Subject: Science Class: VI Forces

Learning Plan(methodology) Time Resource Assessment

outcome 80mins s
By the end of the Elicitation: Students will be
lesson, students Teacher will elicit prior knowledge about forces. An earthquake occurs 5 min Textbook assessed on their
should be able to: when earth shakes. The forces of earthquake is tremendous. Do you have ability to:
any idea about forces? If yes then what are they?
Identify forces as Board
push or pull Main Activity: Identify forces as
Think of actions you do in the morning while getting ready to go to school? push or pull
Recognize the Do some of these actions involve pushes or pull? football
effects of push or Teacher will jot down the feedback on board. 5 min Recognize the
pull Student will kick , throw ,catch and squeeze a ball to observe the forces 5min effects of push or
involved and effects of these forces: pull
15 min Through oral
 Stationary objects to move
 speed up, slow down or stop a object feedback
 Change the direction of moving object. H. w
 Change the shape of moving objects.
Two or three students will push against a wall then they will be asked by
teacher if we do not observe any effect of a force, does it mean that there 10 min
is no force acting on an object?
Each group will be given list of different situation they will identify and
separate action of push and pull with group discussion. One group will 10 min
paste their examples on board and then student’s feedback will be taken.
Teacher will explain in case of any misconception. 5 min
Teacher will give different situations to identify and name the different 5min
types of forces.
Students will be encourage to discuss Try it out and think about it pg#137
5min
and 140 with teacher.
Class work (written) : 10 min
Review q#1and 2
Wrap up:
Students will be encouraged to tell two new things they have learn from today’s
lesson and teacher will jot down the points on soft board. 5min
Evaluation of student Learning Evaluation of Teaching
 What did the children learn in this lesson? If you were to teach this lesson again, what would you do differently?
 What did they actually do? (Comment on any ONE aspect of your teaching or planning )
Or What were they not able to do/understand?

Subject: Science Class: VI Forces

Learning Plan(methodology) Time Resource Assessment

outcome 40 min s
By the end of the Elicitation: Textbook Students will be
lesson, students Teacher will elicit their prior knowledge about forces. 5min assessed on their
should be able to: Forces can be strong or weak how can we find the size/strength of a ability to:
Board
force? Is there any S.I unit of force?
Use spring balance Recognize that several
to make careful Main Activity forces may act on one
Feedback will be jot down on the board.
5min Spring
measurement of object.
force Students to recall the use of spring balance. balance
Teacher will show extension or compression of spring by using spring Apple Through oral feedback
Recognize that balance. chocolate
several forces may Students will determine whether 1N is smaller or larger unit
act on one object. 5min
(hold medium sized apple or chocolate which has mass of almost 100
g hold them one by one in your hand do they exert a great force on Different
your hand ?use spring balance to measure the weight of these Weight
Home work:
objects) in groups.
Students will be encouraged to tell the difference between weight and Workbook activity 8.1
mass. 5min
Teacher will show to students how lengths of elastic band changes
when weight are added on it 5min
Students will be provided diagram of aero plane in groups and they
will identify the following forces:
 lift weight
 Drag Thrust
Class work: 10min
Enlist the forces and their direction acting on aero plane. What will
happen to the aero plane if the lift is zero? How does the drag affect
the forward motion of the aero plan?
Wrap up: 5min
Students will be encouraged to tell two new things they have learn from
today’s lesson and teacher will jot down the points on soft board.
Evaluation of student Learning Evaluation of Teaching
 What did the children learn in this lesson? If you were to teach this lesson again, what would you do differently?
 What did they actually do? (Comment on any ONE aspect of your teaching or planning )
Or What were they not able to do/understand?

Subject: Science Class: VI Forces

Learning Plan(methodology) Time Resource Assessmen

outcome 80 s t
By the end Elicitation: paper Students will
of the Teacher will encourage the students to elicit their prior knowledge about forces and 5 min clips be assessed
lesson, types of forces. What is magnetic force? What is magnetic material? on their
students Main Activity ability to:
should be strong
Students to Predict which objects will be attracted to the magnet. Then do the
able to: experiment (place a bar magnet near objects to observe the interaction between the
10min magnet Recognize the
different types
Recognize the
magnet and these objects.) and record which objects were able to be picked up by the of forces
different types magnet in given sheet. 10min Magnetic
of forces After observation enlist the things which are magnetic and nonmagnetic on board. sheets of forces
Magnetic Is magnetic force always a force of attraction? Can it be push or pull? To find out 10min different Gravitational
forces teacher will bring two unlike poles of magnet near to each other. Force
Gravitational Students to find magnetic force can pass through a non-magnetic material by using a types Through oral
Force strong magnet some paper clips and thin sheets of different types of non-magnetic 10min feedback
material. pencil H.W explore
Three students to come in front of the class, one with a book, other with an eraser Book the internet
and the third one with a pencil. Ask them to drop these objects or throw them 10min Wooden and find out
upward. the
Then ask the following questions: block
following:
In which direction to these things fall? Why do these things fall down? Students will 10min What happens
be encouraged to tell that this force is called the gravitational force of earth. to the weight of
a body when
Now show a big and small wooden blocks to the students. Mark “A” on the big block we take it away
and ‘B’ on the small block. Ask the students following questions: from the
Which of the two blocks has more quantity of matter in it ; A or B ? surface of

Which of the two blocks is heavier: A or B ? Students are encouraged to tell quantity 10min earth?
What happens
of matter in any objects is called its mass. The gravitational force acting on an object is called its with the mass
weight 5min of the body
when we take it
Class work: to another
Review q#3,4,5 place?

Wrap up:
Students will be encouraged to tell two new things they have learn from today’s lesson and
teacher will jot down the points on soft board.
Evaluation of student Learning Evaluation of Teaching
 What did the children learn in this lesson? If you were to teach this lesson again, what would you do differently?
 What did they actually do? (Comment on any ONE aspect of your teaching or planning )
Or What were they not able to do/understand?
Different situations to identify the types of forces.