Lesson title: Balanced and Unbalanced Forces KLA: Science Strand: Physical World Stage: 3 Year: 6 (1012yrs)

By Eleanor Pleffer Timing: 60 mins

Objectives: Students will know that unbalanced forces cause accelerations - Students will revisit Newtons First Law of Motion and apply previous knowledge to enhance their learning experience Outcome: - SC4-10PW1: Change to an objects motion is caused by unbalanced forces acting on the object. - SC4-10PW2: The action of forces that act at a distance may be observed and related to everyday situations. - INVS3.7: Conducts their own investigations and makes judgements based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and drawing conclusions. Indicators: - Identify changes that take place when particular forces are acting. - Predict the effect of unbalanced forces acting in everyday situations. - Describe everyday situations where gravity acts as an unbalanced forces Resources: Key Scientific Knowledge: Tug-of-war rope Inertia: the resistance an object has to a change in its Cones state of motion (The Physics Scarf Classroom, 2013). IWB: Unbalanced forces occur o http://www.youtube.com/watch?v=CnejrcOhj5g when one force is greater Paper than its opposite force Elastic bands Miscellaneous classroom objects of students choice Force and Motion Activity Tub: Balancing Act (page 9) (Attached below) (Lakeshore, 2007) Empty soft drink bottle (1 per group) Tissue paper Small paper cup Water supply Jenga (stacking game) Lesson overview: Integrated 1) [Outside] divide students into 2 teams to play a game of tug-of-war using cones to KLAs: mark team lines and the scarf to mark the centre of the rope. Have both teams lift EN3-1A the rope and hold it taut. Ask students if this is a balanced or unbalanced force (balanced, because the scarf is not moving its position). Ask students to identify which TS3.1 forces are acting on the rope (gravity pulls down, students pull up, each team is also TS3.2 pulling the rope toward them with enough force to make the rope taut). Discuss the MOS3.4 acting forces after the game. 2) In pairs, have students participate in an arm wrestling tournament to explore GSS3.8 unbalanced forces. When unbalanced force is affecting equilibrium? 3) Watch YouTube video 4) Conduct balancing exploration reflected in the video (use miscellaneous classroom objects) 5) In small groups, conduct balancing act experiment (attached below, page 9) 6) As a whole class, reflect on the following questions regarding balance:
What observation indicates that forces are balanced? (lack of movement) How is a balanced force different from an unbalanced force? (balanced forces cause no movement and unbalanced forces cause movement to occur) What is one activity that people do everyday that uses an unbalanced force? (walking, moving around,

getting up, and sitting down) What athletic events use unbalanced forces? (football, soccer, baseball, basketball, swimming, croquet, volleyball, golf, etc.) Ask students to try and name one athletic event that does not use unbalanced forces. (none known)

Support: Extension: The lesson is designed to be fast paced, to allow Fast finishers have the opportunity to play Jenga or students to experience the concepts of balanced watch: and unbalanced through multiple pathways. https://www.youtube.com/watch?v=-Teachers have the flexibility to slow down the MDILG7Znk&feature=player_embedded tasks for students who need extra support without hindering the extension of students who can continue through the tasks. Evaluation/Follow up: Through informal questioning, teachers will gauge their students understanding e.g. discussion of tug-ofwar. The whole class discussion at the end of the lesson summarises two key concepts of balance, this allows teachers to ask for examples of these concepts through previous experiments e.g. the egg drop 2 lessons ago and its relationship with unbalanced forces.