VISHNU BOYS HINDU COLLEGE

SCIENCE LESSON PLAN

TEACHER: Darrell Dulalchan

DATE: 16th March, 2016
CLASS: 3 H
TIME: 80 MINS
PERIODS: 2
UNIT: Forces
TOPIC: Levers
REFERENCES (exclude class text, include page numbers).

Physics for you by Keith Johnson.

Complete Physics Stephen Pople
Physics for CXC John Avison
Flipped lesson video
https://www.youtube.com/watch?v=YlYEi0PgG1g
PRE-REQUISITES

Knowledge: - 1. Students should know that:

1. The Definition of a Force and its unit
2. The various types of Forces
3. The effects a force has on a body
Skill:- students should know how to:
1. Make accurate observations as it relates to the topic.
2. Work in groups
3. Use simple laboratory tools.
4. Draw and interpret graphs.
5. Perform simple calculations

MATERIALS & RESOURCES

For Teacher

For each group / student

White Board and marker

Meter Rule
Load
2 pieces of wood of different lengths
Brick

Assessment Sheet
Activity Sheet
Meter rule
Marbles
Styrofoam cups
Graph Paper

CONCEPT OR PRINCIPLE

Levers are simple machines which are designed as force multipliers, where a small input
force(effort) is multiplied through its distance to produce a larger force (effort). Levers are
present in our everyday life and allowed man to use less effort in lifting loads as well a design
machines which in turn make our lives easier.

SPECIFIC OBJECTIVES

At the end of the lesson, students should be able to:

Classification

Learning Type

Identify with the terms effort, load and fulcrum

Remembering

Cognitive

Analyze the relationship between effort and load as

it relates to the distance of each from the fulcrum

Analysis

Cognitive

Recognize the importance of levers to everyday life

Valuing

Affective

PROCESS SKILLS

During this lesson, students will be engaged in:

Identifying / formulating a problem

Designing and Planning an experimental procedure

Setting-up and executing experimental work

Observing and measuring

Recording of data and observations

Interpreting and evaluating data and observations

Communicating scientific ideas, observations and arguments

Applying scientific ideas and methods to solve qualitative and quantitative problems
Decision-making based on examination of evidence and arguments

Extracting from available information data relevant to a particular situation

ACTIVITIES

Flipped Pre- Lesson: Students are shown a youtube video on the mathematics of levers

Introduction:
Models: Laboratory Model, Inquiry- Based Model, Social Interaction (Group Work)

Teacher asks students to recall the main points of the flipped lesson as it related to Levers. S
explain what they would have learned from the video as it related to the story. T expects students
to say that levers can be used to lift heavy objects easier and that levers consist of an effort, load
and fulcrum.
3

T presents to students a load, a fulcrum and two sticks of varying lengths. T asks a student to
come up and try to lift the load. T asks the class to identify where the fulcrum, effort and load are.
T then asks the student to use the shorter stick and the fulcrum to lift the load. The student then
says if greater or less effort was required.
T then asks students a question, Do you think it would be easier to lift the load with the longer
stick or not? T entertains students responses and asks them to explain their prediction.
T tells students that today they will be looking at whether the distance of the effort from the
fulcrum can make lifting a load easier or not.

DEVELOPMENT
T then presents Ss with the apparatus and explains how the apparatus is to be used. Students are
put in groups and provided with an activity sheet to record their results.
Students place a cup labelled load on the 90 cm mark of the meter rule while the fulcrum is placed
at the 50 cm mark. Students then use another cup and place it at 10cm intervals from the fulcrum.
Students are asked to record how much marbles were required to lift the load from its position.
Students repeat the process at 20 cm, 30cm and 40 cm, marks away from the fulcrum. Students
are told that each marble represents 1 Newton.
Students are to perform the experiment and each group is asked to plot a graph of force in
Newtons ( number of marbles) vs distance from fulcrum to illustrate their results.
Students then present their graphs to the class. T asks students to determine what relationship did
they observe.
T then asks students based on their results whether or not they were right or wrong about their
prediction about the question involving the two sticks.
T then asks a student to come forward and determine whether their prediction is true of false by
using the longer stick to lift the load.
T then asks students to identify some examples of levers in their everyday lives. T asks students to
explain if the lever identified makes their life easier.
EVALUATION
Students are then asked to in their group to come up with a question to ask the other groups about
the lesson. Each group then asks the other group their question. T corrects any misconceptions.
Students are then given an assessment sheet.

Consolidation:
T corrects the assessment sheet and recaps the main points of the lesson

Assignments:
1. Students are asked to view a flipped learning video on Hookes Law in preparation for the
next lesson.
2.

Students are asked to do a journal describing their thoughts about the lesson.

TEACHERS EVALUATION OF LESSON

This lesson was my best lesson to date and I am proud of this accomplishment. Everything went
according to plan. The use of technology via the flipped classroom thoroughly engaged the students and
prepared them for the classroom session. Students were engaged in an authentic sense when i asked
them to come up and lift the load with and without the use of the lever. They actually found out from
their own experience that it was easier using the lever.
Students enjoyed utilizing their levers to find the relationship between distance from the pivot and the
amount of effort. Students then used mathematics integration and presented their graphs to the class.
Each group then noticed the trend from each of their graphs.
At the end the students came back up and used a longer lever to lift the load. The found out from their
own experience that it was easier. I felt proud when after the lesson a student identified the door hinge as
a lever, a testament that my lesson made them understand that levers are all around. This lesson had
good time management, good scaffolding, good engagement, and good assessment. My questioning also
improved and i used open ended questions and allowed students time to give their answers.
Overall this lesson indicated how much my practice of education has improved over the course of this
programme. I feel like i have accomplished what i set out to do at the start of this diped process.
Darrell Dulalchan 30/03/2016

DOES DISTANCE FROM THE FULCRUM MATTER?

Activity: Record the amount of marbles that were need to lift the load at the different distances
from the fulcrum. (Remember 1 marble = 1 newton)

Distance from the Fulcrum (cm)

10

20
30

40

Amount of Marbles needed to

lift the load

Amount of force required to

lift the load in Newtons

ASSESSMENT SHEET
1. Draw a simple diagram of the apparatus you set up in the activity and label
the effort, load and the fulcrum.

2. Which of the diagrams below will require a greater effort to lift the load?

3. Give an example of a common lever found at home and explain how it

functions to make your life easier.