· Theme: Investigating Force And Energy
· Learning Area: Movement
· Learning Objective: Understanding speed
Pupils should be able to:
· state what speed is;
· solve problems using the formula;
· any object that moves has speed.
· speed is the measurement of how fast or how slowly an object moves.
· speed can be calculated as the distance an object moves in a unit of time.
· Observing, classifying, making inferences, interpreting data, making conclusions, comparing and contrasting.
Vocabulary/ New Words:
· speed, distance, moves, shorter time, time taken, further , faster, slower, movement, travel
· Having an interest in and curiosity about the environment.
· Being diligent and persevering.
· Realising that science is a means to understand nature.
· Thinking rationally
· Analysing the things around us
Point(s) to Note:
Explain the formula of speed as the distance an object moves in a unit of time.
Show the animation of two cars travelling the same distance. One car arrives earlier that the other car. Ask pupils to think what causes this? Encourage pupils to give their views, and quote some other examples to discuss in the class.
Play the content component. Pupils watch the videos in this component. Teacher explains that a stationary object does not have speed and any moving object will have speed. Speed is the rate at which an object moves. It is the measurement of how fast an object moves. Encourage pupils to give examples of objects that travel with speed.
Play video of a speeding car. Ask pupils whether they know how to calculate speed. Teacher explains that speed can be calculated as the distance an object moves in a unit of time. Explain to pupils that speed can be calculated if we know the distance travelled and the time taken.
Play the content components. Teacher shows three examples of calculating speed. Encourage pupils to calculate by themselves. Conclude that speed can be calculated by dividing the distance travelled over time taken. Encourage pupils to give some other examples and discuss the results in the class.
Play the content component. Ask pupils what the formula for calculating speed is.
Play the activity component. Ask pupils to rearrange in ascending order the transportation that travel from the slowest to the fastest. Pupils need to identify which transportation is slowest and which the fastest. Pupils need to drag and drop the pictures of the transportation into the appropriate box. Pupils can discuss with their friends to do this activity.
There are five questions in this component covering the learning outcomes. Questions 1 to 3 are objective questions. Q4 is a drag and drop activity. Pupils 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.
Use evaluation sheets to assess the pupils’ understanding of this lesson.
Conduct this activity: ask pupils to list what the fastest running animal on earth is. What could be its speed? What about the bullet train in Japan? Show examples of a rocket launch, jet plane and formula one car. Encourage pupils to find out their speed. Discuss it in class.
Conclude the lesson by playing this component to further reinforce understanding of the lesson. Prompt pupils to think of the relationship of speed with time and distance travelled. Emphasise the formula for calculating the speed.