Assignment 1

102087
Stage 4-Science –Year 7
Lesson Plan on Physical Strand-Force and Motion
Secondary Curriculum 1A

Submitted by
Neeti Gupta
19931584

Extension Approved till 21st Aug 2020

 Lesson Plan A – Year 7 Science

Topic area: Physical World Stage of Learner: Stage 4 (Year 7) Syllabus Pages: 32-38

Date: 15 Aug 2020 Location Booked: Classroom Lesson Number: 1 / 3

Time: 60 minutes Total Number of students: 20 Printing/preparation: Handouts

Projector, Laptop
Outcomes:
 Describes the action of unbalanced forces in everyday situations SC4-10PW
explores a range of forces in everyday situations SCLS-10PW
 recognises the role of science in personal, social and global issues relating to everyday life SCLS-
1VA
 uses a variety of strategies to communicate information about an investigation SCLS-9WS

Content statement/s:
PW1 Change to an object's motion is caused by unbalanced forces acting on the object (ACSSU117)
Students:
a. identify changes that take place when particular forces are acting
Cross-curriculum priorities and General capabilities:
 Literacy
 Numeracy
 Information and communication technology (ICT)
 Personal and Social capability
Assessment:
Formative assessment– dynamic student participation, capacity to recall previous knowledge,
contribute to class discussion and complete set activities
Lesson overview:
In this lesson, student will explore a range of forces in everyday situations, effect of force on
motion, direction and shape of an object through hand-on activities, investigation and peer discussion.
Student will learn about the unit of force and how to draw simple force diagram using ruler and pencil.
Equipment: projector, whiteboard markers, pencil, notebook, glue, scissor, laptop
 Time Teaching and learning actions
0-5 mins Welcome and Greet Students, give
an Agenda of the lesson on the
interactive board/White board.
Distribute Do now Activity “DNA”
handouts (Activity 1A) (Match the
scientific terms related with the
Force and motion with their
definition or meaning) and ask them Student: Settled down and
to do in pairs.
This will help students to get aware meaning/definition
of the metalanguage use in this
lesson and next upcoming lessons .
20 mins Activity 2A:
Teacher will ask Inquiry question : inquiry questions with the
 What is force? What are its
effect on motion, direction
and shape of an object?
 Give some examples from
everyday where you observe
force.
 Discuss the terms asked to
match in DNA as lesson
proceeds.
Organisation Centred
T/S
Teacher: Ensures that the
resources for the lesson are Teacher
available. Distribute “DNA”
handouts once the students settled
in the classroom. While they are
completing “DNA”, complete the
roll and follow up any issues from
last lesson
do DNA in pairs . Match the
terms with their
Resources: DNA handouts ,
pencil or pen, notebook
Teacher: Teacher will discuss
Both
students as short video clip
proceeds.
Short video clip : 5 mins
Video
https://www.youtube.com/w
atch?v=B6mi1-YoRT4
Introduce the concept of
force as a push or pull with
example using video clip.
Teacher will also introduce
the concept of friction
(opposing force),
gravitational force and
normal force or upthrust
using the example of ball.
Encourage to answer the
following questions in
between the video:
 Is there any force on
stationary object like
a ball is on the ground
if yes, what forces are
acting on it?
 What happened to
the ball when it was
pushed?

15 mins Activity 3A: Investigating the effect
of force in different practical/ real
life scenario
Student who will finish worksheet
before time will solve bonus
question.
Bonus Question: Why we do not fall
 Why the ball stopped
after some
displacement?
 What would happen
to the ball if there is
frictionless floor and
no air resistance? Will
the ball stop?
Student: Identify a force as a
push and a pull and come out
with some examples from
daily life.
Participate in queries asked
by teacher related with the
video shown and work in
pairs.
Student will understand that
there is no force if the object
is at rest or moving with
uniform velocity (no change
in direction or speed)
Resources: projector, laptop,
Notebook, pencil,
whiteboard markers
Teacher: Ask the students to
open the worksheet shared Student
on google drive and then
discuss each scenario in pair
and explain the effect of
force.
As students will do the
worksheets , teacher will go
around, discuss and provide
feedback to the students
Student: work in a pair and
 in the centre of earth?
Activity 4A: Force diagram and its
15 mins unit
Inquiry question: Can we measure
force? If yes, what is its unit?
Conclusion Activity 5A : Exit Slip
5 mins Teacher ask student what they
have learnt in this lesson and if they
have any question or concern about
the content. Thank students for their
engagement with the activities and make
them aware about the next lesson.
Reflection
complete the worksheet of
different real examples
where force is observed.
Resources: Laptop, Internet,
pencil/pen, notebook
Teacher: Introduce the unit
of force i.e. Newton. Discuss Both
brief history from where the
Newton came into the
picture. Discuss one example
and ask them to complete
worksheet based on the
force diagram. Teacher will
go around, observe and
provide feedback.
Student: Work on the Force
diagram worksheet
individually.
Resources: Worksheets,
pen/pencil. Ruler.
Teacher: Ensure students handover
the exit slip and leave the Teacher
classroom safely
What have I learned about the teaching and learning process when preparing this lesson?

I was astonished at just how challenging it was to develop this lesson plan. I found it demanding to
formulate activities that contained a balance between engagement and simple, old style note
taking. I found inquiry-based learning with 5E instructional model can be practiced to advance
knowledge and improve students’ engagement. I would also differentiate students in my
classroom for their deep knowledge and understanding to measure if the lesson has been
valuable.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Explores a range of forces Class discussion with examples, video clip , questioning
in everyday situations and predicting
SCLS-10PW
Recognises the role of
science in personal, social Class discussion, video clip, Investigation Activity 3A,
and global issues relating complete the work sheet shared on google drive
to everyday life SCLS-1VA

Describes the action of

unbalanced forces in Discussion through video clip, examples discussed in
everyday situations SC4- the classroom, Activity 2A, 3A and 4A
10PW
Uses a variety of strategies
to communicate Class discussion through video clip, DNA to introduce
information about an Metalanguage, investigation activity 3A and 4A
investigation SCLS-9WS

Other considerations

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as 1.3 Problematic 1.6 Substantive
something that requires active construction and requires students to engage in knowledge communication
higher-order thinking and to communicate substantively about what they are
learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets 2.2 Engagement 2.6 Student direction
high and explicit expectations and develops positive relationships between teacher 2.3 High Expectations
and students and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important knowledge 3.5 Connectedness
to students. Such pedagogy draws clear connections with students’ prior 3.2 Cultural knowledge 3.6 Narrative
knowledge and identities, with contexts outside of the classroom, and with 3.3 Knowledge
multiple ways of knowing all cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson?

(Ladwig and Gore, 2009)

Teaching Elements Indicators of presence in the lesson
element
Intellectual 1.1 The learners are encouraged to think critically and acquire a
quality 1.4 deep understanding of the science concept i.e. Force here by
an inquiry-based and collaborative approach. The teacher
practices numerous verbal, visuals and logical strategies
through images, discussions and set activities to actively
engross students.
The teacher provides a high level of support and engagement
Quality 2.2 to students through class discussion and feedback. Student are
Learning 2.3 expected to participate in the class discussion and set tasks
Environmen throughout the lesson. They are encouraged to work
t individually and collaboratively in various activities.
Student integrate their knowledge by applying their knowledge
Significance 3.3 in class discussion of inquiry based questions and set activities.

Complete the table below by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.

(Australian Institute of Teaching School Leadership, 2011)

Graduate Evidence within this lesson
Standards
1.1 The teacher provides various strategies (i.e. images, discussions
and activities) to actively engage students. The students are
encouraged to think critically and acquire a deep understanding of
the concept by inquiry-based approach. Implement the “Do-Now-
activity”-model of cooperative and collaborative learning
2.1 Course content delivered in an informal, open-ended discussion
pattern where students will get an opportunity to discuss their
view and enhance their understanding.
2.6/4.5 ICT is incorporated into the lesson through the google worksheets
shared on google drive
3.3/4.1 A range of teaching approaches are employed. Students are
encouraged to work individually and collaboratively (in a group of
two and whole class discussion) to promote maximum
participation of students in activities
5.2 Constructive feedback is provided throughout the lesson on each
response during class discussion and whilst going around on each
desk and appraising their work.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the key
WHS considerations that are to be applied in this lesson?
 Safe handling of ICT resources-such as cable wires etc.
 Ensue everybody safety in the learning environment
 Passable walkways between tables and exit door
(Department of Education and training, 2013)

References (In APA)

Australian Institute of Teaching School Leadership, (2011), Australian Professional Standard for
Teacher. Retrieved from https://www.aitsl.edu.au/docs/default-source/national-policy-
framework/australian-professional-standards-for-teachers.pdf?sfvrsn=5800f33c_64

Department of Education & Training. (2013) Work health and safety (WHS) policy. Retrieved from
https://www.det.nsw.edu.au/policies/staff/WorkHealthSafety/PD20130454.shtml?
level=Schools&categories=Schools|school+administration+%26+management|
work+health+%26+safety

Don't Memorise. (2017, May 25). What is Force? - Part 1| Forces and Motion | Physics | Don't
Memorise [Video file].Retrieved from https://www.youtube.com/watch?v=B6mi1-YoRT4

Ladwig. J., & Gore. J. (2009). Quality teaching in NSW public schools: a classroom practice guide.
Sydney, NSW:  Dept. of Education and Training, Professional Learning and Leadership
Development Directorate. Retrieved from https://app.education.nsw.gov.au/quality-
teaching-rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf

NSW Education Standard Authority (NESA). (2012), Science 7–10 syllabus (2012), p (1-97).
Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/science/science-7-10-2018

Resources Attached:
Lesson A: Force and Its Effect
Activity 1A: DNA activity-5 mins

Match the terms with its meaning or definition and paste the sheet on your notebook. Do this
activity in pair.

Scientific Terms related with Definition/Meaning

Force and Motion
Acceleration It is  the resistance to motion of one object
moving relative to another

Motion It is a push or pull that acts upon an object

as a result of that objects interactions with
its surroundings

Force It refers to the quantity of motion that an

object has and It depends upon the
variables mass and velocity of the object

Friction It is a measure of the change in the

velocity of an object with time. It can be
caused either by change in direction of
motion or change in speed or both.

Inertia It is the action of changing location or

position under the influence of the force.

Momentum It is a property of matter by which it

remains at rest or in motion in the same
straight line unless acted upon by some
external force.

Activity 2A:
 Inquiry Question: What is Force? What are its effect on motion, direction
and shape of an object? Discuss the definition asked to match in DNA as lesson proceeds.

Teacher will discuss above questions with the students –5 mins discussion

Short video clip : 5 mins Video

https://www.youtube.com/watch?v=B6mi1-YoRT4

Teacher will inquire about their understanding of force in between the video: Questions for
discussion

 Is there any force on stationary object like a ball is on the ground if yes, what forces are acting on
it?
 What happened to the ball when it was pushed?
 Why the ball stopped after some displacement?
 What would happen to the ball if there is frictionless floor and no air resistance? Will the ball stop?

Image : From
the video clip https://www.youtube.com/watch?v=B6mi1-YoRT4
provided

Activity 3A:

For the following images discuss in pairs how the resultant or net force is affecting the motion,
direction or shape of an object.
 Scenario Explain the effect of force with
reasoning

A duck resting near a lake

A hot air balloon rising up with increasing

velocity

A tug of war

A girl pushes the box to the left

 A car is being driven along a race track

A submarine travelling at a constant speed

and depth.
Bonus Question :
Why we do not fall in the centre of the
earth?

Images are adopted from google

Duck : https://www.flickr.com/photos/31057805@N02/27359644263/
Hot air balloon: https://petapixel.com/2018/02/05/tips-photographing-first-hot-air-balloon-festival/
Race car: https://www.autocar.co.uk/car-news/motorsport/bred-endurance-ford-gt-race-car-driven-track
Tug of war : https://thenounproject.com/term/tug-of-war/655856/
A girl pushes the box: https://www.dreamstime.com/illustration/business-woman-pushing-box.html
Thinking image: https://www.netclipart.com/isee/iiwbhb_man-clipart-thinking-course-and-university-selection/

Activity 4A:

Introduce the Unit of force i.e. Newton after the scientist name sir Issac Newton. Teacher will
demonstrate with one example how to draw force diagram.

Example discussed in the classroom: If a girl is pulling a toy with a force of 12 N and another girl is
pulling same toy with a force of 10 N. Draw a force diagram .

10N
12 N
Image adopted from : https://www.netclipart.com/isee/iiwbhb_man-clipart-thinking-course-and-university-selection/

Drawing Force Diagrams

Draw a force diagram, using pencil and ruler, showing the forces acting on the object.
1. A 40N force pulling a box to the left.

2. A 200N force pulling a block to the right.

3. A box being pushed to the right with a force of 60N

4. A box being pulled to the left with a force of 20N and pulled to the right with a force of
10N.

Activity 5A: Conclusion and Exit Slip

Exit Slip

Something new I learnt

What I already knew

Teacher will introduce the topic of next lesson: We will learn more about Balanced and
unbalanced forces? How can we calculate the net force on an object?

Lesson Plan B – Year 7 Science

Topic area: Physical World Stage of Learner: Stage 4 Syllabus Pages: 32-38
(Year 7)

Date: 16 Aug 2020 Location Booked: Classroom Lesson Number: 2 /3

Time: 60 minutes Total Number of students: 20 Printing/preparation: Projector,

Laptops, handouts, pencil/pens
Notebooks, whiteboard markers

Outcomes:
 Describes the action of unbalanced forces in everyday situations SC4-10PW
 Explores a range of forces in everyday situations SCLS-10PW
 recognises the role of science in personal, social and global issues relating to everyday life SCLS-
1VA
 participates in an investigation by following a sequence SCLS-6WS

Content statement/s:
PW1 Change to an object's motion is caused by unbalanced forces acting on the object (ACSSU117)
Students predict the effect of unbalanced forces acting in everyday situations
Cross-curriculum priorities & General capabilities:
 Literacy
 Numeracy
 Information and communication technology (ICT)
 Personal and Social capability
Assessment:
Formative assessment: class discussion, assigned google worksheets, capability of recalling prior
Knowledge, hands on activity
Lesson overview:
In this lesson, student will explore when a force is balanced or unbalanced and learn how to calculate
Resultant or net force on the object through force diagram.
Equipment: Handouts, projectors, white board markers, laptops, internet connection, notebooks,
Pencil/pens
 Time Teaching and learning actions
Intro Welcome and Greet Students,
5 mins give an Agenda of the lesson
on the interactive
board/White board.
Distribute DNA handouts
(Activity 1B) and ask them to
do in pairs.
Activity 2B: Power point
20 Mins presentation on balanced and
Unbalanced forces, force
diagrams, net force
calculation.
Teacher will start with an
inquiry question in the
classroom and check
students’ understanding via
asking questions. Teacher will
encourage students to put
their queries by raising hands.
Organisation Centred
T/S
Teacher: Ensures that the resources
for the lesson are available. Distribute Teacher
“DNA” handouts once the students
settled in the classroom. While they are
completing “DNA”, complete the roll
and follow up any issues from last lesson
Student: Settled down and do
DNA in pairs. Sort the list of the
force on objects into three
categories-Push, Pull and both.
Resources: Handouts,
pencils/pen, notebook
Teacher: Explain difference
between balanced and Both
unbalanced force through
presentation. Elucidate how to
draw force diagrams. Stress that
the arrow shows:
 the size of the force (the
longer the arrow, the
bigger the force)
 The direction in which the
force acts.
Student gain knowledge
that:
 Net force will be the
addition of all the forces if
directing in same direction
 Net force will be the
difference of the forces
directing in different
direction
The arrow is usually labelled with
the name of the force and its size
is measured in Newton after the
scientist name sir Isaac Newton.
Student: Pay attention to the
presentation and encouraged to
ask question by raising hands

10 mins Appendix 3B: Work Problems
Google worksheet shared on
google drive- work problems
related with evaluating net
force and direction of force
on an object
Appendix 4B
15 mins Chatter box -activity
Appendix 5B: Conclusion and
5 mins Exit slip
Teacher ask student what
they have learnt in this lesson
and if they have any question
or concern about the content.
Thank students for their
engagement with the activities and
make them aware about the next
lesson.
whenever they have doubts or
queries.
Resources: PowerPoint
presentation, projector, internet,
notebook, pen/pencils
Teacher: Ask to open their google
drive and complete the set task Teacher
Student: Complete the assigned
task individually shared on google
drive
Resources: Laptop, Internet,
pencil/pen, notebook
Teacher: Teacher will handout
the worksheet and ask student to Box
make the chatterbox and follows
the instruction on worksheet.
Student: Make chatterbox with
the sheet provided after following
the instruction and play
chatterbox with their partner.
Resources: Chatterbox template
worksheets
Teacher: Make sure all students Teacher
handover the exit slip and leave
the classroom safely.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

The outline of this lesson plan aided me in differentiating guidelines related to force and motion
from the perspective of year 7, stage 4 learners. I learned various strategies and methods like
inquiry based approach with 5E instructional models, zones of proximal development and
collaborative learning which I can service to promote knowledge and engagement in the learning
space. I would also distinguish learners in my classroom for their deep understanding to evaluate if
learners has acquire knowledge and what changes or amendments I need to do in my teaching
practice or strategy if required.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and

recording
Describes the action of unbalanced forces in Class discussion through PowerPoint
everyday situations SC4-10PW presentation, examples discussed in
the classroom, Activity 2B , 3B and 4B
Explores a range of forces in everyday situations Class discussion with examples,
SCLS-10PW PowerPoint presentation , questioning
and predicting, Activity 1B and 2B
Recognises the role of science in personal, Class discussion and open ended
social and global issues relating to everyday question through PowerPoint
life SCLS-1VA presentation. Activity 1B, 2B and 3B
work sheets handouts and shared on
google drive
participates in an investigation by following Chatterbox activity-4B
a sequence SCLS-6WS

Other considerations

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as 1.3 Problematic 1.6 Substantive
something that requires active construction and requires students to engage in knowledge communication
higher-order thinking and to communicate substantively about what they are
learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets 2.2 Engagement 2.6 Student direction
high and explicit expectations and develops positive relationships between teacher 2.3 High Expectations
and students and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important knowledge 3.5 Connectedness
to students. Such pedagogy draws clear connections with students’ prior 3.2 Cultural knowledge 3.6 Narrative
knowledge and identities, with contexts outside of the classroom, and with multiple 3.3 Knowledge
ways of knowing all cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson?
(Ladwig and Gore, 2009)

Teaching Elements Indicators of presence in the lesson

element
Intellectual 1.1 The learners are encouraged to think critically and acquire a
quality 1.4 deep understanding of the science concept i.e. Balanced and
unbalanced force by an inquiry-based and collaborative
approach. The teacher practices numerous verbal, visuals and
logical strategies through images, discussions and set activities
to actively engross students.
The teacher provides a high level of support and engagement
Quality 2.2 to students through class discussion and feedback. Student are
Learning 2.3 expected to participate in the class discussion and set tasks
Environmen throughout the lesson. They are encouraged to work
t individually and collaboratively in various activities.
Student integrate their knowledge by applying their
Significance 3.3 knowledge in class discussion of inquiry based questions and
set activities.
Complete the table below by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.

(Australian Institute of Teaching School Leadership, 2011)

Graduate Evidence within this lesson

Standards
1.1 The teacher provides various strategies (i.e. images, discussions
and activities) to actively engage students. The students are
encouraged to think critically and acquire a deep understanding of
the concept by inquiry-based approach with 5E instructional
models. Implement the “Do-Now-activity”-model of cooperative
and collaborative learning
2.1 Course content delivered in an informal, open-ended discussion
pattern where students will get an opportunity to discuss their
view and enhance their understanding.
2.6/4.5 ICT is incorporated into the lesson through the google worksheets
shared on google drive.
3.3/4.1 A range of teaching approaches are employed. Students are
encouraged to work individually and collaboratively (in a group of
two and whole class discussion) to promote maximum
participation of students in activities
5.2 Constructive feedback is provided throughout the lesson on each
response during class discussion and whilst going around on each
desk and appraising their work.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the key
WHS considerations that are to be applied in this lesson?

 Safe handling of ICT resources-such as cable wires etc.

 Ensue everybody safety in the learning environment
 Passable walkways between tables and exit door
(Department of Education and training, 2013)

References (In APA)

Australian Institute of Teaching School Leadership, (2011), Australian Professional Standard for
Teacher. Retrieved from https://www.aitsl.edu.au/docs/default-source/national-policy-
framework/australian-professional-standards-for-teachers.pdf?sfvrsn=5800f33c_64

Department of Education & Training. (2013) Work health and safety (WHS) policy. Retrieved from
https://www.det.nsw.edu.au/policies/staff/WorkHealthSafety/PD20130454.shtml?
level=Schools&categories=Schools|school+administration+%26+management|
work+health+%26+safety

Ladwig. J., & Gore. J. (2009). Quality teaching in NSW public schools: a classroom practice guide.
Sydney, NSW:  Dept. of Education and Training, Professional Learning and Leadership
Development Directorate. Retrieved from https://app.education.nsw.gov.au/quality-
teaching-rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf

NSW Education Standard Authority (NESA). (2012), Science 7–10 syllabus (2012), p (1-97).
Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/science/science-7-10-2018

Tes. (2013), Forces Paired work activity – chatterbox. Teaching resources. Retrieved from
https://www.tes.com/en-au/teaching-resource/forces-paired-work-activity-chatterbox-
6346629

Resources Attached:
 Lesson B: Balanced and Unbalanced forces

Activity 1B: DNA activity

Sort the everyday objects using a table in the appropriate groups according to the type of force
applied when you use the object – push, pull or both.

List of the objects are:

Calculator, shopping trolley, toy car, keyboard, remote control, tug of war, door, wheelbarrow,
kite, yoyo, pedalling a bicycle, accelerating a car, writing on paper, playing cricket

For example
Push Pull Both
calculator kite shopping trolley

Activity 2B:

Power point presentation

https://drive.google.com/file/d/1CthSG0HUpLbAlbtkZlkUg5ZAUJFLxvtN/view?usp=sharing

Example to be shown in the classroom and discuss with the students which one is balanced or
unbalanced
Images adopted from: https://www.google.com/search?
q=balanced+and+unbalanced+force+examples&safe=active&sxsrf=ALeKk02S8iL1uTG5_wEYpasEWvECw06XDg:1597887638297&source=lnms&tbm
=isch&sa=X&ved=2ahUKEwjk4sio06jrAhX1muYKHc5gAW8Q_AUoAXoECA8QAw&biw=1366&bih=657

Activity 3B:

Teacher will ask to open their laptop and log in to their google drive and complete the worksheet
shared on it.

1. Two boys are trying to move a heavy box. One boy pushes to the right with a force of
250 N. The other boy pushes to the left with a force of 300 N.

a) Draw & label the forces on the diagram.

b) What is the resultant or net force? _______________

c) Will the box move? __________________

If yes, in what direction? _______________________________________

If no, why not? _______________________________________________

 2. Four students are fighting over the same chair to sit. A is pulling North with a 20 N
force, B is pulling East with a 10 N force, C is pulling South with a 20 N force, and D is
pulling West a 15 N force.
a) Draw & label the forces on the diagram.

b) Is there a net force on the Chair? ____________

c) In which direction will the chair move? ________

d) Who gets the chair? _______________________

N

Images adopted from :

https://www.dreamstime.com/stock-illustration-two-boys-pushing-wooden-box-illustration-image79622231
https://www.ikea.com/au/en/p/mammut-childrens-chair-in-outdoor-blue-00365349/?gclid=CjwKCAjwm_P5BRAhEiwAwRzSO5ZjJB-
j5PgsROHvto_Lesv8HoxDW3T4lCLmHrQF6746DEPNcUTSyBoCUl8QAvD_BwE

Activity 4B: Chatter box activity

Teacher will distribute the chatter box activity and ask students to work in
pair.
Instruction to follow:
 Cut the square box
 Fold the square as instructed at the bottom of page
 chatterbox ready
 Ask your partner to pick a word that's written on one of the square pockets.

 Open and close the chatterbox by spelling it out.

 Ask your partner to choose one of the question that's written inside. ...
Activity 5B: Exit Slip with conclusion

Name :
Tough questions Teacher will
conclude the
After today’s lesson, do you have any lingering question? Perhaps you have lesson and inform
some tough question you want to ask to your teacher. Write them below: them that they will
do simulation
activity on force in
the next lesson and
record the data on
google worksheet
shared on google
drive.
 Lesson Plan C – Year 7 Science

Topic area: Physical Stand Stage of Learner: Stage 4 Syllabus Pages: 32-38

Date: 17/08/2020 Location Booked: Science Lab Lesson Number: 3 / 3

Time: 60 minutes Total Number of students: 20 Printing/preparation: Laptop,

Internet, projector, whiteboard
Markers, pen/pencils, notebook
handouts
Outcomes:
 participates in an investigation by following a sequence SCLS-6WS
 collects, records and interprets data and information SCLS-7WS
 uses a variety of strategies to communicate information about an investigation SCLS-9WS
 recognises the role of science in personal, social and global issues relating to everyday life SCLS-
1VA
 describes the action of unbalanced forces in everyday situations SC4-10PW
Content statement/s:
PW1 Change to an object's motion is caused by unbalanced forces acting on the object (ACSSU117)
 Predict the effect of unbalanced forces acting in everyday situations
Cross-curriculum priorities and General Capabilities:
 Literacy
 Numeracy
 Information and communication technology (ICT)
 Personal and Social capability
Assessment:
Formative assessment: Class discussion, google worksheets, simulation work, investigation activity
Lesson overview:
In this lesson, students will review their learning on force and its effect and work in the lab on force
and motion- basic simulation. Students will have opportunities in activity 3B to develop skills in
conducting research based on investigation applied to the practical situation such as use of seat belts in
moving vehicles. Students will perform simulation task where they will follow the set of instructions and
gather data and information and enhance their learning.
Equipment: Laptop, notebook, pencil, projector, whiteboard markers, interactive board
 Time Teaching and learning actions
5 mins Appendix 3A: Teacher will ask
to do DNA (Review the previous
lessons knowledge )
Appendix 3B: Investigation
20 mins Activity shared on google
worksheet.
Appendix 3C: Simulation
30 mins activity
https://phet.colorado.edu/sims
/html/forces-and-motion-
basics/latest/forces-and-
motion-basics_en.html
Conclusion Appendix 4C: Exit slip
Teacher ask student what they
5 mins have learnt in this lesson and if
they have any question or
concern about the content.
Organisation Centred
T/S
Teacher: Ensures that the resources
for the lesson are available. Distribute Teacher
“DNA” handouts once the students
settled in the classroom. While they
are completing “DNA”, complete the
roll and follow up any issues from last
lesson
Student: Settled down and do DNA in
pairs.
Resources: Handouts, pencil/pen,
notebook
Teacher: Divide students in different
groups and each group will work on Student
investigation activity .Students need to
research and complete the task.
Teacher will go around the desk and
provide support and constructive
feedback.
Student: work collaboratively on
investigation activity provided and
complete the set task
Resources: laptop, Internet, google
worksheet
Teacher: Instruct students to run the
simulation on their browser and Student
complete the lab worksheet shared on
google drive with your lab partner.
Teacher will go around the lab and
provide support and feedback while
students are performing the lab
activity.
Student: Run the simulation on their
browser and complete the worksheet
shared on google drive.
Resources: Laptop. Internet
Teacher: Make sure students Teacher
handover the exit slip and leave the
classroom safely.
Thank students for their
engagement with the activities
and make them aware about
the next lesson.
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

In this lesson I found, apart from inquiry based and collaborative learning, how
kinaesthetic learning, where a student perform simulation activities rather than
listening to a teacher, helps them to gain a better understanding of the material or a
concept. It has the benefit of permitting learners to 'reset' the scenario and try
alternative strategies and methods.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Participates in an investigation by
following a sequence SCLS-6WS Through Investigation activity 2C and
Simulation activity 3C
Collects, records and interprets data
and information SCLS-7WS Through Simulation activity 3C

Uses a variety of strategies to

communicate information about an
investigation SCLS-9WS
Recognises the role of science in
personal, social and global issues
relating to everyday life SCLS-1VA
Through Investigation activity 2C and
Simulation activity 3C where student
need to summarise their finding and
understanding
Through class discussion, DNA , Activity
2C and 3C

describes the action of unbalanced Through activity 1C, 3C and 4C

forces in everyday situations SC4-
10PW

Other considerations

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as 1.3 Problematic 1.6 Substantive
something that requires active construction and requires students to engage in knowledge communication
higher-order thinking and to communicate substantively about what they are
learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets 2.2 Engagement 2.6 Student direction
high and explicit expectations and develops positive relationships between teacher 2.3 High Expectations
and students and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important knowledge 3.5 Connectedness
to students. Such pedagogy draws clear connections with students’ prior 3.2 Cultural knowledge 3.6 Narrative
knowledge and identities, with contexts outside of the classroom, and with multiple 3.3 Knowledge
ways of knowing all cultural perspective. integration
How the quality teaching elements you have identified are achieved within the
lesson?

(Ladwig and Gore, 2009)

Teaching Elements Indicators of presence in the lesson

element
Intellectual 1.1 The learners are encouraged to think critically and acquire a
quality 1.4 deep understanding of the force concept through a research
based investigation and simulation activity. The teacher set
activities to actively engross students.
The teacher provides a high level of support and engagement
Quality 2.2 to students through constant feedback. Student are expected
Learning 2.3 to participate in the set task. They are encouraged to work
Environmen individually and collaboratively in various activities.
t
Student integrate their knowledge by applying their
Significance 3.3 knowledge through investigation and simulation.

Complete the table below by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

(Australian Institute of Teaching School Leadership, 2011)

Graduate Evidence within this lesson

Standards
1.1 The teacher provides various strategies (i.e. images, discussions
and activities) to actively engage students. The students are
encouraged to think critically and acquire a deep understanding of
the concept by inquiry-based approach. Implement the “Do-Now-
activity”-model of cooperative and collaborative learning
2.1 Course content delivered in an informal, open-ended discussion
pattern where students will get an opportunity to discuss their
view and enhance their understanding.
2.6/4.5 ICT is incorporated into the lesson through the investigation
activity, google worksheets shared on google drive and simulation
tool
3.3/4.1 A range of teaching approaches are employed. Students are
encouraged to work individually and collaboratively (in a group of
two and whole class discussion) to promote maximum
participation of students in activities
5.2 Constructive feedback is provided throughout the lesson on each
response during class discussion and whilst going around on each
desk and appraising their work.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?

 Safe handling of ICT resources-such as cable wires etc.

 Ensue everybody safety in the learning environment
 Passable walkways between tables and exit door
(Department of Education and training, 2013)

References (In APA)

Australian Institute of Teaching School Leadership, (2011), Australian Professional
Standard for Teacher. Retrieved from https://www.aitsl.edu.au/docs/default-
source/national-policy-framework/australian-professional-standards-for-
teachers.pdf?sfvrsn=5800f33c_64

Department of Education & Training. (2013) Work health and safety (WHS) policy.
Retrieved from
https://www.det.nsw.edu.au/policies/staff/WorkHealthSafety/PD20130454.s
html?level=Schools&categories=Schools|school+administration+
%26+management|work+health+%26+safety

Ladwig. J., & Gore. J. (2009). Quality teaching in NSW public schools: a classroom
practice guide.  Sydney, NSW:  Dept. of Education and Training, Professional
Learning and Leadership Development Directorate. Retrieved from
https://app.education.nsw.gov.au/quality-teaching-
rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf

NSW Education Standard Authority (NESA). (2012), Science 7–10 syllabus (2012), p
(1-97). Retrieved from
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/science/science-7-10-2018

PhET: Interactive Simulations for Teaching and Learning Physics. (2016). Force and
Motion: Basics. Simulation retrieved from
https://phet.colorado.edu/sims/html/forces-and-motion-
basics/latest/forces-and-motion-basics_en.html
Resources Attached:

Lesson C: Force and Motion: Investigation and Simulation

Lesson 1C: DNA

Forces Practice Questions

Look at the picture below and cross out the incorrect answers:

3. The forces are PUSHING / PULLING forces.

4. The forces are WORKING TOGETHER / OPPOSITE FORCES.
5. The forces are EQUAL / NOT EQUAL.
6. The forces DO / DO NOT balance each other.
7. The resultant or net force is 300 N TO THE RIGHT / 300N TO THE LEFT /
ZERO.
8. There IS / IS NO motion.

Look at the picture below and cross out the incorrect answers:

9. The forces shown are PUSHING / PULLING forces.

10. The forces shown are WORKING TOGETHER / OPPOSITE FORCES.
11. The forces shown above are EQUAL / NOT EQUAL.
12. The forces DO / DO NOT balance each other.
13. The stronger force is pulling RIGHT / LEFT.
14. Motion is the to the RIGHT / LEFT
Images adopted from:
Balanced Image https://quizlet.com/190665314/balanced-and-unbalanced-forces-flash-cards/
Unbalanced Image
http://bclearningnetwork.com/LOR/media/sc08/COURSE_4250998_M/my_files/module3/section3/lesson3/topic2.html

Activity 2C: Investigation activity

Student will work in two- three groups and investigate on inquiry question

Inquiry Question
Discuss the importance of wearing a seatbelt in a moving car?
 Consider what would happen if passenger does not wear a belt?

-------------------------------------------------------------------------------------------------------
 When travelling in a car how do we feel the force of inertia? (Where Force of
Inertia is a property of matter by which it remains at rest or in motion in the
same straight line unless acted upon by some external force)
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------
 When travelling in a car how do we feel the force of momentum? (Where
force of momentum is the quantity of motion that an object has and
it depends upon the variables mass and velocity of the object)

 What type of force made the passenger move?

 ----------------------------------------------------------------------------------------------

Activity 3C

Simulation activity
https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-
motion-basics_en.html

Follow the instruction and run the simulation program:

 Click on the following link and run it in your browser.
http://phet.colorado.edu/en/simulation/forces-and-motion-basics
 Run the program titled Forces and Motion: Basics
 Select the Tug of War tab and begin.
Observation and analysis

Figure 1:

Start your tug of war competition as shown above in Figure 1

a) Press the “Go” button, what do you observe? Give reason of your answer.

b) Press “return” button, “add one red person” on right and press ‘GO’, what do
you observe? Give reason of your answer.
 c) Why the brown arrows pointing in different direction?

d) Press “return” button. On Menu screen, click on “Sum of Forces”. Where

does “sum of forces” pointing in scenario b) (after pressing “Go”. What do
think “Sum of forces” means?

e) Press “return” button. On menu screen, click on “values” keep “sum of force”
clicked on. What do you observe in scenario b).

f) Write the values of “sum of forces”, value of force on left and right side
observed in scenario e)

2) Go to the menu screen and click the box titled “Values” and “Sum of Forces”.
Values will show you the value of force applied on each side and the Sum of Forces
will show the resultant or net force

Complete the simulation Table for the figure provided:

Total Left Total Sum of Is it balanced Cart

Force Right Forces or direction
(N) Force Or Net force unbalanced when “GO!”
(N) (N) force? is pressed.
3) Write a brief summary of what you have learnt while performing the lab
simulation on Forces and Motion.

Activity 4C: Conclusion and Exit slip

Exit Slip

Something I have Learnt

What I still need to know

Teacher will conclude the lesson after informing the students that we will learn
about the “Friction” in detail in next lesson content.

Rationale
The teacher designs the above three science lessons (stage 4-Year 7 learners) on the

Physical strand to educate students about the concept of force (NESA, Science 7-10

syllabus, 2012). These lessons focus on use of force in everyday life, balanced and

unbalanced forces, how is a force affecting motion, direction and shape of an object

and how to calculate the net force if different forces act on an object.

All these lessons are designed based on inquiry-based learning supported by 5E

(engage, explore, explain, elaborate and evaluate) instructional models (Duran &

Duran, 2004). This model promotes deeper critical thinking and problem-solving

skills in students. In the first two lessons, the teacher begins the lesson with an

inquiry question to engage students, catch their interest, and propose the

opportunity to share what they already know about the force through inquiry-based

questions. At this point, students can make connections between their prior

knowledge and the new ideas which discuss in the lesson. After engaging, students

explore or carry out hands-on activities designed by the teacher. Through which they

deepen their understanding of the content. After exploring, students attempt to

explain to the teacher what they have learned through discussion or communication

in the classroom. Then, students elaborate on their understanding and applying their

knowledge to new situations through the task designed by the teacher to deepen

their skills. Finally, in the third lesson, students evaluate, reflect on and provide

evidence of their new understanding of the subject through investigation and

simulation activity.

Information and communication technology (ICT) has integrated into all lessons to

progress students’ performance, engagement and achievements. Effective practices

of ICT improves teaching, learning and students’ problem-solving skill and critical

thinking (Sangra & Gonzalez-Sanmamed, 2011).

The teacher delivers the concept of force and its effect through visual presentation,

intrapersonal and interpersonal, verbal and logic discussion and set activities.

Through this strategy, the teacher does not only promotes the practice of academic,

cognitive and social strengths skills in learners but also increase their motivation of

learning (Nolen, 2005). Gifted and talented are presented with a bonus question to

enhance engagement and learning capabilities (Watters & Diezmann, 2003). The

teacher helps students to build knowledge by grouping their prior understanding,

novel information and willingness to learn.

The teacher practices inquiry-based (Choi et al., 2015) and collaborative learning

(Parveen & Batool, 2012) methodology in the learning space to enhance

engagement, boost concentration and focus of learners on set tasks. Moreover, the

zone of proximal development (Wass & Golding, 2014).) and scaffolding have also

implemented most of the activities to accomplish diverse learners’ needs.

The educator performed formative assessment (NESA, assessment, 2020) and

constructive feedback (NESA, feedback, 2020) throughout the three consecutive

lessons. The teacher designed the lessons after gathering and analysing information

about students’ background knowledge. A student understanding of the subject

matter will be manifested through frequent questioning, perceiving throughout the

lessons, feedback and exit slip. This approach will aid the teacher to identify the

gaps, their performance’s level and learning (Elmahdi et al., 2018). In all three

lessons, the teacher reviews and reminds the concept taught at the end of the

current lesson and the beginning of the next lesson for greater engagement and

retention of the content (Wyse, 2014). Moreover, the teacher practices exit slips to
conclude the lesson which facilitates educator to quickly estimate the students’

learning and knowledge of the content delivered and their interest (Young, and

Jackman, 2014). It also allows students to use their view to describe what / how they

would like to learn or gain knowledge about the topic in their own words (Izor,

2019).

The teacher has also integrated the general capabilities dimension of the Australian

curriculum (Australian Curriculum, general capabilities, 2019). Literacy skills are

improved when learners understand the meaning or definition of scientific terms or

metalanguage used related to the concept-force. Students enhance their literacy

skills by reading and interpreting worksheets and discussing and communicating in

the classroom. Moreover, through reasoning and summarise their understanding of

the activities, students can enhance their writing skill. Numeracy skill enriched in the

individual and group activities where the students develop and understand the force

diagram and learn how to calculate the resultant or net force. ICT has incorporated

in all three lessons through google worksheet, investigation and simulation work.

Simulation helps them to gain a better understanding of the material or a concept. It

has the benefit of permitting learners to 'reset' the scenario and try alternative

strategies and methods (Dubson et al. 2005). Students social and personal

capabilities enhanced through the set activities designed to develop their

communication skills, interacting with others and the capacity to work

independently and collaboratively.

The Quality Teaching Framework (QTF) is considered to augment the value and

impact of each lesson (Ladwig & Gore, 2009). The framework delivers a

conceptualisation of teaching strategies which teachers can utilise to critically reflect

upon their practice (Ladwig & Gore, 2009) and help teachers to accomplish
Australian professional standards (Australian Institute of Teaching School Leadership,

2011) .For all lessons, the framework was used as a planning tool to develop a high

quality lesson.

In conclusion, all three consecutive lessons, the teacher uses various eminent

teaching approaches and the zone of proximal development to enhance students’

engagement in the classroom. Inquiry-based supported by 5E instructional model,

collaborative learning, formative assessment and effective feedback strategies

practised ensuring better knowledge and understanding of the content delivered.

Moreover, these approaches would also assist the teacher to promote a positive and

motivating learning environment in the classroom by plunging misbehaviours and

ensuring the safety for all.

 References

Australian Curriculum and Assessment reporting Authority. (2014). F-10 curriculum.

General capabilities in the Australian curriculum. Retrieved from

https://www.australiancurriculum.edu.au/f-10-curriculum/general-

capabilities/

Australian Institute of Teaching School Leadership, (2011), Australian Professional

Standard for Teacher. Retrieved from https://www.aitsl.edu.au/docs/default-

source/national-policy-framework/australian-professional-standards-for-

teachers.pdf?sfvrsn=5800f33c_64

Choi, A., Klein, V., & Hershberger, S. (2015). Success, Difficulty, and Instructional

Strategy to Enact an Argument-Based Inquiry Approach: Experiences of

Elementary Teachers. International Journal of Science and Mathematics

Education, 13(5), 991-1011. https://doi.org/10.1007/s10763-014-9525-1

Dubson, M., Perkins, K., Adams, W., Finkelstein, N., Reid, S., Wieman, C., & LeMaster,

R. (2005, December 1). PhET: Interactive Simulations for Teaching and

Learning Physics. Phys. Teach., 44(1), 18-23. Retrieved August 19, 2020, from

https://doi.org/10.1119/1.2150754

Duran, L. B., & Duran, E. (2004). The 5E instructional model: A learning cycle

approach for inquiry-based science teaching. Science Education Review, 3(2),

49–58. https://files.eric.ed.gov/fulltext/EJ1058007.pdf

Elmahdi, I., Al-Hattami, A., & Fawzi, H. (2018). Using Technology for Formative

Assessment to Improve Students' Learning. Turkish Online Journal of

Educational Technology - TOJET, 17(2), 182-188. https://eric.ed.gov/?

id=EJ1176157
Izor, K. (2019). The Effect of Exit Slips on Student Motivation within the Classroom.

Honors Projects. 446. Retrieved from

https://scholarworks.bgsu.edu/honorsprojects/446

Ladwig. J., & Gore. J. (2009). Quality teaching in NSW public schools: a classroom

practice guide.  Sydney, NSW:  Dept. of Education and Training, Professional

Learning and Leadership Development Directorate. Retrieved from

https://app.education.nsw.gov.au/quality-teaching-

rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf

Nolen, J.L. (2005). Multiple intelligence in the classroom. Education horizons, 8(6).

14-16

NSW Education Standard Authority (NESA). (2012), Science 7–10 syllabus (2012), p

(1-97). Retrieved from

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-

areas/science/science-7-10-2018

NSW Education Standards Authority (NESA) (2020). Assessment in Stage 4. Retrieved

from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-

10/understanding-the-curriculum/assessment/7-10-assessment-strategies

NSW Education Standards Authority (NESA) (2020). Effective feedback. Retrieved

from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-

10/understanding-the-curriculum/assessment/effective-feedback\

Parveen, Q. & Batool, S. (2012). Effect of cooperative learning on achievement of

students in general science at secondary level. International Education

Studies, 5(2), 154-158. DOI:10.5539/ies.v5n2p154

Sangra, A, & Gonzalez-Sanmamed, M. (2011). The role of information and

communication technologies in improving teaching and learning processes in

 primary and secondary schools. Journal of Asynchronous Learning Networks

JALN, 15(4), 47. https://doi.org/10.1080/09687769.2010.529108

Wass, R, & Golding, C. (2014). Sharpening a tool for teaching: The zone of proximal

development. Teaching in Higher Education, 19(6), 671-684.

https://doi.org/10.1080/13562517.2014.901958

Watters, J. J, & Diezmann, C. M. (2003). The gifted student in science : Fulfilling

potential. Australian Science Teachers' Journal, 49(3), 46-53.

https://eprints.qut.edu.au/1692/

Wyse, S.A. (2014). The 4-Minute Summary: Helping students recall, recap and

explain the big picture... and much more! CourseSource

https://doi.org/10.24918/cs.2014.16

Young, J., & Jackman, M. (2014). Formative assessment in the Grenadian lower

secondary school: Teachers' perceptions, attitudes and practices. Assessment

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