| Objectives | Students will be able to: (1) define a lever; (2) identify fulcrum, load, effort; (3) investigate how lever length affects effort. |
|---|---|
| Materials | Rulers (lever), erasers (fulcrum), weights (coins), spring scale. |
| Key vocabulary | lever, fulcrum, load, effort, first class, second class, third class |
| Engage (starter) | (10 min) Use a ruler to lift a book with a pencil as fulcrum. “This is a lever! It helps lift things.” |
| Develop (main) | (35 min) 1. Discuss classes of levers: 1st (see‑saw), 2nd (wheelbarrow), 3rd (tweezers). 2. Experiment: move fulcrum closer to load – easier to lift? Measure effort with spring scale. 3. Record results. 4. Draw lever diagram. 5. Write conclusion: “The closer the fulcrum to the load, the ___ the effort.” |
| Plenary (close) | (10 min) Share results; discuss real‑life examples (crowbar, bottle opener). |
| Assessment | Experiment recorded; diagram labelled; conclusion correct. |
| Teacher notes | Link to everyday tools. |
| Objectives | Students will be able to: (1) define a pulley; (2) explain how pulleys reduce effort; (3) build a pulley system. |
|---|---|
| Materials | String, pulleys (or spools), weights, support bar. |
| Key vocabulary | pulley, fixed, movable, block and tackle, gear, mechanical advantage |
| Engage (starter) | (10 min) Lift a weight with a single fixed pulley, then with a movable pulley. “Which is easier?” |
| Develop (main) | (35 min) 1. Fixed pulley changes direction only; movable pulley halves effort. 2. Children build a simple pulley system. 3. Measure effort with spring scale. 4. Draw diagram. 5. Write: “A movable pulley makes work easier because ___.” |
| Plenary (close) | (10 min) Pulley race: lift a load with different setups. |
| Assessment | Pulley works; diagram correct; explanation accurate. |
| Teacher notes | Introduce gears as toothed wheels. |
| Objectives | Students will be able to: (1) differentiate series and parallel circuits; (2) build both; (3) measure current (if equipment). |
|---|---|
| Materials | Batteries, bulbs, wires, switches, ammeter (optional). |
| Key vocabulary | series, parallel, current, voltage, resistance |
| Engage (starter) | (10 min) Build a simple series circuit. “What happens if one bulb is removed? All go out.” Now parallel: “Only that branch goes out.” |
| Develop (main) | (35 min) 1. Discuss properties: series – one path, current same, voltage divided; parallel – multiple paths, voltage same, current divides. 2. Children build both. 3. Draw circuit diagrams. 4. Measure current in each branch (if available). 5. Write a comparison. |
| Plenary (close) | (10 min) Circuit quiz: teacher shows diagram, children say series or parallel. |
| Assessment | Circuits work; diagrams correct; comparison accurate. |
| Teacher notes | Safety as always. |
| Objectives | Students will be able to: (1) explain electromagnetism; (2) build an electromagnet; (3) investigate factors affecting strength. |
|---|---|
| Materials | Iron nail, insulated wire, battery, paper clips, variable power supply (optional). |
| Key vocabulary | electromagnet, core, coil, current, temporary magnet |
| Engage (starter) | (10 min) Wrap wire around a nail, connect to battery, pick up paper clips. “Electricity can make a magnet!” |
| Develop (main) | (35 min) 1. Discuss how current through a coil creates a magnetic field. 2. Build an electromagnet. 3. Experiment: more coils → picks up more clips? 4. Record. 5. Draw and write conclusion. |
| Plenary (close) | (10 min) Strongest electromagnet competition. |
| Assessment | Electromagnet works; experiment recorded; conclusion valid. |
| Teacher notes | Link to motors and generators. |
| Objectives | Students will be able to: (1) review concepts; (2) complete a worksheet; (3) play a review game. |
|---|---|
| Materials | Worksheet, review game (board or digital). |
| Key vocabulary | review |
| Engage (starter) | (10 min) Quick quiz buzz. |
| Develop (main) | (35 min) 1. Worksheet. 2. Self‑correct. 3. Game: “Science Pictionary” with terms. 4. Discuss most challenging concept. 5. Write reflection. |
| Plenary (close) | (10 min) Awards for game winners. |
| Assessment | Worksheet score; reflection. |
| Teacher notes | Prepare for Term 1 test. |