SCED 400: GENERAL PHYSICS 1

FOR ELEMENTARY TEACHERS

PORTFOLIO

Renee McDonald
SUBMITTED TO: DR. DORIAN BARROW  
TABLE OF CONTENTS
Purpose ……………………………………………………………………….. Page 1
Content and Strategy…………………………………………………………….Pages 2-4
Rationale……………………………………………………………….………..Pages 5
Philosophy for Teaching Science……………………………………….………Pages 6-7
Unit Plan………………………………………………………………..……….Pages 8-13
Lesson Plans……………………………………………………………………Pages 14-33
Reflection on Video Taped Lesson…………………………………………….Pages 34-35
Reflective Summary on the Unit……………………………………………….Page 36
Content Notes on Physics Units………………………………………………..Pages 37-46
 Matter and Energy: Heat
 Matter and Energy: Hearing and Sound
 Structures and Mechanisms: Forces and Motion
 Structures and Mechanisms: Floaters and Flyers
References……………………………………………………………………Page 47-48
Appendixes…. ………………………………………………………....……Page 9
PURPOSE 1

The development and implementation of this unit of work will add to my professional
development as it will allow me to deliver the contents in meaningful contexts. It will also
allow me to reflect on how I have been delivering this unit and ways in which I can grow
and become a better educator. Doing the necessary research will allow me to connect
deeper with the ideas so that I can deliver them in the most effective manner. Constructing
this unit using the new format given will also allow me to better cater to the different
learning levels and allow students to be able to think critically and apply what they are
learning. The students will benefit from this unit as they will be able to learn the concepts
through meaningful and engaging activities which will allow them to see the concepts
come to life. The school will be able to use this unit to show teachers who are not
comfortable teaching the topic, in order for them to have some guidance. It can also be
used for new teachers entering the school to get an idea of how to deliver these types of
contents. Overall, educators will be able to see strategies which can be used to get students
involved and enthusiastic about learning about simple machines. From executing this unit,
I hope to get more insights on the most effective way to deliver the content. In this unit,
students tend to not understand fully due to lack of interest. I hope to find engaging ways
to deliver the topics as well as identify areas where I can improve. I believe as teachers, we
should be constantly reflecting, learning, growing and improving.
CONTENT AND STRATEGY 2

Lesson 1: Simple Machines

Simple machines are tools which make work seem easier by reducing the amount of effort
necessary to complete tasks. Simple machines work by changing the magnitude and
direction of forces. There are six basic simple machines which are lever, pulley, inclined
plane, wheel and axle, wedge and screw. Each type of simple machine has its unique
function which helps to reduce the effort exerted to perform tasks. Levers are used for
lifting heavy objects. It works by using a bar set on a fixed point. Effort is applied at one
end while the load is at the other end and the fulcrum is usually somewhere in between. By
varying the distance between the fulcrum, load and effort, the work appears to be easier as
less effort is used. A pulley is made up of wheels and a rope looped over and helps to
move or lift loads. The pulley works by changing the directing of the lifting force. Inclined
planes work by raising heavy objects. It allows you to push or pull over a greater distance
but with less force. Wheel and axles are machines with wheels which make it easier to
carry loads by reducing friction. The wedge allows us to cut through things easier due to
its sharp edges which reduces force. The screw holds things together and also makes work
easier by increasing the distance and reducing the force.

In order to deliver these concepts, I chose to use a demonstration strategy and video. The
demonstration was done using a hand truck and a 5 gallon water. Students were able to
observe how the wheels reduced friction and caused the volunteer to move the bottle easier
than when another tried to carry it. I also used a video for students to observe how simple
machines work using examples of real life situations.

Lesson 2: Levers

Levers make it easier for us to lift heavy loads. By varying the distance between the three
parts, the force exerted becomes less. There are three types of levers: first class, second
class and third class. In first class levers, the fulcrum is between the effort and the load
 3

such as a seesaw. In second class levers, the load is between the effort and the fulcrum
such as wheel barrow. In third class levers, the effort is between the load and the fulcrum
such as a hammer.

This lesson was taught using pictures and demonstrations which allowed students to
identify the parts of levers in order to classify them. Scenarios and think-pair-share were
also used along with group work and creating levers of their own.

Lesson 3: Exploring Levers

A lever works by reducing the amount of force needed to move an object or lift a load. A
lever does this by increasing the distance through which the force acts. The closer the
fulcrum — or the pivot point of the lever — is moved toward the load, the less effort is
required to lift the load. At the same time, the distance over which you must apply the
force increases. Levers neither increase nor decrease the amount of total effort necessary.
Instead, they make the work easier by spreading out the effort over a longer distance.

This lesson was taught using an inquiry approach of experimenting where students were
able to make predictions and draw conclusions.

Lesson 4: Inclined Planes

Inclined planes work by raising heavy objects. It allows you to push or pull over a greater
distance but with less force. Inclined planes do not have any moving parts. This lesson was
taught using a variety of strategies including evaluating scenarios, observing
demonstrations, and participating in a small investigation.

Lesson 5: Pulley and Gear Systems

Gears and pulleys are used for many common objects and machines. A gear is "a toothed
machine part, such as a wheel or cylinder that meshes with another toothed part to transmit
motion or to change speed or direction." A pulley is "a wheel with a grooved rim in which
 4
a rope, chain, or belt can run in order to change the direction or point of application of a
force applied to the rope" Pulleys can be fixed, movable or both. If a pulley is fixed it is
"attached in a position above a load to be lifted." If a pulley is movable it is "attached to a
load that is being lifted." These two types can be combined to create a more complex
pulley system. Examples of common pulley systems can be found on flagpoles, blinds,
elevators, sailboat rigging, cranes, tow trucks, clothes lines and garage doors.
This lesson was taught through scenarios and videos which allowed the students to view
and later apply the concepts.
 5

RATIONALE FOR CHOOSING THE TOPIC

Many teachers are apprehensive when it comes to imparting topics in the Science
Curriculum which are Physics related especially in the unit of structures and mechanisms.
Much of this apprehension stems from simply not being knowledgeable in the content area
or lack of interest. When these two things are present, we fail our students and ourselves
by not delivering the topics in a meaningful way. The reason why I chose this topic is
because I wanted to develop a deeper understanding so that I could feel confident while
delivering the unit to my students. As a reflective teacher, I used this opportunity to
develop my skills in an area which I believe there is room for improvement. I believe that
it is important for students to make the link between the past, the present and the future in
their learning and applying learning to real life experiences. Examining simple machines
will allow students to see the evolution of technology and help them to develop an
appreciation of it. They will realize the different innovators who came up with these ideas
which may instill that feeling of wanting to create something of their own. They will also
develop a deeper understanding of how the things around them work. This may allow
some students to contemplate strategies which they themselves can develop to reduce the
effort taken to do work. I also believe that due to attitudes towards the structures and
mechanisms units, students are robbed of participating in activities which they should be
doing to investigate how these machines work. Therefore, I ensured experimenting was a
teaching method used in this unit. I definitely see the importance of students understanding
and developing ways to exert less force and stress on themselves or what we refer to as
“working smart.”
 6

PHILOSOPHY OF TEACHING SCIENCE

Science is a subject in which students get the opportunity to make sense of things in nature
and in the world around them. From the content, you can tell that this is a subject that
should be hands on and engaging. One which allows students to connect with the
environment. I believe that the most effective way for students to learn Science is by
observing, drawing conclusions, making predictions and building their own knowledge
based on what they observe. It is essential for them to see, use Realia and immerse
themselves in the unit. This can be done by taking field trips for different areas in the
curriculum where students are able to go out in the field and view real life examples and
apply what they are learning. As a Science teacher, I trust most in the philosophies based
on progressivism. Constructivism, in particular has always been at the core of my lessons.
I like the idea of having students construct their own knowledge through personal
experiences. This will allow them to connect the concepts with real life occurrences;
therefore, creating relevance of what is being taught. It is important to not only have
students learning but also that they know how to apply what they have learnt.
Constructivism allows them to do just this. Students are also able to develop their critical
thinking skills by making predictions, drawing conclusions and building on what they
know. The continuity of this method of education allows the information to become a part
of the students’ life. Experimenting and problem solving will challenge the critical
thinking of students which I think is not done enough in Belize’s educational system.
There are barriers which exist when it comes to effectively teaching Science. These
include access to resources and the inability to go out in the field. Materials are necessary
to teach lessons that are hands on and allow students to investigate ideas. It is also
necessary to appeal to the various learning styles; therefore, while planning Science
materials must be prepared before time in order to be effective. Sometimes materials are
not readily available and are not provided by the school. Such resources include projectors
 7

and technology for cases when students cannot go out to physically see things. The
inability to go on fieldtrips greatly hinders the meaning behind Science. Some schools are
not allowed to go on these types of trips and students are disadvantaged. To overcome this,
it is important to plan ahead and find a way to give the students the best possible learning
experience. For my lessons, I made sure to have my own audio visual equipment and make
arrangements to collect materials before the time of teaching. This profession has taught
me the importance of planning ahead and being prepared as it always pays off in the end.
 UNIT PLAN 8

Name: Shamira Coye

Class: Standard 2 Science

Unit Title or Topic: Matter and Energy: Hearing and Sound

Time Frame: 3 lessons x 45 mins

NATIONAL GOALS BIG IDEA

The sense of hearing helps us learn from each

other through communication. Sound is one of
24.1 Explain that sounds are made as a result of different types
of vibrations and will investigate ways to produce different
our primary sources of information about the
sounds. world around us. It can also provide enjoyment in
24.2 Explain what is meant by the pitch and loudness of a the form of singing and instrumental music.
sound and demonstrate, using simple devices, change in pitch Understanding how sound works can help us
and loudness of sound. appreciate the science behind one of our most
24.3 Demonstrate that sounds travel as sound waves and
investigate things that carry sound.
important senses.
24.4 Name the parts of the ear and explain how the ear detects
sounds.
24.5 Explain why and how hearing is important to humans and
animals.
24.6 Discuss sources of sound pollution and investigate
different ways of sound insulation

FORMAL BACKGROUND AIMS

KNOWLEDGE/EXPERIENCES
 9

FORMAL: -To develop an understanding of how simple

machines work to make tasks in daily life easier to
- Familiar with the five senses accomplish.

-To make predictions, draw conclusions and

conduct experiments to test hypothesis.

-To develop the ability to work effectively and

efficiently as a part of a group and individually.

-To develop appreciation for the modern day tools

EXPERIENCE:
- Children make sense of their world by hearing,
touching, seeing, tasting and smelling.
- Most students have heard a variety of sounds,
including voices, animal noises, traffic, and
music. and technology.

MISCONCEPTIONS ALTERNATIVE (EVERYDAY) IDEAS

Our ears receive and transmit sound wave

vibrations to our brains so that we can

interpret the sounds around us.

- Loud sound is not dangerous, as long as you

don't feel any pain in your ears.
- All hearing loss is permanent.
- Ears are the only ones playing a role in your
ability to hear sounds.
 10

CONCEPT MAP

Simple Machines

The main six types are

Pulley
Wheel
Levers and Gear
and
Systems Screws
Axles
Inclined
Planes Wedges

The Types They all

are

Make work easier by reducing the

effort necessary to do work.

First Second Third

Class Class Class

GENERAL OBJECTIVES
 11

1. To understand how simple machines reduce the amount of force required.

2. To recognize everyday examples of simple machines.
3. To explore how simple machines work.
4. To develop appreciation for the impact of simple machines in daily life.

LIST OF LESSONS Lesson Design/ Model of Teaching/Strategies

1 What is a Simple Machine? Examine scenario, Observe demonstration, View video, Group Work,
Journal Writing, Questioning

2 Levers (Classes and examples) Evaluating scenario, Discussion, Group Work, Questioning

3 Exploring Levers Assembling lever, Experimenting, Presentation, Questioning

4 Inclined Planes Evaluating Scenarios, Viewing demonstration, Group Work, Journal

Writing

5 Pulley and Gear Systems Analyzing Scenarios, Discussion, Video, Questioning, Drawing

RESOURCES TO BE USED Lesson no. TYPES OF STUDENT EXPERIENCES/ACTIVITIES TO BE

PROVIDED

Laptop, multimedia projector, Stack of 1 Students to demonstration showing how simple

books ,wagon, pictures of simple machines make work easier, view video about simple
machines machines, group work on how simple machines make
work easier.

Anchor chart about levers, anchor chart 2 Students to view concepts, participate in group
with classes of levers, pictures with activities, create an example of a lever.
different types of levers, 8 examples of
real life levers (1 per group), materials to
create lever (popsicle stick, pencil, two
pompoms, glue)

12-inch wooden craft board or ruler, 2 clear 3 Students to conduct experiment using lever.
plastic cups labeled LOAD and EFFORT,100
pennies, 18 glass marbles, or a weight or large
stone that will fit into the cup, Large metal
binder clip, with the silver arms removed,
Tape, Glue, Experiment worksheet
 12

Written scenario, anchor chart, hand truck, 4 Students to view demonstration of how inclined plane
plank, stack of books, rubber bands, tape works, explore using a real inclined plane, journal
measure, bag of rice, Science Journal, stack of
books writing.

Laptop, multimedia projector, list of activities 5 Students to view videos about pulleys and gear systems,
used by simple machines with pulleys, A4 complete drawing of machine with pulley or gear
typing sheets, colouring/markers
system, discuss machine used for different activities.

SKILLS TO BE DEVELOPED

Students will be able to:

-Drawing Conclusions
-Making Predictions of Outcomes
-Classifying based on features
-Investigate ideas and draw conclusions
-Constructing models

ASSESSMENT STRATEGIES

Formative

- In-class activities and assignments (written):

Journal entries
Experiment
Drawing and explanation

- In-class activities and assignments (oral):

Group presentations
Class Discussions
Explanations

Summative

-3D model of a simple machine and presentation on how it works (at home project, in class presentation)
 13

-Individual assessment: End of Unit Test.

Table of Specifications

Lesson # Knowledge Understanding Application Analysis Evaluation Synthesis Total

1 2 15.4

2 I I 1 23.0

3 2 1 23.1

4 I 1 15.4

5 I 1 1 23.1

Total 15.4 38.5 7.7 23.0 7.7 7.7 100

 14
SCIENCE LESSON PLAN # 1
TEACHER_______Renee McDonald_________

DATE _________4/2/18____________________

CLASS____STANDARD 3- SCIENCE__ (Holy Redeemer School) _

TIME ________45 minutes___ Periods___1_______

UNIT________STRUCTURES AND MECHANISMS: SIMPLE MACHINES

TOPIC____What is a Simple Machine?

REFERENCES (exclude class text Include page

numbers).

 http://idahoptv.org/sciencetrek/topics/simple_machines/facts.cfm
 https://www.ducksters.com/science/simple_machines.php
 https://www.youtube.com/watch?v=fvOmaf2GfCY

PRE
REQUISITES

Knowledge:- students should know that:

 Energy/force is required to do work.

 Types of forces
 The effect of friction, gravity and weight

Skill:- students should know how to:

 Communicate ideas/contribute to class discussion

 Draw conclusions
 Work cooperatively and present information
MATERIALS & RESOURCES

For Teacher For each group/student

 Laptop  Science journal notebooks

 Multimedia Projector  Pen/Pencil
 Stack of books
 Wagon
 Picture of simple machines for group activity

CONCEPT OR
PRINCIPLE

Simple Machines

A simple device for altering the magnitude or direction of a force. The six basic types are the lever,
wheel and axle, pulley, screw, wedge, and inclined plane.

Lever- The lever is a long tool such as a pole or a rod put under an object to lift it. The lever is more efficient when combined with
a fulcrum.

Wheel and axel- An axle is a rod or pole centered in the wheel that allows the wheel to turn around it.

Pulley- The pulley is actually a version of a wheel and axle that is combined with a rope, chain or other cord to allow moving
something up and down or back and forth.

Screw- The screw is really a twisted inclined plane. It allows movement from a lower position to a higher position but at the same time
it moves it in a circle.

Wedge- The wedge is used to separate an object apart. This is needed to cut, tear or break something in two.

Inclined Plane- The inclined plane is simply a ramp. One end is higher than the opposite end.

Each has a specific function when doing work. But what is work? Work is the amount of energy necessary to move an object. The
further you move it, the more work is required.

OBJECTIVE Classification
S COGNITIVE
DOMAIN
At the end of the lesson, student will be able to: (Comprehension)

1. Explain what a simple machine is with the use of examples

COGNITIVE
2. Observe and discuss how simple machines work DOMAIN
(Comprehension)
3. Develop an appreciation of simple machines in everyday life

AFFECTIVE
DOMAIN
(Valuing)
Identifying/formulating a problem 
Designing
PROCESSand Planning an experimental procedure
SKILLS 
Setting-up and executing experimental work 
Observing and measuring  During
Recording of data and observations  this
Interpreting and evaluating data and observations  lesson,
Communicating scientific ideas, observations and arguments  student
Applying scientific ideas and methods to solve qualitative and quantitative problems  will be
Decision-making on examination of evidence and arguments  engaged
Extracting from available information data relevant to a particular situation  in:
Please tick 

ACTIVITIES

Introduction:

- Ask students what is need to move stack of books from one area of the class to another (force-push or pull). Ask
volunteers to move the books all at once. After a few trials, ask them to think about what would make this
task/work easier. Show students a wagon. Ask them if this will help. Have a volunteer move the books using the
wagon. Discuss how the wagon helped (by reducing friction).

Development:

1. Ask students to share the names of tools/devices which reduce the amount of effort which is needed to do work.

2. Students will view video explaining the types of simple machines and how they decrease the amount of effort
needed through everyday examples. During the video, teacher will pause to discuss the ideas presented and have
students share examples.

3. Students will be placed in groups and given an example of a type of simple machine. In groups they will reflect
on how life would be without this. Next, they will discuss how this reduces the amount of force necessary to do
work.

4. Groups will be given the opportunity to present their ideas.

Consolidation:

- Students will write a journal entry explaining in their own words what a simple machine is. They will then draw a
picture of one and write how this reduces the amount of force necessary to perform a task.
 17

TEACHER’S EVALUATION OF LESSONS

TUTOR'S COMMENTS
 18
SCIENCE LESSON PLAN #2
TEACHER_______Renee McDonald_________

DATE _________15/10/10____________________

CLASS____STANDARD 3 – SCIENCE__ (Holy Redeemer School)_

TIME ________45 minutes___ Periods___1_______

UNIT________STRUCTURES AND MECHANISMS: SIMPLE MACHINES_______

TOPIC____Levers__________

REFERENCES (exclude class text Include page

numbers).

 https://eschooltoday.com/science/simple-machines/what-is-a-lever.html
 https://inventorsoftomorrow.com/2016/10/12/levers-2/
 https://easyscienceforkids.com/levers/

PRE
REQUISITES

Knowledge:- students should know that:

 What simple machines are (their function)

 Different types of motions and forces

Skill:- students should know how to:

 Draw conclusions
 Communicate ideas
 Work cooperatively in groups

MATERIALS & RESOURCES

For Teacher For each group/student

  Picture of cement block  Notebook
 Picture of men using a lever to lift the block  Pen/Pencil
 Anchor chart about levers  8 examples of real life levers (1 per group)
 Anchor chart with classes of levers  Materials to create lever (popsicle stick,
 Pictures with different types of levers pencil, two pompoms, glue)

CONCEPT OR
PRINCIPLE

A lever is simply a plank or ridged beam that is free to rotate on a pivot. It is perfect for lifting or moving heavy things. It
is a very useful simple machine, and you can find them everywhere. Good examples of levers include the seesaw, crowbar,
fishing-line, oars, wheelbarrows and the garden shovel.

A typical lever consists of a solid board or rod that can pivot about a point or fulcrum. Since humans usually provide
energy to levers, "effort" and "load" are often used instead of input and output.

An input force or effort is applied, resulting in moving or applying an output force to a load.

The distance from the applied force or effort force to the fulcrum is called the effort or input arm and the distance from
the load to the fulcrum is called the load or output arm.

Classes of Levers

First-class levers have the fulcrum placed between the load and the effort, as in the seesaw, crowbar, and balance scale. If
the two arms of the lever are of equal length, as with the balance scale, the effort must be equal to the load. If the effort
arm is longer than the load arm, as in the crowbar, the effort travels farther than the load and is less than the load.

Second-class levers have the load between the effort and the fulcrum. A wheelbarrow is a second-class lever.  The wheel’s
axle is the fulcrum, the handles take the effort, and the load is placed between them.  The effort always travels a greater
distance and is less than the load.

Third-class levers have the effort placed between the load and the fulcrum. The effort always travels a shorter distance and
must be greater than the load.  A hammer acts as a third-class lever when it is used to drive in a nail: the fulcrum is the
wrist, the effort is applied through the hand, and the load is the resistance of the wood.  Another example of a third-class
lever is the human forearm: the fulcrum is the elbow, the effort is applied by the biceps muscle, and the load is in the hand.

OBJECTIVE Classification
S COGNITIVE
DOMAIN
At the end of the lesson, student will be able to: (Knowledge)

1. Identify examples of levers in everyday life

COGNITIVE
2. Explain how levers make work easier
DOMAIN
3. Construct an example of a lever (Comprehension)

COGNITIVE
DOMAIN
(Synthesis)
PYSCHOMOTOR
DOMAI(Mechanism)
Identifying/formulating a problem 
Designing
PROCESSand Planning an experimental procedure
SKILLS 
Setting-up and executing experimental work 
Observing and measuring  During
Recording of data and observations  this
Interpreting and evaluating data and observations  lesson,
Communicating scientific ideas, observations and arguments  student
Applying scientific ideas and methods to solve qualitative and quantitative problems  will be
Decision-making on examination of evidence and arguments  engaged
Extracting from available information data relevant to a particular situation  in:
Please tick 

ACTIVITIES

Introduction:

- Students will view a picture of large cement block. Ask them what they would use if they had to lift this cement
block off the ground. Allow them to discuss with a shoulder partner and then to the class.

Development:

1. Students will then observe a picture of men moving a cement block using metal sticks on a wooden fulcrum.

2. Ask students to share what is taking place in the picture.

3. Class will read from an anchor chart about what a lever is, how it makes work easier as well as the three parts:
effort, load and fulcrum.

4. Have students identify the fulcrum, effort and load in the picture that was discussed. View more pictures and
have students identify the fulcrum, effort and load. Ask them if these three things are always in the same location.

5. Students will view picture demonstration with the three classes of levers. Share with students that their arms are
examples of levers. Ask them to identify the three parts and share what class of lever it is. A few examples will be
analysed and classified as level 1, level 2 and level 3.

6. In groups, students will be given example of real life levers to identify the different parts and classify as class 1, 2
or 3. They will also share how this lever makes work easier.

7. Students will be asked to create a list of levers which they have learnt about from the session, as well as others
that they may know of. This list will be displayed in the Science corner of the classroom.

Consolidation:

- In groups, students will be given materials to create an example of lever. They are to choose from the ones they
saw in the lesson that can be made from their materials. Groups will write how their lever makes work easier.
TEACHER’S EVALUATION OF LESSONS 21

TUTOR'S COMMENTS
SCIENCE LESSON PLAN #3
22

TEACHER_______Renee McDoanld_________

DATE _________15/10/10____________________

CLASS____STANDARD 3 – SCIENCE__ (Holy Redeemer School) _

TIME ________45 minutes___ Periods___1_______

UNIT________STRUCTURES AND MECHANISMS: SIMPLE MACHINES______

TOPIC____Exploring Levers_______

REFERENCES (exclude class text Include page

numbers).

 https://www.sheknows.com/parenting/articles/1028977/how-do-levers-work
 https://littlebinsforlittlehands.com/using-scientific-method-experiments-kids/
 https://www.bbc.com/bitesize/guides/ztjpb82/revision/3

PRE
REQUISITES

Knowledge:- students should know that:

 What levers are

 The function of levers

Skill:- students should know how to:

 Make predictions/inferences
 Work cooperatively in groups
 Communicate ideas

MATERIALS & RESOURCES

 For Teacher For each group/student

 12-inch wooden craft board or ruler  12-inch wooden craft board or ruler
 2 clear plastic cups labeled LOAD and EFFORT  2 clear plastic cups labeled LOAD and
 100 pennies EFFORT
 18 glass marbles, or a weight or large stone that  100 pennies
will fit into the cup  18 glass marbles, or a weight or large stone
 Large metal binder clip, with the silver arms that will fit into the cup
removed  Large metal binder clip, with the silver arms
 Tape removed
 Glue  Tape
 Glue
 Experiment worksheet

CONCEPT OR
PRINCIPLE
A lever works by reducing the amount of force needed to move an object or lift a load. A lever
does this by increasing the distance through which the force acts. The closer the fulcrum — or
the pivot point of the lever — is moved toward the load, the less effort is required to lift the
load. At the same time, the distance over which you must apply the force increases. Levers
neither increase nor decrease the amount of total effort necessary. Instead, they make the work
easier by spreading out the effort over a longer distance.

OBJECTIVE Classification
S COGNITIVE
DOMAIN
(Analysis)/Psychomotor
Throughout the lesson, student will be able to: to assemble lever
(Mechanism)

1. Conduct experiment using lever

COGNITIVE
2. Draw conclusion based on results of an experiment DOMAIN
(Evaluation)
3. Explore how levers make work easier

COGNITIVE
DOMAIN
(Analysis)

PROCESS SKILLS
Identifying/formulating a problem  During
Designing and Planning an experimental procedure  this
Setting-up and executing experimental work  lesson,
Observing and measuring  student
Recording of data and observations  will be
Interpreting and evaluating data and observations  engaged
Communicating scientific ideas, observations and arguments  in:
Applying scientific ideas and methods to solve qualitative and quantitative problems  Please
Decision-making on examination of evidence and arguments  tick 
Extracting from available information data relevant to a particular situation 

ACTIVITIES

Introduction:

- Students will unscramble letters to from the word “levers.”

- Students will be asked to explain what a lever is.

- Students will list some examples of levers.

Development:

1. Share with students that today, they will be carrying out an experiment in groups to observe how levers make
work easier.

2. Ask students to share based on what they have observed, how levers make work easier.

3. Share with students the question which will guide the experiment: Does the location of the fulcrum affect the
effort needed to lift the load? Explain the second question in simpler terms. (E.g. do you think that moving the
fulcrum closer or further from the load will reduce or increase the effort needed to lift an object?)

4. Place students in groups and distribute experiment worksheet where they will complete the first step which is
making a prediction based on the questions.

5. Groups will be given materials and be guided in assembling the lever. A small beam on a pivot and two small
cups on either end labelled EFFORT and LOAD. The load will be represented by marbles in the cup and the effort
will be represented by pennies.

6. Students will then start placing the pennies in the cup marked EFFORT one at a time and record how many
pennies it takes to lift the EFFORT cup into the air. Next, they will move the fulcrum away from the LOAD cup
1 inch at a time and add more pennies as necessary while recording the numbers.

7. Use the opportunity to explain to students how the lever decreases the distance through which the force acts and
reduces the effort needed.

Consolidation:

-Groups will analyse their figures and share their answer to the experiment question based on what they found out.

TEACHER’S EVALUATION OF LESSONS 25

TUTOR'S COMMENTS
SCIENCE LESSON PLAN #4 27

TEACHER_______Renee McDonald_________

DATE _________15/10/10____________________

CLASS____STANDARD 3 – SCIENCE__ (Holy Redeemer School) _

TIME ________45 minutes___ Periods___1_______

UNIT________STRUCTURES AND MECHANISMS: SIMPLE MACHINES_____

TOPIC____Inclined Panes___________

REFERENCES (exclude class text Include page

numbers).

 https://eschooltoday.com/science/simple-machines/what-is-an-inclined-plane.html
 https://study.com/academy/lesson/inclined-plane-lesson-for-kids-definition-examples.html
 http://www.funlittles.com/science-experiments-for-kids-inclined-plane-experiment/

PRE
REQUISITES

Knowledge:- students should know that:

 Simple machines make work easier

 Forces and motions
 Types of simple machines

Skill:- students should know how to:

 Draw conclusions
 Analyse and evaluate scenarios

MATERIALS & RESOURCES

For Teacher For each group/student

Identifying/formulating a problem 
Designing and Planning
 Written scenario an experimental procedure  Science Journal 
Setting-up and executing
 Anchor chart experimental work  Pen/Pencil 
Observing
 Handand truck
measuring  Stack of books 
Recording of data and observations
 Plank 
 Stack
Interpreting andofevaluating
books data and observations 
 Rubber bands
Communicating scientific ideas, observations and arguments 
 Tape
Applying measure
scientific ideas and methods to solve qualitative and quantitative problems 

Decision-makingrice
Bag of on examination of evidence and arguments 
Extracting from available information data relevant to a particular situation 
CONCEPT OR
PRINCIPLE

An inclined plane is a simple machine with no moving parts. It is simply an even sloping surface. It makes it easier for us
to move objects to higher or lower surfaces, than if we lifted the objects directly upwards. It is believed that ancient
Egyptians used inclined planes to carry heavy stones to build pyramids.
‘Inclined’ means a raised end or raised at one end. An inclined plane may be a constructed frame, or just a piece of log
leaning against a higher point. An inclined plane is also called a ramp.

There is a 99.9% chance that you have used an inclined plane at some point in your life. They are everywhere! Here are a
few examples of inclined planes:
 Ramps (wheelchair ramp, moving truck ramp, skateboard ramp, exit ramp on the highway)
 Stairs
 Slides
 Anthills
 Slanted roofs
 Escalators

OBJECTIVE Classification
S COGNITIVE
DOMAIN
At the end of the lesson, student will be able to: (Comprehension)

1. Explain what an inclined plane is using examples

COGNITIVE
2. Explore how inclined planes make work easier
DOMAIN
3. Develop appreciation for inclined planes in daily life (Analysis)

AFFECTIVE
DOMAIN
(Valuing)

PROCESS SKILLS

During this lesson, student will be engaged in:

Please tick 
 ACTIVITIES

Introduction:

- Students will be given the following scenario to read and discuss in pairs. Ask them to think about which type of
simple machine would be most effective.

- Pretend that you are standing outside holding a heavy box while looking up at a window. The window is about 8
feet of the ground. Your job is to get the heavy box into the window. How are you going to do this?

Development:

1. Students will read from an anchor chart what an inclined plane is and observe pictures of some examples.

2. Ask students to share how they think an inclined plane makes work easier. Use scenarios to discuss this.

3. Students will view a demonstration showing how using an inclined plane requires less effort than not using one.
Teacher will demonstrate using books, a bag of rice, a plank, rubber and tape measure. Students will make
predictions before and draw conclusions after. They will realize that the rubber stretched further when an inclined
plane was not used which means more effort was applied.

4. Students will be taken outside in the school yard to observe real examples of inclined planes such as stairs and
ramps.

5. Students will work groups and take turns carrying a stack of books up to the veranda area. They will then use a
hand truck to carry a stack of books up the ramp in front of the bathrooms.

6. When students return to class they will share which method required less effort and why.

Consolidation:

- Students will reflect on how life difficult life would be if there were no inclined planes and write a journal entry
sharing what an inclined plane is, how it works and why it is important in their daily lives.
TEACHER’S EVALUATION OF LESSONS 29

TUTOR'S COMMENTS
SCIENCE LESSON PLAN #5
30

TEACHER_______Renee McDonald_______

DATE _________15/10/10____________________

CLASS____STANDARD 3 – SCIENCE__ (Holy Redeemer School)_

TIME ________45 minutes___ Periods___1_______

UNIT________STRUCTURES AND MECHANISMS: SIMPLE MACHINES______

TOPIC__Pulley and Gear Systems___________

REFERENCES (exclude class text Include page

numbers).

 https://www.hunker.com/12003804/examples-of-gears-and-pulleys
 https://www.youtube.com/watch?v=Nj4J7QNeBNk
 https://www.youtube.com/watch?v=vX1-9C58-VM

PRE
REQUISITES

Knowledge:- students should know that:

 What simple machines are

 Functions of simple machines
 The terms: load and effort

Skill:- students should know how to:

 Participate in class discussions

 Graphically represent items
 Draw conclusions

MATERIALS & RESOURCES

 For Teacher For each group/student

 Laptop  A4 typing sheets

 Multimedia Projector  Pen/Pencil
 List of activities used by simple machines with  Colouring/markers
pulleys

CONCEPT OR
PRINCIPLE

Gears and pulleys are used for many common objects and machines. A gear is "a toothed machine part, such as a wheel or
cylinder that meshes with another toothed part to transmit motion or to change speed or direction." A pulley is "a wheel
with a grooved rim in which a rope, chain, or belt can run in order to change the direction or point of application of a force
applied to the rope"

Gears can make things move in different directions, more quickly or slowly. Examples of common objects with gears are
non-digital clocks, vehicles, drills, manual can openers and bicycles. Another use for gears is to "expand the physical
limits of the human body." Powered wheel chairs and lifts have gears. These devices allow the elderly, handicapped and
others to achieve physical feats they normally can't.

Pulleys can be fixed, movable or both. If a pulley is fixed it is "attached in a position above a load to be lifted." If a pulley
is movable it is "attached to a load that is being lifted." These two types can be combined to create a more complex pulley
system. Examples of common pulley systems can be found on flagpoles, blinds, elevators, sailboat rigging, cranes, tow
trucks, clothes lines and garage doors.

OBJECTIVE Classification
S COGNITIVE DOMAIN
(Classification)
At the end of the lesson, student will be able to:

COGNITIVE DOMAIN
1. Identify pulley and gear systems in daily life (Comprehension)/Affective
Domain (Valuing)
2. Discuss the impact of pulley and gear systems on daily life
3. Draw a picture of a pulley and write why this machine is helpful
COGNITIVE DOMAIN
(Application)/
Psychomotor(Mechanisms)

PROCESS SKILLS
Identifying/formulating a problem  During
Designing and Planning an experimental procedure  this
Setting-up and executing experimental work  lesson,
Observing and measuring  student
Recording of data and observations  will be
Interpreting and evaluating data and observations  engaged
Communicating scientific ideas, observations and arguments  in:
Applying scientific ideas and methods to solve qualitative and quantitative problems  Please
Decision-making on examination of evidence and arguments  tick 
Extracting from available information data relevant to a particular situation 

ACTIVITIES

Introduction:

- Write a list of activities on the board and have students discuss in pairs which simple machine is used to do each.

- E.g. To move clothes on a clothes line, to take people up to higher and lower floors in a building, to raise a flag up
and bring it down, etc.

Development:

8. Discuss the answers as a class. Ask students what all these things have in common. Elicit from them which simple
machine is involved in all the scenarios.

9. Students will view videos with explanations of pulleys and gear systems. The video will show them these
machines in real life settings.

10. Ask students to share one thing they have learnt about pulleys or gear systems from the videos.

11. Discuss the importance of pulleys and gear systems in groups, then present to the class.

Consolidation:

- Students will choose an example of a machine with pulley or gear system. They will draw and colour a picture
and write what type of simple machine it is and why it is helpful.

- Students work will be displayed in the classroom.

TEACHER’S EVALUATION OF LESSONS 33

TUTOR'S COMMENTS
REFLECTION ON VIDEO TAPED LESSON 34

Lesson Topic: Simple Machines

Learning Outcome: 30.1 Explain what a simple machine is based on observations they have
made. (i.e., a mechanical device that changes the direction or magnitude of a force; simplest
mechanisms that use leverage to multiply force)

Reflection

When I initially planned the lesson, I did not include some components which I added in.
When I was prepared to deliver the lesson, I realize that students must know key terms such as
what work is and what effort is in order to understand the concept. I even went beyond that and
taught students about the difference between physical and mental effort which I think was
valuable for them to learn to get a better understanding of work. I planned to review different
forces and build on what students knew in that area but instead the lesson took a different
approach which I feel was still effective. While reviewing my lesson I was able to identify both
strengths and weakness on both myself and my students’ behalf. I also see areas in which the
lesson can be enhanced to be more effective.

The introductory activity was engaging as students were able to share their ideas and watch
some of their classmates use real items to test theories. I think that although it was not
outstanding, it did the job of capturing their attention. In all my lessons I try as much as possible
to relate the concepts to events which take place in everyday life. I believe that this allows
students to see the relevance of their learning and makes it meaningful for them. In this lesson, I
was able to do that as well as allow students to see the important role that simple machines have
in their daily lives. Through the presentations students share who uses each tool and why it is
significant for them. They gave examples of construction workers who use the tools to work
and provide for their family which showed me that the get the idea of how important these tools
are and how much they help us. I also feel like I did build on what students know by relating to
some things that they use at home. Areas from the multiple intelligences were used as students
were able to use visual cues/body language for one activity, they were able to view and listen to
 35

video, view anchor charts, share and present opinions, etc. The various activities kept them
engaged. From looking at their journal books, I could tell that they were able to explain in their
own words what simple machines are, they learned some types and how it reduces the effort
needed to do work.

While there were positives to the lesson, there is always room for improvement and growth. At
some points in the lesson, I switched registers and used Kriol instead of Standard English.
Although it was not done throughout the entire lesson, I understand the significance of exposing
students to this formal language in order for them to learn to use it well. Another observation is
that it would have been a good idea to have up the anchor chart which has the names and
pictures of the 6 simple machines as a reference for students, especially the ones that are visual.
When we were listing the six simple machines some of them where pronouncing it wrong or
saying the wrong words. This is something which I took for granted and expected them all to
know since it is not the first time that they are doing simple machines. When teaching this
lesson again, I will have that anchor chart available for students to read and view examples and
place somewhere that they can always look at it for reference. In addition, I believe that since a
bit more time was available, I should have discussed types of forces a bit with them just to
review and build on what they know. I could have maybe even have volunteers demonstrate the
forces. All in all, I think that this was a good learning experience as it allowed me to see things
that I should continue to reinforce and areas where I can improve.
REFLECTIVE SUMMARY ON THE UNIT 36

Structures and Mechanisms is an area in the curriculum where both students and teachers
encounter difficulty. The difficulty arises when the teachers are not familiarized with the
concepts present in the area or do not utilize strategies which will allow the activities to be
meaningful to the students. For students who have no interest in these topics, they will display
no interest during the learning process. It is the role of the teacher to be fully informed of the
topics in order to research engaging ways and create meaningful experiences for students to
grasp these concepts.

While planning this unit, you could clearly see that my philosophy which is based strongly on
the theory of constructivism coming to light. I am a strong believer in creating meaningful
experiences which allow student to build on what they already know. In my lessons, I use a lot
of questioning to develop my students thinking skills and guide them in discovering the
concepts on their own. I also try to make these experiences relate to what

Students experience in their everyday life as much as possible. Referring to things that they do
on a daily basis or that they see allows them to make connection with the concepts and their
world. The concept then becomes relevant to them.

As much as possible I try to engage my students in thinking, working together, actively

participating in activities and overall always on task. I find that this creates less time to deal
with classroom disruptions as there is always something hands on for students to do.

In this unit students are involved in investigation, observation and demonstration and they really
get to witness the concepts coming to life which is everything that I stand for. I look forward to
implementing the lesson and see how much higher order cognitive skills my class will develop
during the process.
CONTENT NOTES 37

Matter and Energy: Heat

Level: Standard 3
25.1 Students will be able to explain what heat is and suggest sources of heat.
What is Heat?
Heat energy is the motion of particles in a substance. Heat depends on how rapidly the particles move and on
how many particles there are. You cannot see heat, but you can feel when it is present, or when it is absent. If
you hold your hands next to a fire, your hands soon feel warm, then hot. What comes from the fire is heat. The
heat always moves from hot things, such as fire, to cooler things, such as your hands, and once heat moves in
this way, the temperature of the cooler thing goes up. So, to change the temperature of something, some heat
must move.
Sources of Heat
 Solar Energy-The sun’s energy is called solar energy or radiant energy, and travels through space to
earth. Solar energy is used to heat space and water.
 Fuels-Wood, coal and gas are all materials. So you can group them as ‘burning materials’. Materials that
burn are called fuels. Most fuels come from things that were once alive. Fuels do not burn themselves,
they must be heated to a high enough temperature in order to begin burning.
 Electrical Energy-Electrical appliances such as toasters, irons and hairdryers have electrical energy
passing into them and being changed into heat energy. The electrical current often causes materials to
get hot and transfer heat energy to cooler objects.
 Friction-When two substances rub together, the force which prevents easy motion of one over another is
called friction. As the surfaces rub against each other, heat is produced. This heat can then be transferred
to a colder substances, such as your face.
The temperature of an object is the measure of how hot or cold it is.
Temperature is measured with a thermometer.
Conductors and Insulators
Some materials let electricity pass through them easily. These materials are known as electrical conductors.
Many metals, such as copper, iron and steel, are good electrical conductors. That is why the parts of electrical
objects that need to let electricity pass through are always made of metal.
Some materials do not allow electricity to pass through them. These materials are known as electrical
insulators.
Plastic, wood, glass and rubber are good electrical insulators. That is why they are used to cover materials
that carry electricity.
The plastic covering that surrounds wires is an electrical insulator. It stops you from getting an electrical shock.
25.2 Students will be able to investigate how adding or removing heat affects substances.
 Matter exists in three states: solid, liquid and gas.
 38
 Particles of matter attract one another. This attractive force is what holds them together. The force
between particles of the same type of matter is called cohesion.
 Heat energy not only makes particles move rapidly but it makes them move away from each other i.e.
reduces the attractive forces between the particles. So, the hot butter spreads out and no longer has a
regular shape.
The effect of adding or removing heat from substances:
When heat is added to objects or substances it:
 Heat changes the temperature of objects and substances.
 Heat Changes the State of Matter (solid, liquid, gas)
 Melting is the process of becoming liquefied by heat.
 Evaporation is the process of a substance in a liquid state changing to a gaseous state due to an increase
in temperature and/or pressure.
 When heat is removed from substances it creates a heating curve where the temperature is reduced back
to the normal state of cooling.
25.3 Students will be able to demonstrate how heat travels.
Heat can be transferred from one place to another by three methods: conduction in solids, convection of fluids
(liquids or gases), and radiation through anything that will allow radiation to pass.
 CONDUCTION: Conduction occurs when two object at different temperatures are in contact with each
other. Heat flows from the warmer to the cooler object until they are both at the same temperature.
 CONVECTION: In liquids and gases, convection is usually the most efficient way to transfer heat.
Convection occurs when warmer areas of a liquid or gas rise to cooler areas in the liquid or gas. As this
happens, cooler liquid or gas takes the place of the warmer areas which have risen higher. This cycle
results in a continuous circulation pattern and heat is transferred to cooler areas. You see convection
when you boil water in a pan. The bubbles of water that rise are the hotter parts of the water rising to the
cooler area of water at the top of the pan. 
 RADIATION: Both conduction and convection require matter to transfer heat. Radiation is a method of
heat transfer that does not rely upon any contact between the heat source and the heated object. For
example, we feel heat from the sun even though we are not touching it. Heat can be transmitted though
empty space by thermal radiation.
25.4Students will be able to discuss different ways that heat is used by humans, dangers in using heat and ways
we can exhibit care around objects that are hot or produce heat.
How Humans Use Heat
 The biggest example of heat energy in our solar system is the sun itself. The sun radiates heat to warm
us up on the planet earth.
 When the burner of a stovetop is very hot, it is a source of heat energy. Anything placed onto the
stovetop and warmed, whether a pot of tea or a skillet for frying eggs, also become sources of heat
energy.
 Automobile fuels such as gasoline are sources of heat energy, as is the hot engine of a race car or a
school bus.
 A toaster is turned on and turns a piece of bread into a piece of toast. This is due to the radiant heat
energy of the toast, which draws moisture from the bread and makes it crispy.
 A hot cup of steaming cocoa contains heat energy.
 Any fire, from the smallest match, to the fireplace, to the biggest forest fire ever, contains heat energy –
with even the smallest of fires potentially resulting in the massive amount of heat energy seen in a huge
blaze.
Dangers of Using Heat
 Too much heat from the sun (radiation) can cause several illness. E.g. Heat stroke.
 When using stove and other objects that deal with heat from fire, if we are not really careful we can get
burn.
 When using heat from electricity if we are not careful we can be shocked; maybe even to death.
Precautions we can take when handling objects that are hot of produce heat
In the kitchen:
  use proper gear when handling pots and pans that are hot. 40
 when light the stove or handling burners be extra careful as not to get burn
 don’t allow children to light stoves or handle hot objects
With electricity:
 keep children away from outlets
 use and hold the rubber when plugging and unplugging electronic appliances
The sun:
 use sunscreen to prevent burns.
 use umbrella
Matter and Energy: Hearing and Sound
Level: Standard 2
24.1 Explain that sounds are made as a result of different types of vibrations and will investigate ways to
produce different sounds. (e.g., by striking a drum, a gong, a triangle, an empty glass; by blowing air into a
bottle; by plucking an elastic band)
 Sounds are made up of vibrations or sound waves which we can hear.
 Sound waves are formed when objects vibrate.
 Sound can be formed when striking a bell because the metal vibrates.
 Sound can be formed when beating a drum because the drum skin vibrates.
 Sounds can be formed when speaking because the voice box vibrates.
24. 2 Explain what is meant by the pitch and loudness of a sound and demonstrate, using simple devices, change
in pitch and loudness of sound. (.e.g., investigate vibrating different lengths of a ruler to produce differing pitch;
hitting a drum with….)
 A sound an object makes may be loud or low.
 When an object vibrates fast, a loud pitch is heard.
 When an object vibrates slowly, a low pitch is heard.
 There are some pitches that the human ear cannot hear.
 We cannot hear very low pitched sounds (infrasound).
 We cannot hear very high pitched sounds (ultrasound).
 The pitch of some objects can be changed to sound louder or lower.
 An oscilloscope allows us to see the sounds by forming wave patterns.
 To know how loud a sound is, we must look at the height of the waves. This is called amplitude.
 The sound with largest amplitude has the louder pitch.
 41
24. 3 Demonstrate that sounds travel as sound waves and investigate things that carry sound. (e.g., air, water,
through solid objects (walls, floors), string in a string telephone, metal when tapping pipes.)
 Sounds travel through matter because particles must vibrate in order to create sound.
 Sound waves travel faster through solids because the particles are close together. Because of this
vibrations are passed easily from one particle to the next.
 Sound travels the slowest through air as the particles are furthest apart.
24.4 Name the parts of the ear and explain how the ear detects sounds. (i.e., use terms such as outer, middle and
inner ear, eardrum, cochlea, nerve, brain)

1. Hearing is when our ears take sound waves into them and turn it into something that our brain can
understand.
2. There are three major parts of the ear: the outer ear, the middle ear and the inner ear.
The Outer Ear
 The pinna is the part of the ear that is seen outside of our heads. It helps to receive sound vibrations.
 The ear canal is a tube that allows the sound to travel into the ear.
 The eardrum is a thin sheet that vibrates when the sound hits it.
The Middle Ear
 42
 The middle part of the ear is filled with air and has three tiny bones: the hammer, anvil and stirrup.
These bones are called ossicles. They make the sound louder and transfer it to the inner ear.
The Inner Ear
 The inner ear is filled with fluid and has the cochlea which allows us to hear.
 The cochlea translates the sound to electrical signals for the nerves which send it to the brain.
 Little hairs (nerves) vibrate in the fluid with the sound waves and then we hear.
24.5 Explain why and how hearing is important to humans and animals. (e.g., animals: sensing danger (some
have large ears), finding food, recognizing their own young, recognizing a potential mate; humans: as a sense
for observation and safety, listen to music
 Hearing is important to animals because it alerts them when predators are near and it allows them to
locate their prey in the darkness of the night by listening to their sound.
 Animals also use hearing to recognize their young ones and to attract mates.
 Hearing also allows animals to communicate.
 Hearing is important to humans as it allows them to learn, communicate and build relationships.
 It allows them to know when danger is near.
 Hearing also allows humans to be entertained through music, movies, etc.
24.6 Discuss sources of sound pollution and investigate different ways of sound insulation. (e.g., dampen the
vibrating object with different materials: newspaper, cloth, cotton, wool, sponge, bubble wrap)
 A sound that is not wanted is called noise.
 Noise can cause hearing problems and frustration.
 Noise pollution occurs when unwanted sound affects your normal activities like sleeping or having a
conversation.
 Noise pollution includes loud music, loud barking of dogs, airplanes and industrial noise.
 Sound insulation is when a material is used to prevent or reduce the transfer of sound.
 Some materials which can be used to do this include newspaper, cloth, cotton and wool.
Structures and Mechanisms: Forces and Motion
Level: Standard 2
29.1 Describe force as a push or a pull and explain how applying a force can create motion. (i.e., pushing or
pulling an object causes it to move).

 A force can be described as a push or pull on an object. This push or pull causes objects accelerate,
decelerate, and stay in place or change shape.
 Force and movement can be better understood through Newton’s Laws of Motion.
 43
 Law 1: Every object in a state of uniform motion tends to remain in that state of motion unless an
external force is applied to it.
 Law 2: II. The relationship between an object's mass m, its acceleration a, and the applied force F
is F = ma. Acceleration and force are vectors (as indicated by their symbols being displayed in
slant bold font); in this law the direction of the force vector is the same as the direction of the
acceleration vector.
 Law 3: III. For every action there is an equal and opposite reaction.
 Force is measured by newtons (N). One newton is equal to the force needed to accelerate on gram of
mass by one centimeter per second squared.
29.2 Demonstrate a basic understanding of the concepts of gravity, friction and weight.
Relate the effect of gravity on the movement of an object. (e.g., investigate the effect of gravity on: thrown
objects – eventually they will fall to the ground; objects at rest – they will stay in place)

29.3 Explain how friction affects the movement of an object. (i.e., investigate the effect of friction on the
movement of an object on different surfaces from smooth to rugged).
 Gravity is a force that pulls objects together. The greater the size (mass) of the object, the greater its
gravitational pull will be. Proximity is also important as the close you are to the object, the stronger the
gravity will be. Gravity is what causes objects to fall, what holds the planet in orbits and what causes
things not to float off into space.
 When objects are thrown, gravity causes them to eventually stop moving and fall to the ground.
 A person’s weight on earth depends on how much force gravity has on them. Weight is the force of
gravity pulling on objects.
 Friction is the resistance of motion when one object rubs against another. Friction works against the
object in the opposite direction.
 When this happens, the objects change from kinetic energy to heat energy as friction slows it down.
 Some ways in which friction can be prevented is by using wheels, lubricants and monitoring the
materials which “go” against each other.
 Friction is beneficial because it keeps us steady when we walk so we do not slide, it is used for brakes, it
is used to create fires and for skiing.
 There are four main types of friction: sliding friction, rolling friction, fluid friction and static friction.
 Sliding friction: friction that acts on objects when they are sliding over a surface. E.g. sliding the pencil
over a paper when writing.
 Rolling friction: when a round object rolls over a surface. E.g. while bowling
 Fluid friction: acts on objects in air or water. It is the resistance that is felt when moving through the air
or water. E.g. sky diving
 Static friction: when two objects rub against each other. E.g. walking
 44
29.4 Correlate the weight of an object to the amount of force required to move the object. (e.g., i.e., investigate
to compare the force required to move a heavy vs a light object from a position of rest; to keep a heavy vs a
light object in motion).
 Heavier objects need more force to get them to move or change direction.
 According to Newton’s second law, force is equal to acceleration times mass.
Structures and Mechanisms: Floaters and Flyers
Level: Standard 4
31.1 Recognize features of some plants and animals that enable them to float or fly. (e.g., observe animals,
plants and plant seeds - ducks, water lilies, seed pods, birds - and identify the features of the plant, animal or
plant seed that help them to float or fly. (e.g., observe animals, plants and plant seeds - ducks, water lilies, seed
pods, birds - and identify the features of the plant, animal or plant seed that help them to float or fly – light
weight, feathers, impermeable/water-tight surfaces, air bubbles or sacs, ability to flatten the body, long wings,
body shape).

 Floaters could include items such as balloons, dandelion seeds, parachutes, poplar fluff or bubbles.
Technically, a floater does not really fly. The wind controls the speed and direction of flight.
 Powered flyers use engine or body energy to fly or gain altitude; some examples are insects, flying birds
and airplanes. Hot air balloons could be classified as either floaters or gliders and some birds may be
categorized as either gliders or powered flyers.
 Characteristics which allow animals and plants to float or fly include light weight, feathers,
impermeable/water-tight surfaces, air bubbles or sac which allows them to float, the ability to flatten the
body, long wings and body shape.
 Aquatic plants have a less rigid structure, the leaves on the surface are flat, and their roots are light and
feathery.

31.2 Make connections between the features of plants and animals identified in 31.1 and the features of human
created floaters and flyers. (i.e., for parachutes, aircraft, water craft their- weight, buoyancy, span, shape,
impermeable/water-tight materials).

 Human made floaters include bubbles, parachutes, hot air balloons, balloons and watercrafts.
 Human made flyers include planes, helicopters and jets.

31.3 Identify and describe on a diagram the four forces that interact for flight – lift, weight, drag, and thrust -and
the relationships between these required for flight (i.e., lift must be greater than weight for a plane/bird to take
off; thrust must be greater than drag for a plane/bird to take off; lift must be less than weight for a plane/bird to
land; thrust must be less than drag for a plane/bird to land).
 45
31.4 Plan, design and make model flyers and investigate through altering the design how flight can be improved
(e.g., parachute - modifications can include weight, diameter and type of material; a paper plane glider/kites –
modifications can include angle of flaps, materials, rudder and shape. Relate modifications to the four forces
that influence flight).

1. Weight is the force of gravity. It acts in a downward direction—toward the center of the Earth.
2. Lift is the force that acts at a right angle to the direction of motion through the air. Lift is created by
differences in air pressure.
3. Thrust is the force that propels a flying machine in the direction of motion. Engines produce thrust.
4. Drag is the force that acts opposite to the direction of motion. Drag is caused by friction and differences
in air pressure.

 For flight to take place, thrust must be equal to or greater than the drag. If, for any reason, the
amount of drag becomes larger than the amount of thrust, the plane will slow down. If the thrust
is increased so that it's greater than the drag, the plane will speed up.
 Lift must also be greater than weight which is its opposing force, in order for flight to take place.
 Lift is accomplished with the use of a wing.
 As air speeds up, its pressure drops. So the faster-moving air moving over the wing exerts less
pressure on it than the slower air moving underneath the wing. The result is an upward push of
lift. In the field of fluid dynamics, this is known as Bernoulli's principle.
 In the same manner, drag must be greater than thrust for a plane/bird to land and weight must be
greater than lift in or for a plane/bird to land.
31.5 Identify and describe on a diagram the principles of floatation – buoyancy, downward force
(weight),upward force (thrust), displaced volume & density - and the relationships between them that are
required for floatation (i.e., Buoyancy is the loss in weight an object seems to undergo when placed in a liquid.
The object must make room for its own volume by pushing aside, or displacing, an equivalent (or equal) volume
of liquid. The object is exerting a downward force on the liquid and the liquid is therefore exerting an upward
force on the object. The solid body floats when it has displaced just enough liquid to equal its own original
weight. A denser liquid exerts a greater upward force and makes floating easier).
 46
31.6 Plan, design and make model floaters (water craft) and investigate through altering the design how to
improve its buoyancy. (e.g., boat and submersibles: modifications can include weight, depth of hull, materials,
shape; liquid modifications: density easier to float on salt water than fresh water).

 Buoyancy is the loss in weight an object seems to undergo when placed in a liquid. The object must
make room for its own volume by pushing aside, or displacing, an equivalent (or equal) volume of
liquid. The object is exerting a downward force on the liquid and the liquid is therefore exerting an
upward force on the object. The solid body floats when it has displaced just enough liquid to equal its
own original weight. A denser liquid exerts a greater upward force and makes floating easier.
 A buoyant force is also described as an upward force exerted on objects submerged in water. As the
object goes deeper into the water the downward pressure increases while the upward pressure is weaker
causing the greater force to push the object up.
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APPENDIXES