5E’s-

EXPLORE (2-3 lessons)

• To provide hands on, shared experiences of magnetic and gravitational force
• To support students to investigate and explore ideas about how gravitational and magnetic force work together
• Formative assessment
WEEK AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
/ CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LESSO LINKS (include learner diversity)
N
Science Science as Science
Understan a Human Inquiry
ding Endeavour Skills

Week ACSSU ACSHE ACSIS0 To provide FORMATIVE • Team roles

2 076 061 64 students with Introduction chart
lesson Monitor • Ask students if magnets need to touch an • Badges for
2 ACSIS0 hands-on, shared Director,
experiences of how students’ object to have an effect on it. (think back
66 Manager and
gravity and developing to lesson 1) Speaker
ACSIS0 magnetic forces act understanding
Explain that students will be working in • Each team
68 of how: •
from a distance. member’s
their collaborative learning teams to use
ACSIS2 science
Students: • Forces can be the equipment on the equipment table to
16 journal
exerted by one make a paperclip ‘float’ in the air without • 30 cm length of
object on
ACSIS0 • create a floating being touched by a magnet. cotton thread
69 paperclip model another through
• Represent their direct contact or • Give each student in a team a role: director • 1paperclip
ACSI • Adhesive tape
understanding from a distance. (oldest group member), manager
S071 • 1 large bar
through force-
(youngest), and speaker (middle)
How: magnet
arrow diagrams
• Annotated • 1 copy of
and annotated work sheet
• Discuss how to stop the paperclip from
Resource
drawings. • Class touching the magnet; for example, by tying sheet 5 per
discussion it to a piece of string that is attached to the team
table. member 



What forces
Body: were being
exerted on
• Students draw two annotated diagrams. the paperclip
• Include force-arrows, to represent forces from a
acting to keep the paperclip in the air. distance?
• Ask students to predict what happens (Gravity and
when the magnet is removed and the magnetic
paperclip falls to the table. forces.)
• Ask Managers to collect team equipment.
Allow teams time to complete the activity. What forces
were being
Conclusion exerted on
the paperclip
• Ask team Speakers to present their team’s through
annotated drawings. contact? (The
pull of the
• Ask speaker questions
string against
Learner diversity: the magnetic
EDUCATIONAL RISK force.)

• Visual aids - worksheet example Why did the

• Even groups of low and high achievers paperclip
stay up in the
HIGH ACHIEVERS/LOW ACHIEVERS air? (The
magnetic
• Written examples of work sheet
• Extension activity force was
stronger than
• Individual questioning to extend their the force of
knowledge gravity.)