Lesson planning

Learning Objectives
Big Scientific Idea Objects fall to Earth at the same speed regardless of their mass 3.1b Forces are interactions between objects and can affect their force and motion. Year Learning Objective 4.2 Distinguish between situations between balanced and unbalanced forces. HSW objectives 1.1a Sci thinking: using ideas and models use an existing model to explain a phenomenon. 1.2d Describing and recording observations and evidence systemically. What students will understand 1. All objects fall at the same speed. 2. Air resistance is a variable that does influence objects falling. 3. Model force diagrams/arrows. The questions they will explore What can be done to paper to make it fall faster, such as screwing it up or making it into a plane?

What students need to remember Forces are pushes or pulls, forces can change the speed or direction of movement of something or change its shape.

What they need to know how to do Communicate how forces are at work on Earth discussion and modelling.

Key words The scientist Galileo Galilei, Balanced forces - When two forces are the same strength, but working in opposite directions. Gravity - The force of attraction between any two objects. The Earth is very big and so has a large gravity pulling everything down towards it) Mass - The amount of matter that something is made of. Measured in grams (g) and kilograms (kg). Mass does not change if you go into space or to another planet. Newton -The unit of force (N).) Unbalanced forces - When two forces working in opposite directions are not the same strength. Weight - The amount of force with which gravity pulls something towards the Earth. It is measured in newtons (N).) Stationary - Not moving.

Learning Cycle

Stage/Summary Engage Watch the video footage of first astronauts dropping a feather and hammer on the moon.

Time 2 mins

Running notes This will engage the students as the astronaut demos Galileos famous feather and hammer dropping. This clip can be freely downloaded from www.teachertube.com Teachers can log in for free. Or if there are no ICT resources tell the story of Galileo Galilei.

Opportunities

Elicit Use the concept cartoon 11.2 Falling Do heavy things fall faster than light things?

10mins In small groups (x4 students) ask them to discuss the image. Students feedback their responses.

Make sure they understand... Two objects will fall at the same rate. It is air resistance that will influence the rate at which an object falls. Another useful demo is dropping two identical looking tennis balls. One is very light, the other is filled with water and very heavy. They will both land at the same time. Explore The role of air resistance in paper plane making. 15 mins. A challenge Make the students investigate how to make the paper planes faster or slower. Materials needed paper, paper-clips, blutak, stop clocks. Ask the students in to demo using two identical sized sheets of A4 paper. Data handling and timing. Discuss with the students how the role of air resistance is the key factor in the winning plane. Ensure that they use the key phrases in their explanation differentiation. The more able should include more. Explain 15 mins. Students create a poster that shows the role of air resistance in their planes. They must include appropriate force labelled diagrams. Students to be given blank plane images to ensure that time is not lost to drawing planes. Air resistance in planes how do you get lift off because of the shape of the wing....

Students must be given very tight time limits.

Extend

Evaluate Revisit the concept cartoon. 5 mins Ensure students can explain the feather and paper do fall slowly because of their relatively large surface area. They can communicate the thoughts of the three students in the picture correctly.

Formative Assessment Elicit knowledge of students by the response of the students to the concept cartoons. The use of appropriate arrows on their posters.

Differentiation The use of the key principle should engage students.