permanent features of your school grounds.

Links to other subjectsGeography: collect, record and display information, mapping.

ICT: using ICT tools to create instructions for the task.

Art and Design: the instructions could include images of the site, these could be drawings as well as photographs.

Overview of the lessonLearning why scale is important and how it is used in real life, by visiting a design studio.

Suggested lesson formatThis activity includes a visit to a design studio and will use a lesson to prepare for the visit. This should also lead onto extended work on return from the studio. You may like to consider planning and undertaking the visit in partnership with D&T or art colleagues in order to make the most of the unique opportunities it will offer.

EquipmentClipboards; pencils and rubbers; digital camera or other recording device.

Learning objectives• To understand that mathematical principles have a

‘real world’ purpose and are used as a tool in a wide range of contexts

• To identify the mathematical aspects of a situation or problem

• To make ‘real world’ connections with mathematical principles

• To develop an understanding of the use of scale by designers


• All pupils will understand that mathematical principles are used to present design information

• Most pupils will be able to show an understanding of how scale is used within the design process

• Some pupils will be able to compare and evaluate mathematical information presented within the design process

• Some pupils will be able to translate the learnt processes into their own work i.e. the creation of scale drawings of familiar objects or spaces


• Worked on concepts including scale, for example developing scale drawings using scale rules. ‘Design principles’ could lead on from the ‘Brick by Brick’ activity.


Subject Maths KS3

Topic Mathematics in different contexts

Title Design principles

Lesson setting Designer’s studio e.g. architect, landscape architect or product designer

KS3 Maths

Setting up the lessonIdentify a medium to large design practice. This activity will not work as well in a small or sole practitioner practice. Visit the design studio before the class attends in order to clarify the focus of the visit, i.e. scale and how it is used in the design process, and an appropriate length of time for the visit. The structure of the visit should be clarified to ensure all pupils benefit from the visit and the designers are able to fit the visit and the pupils’ questions into their day’s work. Develop a task that is suitable for the abilities of the class.

Ensure an appropriate risk benefit assessment has been undertaken. Refer to your employer’s health and safety policy / guidance.

If using an external provider, ask if they have the LOtC Quality Badge.

Lesson introductionIn the classroom, discuss how mathematics is used in design, including how drawings and computer images are used and how scale is a key factor in the design process.Explore the website and projects of the design studio you are to visit, to learn about the types of designs the studio produces.


Your own notes

Maths KS3 Design principles


Main lesson activity1. At the studio, the designer should show the pupils

scale drawings of the practice’s designs and, if possible, scale models.

2. Designers and model makers use Computer Aid Design (CAD) packages for the design process and it would be useful for pupils to see how these are used and, if possible, experiment with the software themselves. The D&T department at school may well have this or similar software.

3. Split the group up into threes or fours to watch a designer at work or to work alongside a designer or model maker.

Lesson plenaryEnd the visit with a question and answer session as a group with the designers. It may be useful to plan a few questions beforehand in order to ensure relevant information is collected during the visit. Discuss what pupils have seen, done and learned on their visit.

DifferentiationThe complexity of the drawing/CAD task can be set up appropriately for the level of ability of the pupils.

Extending the workThere should be an opportunity for pupils to develop their own scale drawings or use CAD to create scale representations of simple objects. This may be as part of their D&T curriculum.

Moving on from this workPupils could look at designing a feature for their school grounds, local site or town centre, measuring the space and creating working drawings using an appropriate scale. This could, in turn, lead onto the creation of a new feature or piece of equipment for the school grounds.

Links to other subjectsDesign and technology: exploring how products are designed and made; exploring and experimenting with ideas, materials, technologies and techniques.

KS3 Science Introduction & Maths - lotc.org.uk

Documents

Transcript of KS3 Science Introduction & Maths - lotc.org.uk