Lesson Plan Format:
Achievement Objectives: (2-3 achievement objectives selected from the NZC science
learning area which the lesson addresses. There must have be at least one from the NoS strand.
Identify the strand, level and achievement aim. Write out in full))
Physical World Strand
Physical inquiry and physics concepts
-Identify and describe the patterns associated with physical phenomena found in
simple everyday situations involving movement, forces, electricity and
magnetism, light, sound, waves, and heat. Eg identify and describe energy
changes and conservation of energy, simple electrical circuits, and the effect of
contact and non-contact on the motion of objects.
Key Competencies: Thinking; Using language, symbols and texts; Managing
self; Relating to others; Participating and contributing (highlight teaching focus).
Science Background Information: What science do I need to know?
-Are pushes or pulls which can start to move objects, stop, speed up, slow down, change
direction of moving objects or change shape of objects. Force diagrams show that the size and
strength of a force is denoted by size of arrows that are depicting the force direction. When forces
are balanced, no movement will occur or no change in motion (constant speed). When forces are
unbalanced, then there is motion (acceleration, deceleration).
-Forces can be contact forces: pushing, pulling, or wind blowing. Or non-contact forces including
gravity, electrostatic and magnetic forces.
Measurement of forces: The unit used to measure force is newton (N) named after Sir Issac
Newton. You can use force measurers that contain a spring to measure the force. The bigger the
force, the more it is stretched or compressed and a pointer attached to the spring moves as the
spring changes its length and the force can be read from a scale.
-If the scale is in kilograms, then we multiply by 10 to get newtons. If the scale is in grams, divide
by 100 to get newtons.
Friction: is an example of a contact force and occurs whenever two forces in contact try to move
past each other. Frictional force opposes motion and occurs because object surfaces are never
completely smooth. All friction apart from static friction generates heat. Friction occurs because
objects are never completely smooth and the roughness of the two surfaces means there are
many points which catch and stick together
Date: 13/5/13 Class: 9SA Time : 8.40am N/- students:
Specific Learning Outcomes:
(What science do I want the students to learn?)
By the end of the lesson, students
will be able to:
Define a force
Illustrate forces using a force diagram
Describe that Newtons (N) is the
measure of a force.
Differentiate between weight and mass.
(How will I know student have learned the
science I want them to learn?)
By the end of the lesson students
Define a force as above.
Illustrate using a force diagram, forces
acting upon objects should include 4
directional arrows either into the object
Describe that Mass is a persons weight
in kilogram and weight is a persons
mass while on earth and therefore
measured in Newtons (1kg = 10N)
Assessment methods (your data gathering methods)
(How are you going to find out if the students have achieved the learning as defined in the SLO’s
and achievement criteria?
Appraising the way students complete the prescribed tasks; listening to their discussions and
evaluating their discussion outcomes; listening to their verbal descriptions and their class/group
participation and comparing this data with the achievement criteria
Learning Activities (in sequence)
Time line Introduction
(Review / focus / starter activities, student views, key questions;
Share learning intentions and achievement criteria in students’ speak e.g.
Today we are learning to … ; we will know this when … )
Welcome class and introduce
Today we are learning what
forces there are around us and
how to measure them. We will
have learned successfully if we
can describe forces using a
force diagram and
Main Activities (attach notes, Power Points, developed resources)
Time Line Teacher Moves Student moves
Ask students of their previous
learning experiences with
Explain what a force is and ask
students if they know what
types of forces there are?
“There are two types of forces:
A contact force and non-
contact force” Get students to
answer what they think a
contact force is and write on
the board the two forces with
the students examples.
Friction is an example of a
contact force which opposes
motion. Friction occurs
because objects are never
completely smooth and the
roughness of the two surfaces
means there are many points
which can catch and stick
“The forces on an object may
be balanced or unbalanced. If
they are unbalanced then the
object with change its motion
by moving, stopping, turning
and so on. If it is balanced,
then there will be no change in
motion or movement”
“we can explain the direction of
a force by using force
diagrams. The size and
direction of the arrows tells us
what forces the object is being
exposed to” Write a diagram on
the board of a person pushing
a rock and ask students to
explain the forces being
applied to move the rock.
Ask students to draw in their
book a picture of a moving car,
falling apple, magnet and paper
clip, moving boat on water.
We can measure forces using
Newtons (N) named after Sir
Issac Newton. 1Kg = 10N. We
measure this using spring
balanced force measurers in N
or using kitchen/bathroom
scales and multiply the kg by
“Do we know the difference
between mass and weight?”
A persons mass (kg) is the
same wherever they are in the
world or universe, and their
weight is the gravitational force
acting upon that mass.
“The weight of an object is the
downwards pull of gravity on it.
The mass of an object is the
amount of matter in it.”
“Mass = Kg
Weight = force of gravational
pull towards earth, therefore
multiply Kg by 10 to get
Apply N measurement on to a
force diagram to illustrate size
(size of arrow and also now
Draw pictures and show direction
Write down how to measure
Write down explanation
Closure/Finishing (Revisit learning intentions and success criteria; strategies to wrap up,
reflect on learning,)
Timeline Teacher Moves
Ask the students to reflect on
forces and ask them about
what forces are being applied
to them as they sit in their seat
and how will they measure
their mass in Newtons
Materials / Resources / Equipment required
Whiteboard and marker
Evaluation of student learning
(How well the students met the achievement criteria with examples/data/evidence to support and
justify your judgments)
This was my first lesson with the students, and also their first lesson this year on forces.
Therefore it was quite an introductory lesson for me and for them on their new topic. I tried to give
clear instructions that were simple and able to be understood, I always asked for feedback
answers on what we had covered/what was on the board. This gave me information about
whether the students had comprehended what I had just introduced and could move to the next
point, or whether they needed more time and more explanation about the point.
I walked around the room and checked on the students engagement and what type of work they
were producing. They were able to confidently show me their work and explanations for their
For the lesson recap I went over the main points in the lesson with the students giving feedback
on their understanding. If there were questions then I would redirect it to the class as an
opportunity to answer. If no one could answer then I would assume that the question raised might
be the same for everyone and therefore I have confused them, however this did not happen. If a
question was asked, I was able to confidently direct it to the classroom to answer and then they
could help their peers out by answering it in ‘student terms’.
This is a good way to understand if the students are acting up or one student has just not been
paying attention, or if the whole class is not understanding.
Strengths and Weakness of Lesson Plan
(Comment on aspects of the lesson plan such as the appropriateness of the level; usefulness of
the achievement criteria; any modifications required etc)
I think I was able to scaffold the students well by taking them step by step
through each explanation, asking for feedback along the way. The class were
quite eager at the start of the lesson so by telling them a bit about myself and
letting them get to know me, they settled down quickly and all were engaged to
what I was saying. Building the trust relationship with students is a must, and
also if they feel like they have something in common with me then they might feel
more comfortable in the classroom and with my teaching. As well as showing
respect for me as I have told them about my history and what I want to achieve
as a teacher.
The one thing I did not do was write up the learning intentions of the lesson. This
would have settled the students a bit more as they would then know what they
were going to do for the lesson. However this was my first lesson so the students
were rather excited to have a new teacher. The objectives provide a good
reference point for the students and it is something for me to relate to at the end
of the lesson during recap.
Evaluation of your Teaching
(Comment on: your ability to scaffold student’s learning in terms of your science knowledge, the
effectiveness of your various teaching skills and strategies including questioning, formative
assessment etc; your behavior management skills; and areas you need to improve and how you
can achieve this.)
This lesson was the first lesson for the topic so I decided to teach it in stages. Introduce the topic,
provide examples for the topic, get the students to practice some examples then go over what
was achieved and then move on to the next step. Therefore throughout each feedback time I was
gauging on the students comprehension and understanding of the topic before I moved on to the
During feedback session, if there were questions that I thought the rest of the class could answer,
I would redirect them to the rest of the students to answer them and provide each other
opportunities to trust each other’s answers more.
There was times when I asked for hands up during question session, and then near the end I was
more relaxed and let the students shout out their answers without being asked upon. I found
myself not realizing this was happening until the last recap session therefore next lesson when I
am asking for feedback, I need to let the students know my expectations of question time, and
therefore insist during class of what my expectations are. This will help me manage the feedback
easier and also allow all students an opportunity to answer a question.
I did a recap session with the students and then when the bell went they all sat quite awkwardly
waiting for more instruction. I just let them go, but this is where I should have introduced the next
lesson and how we will be utilizing what we have learnt today in tomorrow’s session. Gives the
students something to look forward to, and also when they turn up for the next lesson then they
might be more prepared for the lesson, and more settled.