5Es Inquiry APPROACH LESSON PLANNING FRAME WORK

KLA: Science and Technology / DATE: 1st lesson of unit / YEAR LEVEL: 6 / LENGTH: 60 minutes
CORE LEARNING OUTCOMES:
EC4.1 Students design and perform investigations into relationships between forces, motion and energy.
MAT4.2 Students employ their own and others’ practical knowledge about equipment and techniques for manipulating and processing materials in order to enhance their products.
ESSENTIAL LEARNINGS:
EC The motion of an object changes as a result of the application of opposing or supporting forces.
MAT Techniques and tools are selected to manipulate or process resources to enhance the quality of products and to match design ideas, standards and specifications.
KEY CONCEPTS:
  • Forces are pushes, pulls and twists
  • Force is calculated using mass and acceleration
  • There is a relationship between mass and force, although it is not its sole determinant.
/ LESSON OBJECTIVES:
  • Students describe force and how forces are applied.
  • Students demonstrate the effects of forces on objects using play dough.
  • Students communicate the relationship between mass and force.

LESSON PHASES / LEARNING EXPERIENCES / RESOURCES / MONITORING
ENGAGE
create interest
reveal pre-existing ideas and beliefs (preconceptions) / Concept map: What are your ideas of force?
Discrepant event: Predict what happens when two objects of very different sizes are dropped.
Q.Which will fall faster?
Q. Which will hit the ground first?
Q. Does one have more force than another? – Re-evaluate this in terms of the concept map have any ideas changed? / Two balls of very different sizes eg. Ping pong ball and netball.
Whiteboard. / Students who are not participating may be called upon.
Students take turns to speak.
EXPLORE
explore questions and test student ideas / Students begin the talking book resource, and complete the first activity.
During activity one student’s assess the different types of forces: push, pull and twist whilst manipulating play dough.
Q. When you are not touching the play dough what force does the play dough have?
Q. What forces are acting upon the play dough? / Talking Book CD-Rom.
Play dough.
Newspaper
Worksheets from talking book. / Students work individually or in pairs.
EXPLAIN
compare ideas
construct explanations and justify them in terms of observations and data / Students discuss their ideas of force again, using the play dough to demonstrate ideas. Add new ideas to concept map in new colour.
Q. How can we demonstrate forces on the play dough? – push, pull or twist it.
Q. What forces are acting upon the play dough?
Q. Did a small or large piece of play dough have more force?
Introduce Newton’s First Law of Motion.
Both pieces had the same amount of force, but needed more force to change the play dough ie. More push, pull or twist to change it. / Play dough.
Whiteboard / Class discussion, all students participating.
ELABORATE
apply concepts and explanations in new contexts / Students work in pairs to investigate the relationship between mass and force.
Experiment: Predict what will happen when you drop different sized balls into play dough.
Q. how will the size of the ball affect what the play dough will look like?
Variables which will be adjusted and measured as experiment is repeated:
-Effect of different heights when dropping balls
-Measure the change in diameter of play dough
-Measure the indentations of the ball in the play dough.
-Time it took for the ball to drop from each height
Results are discussed as a class, and added to a class table on the whiteboard.
Discuss ideas of the experiment:
Q. How was this a fair test?
Q. How would you change the test to make it even fairer?
Introduce the idea of ‘human error’. / Different sized balls.
Play dough
Stopwatches
Measuring tapes
Newspaper
Ice cream container lids
Worksheets from talking book. / Students are using ice cream lids and newspaper to protect carpet.
Students are working in pairs well.
Students are measuring the correct variables.
EVALUATE
evidence of changes in student’s ideas, beliefs and skills / Re-evaluate the class table of results. Look at possible relationships between mass and force. Introduce Newton’s second law of motion and explain the formula force = mass x acceleration.
Q. Are there any ideas that you would like to add or change to our concept map?
Students should describe that the object did not have force, however the larger ball made a larger indent in the play dough as it acted as a force upon the play dough.
Students engage in a hypothetical discussion on different types of forces in our world that demonstrate the interaction of forces – look at gravity, or possibly the gravitational force of planets. / Whtieboard / Students are participating.
Collect worksheets to check that ideas have been recorded, and correct scientific meta-language has been used.
ASSESSMENT TECHNIQUE (Observation, Consultation, Focused Analysis, Peer or Self-assessment)
Observe how students engage in discussion and identify that ideas have changed. Worksheets are marked at the end of the lesson and added to an ongoing portfolio to track how ideas change over the unit. Identify if any students need extra help in understanding force as a push, pull or twist.

5Es Inquiry APPROACH LESSON PLANNING FRAME WORK

KLA: Science and Technology / DATE: 2nd lesson of unit / YEAR LEVEL: 6 / LENGTH: 60 minutes
CORE LEARNING OUTCOMES:
EC4.1 Students design and perform investigations into relationships between forces, motion and energy.
MAT4.2 Students employ their own and others’ practical knowledge about equipment and techniques for manipulating and processing materials in order to enhance their products.
ESSENTIAL LEARNINGS:
EC The motion of an object changes as a result of the application of opposing or supporting forces.
MAT Techniques and tools are selected to manipulate or process resources to enhance the quality of products and to match design ideas, standards and specifications.
KEY CONCEPTS:
-Forces are pushes pulls and twists
-Acceleration is not the same as speed.
-Friction is a force which affects the motion of an object.
-Newton’s Laws of Motion. / LESSON OBJECTIVES:
-Students use design processes to create a ramp to send a rocket the greatest distance
-Students experiment with friction and look at different types of friction.
-Students discuss how forces affect the motion of an object.
-Students describe Newton’s three laws of motion.
LESSON PHASES / LEARNING EXPERIENCES / RESOURCES / MONITORING
ENGAGE / Students discuss ideas of force from previous lesson identifying that forces are pushes, pulls and twists.
Students recall Newton’s first and second laws of motion.
Discrepant event: Two eggs (one hard boiled) are spun on a surface to show friction. (In this experiment the uncooked egg spins faster, and the non cooked egg begins to stand upright due to the friction and change in the centre of gravity.)
Add these questions and discussed possible answers to a concept map.
Q. Why are these eggs acting in different ways when spun? – Discuss, don’t answer.
Q. What could make this egg spin faster than this egg?
Q. What could make this egg stand upright when spinning?
Q. What forces are acting upon the egg when it is spinning on the table? / Two eggs – one hardboiled. / All students are able to see the event. The event may need to be repeated.
Teacher should not validate student’s ideas at this stage.
EXPLORE / Students complete the talking book, including the second task.
Students complete the second task of the talking book:
Students use bottles of various sizes and a hose to send the rocket into the air.
Questions are asked in order to develop a table which is able to be compared amongst students – all measurements are the same, using the same units. Recall ideas on fair tests.
Q. When should we start timing how long the bottle is in the air for? What time unit measurement should we use?
Q. When do we stop timing how long the bottle is in the air for?
Students’ time how long the rocket is in the air for – timing as soon as the bottle leaves the hands of the students, and hits the ground.
Q. How do we measure the distance that the bottle travelled? What distance unit measurement should we use?
Students measure the distance that the bottle travelled, from the student to where the bottle first hit the ground.
All measurements are recorded onto a table. / Hose
Stopwatches
Tape Measures
Bottles of various sizes – students to share, each are labelled A, B,C,D.
Worksheets / Monitor student’s use of the hose.
Make sure students are recording measurements and times after each bottle rocket has been launched.
All students are participating.
EXPLAIN / Students report measurements to the class, where the mean time and distance for each sized bottle is recorded onto a class table on the whiteboard.
Q. Which bottles went the furthest big or small?
Q. Which bottles were in the air for the longest big or small?
Q. Were the bottles which were in the air for the longest, also the ones which travelled the greatest distance?
Q. How can we calculate the speed of the rockets – which went faster the big or the small rockets. Some students may not know how to calculate speed, and may need to be introduced to the formula using time and distance.
Q. Which rockets had greater force? – remind students that forces are pushes, pulls and twists, the size of the bottle did not make that bottle rocket have more force. / Whiteboard.
Calculators.
Students results from experiment. / All students’results are onclass table.
Students understand how to calculate speed.
Students take measurements correctly.
ELABORATE / Students design a ramp which will allow a rocket to travel the greatest distance. (The activity is repeated from before, except students are making a ramp).
Students design on paper within pairs a template for the construction of the ramp, and then create the ramp using the various materials.
The experiment is repeated using the ramp instead of the student holding the rocket.
Q. How have your results changed?
Q. Is it easier to send the rocket into the air using the ramp?
Q. Are there modifications that you need to make to the ramp to make the rocket launch more successful? / Measuring tapes,
Bottles
Various recycled materials,
Glue,
Stopwatch,
Worksheets,
Labelled bottles. / Are students measuring accurately?
Are all students participating?
EVALUATE / Q. What forces were acting upon the objects in each stage 1. Filling the rocket with fuel 2. Whilst the rocket was in the air 3. When the rocket hit the ground – also look at whether the rocket bounced.
Reflect on discrepant event and concept map and identify which ideas were correct, how ideas have changed, and identify forces such as friction which acted upon the eggs.
Introduce Newton’s third law of motion look at the force of the water and the reaction of the bottle being sent into the air.
Add new ideas of force to concept map from previous lesson – including Newton’s third law of motion. / Concept map on whiteboard
Re-introduce concept map from previous lesson to add ideas on force. / All students are participating
Check for understanding.
ASSESSMENT TECHNIQUE (Observation, Consultation, Focused Analysis, Peer or Self-assessment)
Worksheets need to be taken and marked, observe students in each stage of experiments, are they understanding the reasons for the experiment – are they relating the experiment to force, rather than just the speed of the rocket?