The document provides a lesson plan for a science class on describing motion. It includes:
- Details of the class such as key stage, year, number of students, and topic being covered
- The learning objective is for students to explain forces needed to cause objects to start, stop, or change speed/direction of motion
- A starter activity where students discuss what movement requires in pairs
- A development activity where students use light gates and dataloggers to measure the speed of moving objects
- A plenary where students write conclusions about statements related to forces and motion
- An evaluation section for the teacher to reflect on the lesson
The document provides a lesson plan for a science class on describing motion. It includes:
- Details of the class such as key stage, year, number of students, and topic being covered
- The learning objective is for students to explain forces needed to cause objects to start, stop, or change speed/direction of motion
- A starter activity where students discuss what movement requires in pairs
- A development activity where students use light gates and dataloggers to measure the speed of moving objects
- A plenary where students write conclusions about statements related to forces and motion
- An evaluation section for the teacher to reflect on the lesson
The document provides a lesson plan for a science class on describing motion. It includes:
- Details of the class such as key stage, year, number of students, and topic being covered
- The learning objective is for students to explain forces needed to cause objects to start, stop, or change speed/direction of motion
- A starter activity where students discuss what movement requires in pairs
- A development activity where students use light gates and dataloggers to measure the speed of moving objects
- A plenary where students write conclusions about statements related to forces and motion
- An evaluation section for the teacher to reflect on the lesson
The document provides a lesson plan for a science class on describing motion. It includes:
- Details of the class such as key stage, year, number of students, and topic being covered
- The learning objective is for students to explain forces needed to cause objects to start, stop, or change speed/direction of motion
- A starter activity where students discuss what movement requires in pairs
- A development activity where students use light gates and dataloggers to measure the speed of moving objects
- A plenary where students write conclusions about statements related to forces and motion
- An evaluation section for the teacher to reflect on the lesson
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CLASS CONTEXT
Key Stage: 2 Year: 6
Section A B C Date / Day / Period / Time No. of Students Emirati Students SoD Modifications Gifted & Talented
LESSON PLAN Subject: Science Topic: Describing Motion Duration: 40 mins (Single Lesson) National Curriculum Link forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion (qualitative only) Learning Objective To explain forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion. To understand change depending on direction of force and its size. Big Idea What makes a object to move? Vocabulary Speed, gradient, constant speed,velocity, Resources Light gates or distance ranger, datalogger. Optional: ticker timer, power supply, ticker tape, scissors, glue, graph paper. Scientific Enquiry Type Calculating speed by measuring time and distance Working Scientifically Recording data using a table and reporting and presenting findings from Links enquires, including causal conclusions, relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations Context / Prior Learning Students are expected to have prior knowledge of force and motion. Learning Outcomes / Success Criteria All Most Some I can explain forces being needed I can interpret information to cause objects to stop or start moving, or to change their speed or direction of motion. Health and Safety Teaching and Learning Activities Starter (5 mins) Activity (Pair Work): Teacher will divide the students into pairs and ask them: Q. What do you understand by the word movement’,what does it require to move?? ‘think, pair,share’: Teacher will give the students 1 minute to discuss. Students may record their answers on padlets. Teacher will collect responses from the class and agree a definition that includes the idea of it being a force or energy that is required any object to movie. Teacher to share learning objective, vocabulary, scientific enquiry type, learning outcomes with the students. Development (25 mins) Show students how to use light gates and datalogging equipment to measure the speed of moving objects, then challenge students to move their hands (holding a piece of card of the size the light gates have been calibrated for) through the gate at particular speeds. If a distance ranger is available, students can also be challenged to walk towards or away from the ranger at various speeds. Teacher could also sketch a distance–time graph (reminding students that steeper slopes represent faster movement) and ask students to move to build up a similar graph using the distance ranger.
HA: Ticker timers can also be used for this activity (see Background information). Students can be introduced to the idea that cutting the tape into strips representing equal times and pasting these next to each other effectively builds up a distance–time graph
Mid-plenary (AfL):Students will be asked to plot the distance time graph.
LA-will be given with graph (task cards) to interpret and analyze the speed time graph.
Plenary (AfL) (10 mins)
Some statements will be given and each individual has to write a conclusion for that statement. *object remains at rest until and unless forces are being applied on it-I think because…. *forces can change the direction of motion…I think because *Force opposite to the direction of motion can stop the object …I think because… Teacher should check the response of each child. Lower Order Questioning Higher Order Questioning (Remembering, Understanding, Applying) (Analysing, Evaluating, Creating)
Does it take more force to start an object moving or
to keep it moving? What is the tendency for objects to continue at the same speed in the same direction called? Home Learning:
