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Science!
Friction
Week Beginning: 10th September 2012
Main
Learning
Intention
L.I Sc4 2e
Session 1
1.5 hrs
Mon week
1
Understand
how to
measure
forces and
identify the
direction in
which they
act.
2a
Understand
the forces of
attraction &
repulsion
between
magnets.
2d
Understand
that when
objects are
pulled or
pushed an
opposing pull
or push can
be felt.
Breadth of
study: 1a
Look at a
range of
domestic &
environmenta
l contexts
that are
familiar and
of interest to
Success
Criteria/Targets
* know a force
can change the
shape, the
direction it
moves, slows it
down, speeds if
up or make it
move or stops
an object.
* know how to
measure a force
with a
forcemeter
* know force is
measured in
newtons
* know in which
direction a force
is acting
Duration: 12 Hours
Example of Direct Teaching
Start by telling the chd that we are going
to be learning about the force of friction
and explain that today we will learn-What
is a force? How can we measure forces?
And we will be looking at forces in action.
Tell chd that your going to move some
different objects pull and push a spring
to change its shape, lengthen an elastic
band by pulling, pick up a paperclip with a
magnet. Ask the chd to describe what is
happening in each case? Tell the chd that
there are forces at work here. Think-pairshare.. what is a force?
Explain how a force can change the shape
of an object, change the direction it’s
moving in, slow it down, speed it up or
make it move or stop; forces act in a
particular direction.
Show the chd the diagrams previously
drawn on the SMART bd of the different
force demos. Ask the chd to match the
demo to the correct diagram. Take
another look at each of the force
demonstrations you started the lesson
with. Discuss with the chd the forces in
action (can they name them?) and also the
direction they were acting in. Get the chd
to come and show the forces by adding
arrows to their diagrams.
Tell the chn that they are going to take a
close look at forces in action during the
next sessions, but that in this first
session they will have the explore forces
to show you what they already understand.
Diff Activities
Focus group in bold.
Step up on the tables a carousel of
activities…
Activity 1: HS with this gp Show the chn
a forcemeter allowing them to look
closely at it. Point out how the spring
lengthens when pulled. The greater the
pulling force the longer the spring
becomes. Measure the pulling of a
selection of classroom objects across
the same table with the children
recording their results in Science books
Measures should be taken in Newtons – a
unit of measure equal to the pull of
gravity on a mass of 1kg.
Activity 2: Repel and attract. Provide
the children with bar magnets and ask
them to investigate what happens when
they are put together. They should draw
diagrams showing what happens & show
the forces in action using arrows.
Activity 4: Car on the slope. Ask the chn
to briefly investigate what happens when
the angle of the slope is changed for the
same car running down it. Write a
sentence about what they found out in
Science books.
Activity 5: Elastic Bands. Set up a simple
experiment to test out what happens as
the weight suspended from an elastic
band increases. Write a sentence about
what they found out in Science books.
Plenary
Once finished discuss each of the
activities in turn. What did they find
out/remind themselves of at each
activity? In which directions have the
chn drawn the arrows?
them.
2a Use
appropriate
scientific
language.
Sc1 1a
Understand
that Science
is about
thinking
creatively to
try to explain
how non-living
things work,
and to
establish
links between
causes and
effects.
2e Use simple
equipment
and materials
appropriately
and take
action to
control risks.
L.I. to use a
forcemeter
carefully to
measure
forces
Session 2
1.5 hrs
Mon week
1
L.I that
'newton' is
the unit of
force
L.I that there
is a force
between an
object and a
surface which
* know how to
measure a force
with a
forcemeter
* know force is
measured in
newtons
* know in which
direction a force
is acting
* know the
Review concept maps. Then start of by
recap of prior learning- showing some
diagrams with arrows showing the incorrect
direction the force is acting on. Chd to spot
the mistakes.
Use a brick, carpet and vinyl.
Demonstrate pulling a brick with a Newton
meter - first on the carpet sample and then
on the vinyl sample.
Ask the children whether igr. Ask them to
explain their answer.
Encourage the children to explain their
ideas using words such as roughness,
smoothness, grip and slide or slip.
Explain to the children that where there is
Chd to label pictures showing where the
friction is.
Take photos of the chd pulling brick across
diff surfaces, tell them the photos will be
stuck in their books and they need to
leave a space for it.
Chd to complete some sentence..
It is ________________ for an object to
start moving on a ___________ surface.
The ________________the grip the
_________________ force of
________________.
Explain that we are going to get our
investigation brains working and think
about an investigation that has already
happened. Tell the chd about the ramp
investigation and how chd titled it and
had different surfaces on it and that
how far the wooden blocks moved on
the ramps. Show them the results in a
bar chart that the chd complied. Ask
them to say true or false depending on
the results they can see.
1.we had to tilt all the surfaces more
than 1 block high?
2. we tilted the coconut matting 3
blocks higher than the carpet?
3.The roughest surface was tilted the
may prevent
the object
moving
greater the grip
the more
friction is
present.
greater grip, there is a greater force of
something called friction.
Watch http://www.bbc.co.uk/learningzone/clips/h
ow-is-friction-created/2178.html
most?
4. the smoothest surface was titled the
least?
5. the rougher the surface the greater
the tilted?
For most surfaces, the rough we the
surface the higher you tilt the board,
but the lino doesn’t fit this pattern?
After each true or false ask the chd to
give a reason for the answer.
Watch again and ask the children to list
down on their whiteboards the forces that
are mentioned in the
L.I. to use a
forcemeter
carefully to
measure
forces
L.I that
'newton' is
the unit of
force
Session 3
1.5 hrs
Mon week
1
L.I that there
is a force
between an
object and a
surface which
may prevent
the object
moving
* know how to
measure a force
with a
forcemeter
* know force is
measured in
newtons
* know in which
direction a force
is acting
* know the
greater the grip
the more
friction is
present.
Tell the chn that in everyday life friction
is something that can be both useful or
something we need to find ways to
overcome. Discuss helpful high friction,
e.g. goal keeper’s gloves, tying shoe laces,
lighting matches, shoe soles, tyres on cars
& bikes
http://www.racemath.info/forcesandpress
ure/ks2_friction_b.htm, brakes, step
ladders, handlebars on bike; & when low
friction is useful, e.g. park slide, skating,
curling, skiing, pulling out a drawer,
ironing, etc. Rub hands together to see
that friction creates heat - useful in this
case, not so useful for machinery! Use of
oil/grease to lessen friction in machinery.
Label the friction on a picture, is it useful
or not.
Print a picture of grip on a trainer and
write a sentence to go with this e.g.
Friction gives us grip!
The pattern on the bottom of shoes gives
you grip when you walk and run so you
don't slip and fall!
Talk about our trainers what does it help us
do.
http://www.racemath.info/forcesandpressu
re/ks2_friction.htm
Session 4
1.5 hrs
Mon week
1
L.I To understand
the effect of
friction on the
movement of
objects.
L.I To
communicate
ideas to a group.
* to know that
friction will slow
a moving object
down and
eventually stop
it.
* to know that
something that
is slippery
Before the lesson set up Set two chairs approximately
4 metres apart. Thread a straw through a length of
string. Tie the ends to each chair so that the string is
more than 30 cm above the ground. Inflate (but do not
tie) a rocket balloon. Fold the neck over and secure
with a clothes peg to prevent the air coming out. Pull
the straw to one end and tape lengthways along the
balloon. Ask children to be prepared to observe
what happens and to describe what they see to a
partner. Remove the peg and watch the rocket travel
along the string. Repeat the experiment, this time rub
Chd to draw a diagram of what happened
with the rocket balloon.
MA- answer these questions in full
answers.
What happened to the air in the balloon?
Why did the balloon stop?
Where abouts was the friction?
How did we reduce the amount of friction
and why did this work?
Explain that we are going to get our
investigation brains working and think
about an investigation that has already
happened. Tell the chd about the ramp
investigation and how chd titled it and
had different surfaces on it and that
how far the wooden blocks moved on
the ramps. Show them the results in a
bar chart that the chd complied. Ask
them to say true or false depending on
the results they can see.
1.we had to tilt all the surfaces more
than 1 block high?
2. we tilted the coconut matting 3
blocks higher than the carpet?
3.The roughest surface was tilted the
most?
4. the smoothest surface was titled the
least?
5. the rougher the surface the greater
the tilted?
For most surfaces, the rough we the
surface the higher you tilt the board,
but the lino doesn’t fit this pattern?
After each true or false ask the chd to
give a reason for the answer.
Can the children think of any ‘real-life’
situations were friction is
demonstrated?
reduces the
amount of
friction.
some washing up liquid along string.
Label one side of the room “true” and the other
“false”. Read out the statements on page 2 and ask
children to move to either the true side or the false
side of the room or play “Taboo” wood slides over
carpet (F) A sleigh travels faster over snow than
grass.(T) Rubbing your hands together creates heat.(T)
It is easy to lift jelly with chopsticks. (F) Friction is not
useful(F) Friction slows things down.(T) Friction is
needed to make
cars move.(T) You can increase friction by putting oil
between rubbing
surfaces.(F) At the end of the game, ask children to
sit in a circle.
LA- copy out paragraph and complete with
missing words.
SN- Fill in the missing words from the
communicate in print paragraph.
Tell them that we are going to watch friction in
action. Set out the chairs and blow up the rocket
balloon. Ask the chd what is going into the balloon.
Explain how the balloon will move along the string.
Ask what will be happening to the air? As the
balloon travels along ask the chd what will slow the
balloon down? Ask them where abouts the friction
is (between string and straw). Do they have any
ideas of how we could get the balloon to go
further? What do we need to reduce? Scaffold
questions do they come up with the idea of making
the string slippery. Repeat the rocket balloon what
do they notice.
Session 5
1.5 hrs
Mon week
1
.
Session 6
1.5 hrs
Mon week
1
Session 7
1.5 hrs
Mon week
1
Session 7
1.5 hrs
Mon week
1
,
.
.
Session 8
1.5 hrs
Mon week
1
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