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 balls. cream lids and apply Experiment: Predict what will happen when you drop different sized balls into play dough. Play dough newspaper to protect concepts and Q. how will the size of the ball affect what the play dough will look like? Stopwatches carpet. explanations Variables which will be adjusted and measured as experiment is repeated: Measuring tapes Students are working in new Effect of different heights when dropping balls Newspaper in pairs well. contexts 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 force. Introduce second law of motion and explain the formula force = mass x participating. evidence of Newton’s acceleration. Collect worksheets to changes in Q. Are there any ideas that you would like to add or change to our concept map? check that ideas have student’s been recorded, and ideas, beliefs Students should describe that the object did not have force, however the larger ball made a correct scientific and skills 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.
observations and data dough ie. More push, pull or twist to change it. 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.