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: LESSON OBJECTIVES:
 Forces are pushes, pulls and twists  Students describe force and how forces are applied.
 Force is calculated using mass and acceleration  Students demonstrate the effects of forces on objects using play
 There is a relationship between mass and force, although it is not its dough.
sole determinant.  Students communicate the relationship between mass and force.

LESSON LEARNING EXPERIENCES RESOURCES MONITORING

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

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: LESSON OBJECTIVES:
- Forces are pushes pulls and twists - Students use design processes to create a ramp to send a rocket the greatest distance
- Acceleration is not the same as speed. - Students experiment with friction and look at different types of friction.
- Friction is a force which affects the motion of an object. - Students discuss how forces affect the motion of an object.
- Newton’s Laws of Motion. - Students describe Newton’s three laws of motion.

LESSON LEARNING EXPERIENCES RESOURCES MONITORING

PHASES
ENGAGE Students discuss ideas of force from previous lesson identifying that forces are pushes, pulls and Two eggs – one All students are
twists. hardboiled. able to see the
Students recall Newton’s first and second laws of motion. event. The
Discrepant event: Two eggs (one hard boiled) are spun on a surface to show friction. (In this event may
experiment the uncooked egg spins faster, and the non cooked egg begins to stand upright due to need to be
the friction and change in the centre of gravity.) repeated.
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. Teacher should
Q. What could make this egg spin faster than this egg? not validate
Q. What could make this egg stand upright when spinning? student’s ideas
Q. What forces are acting upon the egg when it is spinning on the table? at this stage.
EXPLORE Students complete the talking book, including the second task. Hose Monitor
Students complete the second task of the talking book: Stopwatches student’s use
Students use bottles of various sizes and a hose to send the rocket into the air. Tape Measures of the hose.
Questions are asked in order to develop a table which is able to be compared amongst students – all Bottles of Make sure
measurements are the same, using the same units. Recall ideas on fair tests. various sizes – students are
Q. When should we start timing how long the bottle is in the air for? What time unit students to recording
measurement should we use? share, each are measurements
Q. When do we stop timing how long the bottle is in the air for? labelled A, and times after
Students’ time how long the rocket is in the air for – timing as soon as the bottle leaves the hands of B,C,D. each bottle
the students, and hits the ground. Worksheets rocket has
Q. How do we measure the distance that the bottle travelled? What distance unit been launched.
 measurement should we use? All students are
Students measure the distance that the bottle travelled, from the student to where the bottle first hit participating.
the ground.
All measurements are recorded onto a table.
EXPLAIN Students report measurements to the class, where the mean time and distance for each sized bottle Whiteboard. All students’
is recorded onto a class table on the whiteboard. Calculators. results are on
Q. Which bottles went the furthest big or small? Students results class table.
Q. Which bottles were in the air for the longest big or small? from Students
Q. Were the bottles which were in the air for the longest, also the ones which travelled the experiment. understand
greatest distance? how to
Q. How can we calculate the speed of the rockets – which went faster the big or the small calculate
rockets. Some students may not know how to calculate speed, and may need to be introduced to speed.
the formula using time and distance. Students take
Q. Which rockets had greater force? – remind students that forces are pushes, pulls and twists, measurements
the size of the bottle did not make that bottle rocket have more force. correctly.
ELABORATE Students design a ramp which will allow a rocket to travel the greatest distance. (The activity is Measuring Are students
repeated from before, except students are making a ramp). tapes, measuring
Students design on paper within pairs a template for the construction of the ramp, and then create Bottles accurately?
the ramp using the various materials. Various recycled Are all students
The experiment is repeated using the ramp instead of the student holding the rocket. materials, participating?
Q. How have your results changed? Glue,
Q. Is it easier to send the rocket into the air using the ramp? Stopwatch,
Q. Are there modifications that you need to make to the ramp to make the rocket launch more Worksheets,
successful? Labelled bottles.
EVALUATE Q. What forces were acting upon the objects in each stage 1. Filling the rocket with fuel 2. Concept map on All students are
Whilst the rocket was in the air 3. When the rocket hit the ground – also look at whether the whiteboard participating
rocket bounced. Check for
Reflect on discrepant event and concept map and identify which ideas were correct, how ideas have Re-introduce understanding.
changed, and identify forces such as friction which acted upon the eggs. concept map
Introduce Newton’s third law of motion look at the force of the water and the reaction of the bottle from previous
being sent into the air. lesson to add
Add new ideas of force to concept map from previous lesson – including Newton’s third law of ideas on force.
motion.

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?