Learning Area (Te Arotanga Marautanga):

Date:

Lesson: 2

Lesson is expanded from a unit

plan

Science: The Physical World: Physical April, 2016

inquiry and physics concepts
(Links in with Mathematics)
Curriculum Achievement Objective(s): Level: Key Competency
Thinking
1 /2 (Physical World) (Whinga Paetae):

Participating and Contributing

Seek and describe simple patterns in physical

phenomena.

Learning Intentions/Learning Outcomes

(Te tino Pkenga):

(Ng

WALT

(E ako ana mtau):

We are learning

Whinga P):

To work together to investigate patterns and

Concept: A lever is a simple tool or machine that uses relationships between the fulcrum, effort and load of
a force to move a load around a fulcrum. This makes levers.
work easier.
Focus: Gathering and reporting data and investigating
patterns and relationships

Bicultural Perspective(Kkano Ruatanga):Mori cultural

value explored /encouraged or related content

Awhina: helping each other to observe and express

opinions and incorporating Whakatauk: all pulling
together to get the job done

Resources and Organisation

(Rauemi Whakarite):

Figure It Out Mathematics in a Science Context

(Forces) - pg 10 & 11 See-saw Antics.
Building Science Concepts Book 59 Bikes (Extra
science concepts information for teacher preparation)

Success Criteria (Paearu Angitu):

Show how you/your group investigated a change and
arrived at a new idea.
Everybody in the group participates & the group works
cooperatively.

Assessment Methods

(Tikanga Aromatawai):

Observation of the learning (can each student

observe, record, present and participate
cooperatively).
Student peer & self reflection

Instructions and Results table from activity 1 and

activity 2.1 pg 10 & 11 of Figure It Out (forces)
Pencils
Rubber bands/tape
30cm rulers (enough for 1 between 2)
coins, metal washers, blocks etc to act as a load (need
to be able to stack them on the ruler

Lesson Duration

60mins

Introduction
(Te Timatanga)

To catch the
childrens
attention/make
connections/activa
te prior knowledge

Teacher/Kaiako: Key teaching strategies to

develop new and/or reinforce understandings,
concept/s & skill/s.

Learners/Akonga: Key learning activities for

students, for the development of
understandings, concept/s & skill/s.

Engage (10min)
Review what was learnt last lesson (Activity
1 (pg 13 ) of BSC book 59 (bikes)
introductory ideas about levers.
Introduce WALT and discuss success criteria

Students to reflect on from last lesson with

teacher and peer support Think Peer Share
discussions

Read through first page of See-saw

Antics relate to students prior
knowledge who has been on a see-saw,
do they always work? Have you ever had Students to reflect on prior experience with
the same problem as Rongo and Kiri?
see-saws.
Explain: What an experiment is, what the
method is, how to observe and collect data
Students to engage in discussion about
to record the results.

science experiments and remember or learn

key vocabulary for science investigations.

Development

Explore (15min)

(Whakawhanake)

Forming a hypothesis In pairs get the

students to think what will happen in the
investigation before starting

Input (including
information intake /
use of resources)

Processing/
Thinking /Making
sense of new
information

Show the materials and how to set up the

investigation + how to measure the data

Output/ Sharing
new
understandings

Expand (20min)

Organisation of
students

Key
questions/Thinking
prompts

Formative feedback
opportunities

Encourage investigation by listening and

sharing ideas. Let the children do the
explaining!

Allow students to begin their

investigation using the materials
provided. They can use one type of load
e.g. coins and if they finish early they
could see if they get the same results for
blocks etc.

Effective pedagogy

Explain: What would happen if? How

could you make? Would it be possible
to?

Closure

Evaluate (15min)

(Te Whakamutunga)

Review learning /
reflection /
application of new
ideas / next
learning steps

Relate recap to success

criteria

In pairs, students work together to make a

guess/prediction of the pattern they will see.

Listen to and observe the other groups

findings.

Review WALT & success criteria

Review the questions in Activity 2.1 (b & c)

Relate findings back to the see-saw at a
students can turn to another peer to
discuss did they find the same patterns? playground think how they could still use it
if they were with their mum or dad for
Did anyone find out anything interesting?
example.
What would students do in the future if they
were on a
See-saw with someone heavier/lighter than
them?

Evaluation of learning (Aromatawai)

How well have the LI/LOs/WALTs been met?

Evaluation of planning and teaching

(Aromatawai)
What worked well in planning & teaching?

What went well for learners? What challenges occurred for

learners?

What challenges occurred in planning & teaching?

Next Learning Step for students in this area:

Next step to improve planning and teaching in

this area:

Ministry of Education. (2004). Building Science Concepts: Bikes, Levers, Friction, and Motion. Wellington, New Zealand: Learning Media
Ministry of Education. (2010). Figure It Out: Forces Mathematics in science contexts. Wellington, New Zealand: Learning Media