Lesson Plan: Science Push and Pull

Class: Year 1 Blue Date: 11.5.2017 Time: Start: 1:00pm

Finish: 2:30pm (lunch in between)

Key Learning Area: Science Lesson Topic: Force: What determines how far an object moves?

Recent Prior Experience: Prior to this lesson, Ss have been introduced to the terms push and pull. Ss had the opportunity to experiment with everyday items, whereby they
discussed and classified these items into the categories of push, pull or both. Last Thursday, Ss had an incursion from Fizzics, whereby the Ss participate in a variety of
experiments and learning activities in relation to push and pull and force.
Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:
Strategies which will be used to assess learners
By the end of this lesson, the students will: attainment of learning outcomes. Should be
1. Ss will identify the different types of force use to move an object. For linked to each learning indicator.
ST1-7PW: Describe effects of pushes and example push, pull, little force and big force.
pulls on objects they encounter. 1. Ss will be able to determine the difference
between little force and big force.
2. Ss will experiment the direction of force when applied moving
ST1-4WS: investigates questions and forward with an object.
predictions by collecting and recording data, 2. In experimenting with the skateboard and/or
sharing and reflecting on their experiences scooters, Ss will determine what direction the
and comparing what they and others know 3. Ss will be able to identify the direction the force is moving. force is going forwards and backwards.

3. Ss will use photos from the experiment to label

the direction of the force and the direction they
are moving on the skateboards and/or scooters.

Any safety issues to be considered: Resources:

During the experiment phase of the lesson, students - Video: https://www.youtube.com/watch?v=9_7fMFGfy9w
needs to be supervise when riding the skateboard or - I-pads - Skateboards, scooters, helmets - photos of the experiments
scooter around the playground. - Whiteboard and markers

LESSON SEQUENCE
Lesson Content / Indicators
of Learning (What is Taught):
INTRODUCTION
Introduction of push and pull
Exploration of objects
DEVELOPMENT
What are little force and a big
force?
Experiment with skateboards
and/or scooters in the library.
Experiment: Labeling the
direction of the force.
CLOSURE
Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
(mins) (How it is taught)
10 mins Ss will revise on the term force. What is force? T will explicitly highlight the key Resources:
words of a push or a pull. Interactive Whiteboard
Organisation:
T will explain the learning intentions to the class. T will pose questions of: Ss will sit on the floor in their rows facing the
- What determines how far an object moves? Interactive Whiteboard.
- What are the different types of force?
Ask Ss to demonstrate their thinking by using an object in the classroom.
5 mins Ss will watch video on what is a little force or big force? Resources
- Video:
As a whole class, Ss will discuss the difference between little force and big force? https://www.youtube.com/watch?
How does it determine how far an object moves? v=9_7fMFGfy9w
20min Experiment: Ss were asked to bring skateboards and/or scooters to use as part of - I-pads
this experiment. Ss will work in small groups of 3s or 4s.Ss will experiment riding - Skateboards
the skateboard and/or scooter around the playground and slowly moving - Scooters
forward. - Helmets
Ss are seeking to investigate: - Teacher-aid for extra supervision
- What is the force that propels them forward? (power from their foot on
the ground) Organisation:
- What direction is the force (or their foot) going? Ss will remain seated on the floor for the
- What direction do they move when the force is going backwards? video and explanation of the experiment. Ss
As the Ss are exploring with this experiment. T will use the I-pad to capture the will then transition to the playground to
Ss in action. conduct experiment with teachers
Before conducting the experiment, Ss are presented with expectations on the supervision.
safety of riding the skateboards or scooter on the playground premise, i.e.
wearing helmets.
10 mins After lunch: Using the photos taken from the experiment, Ss will label or draw
arrows of the direction of the force and the direction they are moving with the
skateboards and scooters.
5 mins T will choose a couple of Ss photos to share with the class. T will ask probe Resources:
Reflection questions: - Ss work and photos
- What type of force did they use? (Little force or big force?) Organisation:
- What direction is the force going? Ss will gather back to the floor for reflection
of the lesson.