· Theme: Investigating force and energy.
· Learning Area: Force
· Learning Objective: Understanding that push and pull are forces
By the end of the lesson, pupils should be able to:
· state that push and pull are forces;
· state that force cannot be seen but its effects can be observed.
· Non living things cannot move unless caused by an external force
· Force cannot be seen but its effects can be observed
· Observing, classifying, making inferences, interpreting data, making conclusions, comparing and contrasting.
Vocabulary/ New Words:
· Forces, pull, push, action.
· Having an interest in and curiosity about the environment.
· Being diligent and persevering.
· Realising that science is a means to understand nature.
· Thinking rationally
Point(s) to Note:
In science, force is needed to do work.
Play the Introduction. Get a ping-pong ball, basketball and football as non living things. Ask students to give suggestions on how to make these non living things move about. Encourage pupils to suggest several actions to make these balls move. Allow pupils to carry out the activity on using force to move these objects.
Give several examples of our daily activities that involve forces. Ask students to discuss how forces are used in these activities. Then, play the video clips on content to show them about forces. Pause the video for a while and explain clearly pushing and pulling. Allow pupils to give other examples on pushing and pulling. Prompt pupils to explain how forces apply to pushing and pulling. Prompt pupils to conclude that push and pull are forces.
Component: Content 1
Use some daily activities to explain force cannot be seen but its effects can be observed. Divide class into 2 groups; each group should give 6 examples of effects of force.
Continue to play the video clip and help the pupils to come to a conclusion.
Component: Content 2
In this activity, pupils group the actions according to two groups: push or pull. They have to drag appropriate graphics to the related groups.
This activity uses the “comparing differences” approach which uses comparison of push and pull.
Component: Activity 1
Guide pupils to work in pairs. Do the activities on pushing and pulling.
For the activity on pulling force, the instructions are as follows:
1. Hold your friend with two hands.
2. A pulling force can be felt while both of you are pulling one another.
3. When your friend releases his hand, you will be thrown back.
For the activity on pushing force, the instructions are as follows:
1. Have both your friend’s and your hands meet at the palms.
2. Feel the pushing effect on the palms of your hands when you push one another away from each other.
3. When your friend gives you a stronger push you will be pushed backwards.
Ask pupils to share their feelings on pulling and pushing. Present in class.
Component: Activity 2
There are five questions in this component which covers the two learning outcomes. Questions 1 to 3 are objective questions. Q4 is a drag and drop activity - pupils need to drag and drop the correct answers for the questions. Q5 consists of true or false questions. Pupils need to identify whether the statements are true or false.
Play the Extension component. Pause from time to time to encourage pupils to discuss the topic. Guide pupils to understand the activities that involve push and pull together. Prompt pupils to give some other examples on activities involving both push and pull actions.
Conclude the lesson by playing this component to further reinforce understanding of the lesson. Ask pupils to state that push and pull are forces; force cannot be seen but its effects can be observed. Prompt pupils to explain these two concepts.