6172RB Science a STEM approach Year 2 low res watermark

Physical sciences
FORCED TO MOVE
Lesson 3
Lesson plan
Introduction:
1. Display a hula hoop in front of the class for students to discuss. How can we make this hula hoop
roll? How can we make this hula hoop slide? How can we make this hula hoop change shape? How
can we make this hula hoop move through the air? How will applying different amounts of force to
an object change how it moves or changes shape? QP
Development:
2. Display a copy of the investigation worksheet on page 124. Explain how to start each test by
holding the hula hoop facing the body in a still position. Demonstrate the place on the hula hoop
that the force will need to be applied to for each test. (For the left, right, top and bottom sides,
apply the force to the centre of each side. For the front and back, apply the force to the front or
back of the top edge of the hula hoop.)
3. Divide the class into groups of four and give each group a hula hoop and an A3 copy of page 124.
As a group, students work outside in an open space to investigate how applying different amounts
of a push or pull to different sides of an object affects how it moves. All group members should
test each object and discuss what they think the result should be. This will minimise the variation
in results that are greatly impacted by the strength of the invidividual applying the force. Students
record their group results for each test using the tables on page 124. Note: Students will need to
record their observations use key words, directional language, informal measurements and relative
sizes, such as ‘It rolled 15 steps to the left’ or ‘It moved up higher than the building’. PC PA
Differentiation
• Less capable students may contribute ideas orally to the group and be assisted by a group
member to measure using informal measurements.
• More capable students may be encouraged to write the group’s ideas on page 124 and may be
encouraged to measure using more accurate units of informal measurement or formal units of
measurement.
4. If time allows, encourage each group to use a presentation app, such as ShowMe on an iPad®, to
record a simple video showing how an object moves differently when a different amount of force is
applied to different sides of the object. PC PA
5. Return to the classroom and ask each group to pair up with another group to share their written
results or their video presentations. E
6. As a class play the game Fish force at . Explore what
happens when different amounts of force are adjusted to move the fish. QP PC PA C
Reflection:
7. Individually or as class, students play the interactive game Rock and roll (hard) at . Note: Students must be limited to the hard version of the game as the other versions
include easier or more complex aspects of forces that will be covered in other lessons. Students
decide if Max needs to push or pull the boulder to move it to an identified position. Students will
need to look at Max’s position and the position of the boulder to see which force is needed.
PC PA C
© R.I.C. Publications
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R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-95-7 YEAR Science:
2 A STEM APPROACH 123