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Forces

The document outlines a science lesson plan for year 6 students about forces. It includes 4 sessions that cover distinguishing between mass and weight, types of forces like friction and magnetism. The sessions include learning objectives, success criteria, activities and discussions. The mass and weight session includes using tools to measure objects. Forces are discussed in terms of balanced and unbalanced. Later sessions explore friction, air/water resistance and magnetism through videos, demonstrations and experiments with magnets and various materials.

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11 views

Forces

The document outlines a science lesson plan for year 6 students about forces. It includes 4 sessions that cover distinguishing between mass and weight, types of forces like friction and magnetism. The sessions include learning objectives, success criteria, activities and discussions. The mass and weight session includes using tools to measure objects. Forces are discussed in terms of balanced and unbalanced. Later sessions explore friction, air/water resistance and magnetism through videos, demonstrations and experiments with magnets and various materials.

Uploaded by

hfwgj9yr8w
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Week 3: 24/09 -

27/09/2023

Year 6 Science
Session 1: Forces

• Learning Objectives:

1. Can distinguish between mass measured in kilograms (kg) and weight in


Newtons, noting that kilograms are used in everyday life.

2. Can recognize and use units of force, mass and weight and identify the direction
in which forces act.
Success Criteria:

• Can I differentiate between mass and weight?


• Can I measure the weight of different object?
• Do I know the equipment we use to measure mass and the unit?
• Do I know the equipment we use to measure weight and the unit?
• Can I differentiate between balanced and unbalanced forces?
What are forces?
• https://phet.colorado.edu/en/simulations/forces-
and-motion-basics

• Any push or pull is a force (represented by an arrow).


• If the power of pulling or pushing is equal, it’s called a balanced force.
• If the power of pulling or pushing is unequal, it’s called an unbalanced force.
• Forces are measured by an equipment called “Force meter” / “Newton meter” or “spring scale”.
• The unit of measuring forces is “Newtons”.
A force meter
• A force meter is made of a spring that stretches, hanger and
graduated scale.
• Weight = mass * 10
• Measured in newtons (N).
What’s the effect of forces on
objects?

1- Change shape
2- Change direction
3- Change speed
Activity: measuring mass and
weight
• Give each group of students a force meter and a
scale, let them measure the mass and weight of
different objects they have (pencil case, keys,
flasks,..etc) and compare their findings.
What’s the difference
between mass and
weight?
Mass Weight
• Not a force. • A force.
• How much matter is in • Caused by gravity (a
an object. pull towards the center
• Measured using a of the earth).
scale/ balance. • Measured using a force
• The measuring unit of meter, newton meter
mass is kilograms (Kg) or spring scale.
or grams (gm). • The measuring unit of
• Mass never changes. weight is newtons (N).
• Weight changes in
water and on moon.
Session 2: Types
of forces
Learning Objectives:
1- Explore how forces including friction can make
objects move faster or slower or change
direction.
Success Criteria:

• Can I explain what is gravity (weight)?


• Can I explain the effect of friction on moving objects?
• Can I mention different forces acting on any moving object?
• How do we change air and water resistance?
Let’s watch this video:

What kind of forces is


the video talking
about?

What is the direction of


this force?
Do we live inside or outside the
Earth?
Measure your weight in space!
When we kick a ball, what makes
it stop?

FRICTION
FORCE
Friction Force
• Ask students to rub their feet to the floor with their
shoes, then let them take off their shoes and try it
again. Which is easier? With shoes or socks?

• The more slippery (smooth) the surface is, the less


friction there’ll be.

• When is friction force useful?

• When is friction force un useful?


Useful and un useful
friction?
Useful friction Non-useful friction
• Bicycle brakes • Ice skating
• Grip on your • Sliding+
shoes
• Car tires
• In and around
swimming pools
Game: Make a paper aeroplane!

• Make it
• Label it
• Stand in a line at the back of the class.
• Throw it at the count of 3.
Air resistance

• It is the force that slows down any moving object in


air.
• Any moving object in air has air resistence.
• It is a kind of friction.
Which object will have more air
resistance?
How do we decrease air
resistance?

• Streamlined
shape (pointed)
• Less speed
Water resistance

• It is the force that slows down any moving object in


water.
• Any moving object in water has water resistence.
• It is a kind of friction.
Which object will have more
water resistance?

1 2 3 4 5 6
How do we decrease water
resistance?
• Streamlined shape (pointed)
• Less speed
Upthrust

• It is the force that makes objects float in water.


Wrap up:
Think about all the forces acting in each picture.

Air
Normal force –
resistance driving force -
(drag) thrust

Friction Weight
Air resistance (drag)

Driving force – thrust


– normal force

Weight (gravity)

Water resistance

Upthrust
Session 3: Magnetism

Learning Objective:

1- Explain the forces between magnets and know that magnets can
attract or repel each other.

2- Know that magnets attract some metals, but not others.


Success Criteria:
• Can I explain how to hold magnets?
• Can I differentiate between attract and repel?
• Can I mention some magnetic materials?
• Can I mention some non-magnetic materials?
Keywords:
• North-pole
• South-pole
• magnetic
• Non-magnetic
• Attract
• Repel
• Steel
• Copper
• Plastic
What are magnets made
of?
What are the shapes of
magnets?
What do we call the
2 ends of magnets?
How should we handle
magnets?
• We shouldn’t drop magnets.
• We shouldn’t knock magnets.
• We shouldn’t heat magnets.
What happens if we break a magnet?
Activity
• Students will work in groups of 3-4, each group of
students will have a magnet, some objects, try to
get them close to the magnet and observe what
happens.
Observation

• Some objects were pulled towards the magnet ~ attract ~ Magnetic materials,
e.g. steel,, iron, cobalt and nickel [SINC]
• Other objects were pulled away from the magnet ~ repel ~ Non-magnetic
materials, e.g. the other side of the magnet
• Some objects don’t interact with the magnet at all, neither attract nor repel ~
Non-magnetic materials, e.g. plastic, aluminum and brass, gold and silver.
Wrap up
Session 4: Questions Practice

• Learning Objectives:

1. Demonstrate understanding of forces, mass and


weight and magnetism.

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