Year 6 Science Second-look Science – Block 6SLS – The Science of Sport

Session 1: Tantalising Turf
Science curriculum area: Living Things and their Habitats / i. describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals
Working Scientifically (UKS2) / i. planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
ii. taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
iii. recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
iv. identifying scientific evidence that has been used to support or refute ideas or arguments
Teaching Objectives / ·  To create a classification key for given grasses.
·  To identify key characteristics of sports pitch suitable grass.
·  To set up an investigation to determine the best conditions for turf growth.
Key Vocabulary: classification, grass, angiosperm, growth, monocotyledon, key, variables, conditions for growth, conclusions
Resources Images of grass structure and types, properties of good sports turf & conditions for growth, grass grading system, investigation questions & equipment (including turf) / Weblinks
Whole Class: Make sure that you have turf cut into squares and all resources printed off. Start the lesson with a quick team game that requires a turfed pitch (e.g. rounders, football). At the end get chn to ‘inspect’ the pitch and identify any damage that may have occurred either due to the game they have been playing, or where others have played (worn bits of grass by the goal or bowling position), or through poor maintenance (parched, due to lack of water, or mossy due to being regularly waterlogged). Explain to chn that you are going to spend the next few science sessions exploring the science behind sport and that today you are going to embark on some ‘turf wars’ to identify the best kinds of grass for sports pitches and also how to maintain a pristine pitch. Using magnifying glasses, encourage chn to take a really good look at the grass. What do they notice? – Grasses have short stems and leaves are the main part of the plant. Are there differences between grasses in maintained areas and those left to grow naturally? Note that grass is an angiosperm and monocotyledon – check that chn remember these terms and what they mean. Return to the classroom and get chn into gps. Ask them to come up with properties that they think sports pitch grass needs (durable, hardy, disease resistant, and self-repairing grass that spreads quickly) – share and look at the suggested list. Now ask chn what they think would need to be done to maintain a pitch so that it grows well (see list). Explain that chn are going to be looking at various types of grass, scoring them based on a ‘pitch grass grading’ system, then creating their own classification key for these grasses. Explain that chn will also be setting up a pitch maintenance investigation so that they can recommend the best practice to maintain sports pitches.
Activities: Classification activity - Get chn to look at the grass types and decide which would make a good sports turf and which wouldn’t. Explain that they can choose three of the six grass types to make a pitch ‘seed mix’, but they need to justify why, based on the grass ‘criteria’ they developed as a whole class. Get them to use the grading system (they will need to complete some additional online research) to identify suitable grasses. Now see if chn can draw on prior experience and create a simple classification key for the grasses based on these key characteristics (some gps may need support with this).
Turf investigation: In gps explain that in the coming weeks, chn will aim to maintain a perfect pitch! Provide each group with a section of turf on a baking tray. As a gp they are responsible for providing their grass with the perfect conditions for growth – light, water, temperature, etc. Gps may want to research lawn care, seek advice or even consider feeding (avoid chemicals), soil aeration and mowing, but they must be scientific in their approach and exact measurements and photographs must be taken throughout. Explain that chn will compare their growth with other gps at the end of the block and as a class chn will need to try and identify which is the best and why (what did that gp do that was better than the others?). Give chn investigation questions to help and the judging guidance for when chn revisit the grass in a few weeks. Chn can either use the recording sheet provided, or create their own.
Plenary / Get chn to share their plans for turf maintenance and look at the grass classification keys. Do they think that this kind of grass would be good for a golf course, or a bowling green? What kind of grass properties would this turf need? Note how the science of grass can have a huge impact on the decisions made about the turf used for sports pitches. Explain to chn that artificial turf is sometimes used for sports pitches. Some football clubs introduced them in the 1990s, but the ball tended to ping around, and players often slipped over, running the risk of painful friction burns. For these reasons the clubs reintroduced real grass pitches. Ensure that chn know that they need to follow their turf maintenance plan and keep detailed records of what they do over the next few weeks, and that the success of their grass will be then be judged.
Outcomes / Children will
·  Identify characteristics of grass and create their own classification key for given grasses
·  Recommend a seed mix for sports pitch turf
·  Set up an investigation to determine the best methods for turf maintenance

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