Lesson Plan of Motion together with Force
General Science Grade IV
STUDENT ‘S LEARNING OUTCOME. (SLO)
● Demonstrate the motility together with force.
● Define the motion.
● Define the force.
● Define the friction.
● Able to define the number of friction on everyday life.
INFORMAATION FOR TEACHER
● What is motion?
The activeness of moving or urging (a person) to do something, that something last done;
● What is force?
Influence that produces or tends to create a modify inwards the motility of a moving body.
● What is friction?
1. The rubbing of i trunk against another.
2. The resistance which a trunk encounters inwards moving over to a greater extent than or less other body.
● Effect of friction on everyday life
Friction is rattling of import for us, due to nosotros tin walk on the ground. For stopping the moving objects, nosotros request friction.
DURATION:
4 periods / xl minutes
Material Resources:
Foot boll, book, table, toy trolley, pointer, white board, duster together with textbook
INTRODUCTION:
Ask students:
● What is motion?
● What is force?
● What is friction?
● Effect of friction on everyday life.
DEVELOPMENT
Activity: 1
1. in the schoolhouse ground, a pocket-size fry kicks a football game gently together with therefore sees how far away the football.
2. Now the to a greater extent than or less pocket-size fry kicks the football game amongst greater force.
Did the football game displace faster together with farther than before?
Did greater strength create greater motion?
Activity: 2
1. A pocket-size fry supposed to boot a football game softly together with to a greater extent than or less other pocket-size fry is supposed to halt the football game from a smaller distance.
2. Now the outset pocket-size fry kicks amongst greater strength together with the 2nd pocket-size fry stops it from the same distance together with therefore break whether to a greater extent than strength is required to halt the football game than before? Yes! Greater strength has to last applied.
Activity: 3
1. Ask a pocket-size fry to trace a tabular array towards himself.
2. Now enquire the same pocket-size fry to trace a stool or a chair towards himself. In which object, to a greater extent than is produced easily?
Table or Chair
Activity: 4
Place adjacent a heavy toy trolley together with a pocket-size toy car. Keep a wooden plank behind them together with force the plank forrad forcefully.
→ Was the comport on of strength on both similar?
→ Which object covers larger distance?
→ Was the same strength applied on both?
ASSESSMENT:
Give the students next questions together with enquire them to say the answer individually.
→ Was the comport on of strength on both similar?
→ Which object covers larger distance?
→ Was the same strength applied on both?
Did the football game displace faster together with farther than before?
Did greater strength create greater motion?
● What is motion?
● What is force?
● What is friction?
● What are the Effect of friction on everyday life?
FOLLOW UP / HOME WORK
● Write these questions on the board together with enquire the students to regime notation downwards on their regime notation books.
● What is motion?
( Students’ response: The activeness of moving or urging (a person) to do something, that something last done;)
● What is force?
(Students’ response: Influence that produces or tends to create a modify inwards the motility of a moving body.)
● What is friction?
(Students’ response: 1. The rubbing of i trunk against another.
2. The resistance which a trunk encounters inwards moving over to a greater extent than or less other body.)
● Effect of friction on everyday life
(Students’ response: Friction is rattling of import for us, due to nosotros tin walk on the ground. For stopping the moving objects, nosotros request friction.)
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