Learning Area (Te Arotanga Marautanga):

Date:

Lesson 1 of 4 OR ROUTINE

Physical World

Curriculum Achievement Objective(s) and

Level (Whinga Paetae):

Key Competency

(Te tino Pkenga):

Select ONE

Participating and contributing

Level 3&4. Explore, describe, and represent patterns

and trends for everyday examples of physical
phenomena, such as movement, forces, electricity and
magnetism, light sound, waves, and heat.

Learning Intentions/Learning Outcomes

(Ng

Whinga P):

WALT

(E ako ana mtau):

We are learning

How the about the force of friction on a marble and how

They will learn that smother surfaces allow the marble

to manipulate the levels of friction using different
to roll at a faster speed and longer distance and as you
materials.
increase the roughness (friction) the marbles moves
slower and rolls a shorter distance.

Bicultural Perspective(Kkano Ruatanga):Mori cultural

value explored /encouraged or related content

Awhina

Resources and Organisation

(Rauemi Whakarite):

Marbles (Exploring Motion and Forces) Sections Three, Activity 1

The Force of Friction

Flat smooth object (such as a piece of wood or

ruler with a central groove).

A horizontal surface (the floor or a desk top)

Surface coverings such as vegetable oil, sand,

various grades of sand paper, blobs of adhesive
putty, strips of double-sided sticky tape, and
various textures of matting.

Set up different stations each has a

different material.

Success Criteria (Paearu Angitu):

Are the children aware that friction occurs wherever
two surfaces touch and rougher surfaces create more
resistance than smooth surfaces.

Assessment Methods

Introduction

Explain the WALT to the children

(Te Timatanga)

Ask the students what they know

about friction and to discuss their
answers with the person sitting next
to them

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

Select One

observation of the learning,

Teacher/Kaiako: Key teaching strategies to

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

Lesson Duration

(Tikanga Aromatawai):

or add

Learners/Akonga: Key learning activities for

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

Children will be sitting on the mat in a

circle listening to the WALT

Children will talk amongst each other on

what they know about friction.

Will watch a short video clip

Discuss other scenarios where friction

occurs in their daily lives.

Have them share their answers with the

rest of the class.

Intrigue the children by starting with

a short youtube clip demonstrating
friction in action.
https://www.youtube.com/watch?
v=MAqrWvkBoHk

Ask the students if they can give any

other examples of friction in their
daily lives with other children around
them.
Ask if anyone would like to share

their answers with the rest of the

class

Development

Split the children into groups of

seven (group for each station)

Sit with their groups members on the

mat still in circle formation

Explain to the children the

experiment they are about the
attempt, and what they are meant to
do at each station.

Listen to instructions about the

experiment they are working on

Each student will get a hands on feel

on the material and pass it on to the
next student

Make predictions in their workbook

Move to their assigned station

Listen for the bell and when it rings

move to the next station

Will record their results and

observations in their workbook

(Whakawhanake)

Input (including
information intake /
use of resources)

Processing/
Thinking /Making
sense of new
information

Station 2- Double sided tape

Output/ Sharing
new
understandings

Organisation of
students

Key
questions/Thinking
prompts

Station 1- Adhesive putty

Station 3- Low grade
sandpaper
Station 4- High grade
sandpaper
Station 5- Pour sand on board
Station 6- Pour olive oil on
board

Formative feedback
opportunities

Effective pedagogy

Closure

Station 7 - Regular board

Give each group a small sample of

each material and have them pass it
around to each group

In their workbooks have the students

make predictions about which
material will allow the ball to roll the
fastest and which material will be
the slowest.

Assign each group to a station (1-7)

Have the students start their

experiment at the station they were
assigned.

Each group will move to the next

station when the teacher rings the
bell.

Have them record their observations

and results in the workbook.

Have the students sit in a circle and

discuss their results and observation

with another group.

(Te Whakamutunga)

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

Ask the students if their predictions

were correct

Have a discussion on why the ball

Students will assembly back to the mat.

Discuss and compare their results with
another group
Students will reflect on whether their
predictions were correct

rolled slower on certain materials

compared

Discuss reasons for why certain materials

had different outcomes.

Since students now know friction

varies between different surface
material, to connect to the next
lesson ask the students if friction
occurs to objects when they are
flying through the air?

Students hear what they are going to be

working on in the next lesson and get their
mind thinking about friction in the air.

Let them discuss between each

other and let them know we will be
exploring this question in the next
lesson.

Relate recap to success

criteria