SCIENCE Lesson Plans Overview

General Capabilities
Literacy Numeracy Information and Critical and Creative Thinking Personal and Social Capability Ethical Behaviour Intercultural
Literacy involves Numeracy involves Communication Technology Critical and creative thinking are This involves students in a range Ethical behaviour involves Understanding
students in listening to, students in (ICT) capability integral to activities that require of practices including recognising students in building a strong This involves students
reading, viewing, recognising and This involves students in students to think broadly and and regulating emotions, personal and socially oriented in learning about and
speaking, writing and understanding the role learning to make the most of the deeply using skills, behaviours developing empathy for and ethical outlook that helps them engaging with diverse
creating oral, print, of mathematics in the technologies available to them, and dispositions such as reason, understanding of others, to manage context, conflict cultures in ways that
visual and digital texts, world and having the adapting to new ways of doing logic, resourcefulness, establishing positive relationships, and uncertainty, and to recognise
and using and modifying dispositions and things as technologies evolve imagination and innovation in all making responsible decisions, develop an awareness of the commonalities and
language for different capacities to use and limiting the risks to learning areas at school and in working effectively in teams and influence that their values and differences, create
purposes in a range of mathematical themselves and others in a the lives beyond school. handling challenging situations behaviour have on others. connections with others
contexts. knowledge and skills digital environment. constructively. and cultivate mutual
purposefully. respect.

Cross Curriculum Priorities

Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
cultures. The Aboriginal and Torres Strait Islander This will ensure that students learn about and recognise the diversity This develops the knowledge, skills, values and world views necessary for people to act
priority provides opportunities for all learners to within and between the countries of the Asia region. They will develop in ways that contribute to more sustainable patterns of living. It enables individuals and
deepen their knowledge of Australia by engaging knowledge and understanding of Asian societies, cultures, beliefs and communities to reflect on ways of interpreting and engaging with the world.
with the world’s oldest continuous living cultures. environments, and the connections between the peoples of Asia, Sustainability education is futures-oriented, focusing on protecting environments and
This knowledge and understanding will enrich Australia, and the rest of the world. Asia literacy provides students with creating a more ecologically and socially just world through informed action. Actions that
their ability to participate positively in the ongoing the skills to communicate and engage with the peoples of Asia so they support more sustainable patterns of living require consideration of environmental,
development of Australia. can effectively live, work and learn in the region. social, cultural and economic systems and their interdependence.

Science Understanding
Biological Sciences: Chemical Sciences: Physical Sciences: Earth Sciences:
Year 3 Living things can be grouped on the basis of Year 3 A change of state between solid and liquid Year 3 Heat can be produced in many ways and can Year 3 Earth’s rotation on its axis causes
observable features and can be distinguished from non- can be caused by adding or removing heat move from one object to another (ACSSU049) regular changes, including night and day
living things (ACSSU044) (ACSSU046) Year 4 Forces can be exerted by one object on (ACSSU048)
Year 4 Living things have life cycles (ACSSU072) Living Year 4 Natural and processed materials have a another through direct contact or from a distance Year 4 Earth’s surface changes over time as a
things, depend on each other and the environment to range of physical properties that can influence their (ACSSU076) result of natural processes and human activity
survive (ACSSU073) use (ACSSU074) Year 5 Light from a source forms shadows and can be (ACSSU075)
Year 5 Living things have structural features and Year5 Solids, liquids and gases have different absorbed, reflected and refracted (ACSSU080) Year 5 The Earth is part of a system of planets
adaptations that help them to survive in their observable properties and behave in different ways Year 6 Electrical circuits provide a means of orbiting around a star (the sun) (ACSSU078)
environment (ACSSU043) (ACSSU077) transferring and transforming electricity (ACSSU097) Year 6 Sudden geological changes or extreme
Year 6 The growth and survival of living things are Year 6 Changes to materials can be reversible or Electrical energy can be transferred and transformed weather conditions can affect Earth’s surface
affected by the physical conditions of their environment irreversible (ACSSU095) in electrical circuits and can be generated from a (ACSSU096)
(ACSSU094) range of sources (ACSSU097)
Science as a human endeavour Science Inquiry skills (these are to be mastered over 2 years)
Nature and development of Use & influence Questioning Planning and conducting: Processing and analysing data and Evaluating: Communicating:
science: Year 3,4 Science and Yr 3,4 With guidance, plan and conduct scientific information: Yr 3,4 Reflect on Y 3,4 Represent and
Year 3,4 Science involves knowledge helps people to predicting: investigations to find answers to questions, Yr 3,4 Use a range of methods investigations, communicate
making predictions & describing understand the effect of With guidance, considering the safe use of appropriate materials including tables & simple column including observations, ideas
patterns and relationships their actions (ACSHE051) identify and equipment (ACSIS054). Consider the graphs to represent data, to identify whether a test and findings using
(ACSHE050) Yr 5,6 Scientific questions in elements of fair tests and use formal patterns and trends. (ACSIS055) was fair or not formal and informal
understandings, familiar measurements and digital technologies as Compare results with predictions, representations
Year 5,6 Science involves
discoveries & inventions appropriate, to make and record observations suggesting possible reasons for ( ACSIS058)
testing predictions by gathering contexts that accurately (ACSIS055). findings (ACSIS215) Yr 5,6 Reflect on (ACSIS071)
data and using evidence to are used to solve
problems that directly can be and suggest Yr 5,6 Communicate
develop explanations of events Yr 5,6 Identify, plan and apply the elements of Yr 5,6 Construct and use a range of
affect peoples’ lives investigated scientific investigations to answer questions and representations, including tables & improvements to ideas, explanations
and phenomena and reflects scientifically and processes using
historical and cultural (ACSHE083) solve problems using equipment and materials graphs, to represent & describe scientific
contributions (ACSHE081) & and make safely and identifying potential risks (ACSIS086) observations, patterns or relationships investigations scientific
(ACSHE098) Scientific predictions With guidance, plan investigation methods to in data using digital technologies as (ACSIS091) representations in a a
knowledge is used to solve based on prior answer questions or solve problems appropriate (ACSIS090) Compare variety of ways,
problems ( knowledge(AC Decide variable to be changed and measured in data with predictions and use as including multi-modal
SIS53) fair tests & observe, measure and record data, evidence in developing explanations texts (ACSIS093)
With guidance using digital technologies (ACSIS087) (ACSIS218)

Page 1 of 35
 pose clarifying
questions and
make
predictions
about scientific
investigations
(ACSIS231)

Year: 4 Topic: “Growth and Survival of Living Things” Term: 1

Strand Sub strand Code Year Content Descriptors Lessons

SU Biological Sciences ACSSU076 Forces can be exerted by one object on another through direct contact or
from a distance.

SHE Use & Influence ACSHE051 Science knowledge helps people understand the effects of their actions.

SIS Questioning and Predicting ACSIS055 Consider the elements of fair tests and use formal measurements and digital
technologies as appropriate, to make and record observations accurately.

Communicating ACSIS054 With guidance, plan and conduct scientific investigations to find answers to
questions considering the safe use of appropriate materials and equipment.

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 Communicating ACSIS071 Represent and communicate observations, ideas and findings using formal
and informal representations

Learning Experiences
Major Content Focus:

Engage: Mentally engages

Lesson 1 students, captures interest,
Able to express what they
know.

Explore: Hands on activity,

Lesson 2 explore the concept or skill.
Make sense of the concept or
skill (this may take more than
1 lesson and be combined
with explore)

Explain: Explanations are

Lesson 3 made on the concept or skill.
Explanation follows
experience.

Elaborate: Provides
Lesson 4 opportunities to apply the
concept or skill. Develops a
Page 3 of 35
 deeper understanding of the
concept or skill (this may
include an investigation)

Lesson 5 Evaluate: Continue the

development of the
understanding of the skill and
evaluate their learning.

KLA Science Maths English History Geograph Language The Business Civics Health D&T ICT
y s Arts

Outcomes
Abbreviations

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 Leave this page blank

investigating the effect of contact and non-contact forces on the movement of objects in traditional
Aboriginal and Torres Strait Islander children’s toys and games
observing qualitatively how speed is affected by the size of a force

exploring how non-contact forces are similar to contact forces in terms of objects pushing and
pulling another object

comparing and contrasting the effect of friction on different surfaces, such as tyres and shoes on a
range of surfaces

investigating the effect of forces on the behavior of an object through actions such as
throwing, dropping, bouncing and rolling

exploring the forces of attraction and repulsion between magnets

Forces can be exerted by one object on another through direct contact or from a distance.

Page 5 of 35
 Lesson Plan 1

Title : What is Force? ENGAGE

Rationale why are you doing this plan

The main purpose of this lesson is to engage students and gain their understanding of prior
knowledge about “Forces” through short activities. The activities used will build students curiosity,
elicit their prior knowledge and invite children to learn rather than forcing them to learn. It will also
help to identify if there are any knowledge gaps that need to be addressed in future lessons for the
teacher to develop deeper understanding of the topic. This lesson would also be an opportunity for
the teacher to identify any misconceptions the students hold that can be addressed at a later stage
in their learning journey. A KWL chart will be given to the students to brainstorm and record what
they Know? Want to know? And eventually have Learned about the topic. By the end of this lesson
they are ready to explore more about this topic.

Intended Learning (Outcomes/Objectives)

By the end of this lesson students should be able to understand:

1) What Force is?

2) How we perform actions in our day-to-day life that involves forces.
3) Demonstrate a push or a pull on an object in their environment.

Students’ Prior Knowledge

Students would have learned about the following in grade 2-

( ACSSU033)

 Push and Pull affects how an object moves

 How different strengths of pushes and pulls affect the movement of objects
 Push and Pull can change the shape of an object

Materials

 White Board
 White Board Marker
 KWL Chart Handouts
 Table handouts
 Ball
 Rubber Band
 Squishy
 Sponge
 Toy car
Page 6 of 35
  Chair
 Interactive notebook

Length: 60 minutes

Introduction/Hook: (5min)

Tune students into the subject:

Draw a bubble on board and brainstorm ideas about ‘Force’. Record using lines from the bubble
to the word or idea generated by the students.

FORCE

Main body

Writing (Diagnostic Test)

Beginning of the Class (10min)

To stimulate students prior knowledge about “force” they will be asked complete the “Know” and
“Want to know” part of a KWL (Know”, “Want to Know”, “Learned”) Chart----- (Appendices-A).

Middle of the Class (10 min)

Once they have completed the first two columns of ‘K’ and ‘W’ they will be asked to share their
responses with the class.

*Teacher should note down the misconceptions held by the students to address at a later
stage.

Watching a Video

https://www.youtube.com/watch?v=5t1frJFPSBg (3min)

Guided Discussion (17 minute) ACSHE051 Science knowledge helps people understand
the effects of their actions.

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 investigating the effect of forces on the behavior of an object through actions such as
throwing, dropping, bouncing and rolling

Teacher will perform the following actions in front of the class and discuss the type and
effects of these actions on the behaviour of the objects

 Kicking a ball
 Bouncing a ball
 Moving a stationary toy car
 Stretching a rubber band
 Squishing a squishy
 Squeeze a sponge
 Rolling a dice

Create a T- Chart using think, pair, share strategy:

I will get students to create a t-chart in their interactive note book. On the left side, think and write
examples of things in life that require force. Next, students pair up with their elbow partner and
share their lists. After generating a list students work together in groups (4-5) and complete the right
section of the t-chart by listing the type and the effect of the force on the object in the right column.

Students will share their responses with the class

Conclusion (5min)

Ask Students:

 Tell me some of the things you learned about ‘Forces’ today?

Key Questions to Ask

1. Tell me what you know about FORCE?

2. What did the kick do to the stationary ball?
3. Tell me what causes movement in stationary objects?
4. Do heavier objects move need less force as compared to lighter objects.
5. What happened to the rubber band after stretching?
6. Is squishing a squishy and squeezing a sponge a push or a pull?

Assessment

Page 8 of 35
 1. Diagnostic assessment: Complete the table-APPENDICE B

https://www.whatihavelearnedteaching.com/engagement-phase-5e-instructional-model/

Direct: friction, air resistance

Indirect: gravitation, electrical, magnetic

Page 9 of 35
 Lesson Plan 2

Title EXPLORE
Types of forces

Rationale
This lesson is designed for students to explore key concepts, discover new skills, Probe, inquire and
question experiences
http://borderlandsnarratives.utep.edu/images/5E_Model_of_Instruction_CSCOPE_072002_1_1.pdf
It will facilitate students with common base activities within which concepts, processes and skills will
be identified( The impact on teaching through 5E model: perspectives of preospective…..in
secondary schools). “This will give students the opportunity to get involved directly with phenomena
and materials. This will aid in grounding their experience with phenomena. Teacher will guide the
students and adopt the role of a facilitator by providing students with the right material and
guidance. The students' inquiry process drives the instruction during an exploration”. This stage will help
building students level of confidence and creativity , resulting in improved performance and sustained
motivation to learn. Explore their environment and manipulate materials.
“At this stage students are refining their laboratory skills as well a stheir understanding of the
scientific m,ethod. Students work cooperatively in groups and are provided time to reflect on the
results of their investigtaions. The teacher is not yet providing direct instruction. Rather students are
led through inquiry based questions. Even though questions are posed, answers are yet not sought”
(What is the 5E model of instruction, jill Elliot, 2017, https://whatihavelearnedteaching.com/5e-
model-science-instruction/
.

Intended Learning (Outcomes/Objectives

Should complete the sentence ‘By the end of this lesson students will be able to’

1. Say that there are two main types of forces: contact (Direct) and non-contact force
(indirect/ at- a -distance)
2. Identify and differentiate between contact and non- contact forces.
3. Students should be able to put different forces into two categories
4. Effects of big and small force on an object

Students’ Prior Knowledge (summary in 3 dot points)

Students will have knowledge of following from their previous lesson:

1) What Force is?

2) How we perform actions in our day-to-day life that involves forces.
3) They are able to demonstrate a push or a pull on an object in their environment.

Materials (physical items you will use in the lesson)

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Computer for watching videos
Sand paper
Bubble wrap
Wax paper
Carpet
Extra books for ramp
Toy car
Marble
Pipe insulator
Extra chairs
2 pre made paper helicopters
Magnet
Paper clips

Lessons Steps

Review question : (2 min)

To start pose the question: “Who can recall the definition of force from our last discussion?

Introduction (approx: 5min)

Students will watch the following video based on two main types of forces: Contact and non-
contact forces.

Video: https://youtu.be/W55qMEF1a_E

BCLN-Physics-Forces2- Contact & Non-Contact

https://slideplayer.com/slide/8381254/ Rosalyn Daniels-2016

make a T chart on board with right column for contact forces and left for non- contact forces. And
discuss the following with students and write down on board

Main Body

Investigating Forces

Students will be directed to the stations around the room to explore contact forces (push, pull and
friction) and non- contact forces ( gravitational and magnetic forces)
https://betterlesson.com/lesson/resource/3291248/investigating-types-of-forces )

They will be guided to write their investigations/ observations on the sheets provided.

Zone A: Contact Forces (Frictional and Applied Force)

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 STATION 1: Friction Frenzy (Contact of matchbox with different surfaces)
*Investigating the effects some materials have on an object.

SHOES AND TYRES ON A RANGE OF SURFACES

This station has four boards made of different materials: sandpaper, wax
paper, bubble wrap and carpet. Here students are observing how a matchbox car
moves along each of these surfaces to investigate the effects of friction. Each
board rests on a stack of books, creating a ramp so students can see how
material affects the moving car. By the end of this investigation, students should
be able to determine which surface made a difference in the way the car
traveled.
This station shows students how certain materials can cause an object to
move faster or slower while on it. They should be able to relate this to why they
put sand on the road during a snowstorm.

STATION 4: Applied Force (pushing and pulling objects with different strngths)

*Investigating how you can put an object in motion by applying different

strengths of pulling and pushing.
During this station, students use pre-made mini-air cannons to launch a pom-
pom through the air. They take turns applying different amounts of forces as
they pull and release the balloon. They should recognize that the greater the
force applied, the greater the distance the pom-pom travels.
This station shows students that pulling the balloon back just a little bit
creates a small amount of force, but pulling the balloon back a lot, creates
a bigger force, resulting in a faster pom-pom travelling at a greater distance.

Zone B : Non- Contact Forces (Gravitational and Magnetic Force)

Station 1: The Force of Gravity is an Up-Hill Battle (gravity acting at a distance)

*Investigating gravity’s effect on a moving marble.

This station has a pipe insulator (forming a ‘u’ shape and extending about 36
inches off the floor at both ends. between two chairs, about 24” apart.
Students release a marble from different starting points (24”, 18”, 12” and 6”), to
determine the effect of gravity on a moving object. By the end of this
investigation they should be able to explain why the ball cannot travel up as far
on the opposite side from where it was released.
The station shows students that the marble continues to move in the direction

Page 12 of 35
is starts in until the effect of gravity becomes stronger than the motion of the
marble and the marble cannot climb up the other side of the pipe. Gravity pulls
the marble toward the ground.

exploring the forces of attraction and repulsion between magnets

STATION 3: Clingy Clips

*Investigating the effects of magnetism on certain materials.
At this station, students observe the effects of magnetism by trying to lift
paper clips through three different cups. Each cup is a different kind of plastic. I
have them try it out with different kinds of cups to illustrate the force of
magnetism.
While at this station, students will notice the strength of a magnetic force as
it lifts paper clips through each cup. Even though the magnet does not actually
touch the paper clips, its force is strong enough to pass through cups to attract
the clips.

I move between stations during this time, checking in on their tasks and
asking them questions about what they are learning and understanding.

Conclusion Y 3,4 Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071)

Ask students randomly to summarize the lesson by explaining what they have experiences,
onserved and learned from todays lesson.

Guided Discussion----Integration opportunity(ACELY1687)-INTERACTING WITH

OTHERS
Once all groups have finished their investigations, we reconvene for a brief
discussion on each one. We discuss the different effects they observed at each
station and what they learned from it. Overall, they should recognize that an
object's motion is impacted by the force of gravity, friction, air resistance,
magnetism, and balanced and unbalanced forces. Discussing these concepts
together helps students further develop their understanding by listening to other
students share their experiences and observations and my explanations.

Page 13 of 35
Key Questions to Ask

1) how is contact force different from non-contact force

2) Is kicking a soccer ball a contact force
3) If you drag something on the floor is that a contact force
4) Why the ball cannot travel up as far on the opposite side from where it was
released.
5) In which direction does the gravity work?
6) How does weak and strong force effect movement of an object

Assessment
Student Assessment (type, group, specific links to any rubrics, checklists)

Formative Assessment: Label the diagrams

Make a chart with diagrams of contact and non-contact forces as well as big and small forces.

HOW WILL YOU MEASURE EFFECTS OF BIG AND SMALL FORCE ON AN OBJECT?

Must link to lesson outcome/objectives s

Recommended Viewing: http://www.cpalms.org/Public/PreviewResourceStudentTutorial/Preview/165128

Page 14 of 35
 Lesson Plan 3
Title EXPLAIN

Forces can be exerted by one object on another

through direct contact or from a distance.

Rationale

“This is the stage where the students begins to put the abstract experience through which they
have gone into a more coomunicable form. Language provides Language provides motivation for
sequencing events into a logical format. Communication occurs between peers, the facilitator, or
within the learner himself. Working in groups, learners support each other's understanding as they
articulate their observations, ideas, questions and hypotheses. Language provides a tool of
communicable labels. These labels, applied to elements of abstract exploration, 3 give the learner
a means of sharing these explorations. Explanations from the facilitator can provide names that
correspond to historical and standard language, for student findings and events. For example a
child, through her exploration, may state they have noticed that a magnet has a tendency to
"stick" to a certain metallic object. The facilitator, in her discussion with the child, might at this
stage introduce terminology referring to "an attracting force". Introducing labels, after the child has
had a direct experience, is far more meaningful than before that experience. The experiential base
she has built offers the student an attachment place for the label. Common language enhances
the sharing and communication between facilitator and students” (http://dr-
hatfield.com/educ216/Constructivism&5Es.pdf.)

This is the stage when connections are made. Prior knowledge is connected to current
findings. Students develop explanations for their observations.

The teacher answers student questions. Vocabulary is defined and concepts are
explained.The teacher elicits student discussion and builds upon class discussions.
While this is the direct instruction phase, it is still presented in a collaborative fashion. If
there is a lecture, students gather together to discuss what they have learned.

Students are now beginning to understand the new concepts. In many cases, this
knowledge is specific to the exact applications they have studied. For example, if they
learned about the butterfly life cycle, students may not understand that this life cycle is
similar to the ant, fly, and mosquito life cycles. They may not be prepared to compare and
contrast it to the grasshopper, frog, or mammal life cycles.

Students need to internalize what they have learned. This enables them to generalize the
new information and have a broader application of their new knowledge. They need time
and opportunity to practice and apply what they know. That is why the next two stages are
so important.

Page 15 of 35
The Explain lesson (Lesson 3, Conducting a Scientific Investigation) provides opportunities for students to
connect their previous experiences with current learning and to make conceptual sense of the main ideas of
the module. This stage also allows for the introduction of formal language, scientific terms, and content
information that might make students’ previous experiences easier to describe. The Explain lesson
encourages students to • explain concepts and ideas (in their own words) about a potential health problem; •
listen to and compare the explanations of others with their own; • become involved in student-to-student
discourse in which they explain their thinking to others and debate their ideas; • revise their ideas; • record
their ideas and current understanding; • use labels, terminology, and formal language; and • compare their
current thinking with what they previously thought.

http://www.kacee.org/files/Inquiry%20&%205E%20Instructional%20Model.pdf

Intended Learning (Outcomes/Objectives

Should complete the sentence ‘By the end of this lesson students will be able to’

1. Understand that force can be created when two objects are touching (Frictional
Force).
2. Understand that forces can still be acting on an object even if they aren’t touching
(Magnetic Force)

Page 16 of 35
Students’ Prior Knowledge (summary in 3 dot points)
1) know that there are two main types of forces
2) differentiate and categorise contact and non- contact forces
3)
Materials (physical items you will use in the lesson)

Lessons Steps

Into (5min)

What happens when we rub our hands together quickly? Test this with your students and write up ideas on
board. Tell students that this phenomena is known as friction and it is categorised as a contact force
https://www.slideshare.net/kevcummins/science-lesson-plan-friction.

What happens to a magnet when we bring it closer to paper clips? Test this with your students and write
up ideas on board. Tell students that the magnet had a force applied on the clips from a distance and is
considered a force as a non- contact force.

Main Body

Watching a video (approx.: 8min)

Students will watch the following video based on Friction: Students will be encouraged to take notes during
their viewing.

https://www.youtube.com/watch?v=PNDRIicw4E0&t=163s (2015, makemegenius)

Discussion: Teacher will ask questions based on the above video and develop their understanding of the
above concept.

Explicit Instructions: (25 min)

Teacher will go through a power point presentation based on Friction. Definition and examples will be
discussed thoroughly.

Conclusion

3-2-1: 3 things they learned, 2 things they have a question about, 1 thing they want the instructor to
know- Index Cards (http://mcps.org/UserFiles/Servers/Server_92164/File/General%201/Lesson%20Closure
%20Activities.pdf

Page 17 of 35
Key Questions to Ask
Questions based on video;
1) Tell me what did you understand about friction from this video
2) Do you think texture of the surface affects friction?
3) There was one example of friction producing heat? Does someone remember how it happened in
the video?
Questions after the instruction phase:

4) Is friction a contact force?

5) Does friction affect the motion of an object?

Assessment
Student Assessment (type, group, specific links to any rubrics, checklists)
1)
2)
3)
4)
Must link to lesson outcome/objectives s

Page 18 of 35
 Lesson Plan 4
Title ELABORATE

Rationale

Elaborate In Elaborate lessons, students apply or extend previously introduced concepts and experiences to
new situations. In the Elaborate lesson in this module, Lesson 3, Conducting a Scientific Investigation,
students • make conceptual connections between new and former experiences, connecting aspects of their
health department investigation with their concepts of scientific inquiry; • connect ideas, solve problems,
and apply their understanding to a new situation; • use scientific terms and descriptions; • draw reasonable
conclusions from evidence and data; • deepen their understanding of concepts and processes; and •
communicate their understanding to others.
http://www.kacee.org/files/Inquiry%20&%205E%20Instructional%20Model.pdf

(Extend) student’s knowledge by allowing them to use what they have learned in a new situation to enhance
deeper understanding of concepts (https://www.exploringnature.org/graphics/Science_Standards/5_Es.pdf .

. In stage four, Elaborate, the students expand on the concepts they have learned, make connections to other
related concepts, and apply their understandings to the world around them (http://dr-
hatfield.com/educ216/Constructivism&5Es.pdf

Apply new learning to a new or similar situation

(http://borderlandsnarratives.utep.edu/images/5E_Model_of_Instruction_CSCOPE_072002_1_1.pdf

• Extend and explain concept being explored

• Communicate new understanding with formal language

Teachers behavior

• Uses previously learned information as a vehicle to enhance additional learning

• Encourages students to apply or extend the new concepts and skills

• Encourages students to use terms and definitions previously acquired

Students behavior

• Applies new terms and definitions

• Uses previous information to probe, ask questions, and make reasonable judgments

• Provides reasonable conclusions and solutions

• Records observations, explanations, and solutions.

Students take their new knowledge and apply it to novel situations. The teacher poses
new questions and provides opportunities for students to investigate answers. This is
when knowledge about specific topics begin to generalize and deepen in students’ minds
(https://www.whatihavelearnedteaching.com/use-5e-model-science-instruction/ .

Page 19 of 35
Intended Learning (Outcomes/Objectives
Should complete the sentence ‘By the end of this lesson students will be able to’
1) Differentiate between living and non- living things.
2) Define Environment.
3)
4)
Students’ Prior Knowledge (summary in 3 dot points)
1)
2)
3)
Materials (physical items you will use in the lesson)

Lessons Steps
Into

Main Body

Conclusion

Key Questions to Ask

1)
2)
3)
4)
5)

Assessment
Student Assessment (type, group, specific links to any rubrics, checklists)
1)
2)
3)
4)
Must link to lesson outcome/objectives s

Page 20 of 35
 Lesson Plan 5
Title EVALUATE
Rationale

Evaluate The Evaluate lesson (Lesson 4, Pulling It All Together) is the final stage of the instructional model,
but it only provides a “snapshot” of what the students understand and how far they have come from where
they began. In reality, the evaluation of students’ conceptual understanding and ability to use skills begins
with the Engage lesson and continues throughout each stage of the instructional model. When combined
with the students’ written work and performance of tasks throughout the module, however, the Evaluate
lesson provides a summative assessment of what students know and can do. The Evaluate lesson in this
module, Lesson 4, Pulling It All Together, provides an opportunity for students to • demonstrate what they
understand about scientific inquiry and how well they can apply their knowledge to carry out their own
scientific investigation and to evaluate an investigation carried out by a classmate; • share their current
thinking with others; • assess their own progress by comparing their current understanding with their prior
knowledge; and • ask questions that take them deeper into a concept.

http://www.kacee.org/files/Inquiry%20&%205E%20Instructional%20Model.pdf

Intended Learning (Outcomes/Objectives

Should complete the sentence ‘By the end of this lesson students will be able to’
1)
2)
3)
4)
Students’ Prior Knowledge (summary in 3 dot points)
1)
2)
3)
Materials (physical items you will use in the lesson)

Lessons Steps
Into

Main Body

Conclusion

Ask students to fill in the ‘L’ column with any new information they have learned during the lesson.

Key Questions to Ask

1)
Page 21 of 35
 2)
3)
4)
5)

Assessment
Student Assessment (type, group, specific links to any rubrics, checklists)
1) INTEGRATION ACTIVITY
2) Plan, rehearse and deliver presentations incorporating learned content and taking into
account the particular purposes and audiences (ACELY1689
reporting on a topic in an organised manner, providing relevant facts and descriptive detail
to enhance audience understanding, and beginning to refer to reliable sources to support
claims

3)
4)
Must link to lesson outcome/objectives s

http://www.cpalms.org/Public/PreviewResourceLesson/Preview/46608

GIVE IT A PUSH!

APPENDICE: A

KWL Chart: FORCES

K W L
What
What II Know
Know What
What II want
want to
to Know
Know What
What II have
have learned
learned

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APPENDICE: B

Michelle and Niki are playing badminton. Complete the table below to show the forces involved in a
game of badminton and the effects of these forces.

Action Is it a pull or push Effect(s) of the force

Throwing a stationary
shuttlecock into the air before
serving.

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Hitting the moving
shuttlecock with a racquet

Accidently stepping on the

shuttlecock

OR

Studying the Effect of Force on Objects

Action of force
Change in
Description of How to apply Change in
Diagram state of
situation force shape
motion
Yes/No Yes/No

A lump of dough
Pressing it down
on No Yes
with your hands
a plate

Spring fixed to the By sitting on the

No Yes
seat of a bicycle seat

A rubber band
suspended from a By hanging a
hook/nail fixed on weight or by No Yes
a pulling its free end
wall

Page 24 of 35
 By putting a
weight
A plastic or metal
at the centre of
scale placed No Yes
the
between two bricks
scale
Tab

file:///C:/Users/A/Desktop/Force%20(Learn)%20_%20Physics%20_%20Class%208%20_%20Amrita
%20Vidyalayam%20eLearning%20Network.html

Broomfield, D. (2018). How to create a 5e lesson plan. Retrieved from:

https://wehavekids.com/education/How-to-create-a-5-E-Lesson-Plan

Elesapiens SL. (2017). Force and Motion. Retrieved from: https://www.youtube.com/watch?

v=xUCYFof8QyA

https://www.youtube.com/watch?v=uoKo3DbfYZk

Labelling Diagrams

Page 25 of 35
 https://physicsabout.com/force/
Types of forces in physics with examples-2019

https://www.goodreads.com/review/show/1438420236
What If?: Serious Scientific Answers to Absurd Hypothetical
Questions 2015

Page 26 of 35
Investigating contact and non-contact forces

2014

https://assist.asta.edu.au/resource/1428/investigating-contact-and-non-contact-forces

Crushing a dough compressing a tennis ball

http://www.mstworkbooks.co.za/natural-sciences/gr9/gr9-ec-01.html

Page 27 of 35
http://shstandk.com/2017/08/force/ Sashihari 2017. Force

aven.amritalearning.com,. (2013). Force. Retrieved 24 April 2019, from aven.amritalearning.com/index.php?

sub=101&brch=299&sim=1506&cnt=3486

Page 28 of 35
 WEBSITE FOR FORCES WORKSHEETS
http://www.mstworkbooks.co.za/natural-sciences/gr9/gr9-ec-
01.html

Lesson Plan 4
Title ELABORATE

Rationale
(Extend) student’s knowledge by allowing them to use what they have learned in a new situation to enhance
deeper understanding of concepts (https://www.exploringnature.org/graphics/Science_Standards/5_Es.pdf .

. In stage four, Elaborate, the students expand on the concepts they have learned, make connections to other
related concepts, and apply their understandings to the world around them (http://dr-
hatfield.com/educ216/Constructivism&5Es.pdf

Apply new learning to a new or similar situation

(http://borderlandsnarratives.utep.edu/images/5E_Model_of_Instruction_CSCOPE_072002_1_1.pdf

Page 29 of 35
• Extend and explain concept being explored

• Communicate new understanding with formal language

Teachers behavior

• Uses previously learned information as a vehicle to enhance additional learning

• Encourages students to apply or extend the new concepts and skills

• Encourages students to use terms and definitions previously acquired

Students behavior

• Applies new terms and definitions

• Uses previous information to probe, ask questions, and make reasonable judgments

• Provides reasonable conclusions and solutions

• Records observations, explanations, and solutions.

Students take their new knowledge and apply it to novel situations. The teacher poses
new questions and provides opportunities for students to investigate answers. This is
when knowledge about specific topics begin to generalize and deepen in students’ minds
(https://www.whatihavelearnedteaching.com/use-5e-model-science-instruction/ .

ended Learning (Outcomes/Objectives

Should complete the sentence ‘By the end of this lesson students will be able to’
1) Differentiate between living and non- living things.
2) Define Environment.
3)
4)
Students’ Prior Knowledge (summary in 3 dot points)
1)
2)
3)
Materials (physical items you will use in the lesson)

Lessons Steps
Into

Main Body

Page 30 of 35
 Conclusion

Key Questions to Ask

1)
2)
3)
4)
5)

Assessment
Student Assessment (type, group, specific links to any rubrics, checklists)
1)
2)
3)
4)
Must link to lesson outcome/objectives s

INTEGRATION LESSON

Language for interaction

Understand differences between the language of opinion and feeling and the language of factual
reporting or recording (ACELA1489
identifying ways thinking verbs are used to express opinion, for example ‘I think’, ‘I believe’, and
ways summary verbs are used to report findings, for example ‘we concluded’

Lesson Plan 3
Title EXPLAIN

Forces can be exerted by one object on another

through direct contact or from a distance.

Page 31 of 35
Rationale

“This is the stage where the students begins to put the abstract experience through which they
have gone into a more coomunicable form. Language provides Language provides motivation for
sequencing events into a logical format. Communication occurs between peers, the facilitator, or
within the learner himself. Working in groups, learners support each other's understanding as they
articulate their observations, ideas, questions and hypotheses. Language provides a tool of
communicable labels. These labels, applied to elements of abstract exploration, 3 give the learner
a means of sharing these explorations. Explanations from the facilitator can provide names that
correspond to historical and standard language, for student findings and events. For example a
child, through her exploration, may state they have noticed that a magnet has a tendency to
"stick" to a certain metallic object. The facilitator, in her discussion with the child, might at this
stage introduce terminology referring to "an attracting force". Introducing labels, after the child has
had a direct experience, is far more meaningful than before that experience. The experiential base
she has built offers the student an attachment place for the label. Common language enhances
the sharing and communication between facilitator and students” (http://dr-
hatfield.com/educ216/Constructivism&5Es.pdf.)

This is the stage when connections are made. Prior knowledge is connected to current
findings. Students develop explanations for their observations.

The teacher answers student questions. Vocabulary is defined and concepts are
explained.The teacher elicits student discussion and builds upon class discussions.
While this is the direct instruction phase, it is still presented in a collaborative fashion. If
there is a lecture, students gather together to discuss what they have learned.

Students are now beginning to understand the new concepts. In many cases, this
knowledge is specific to the exact applications they have studied. For example, if they
learned about the butterfly life cycle, students may not understand that this life cycle is
similar to the ant, fly, and mosquito life cycles. They may not be prepared to compare and
contrast it to the grasshopper, frog, or mammal life cycles.

Students need to internalize what they have learned. This enables them to generalize the
new information and have a broader application of their new knowledge. They need time
and opportunity to practice and apply what they know. That is why the next two stages are
so important.

Intended Learning (Outcomes/Objectives

Should complete the sentence ‘By the end of this lesson students will be able to’

Students will be able to safely use and observe the properties of

strong magnets.

Page 32 of 35
  Determine which objects are magnetic and which are not.
 Observe that magnets have two sides—north and south.
 Predict the motion of magnets, based on knowledge that they repel and
attract.
https://learning-center.homesciencetools.com/article/the-power-of-magnetism3a-lesson-plan/

Students’ Prior Knowledge (summary in 3 dot points)

No extended prior knowledge is needed for this lesson. Though some students
may be more familiar with magnetism than others all students will get an equal
chance to explore and experiment with magnets in this lesson.

https://learning-center.homesciencetools.com/article/the-power-of-magnetism3a-lesson-plan/

Key Vocabulary: attract, repel, north and south poles, predict, force field, visible, invisible

Materials (physical items you will use in the lesson)

Bar manets
Paper clips

Lessons Steps

Into (5min)

Teacher shows a bar magnet and attaches several common objects to it ( iron, nickel and cobalt, aluminium, plastic,
wood ). Teacher explains the attractive force called magnetism: invisible but ever present. Magnetism is picky. It only
attracts certain things.
http://planning20.pbworks.com/w/page/17147271/5%20E%20Lesson%20on%20Magnets

exploring the forces of attraction and repulsion between magnets

Main Body

Magnet station: What happens to a magnet when we bring it closer to paper clips? Show it to them by
setting up a table with a piece of magnet and some paper clips. Test this with your students and write up
ideas on board. Tell students that the magnet had a force applied on the clips from a distance and is

Page 33 of 35
considered a force as a non- contact force. Students will be encouraged to experience themselves.

Explicit Instructions: (25 min)

 Discuss what a magnet does?
 How a magnet attracts and repels an object.
 Show a bar magnet and discuss what S and N stand for?

Conclusion

Hold up a magnet and ask students the names of the poles and which ones attract and which ones repel?
Is magnetic force a non- contact force

Special Needs Adaption:

During the demonstration/experiment you could pair a special needs child up with another child who
understands the material and concepts. Working in pairs will help both of the students. It will benefit the
special needs student by having someone other than the teacher explain the concepts to someone else,
the other student will reinforce his/her own knowledge of the subject matter.

ANOTHER GOOD LESSON ON MAGNETS- POLES, STRENGTH, AND ATTRACTED OBJECTS (Christy Discello)

Key Questions to Ask

Bloom’s questions: Remembering, Understanding, Applying, Analysing, Evaluation, Creating

What does a magnet do? Describe what causes a magnet to attract or repel objects? Predict what would
happen if I tried to force the North Poles of two magnets together. What could you use the attraction or
repulsion of magnets for?

http://elementaryscienceteachers.pbworks.com/f/Magnets+Lesson+Plan.pdf

Assessment
Student Assessment (type, group, specific links to any rubrics, checklists)
1)
2)
3)
Page 34 of 35
4)
Must link to lesson outcome/objectives s

Page 35 of 35