Teaching Package for Primary 5 Science

1. Teaching Presentation
Topic: Forces (Upper Block)
Specific Instructional Objectives:
• Recognize different types of forces in a single
system– gravitational force, elastic spring force and
frictional force (with examples)
• Investigate the effects of forces on springs and
communicate findings

2. Pre-requisites
Students should be able to recognize that there
are different components to a system
Students should be able to recognize and relate
to examples of
• Gravitational force
• Elastic spring force
• Frictional force

3. Period Allocation
Duration Activities Objectives
Lesson 1
(60
minutes)
Inquiry Based
Learning Activity –
Oscillating
Woodpecker
To analyze a system and
recognize the forces at work by
active inquiry
To investigate the effect of
friction on motion of objects and
communicate findings.
Lesson 2
(30
minutes)
Real World
Applications – Uses
and problems with
friction
To identify examples of friction
in daily life.
To apply friction concepts in
problem solving.

4. Rationale
Inquiry based approach:
• Focuses on the developing of the meta-cognitive aspect
of students, as opposed to rote learning.
• Conceptual understanding MUST be communicated
to/elicited from students in a engaging situation which
they can apply it to.
Constructivist Approach:
• Students required to pen down pre-conceptions before
activity and these MUST be addressed via self-
reflection or teacher-led discussions.

5. Rationale (II)
Concept Mapping
• A strategy for putting facts into perspective and
with an emphasis on the links between them.
• A form of formative assessment

6. Lesson 1
Oscillating Woodpecker
Activity
- Format: Groups of 4
- Location: Science Lab

7. Engage
Teacher to show students a demonstration of
how the oscillating woodpecker works.
Teacher to build on and elicit student response
on how they think the toy works and how its
speed can be varied.
Teacher to introduce the day’s activity and the
accompanying activity sheet.

8. Explore
Students will be given instructions on how to make their
own oscillating woodpecker
Students will be provided materials as below to aid
investigation
• Different types of rubber bands (texture and thickness)
• Strings of different materials
• Ten cent coins as weights
• Woodpecker template
• Straws

9. Inquiry
Questions
(Pre-
Activity)
Hypothesis
Testing
Findings Reflections
(Post class
Discussion)
Forces
present in
system
What forces
I think that
are present?
Removing
the element
which
contributes
the force.
Absence of this
force, system
doesn’t work
Are the
force(s) I
identified
present?
Why/Why not?
Factors
that affect
the speed
of pecker
Factors I
think will
affect speed
Varying
different
components
of the
system
Measurements
of the time
taken for
pecker to travel
Are the factors
I identified
relevant?
Why/Why not?
Factors
specific
to friction
Which of these factors directly affect friction?
(Teacher-led class discussion)

10. Explore (II)
Students to document their investigation process (how did
carried out their hypothesis testing) in space allocated in
activity sheet
Students are scaffolded to adhere to sound and scientific
experimental procedures where possible ( e.g. changing
one variable at a time, taking multiple readings)
Note: Teacher to try and avoid planting the idea the testing
of effect of surface area on friction in students. But should
address concerns when raised privately.

11. Explain (Concepts)
Teacher-led class discussion: Each group to send 1
representative to share findings.
Using the activity, teacher to elicit following concepts:
• Friction is a force that occurs when surfaces rubs against
each other.
• Friction opposes motion ( reduces speed of moving object
and acts in the opposite direction)
• Friction is greater between rougher (Whiteboard)when the
more strongly the surfaces are rubbed (greater force)

12. Explain (Procedures)
Teacher to invite the class to critique on the
experimental procedures of other groups and
communicate viewpoints using proper scientific
terms.
Teacher to highlight key points of good
procedures and explain why some are otherwise

13. Explain (Misconceptions)
Teacher to have pen down common
misconceptions students have on the
whiteboard after shuffling and looking at their
activity sheets during their investigation.
Teacher invite class to relook at some of their
previous viewpoints and offer explanations.
Teacher to intervene where necessary.

14. Explain (Difficulties)
Due to fast motion of woodpecker moving to
stationary position, some students fail to
appreciate that the object has slowed down.
(Use of Youtube video to show slow motion)
Heavier weight should result in the woodpecker
falling faster but results show otherwise. Good
opportunity to highlight that friction (a result of
the weight) acts in opposite direction of motion
of weight)

15. Elaborate
Teacher to have put all the information gathered
so far about friction at one side of the
whiteboard.
Students to put these information into
perspective and hence suitable headings using
Vee Map, also documenting their experimental
procedures, indicating any changes that should
be or can be made to improve it based on class
discussion.

16. Elaborate
Teacher share with the class his version of organization of
the information, asking for alternatives.
Teacher to elaborate on respective headings to fill in
information that was not elicited from activity (e.g. friction
produces heat, friction causes wear and tear) Drawing
inferences to real life examples and addressing why these
have not been observed in the activity.
Students to fit these new information under suitable
headings, making changes to original when necessary)

17. Evaluate (Cliff-hanger)
Teacher to show students a short but interesting
demonstration on friction and ask them to use the
concepts they have acquired to analyze the problem.
Evaluating questions (Completed in activity sheet):
What is the force at work here?
Why is it harder when more pages are overlapped?
Was did it get harder to separate the books when I used
more force?

18. Lesson 2
Teacher to go through previous cliff hanger as a
recap.
Introduce new lesson objectives: To find out real
world applications and problems involving
friction.

19. Group Activity
Teacher to bring in items/ pictures of friction at
work and each group is assigned one.
Groups to identify role of friction in their
object/picture and discuss the benefits/
problems friction has caused, justifying them
with conceptual knowledge and terms.