Lesson Plan

CHAPTER OVERVIEW; Grade; 6 Subject; Science

Chap/Ex/Unit/Lesson Title and No. 7. Forces and Their Effects Teacher Name; Faisal
Reference; Book Title; Science Fact File 1 Page No.; 90 No. of lessons/days required; 5
Students Groups Academics CAT-4 (CAT4 result sheet to be attached with this lesson plan)
Gifted/ Extreme Moderate Mild Verbal No Bias or Mild Spatial Moderate Extreme
Grade Section On Roll H.A M.A L.A TDOs
talented Verbal Bias Verbal Bias Bias Even Profile Bias Spatial Bias Spatial Bias
6 B 24

Knowledge Skill Understanding Research

(SLOs of the Whole Chapter/Unit) Students will be to understand,
- identify directions in which forces act. People who want to get slimmer
• identify directions in which Critical thinking - the effects of two forces acting in opposite directions. may go to a club called “Weight
forces act. - how a force may be measured Watchers”.
Prediction
• describe the effects of two Explain why scientists might argue
inquiry - why things float, and explain the concepts of density and
that the club should be called
forces acting in opposite balanced forces. “Mass Watchers”
directions. - the term elasticity and describe how the elasticity of a
• Describe how a force may be spring may be measured.
measured - and identify the origins of friction, air resistance, upthrust,
• explain why things float, and and weight, and describe situations in which these forces act
explain the concepts of density - how the effects of friction and air resistance can be
and balanced forces. reduced.
• explain the term elasticity Cross Curricular Links Real life Application
and describe how the elasticity
of a spring may be measured. Physics applied force
• To identify the origins of Chemistry (non contact forces) frictional force
friction, air resistance, tension force
upthrust, and weight, and spring force
describe situations in which resisting force
these forces act
• describe how the effects of
Challenging Questions (including big question) Resource Material/ References/ links

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 friction and air resistance can
be reduced. Science Fact File 1
https://www.youtube.com/watch?v=-zafJKbMPA8

DAY 1; Planning Date/Day; 6/5/19, Monday Grade; 6 Subject; Science

Assessment (Starting Point);
Number of students obtained marks 40% or above:
Q. What do you know about forces and their effects? %age of students obtained marks 40% or above:
Number of students obtained marks 60% or above:
%age of students obtained marks 60% or above:

Resource Material;
 to build on previous work on force and its measurement Text Books, ppt,
 to distinguish between mass and weight

SLOs for this lesson Whole class shared activities Differentiated Activities Key words/ Assessment For Learning
After this lesson, students should Ask a student to push a book across the table, Vocabulary & Big
be able to: Question of the day
another to hold a pencil above the table, and
• identify directions in which someone to crumple up a piece of paper. Imagine
forces act. Force
that the book was made of a special material and
• describe the effects of two Ask students how they would portray the Contact force
weighed 1000 kg and the student wanted to push We have covered a lot of
forces acting in opposite concept ‘force’. They can either draw it or Tension
it, what would need to be different? What if the things in this discussion.
directions. act it, but no written or spoken words. This Compression
pencil weighed 1000 kg? What if the paper were a Ask students to list them,
• explain balanced forces. should lead to the conclusion that ‘a force Newtons (N)
sheet of steel? In the discussion, the concept of summarize what they
• distinguish between mass and is a push or a pull’. Add this sentence as a
‘force’ will come up. So ask what a force is? Can learned, and ask for
weight. heading to the examples of forces
forces be seen? Then, how do we know they clarification or pose
displayed on the wall
exist? Forces cannot be seen but their effects are additional questions.
visible; e.g., the book is in a different position, the
paper is crumpled, and the pencil did NOT fall
down.
Challenging Task /High order activity for G& T Personalized Activities

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 Ask students to write examples of forces on a Slow learners will be given personalized
sheet of paper to display on the wall. attention and guideline

Self-evaluation/Peer Evaluation (Students) Assignment/preparation students should consider before next class. Follow up
At the end of discussion students will do peer evaluation. Read the next two pages
 Reteach The whole
chapter
 Reteach specific topics

 Start New Lesson

DAY 2; Planning Date/Day; 6/5/19, Monday Grade; 6 Subject; Science

Assessment (Starting Point);
Number of students obtained marks 40% or above:
Q.1. How do we measure force? %age of students obtained marks 40% or above:
Q.2. In what units do we measure force?
Number of students obtained marks 60% or above:
%age of students obtained marks 60% or above:

Resource Material;
 To identify the origins of up thrust and describe situations in which these forces act Text Books, ppt,

SLOs for this lesson Whole class shared activities Differentiated Activities Key words/ Assessment For Learning
After this lesson, students should Q. What is the force of
be able to: gravity on a small but
• explain why things float, and heavy object?
explain the concepts of density Experiment:
Introduce the concept of floating and sinking by
and balanced forces. i.Take two pieces of aluminium foil of big/small
asking the students what this means in their
exactly the same size and shape.
everyday life. Then do the experiment with the
ii. Crumple one piece into as tight a ball as Q. What is the force of What happened to each
pieces of aluminium foil. It is a simple experiment
you can. gravity on a large but piece of foil?
that students should be able to do individually or
iii. Fold the other piece into the shape of a light object? a. ball
in small groups. Discuss their findings and relate
boat. b. boat
findings and/or comments to the concept of
iv. Put both of them in a bowl of water. big/small
density.

Challenging Task /High order activity for G& T Personalized Activities

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 Draw the results of the experiment and write
them on the board for the whole class.

Self-evaluation/Peer Evaluation (Students) Assignment/preparation students should consider before next class. Follow up
Read page numbers 92 and 93

DAY 3 ; Planning Date/Day; Grade; 6 Subject; Science

 To build on previous work on force and its measurement

Assessment For
SLOs for this lesson Whole class shared activities Differentiated Activities Key words/
Learning
After this lesson, students
should be able to:
• explain the term elasticity
and describe how the Elastics are all materials that will become longer (or shorter) when a
elasticity of a spring may be force acts upon them, but will return to their original shape when the
measured. force is no longer applied. We are mainly thinking of elastic bands and Students will need support on graph
springs for use in the lab, but outside the lab, diving boards and bows (to plotting. Reinforce that the Graph
shoot arrows) are also good examples. independent variable is put in the X- understanding will
1. A student has carried out an experiment where she put different axis while the dependent variable be checked.
masses on a spring and measured the length of the spring. She obtained goes on the Y-axis.
the following results:
mass in g length in mm

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 Challenging Task /High order activity for G& T Personalized Activities

Graph

Assignment/preparation students should consider

Self-evaluation/Peer Evaluation (Students) Follow-up
before next class.
Attempt five Test yourself questions on page-93
 Reteach The
whole chapter
 Reteach specific
topics
 Start New Lesson

DAY 4 ; Planning Date/Day; Grade; 6 Subject; Science

• To identify the origins of friction, air resistance, upthrust, and weight, and describe situations in which these forces act
• To show that the stopping distance of a car is influenced by a number of factors.

Assessment For
SLOs for this lesson Whole class shared activities Differentiated Activities Key words/
Learning

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After this lesson, students Show students this picture and ask them what they think
should be able to: happened?
• identify friction and air
resistance as forces that slow
things down.
• describe how the effects of
friction and air resistance can Provide some more pictures to clarify
be reduced. their concept.
Provide pictures and compare the shape
of the first aircraft with current ones,
and even include space ships
Someone is likely to use the word ‘slipped’. (If not, you can
ask them why they think the man fell.) Why did the person Question Answers.
slip? Maybe because the ground was slippery. What is the
difference between a ‘normal’ surface and a slippery surface?
If students do not come up with the word ‘friction’, then
introduce it yourself.
Challenging Task /High order activity for G& T Personalized Activities

Wings of aircraft provide lift in air, why it is not needed for a

space-ships in space?

Assignment/preparation students should consider before next

Self-evaluation/Peer Evaluation (Students) Follow-up
class.
Attempt five Test yourself questions on page-96
 Reteach The whole
chapter
 Reteach specific
topics
 Start New Lesson

Last DAY; Planning Date/Day; Grade; 6 Subject; Science

Assessment Whole class shared assessment Differentiated Assessment Personalized Assessment

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 UNIT TEST

Q. Explain how balanced forces enable a

boat to float?
Question number 1, 2, and 3 of the exercise.
Q. Why are springs good force measures?
Q. Explain what is meant by air resistance?

L/P Prepared by; ________________________________ Checked/Approved by; _______________________________

Name/Sign/Date Name/Sign/Date

Assessment Report;
Number of students obtained marks 40% or above: Judgment Progress Follow-up
 Reteach
%age of students obtained marks 40% or above: o The whole chapter
o Specific Topics
Number of students obtained marks 60% or above:  Start New Unit/Chapter
%age of students obtained marks 60% or above:

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