Session Plan
In Steam is pitched at
Upper KS2
Two-hour session led by a trained facilitator; based in Finches
Yard learning space, and exploring various sites on the gallery floor.
Session Objectives
By thinking about
steam engines, pupils are given the opportunity to explore how the world works,
using modelling and hypothesis. During the intensive two-our session, the class
explore and investigate key ideas from upper KS2 materials, particularly
properties of solids, liquids and gases. They try to find explanations, link
concepts with real objects, discuss ideas, build models and problem solve in
large and small groups
Session Outline
Introduction - Demos
The purpose of
this section is to present demonstrations which introduce various principles,
related to steam engine function, in dramatic and exciting ways to leave the
pupils motivated to understand what's going on, and how the demos work.
Science Play and Discussion
The
purpose of this section is to encourage the pupils to start thinking creatively
about the ideas presented in section A. The class will split up into four
groups of 7-9 pupils, with one adult, and visit various sites in the museum.
Before embarking, the pupils are each given a sheet of paper with all the sites
listed on it, and a number of small stickers printed phrases concerning the
principles introduced in section A. Each site will demonstrate something which
has 'something to do with' one of these principles. At each site the pupils
need to discuss/argue/decide which principle that site has 'something to do
with' and attach the appropriate sticker to their sheet of paper next to the
site listing. It is very important to instil in adult helpers that the point of
the exercise is not to get the right answers, but to encourage the pupils to
think creatively, to discuss and explore the ideas, and to decide on their own
choice of theory.
So How Do Steam Engines Work?
What's
powered by steam nowadays? Before electricity power plants, what were steam
engines used for? So how do they work? This section uses visual images, and
repetitive chants and hand actions to help pupils understand the main processes
involved to tell the story of how steam engines work.
Build a Model
The class is split in
to two halves which are rotated between this, and the next section. In this
section the pupils work in small groups to assemble a non-functional model of a
steam engine, putting the components in the right order and describe how they
would work. This is a good opportunity to discuss the processes involved with
the children whilst they work in their groups.
Exploring the Collections
Half of the
class split into small groups, accompanied by adult, in order to visit a series
of 4 steam engines. The pupils find the sites in the museum, complete an image
of the engine, and try to identify and label the main parts. There are
questions to consider and supplementary 'prompt' questions for adult helpers.
Can We Turn That Around?
The pupils
are presented with a problem regarding the model of how steam engines work, and
try to come up with a solution. They then help to come up with an experiment,
discussing how the apparatus can be used to test their hypothesis, which is
carried out by the facilitat
Conclusion
One final, fun demo is
performed to reinforce the main messages of the session.
Notes for Teachers and Helpers
You will be leading a group of pupils on a school
trip to Milestones - Hampshire's living history museum. The programme you will
be helping the pupils participate in is In Steam, an intensive, 2-hour session
exploring steam power, and linked to the National Curriculum, KS2 Science.
If you have not been to Milestones before,
imagine an outdoor museum with streets, shops, buildings and vehicles - all
under one large roof. The museum has two periods of time - Victorian and 1930s.
Your visit will run in the Victorian part of the museum, using a building
called Finches Yard as a base.
The session will be led by a trained facilitator,
who will work exclusively with your group for the duration of your visit.
However, there will be times when the class will split into smaller groups in
order to explore various parts of the museum. During this time you will be
responsible for the pupils in your small group, and will need to make sure that
they stay with you at all times. You will be given a plan of the museum with
the locations to be visited clearly marked, and instructions for what to do
when you get there. In order to keep the programme running smoothly for all the
pupils, it is important that the groups return to Finches Yard at the times
specified.
Below, there is a brief outline of the session.
More guidance will be provided on the day.
Introduction - Demos, led by the
facilitator, introduce some key principles.
Science Play and
Discussion - Small groups explore various locations in the museum, to
discuss the principles further.
So How Do Steam Engines Work? -
Interactive session, led by the facilitator, to discover how a simple steam
engine works.
Build a Model - One half the class build 'models' of
steam engines, led by facilitator, then swapping with the other half.
Exploring the Collections - One half of the class split, in small
groups, explore various steam engines in the museum, then swap with the other
half.
Can We Turn That Around? - Led by the facilitator, the pupils
are presented with a problem and try to come up with a solution. A hypothesis
is tested by experiment by the facilitator.
Conclusion - One final,
fun demo is performed by the facilitator to reinforce the main messages of the
session.
Timetables
This session can be booked
in the morning or afternoon every Thursday and Friday during Hampshire
term-time, subject to availability.
| Morning Timetable |
| 9.45am |
Arrive at
Milestones You will be met and have the opportunity to hang coats up and use
toilets |
| 10am |
Begin programme
|
| 12noon |
End of programme
and visit |
| Afternoon Timetable |
| 12.15pm |
Arrive at
Milestones You will be met and have the opportunity to hang coats up and use
toilets |
| 12.30pm |
Begin programme
|
| 2.30pm |
End of programme
and visit |
Please note: late arrival may mean we have no
alternative but to reduce your programme
