Topics/Forces

Lesson ideas that have this topic

Force	Force
	Thinking about 'force' in the national curriculum This sessions engaged pupils in inquiry(ta) using the scientific method(ta) to explore force. It offers opportunity for teachers to use higher order questioning(ta), whole class assessment(ta) and to engage pupils in effective group work(ta) for investigation.
Force	Building bridges from a piece of A4 paper
	A bridge too far... This activity supports a number of learning types: small group work(ta) - investigation conducted by small groups reporting back to the class. whole class(ta) dialogue(ta) - discussion of each situation open-ended questions(ta) – why did this happen? what do you think causes this movement? peer assessment(ta) – do peers agree? project work – linked in with the rest of the activities in this OER, topic work in design and technology, literacy, numeracy inquiry(ta)-based learning – initial presentation to the class can be framed as a problem for them to solve; co-enquiry – children working collaboratively arguing and reasoning(ta) – persuading each other about their explanations. exploring ideas – developing understanding of key scientific principles.
Force	What floats and what sinks
	Is getting in the bath a way to lose weight? This activity supports a number of learning types: small group work(ta) - investigation conducted by small groups reporting back to the class. whole class(ta) dialogue(ta) - discussion of each situation open-ended questions(ta) – why did this happen? what do you think causes this movement? peer assessment(ta) – do peers agree? project work – linked in with the rest of the activities in this OER, topic work in design and technology, literacy, numeracy. inquiry(ta)-based learning – initial presentation to the class can be framed as a problem for them to solve; co-enquiry – children working collaboratively arguing and reasoning(ta) – persuading each other of their explanations. exploring ideas – developing understanding of key scientific principles.
Force	What makes a good paper airplane?
	This activity supports these learning types: small group work(ta) - groups conduct an investigation and report back to the class. whole class(ta) dialogue(ta) - they discuss open-ended questions(ta): why did this happen? what do you think causes this movement? peer assessment(ta) – do peers agree? project work – the activity connects with others in this OER on forces, with literacy and numeracy and with topic work in design and technology. inquiry(ta)-based learning – an initial presentation to the class can be framed as a problem to solve; children work collaboratively (co-enquiry) arguing and reasoning(ta) – children persuade each other about their explanations. exploring ideas – the activity develops understanding of key scientific principles.
Force	Which material makes a good parachute?
	A simple investigation into parachutes and air resistance This activity supports a number of learning types: small group work(ta) - investigation conducted by small groups reporting back to the class. whole class(ta) dialogue(ta) - discussion of each situation open-ended questions(ta) – why did this happen? what do you think causes this movement? peer assessment(ta) – do peers agree? project work – linked in with the rest of the activities in this OER, topic work in design and technology, literacy, numeracy inquiry(ta)-based learning – initial presentation to the class can be framed as a problem for them to solve; co-enquiry – children working collaboratively arguing and reasoning(ta) – persuading each other about their explanations. exploring ideas – developing understanding of key scientific principles.
Force	Moving and falling objects
	Understanding moving and falling objects as well as progression through the years This published article explores the sorts of objectives(ta) they should be meeting, and the questioning(ta) teachers may engage in. The activities, aimed at progressively older children, engage them in inquiry(ta) based learning. The article explores how increasingly complex topics may be taught, and how teachers can ensure that children have a good grasp of a topic. There are suggestions for further reading to extend the primary teacher's knowledge of the area. Some of the suggestions appear in a related resource Progression & questioning techniques in primary science projects
Force	Force in the early years
	Thinking about the language of force This lesson idea highlights the scientific language(ta) around the topic of force, and through group work(ta) and whole class(ta) dialogue(ta) engages pupils in inquiry(ta) and the scientific method(ta) surrounding force.

Pick your resource by topic:

• • [[Topics/Algebra|Algebra]]
• • [[Topics/Algebra|Algebra]]
• • [[Topics/Area|Area]]
• • [[Topics/Perimeter|Perimeter]]
• • [[Topics/Polygons|Polygons]]
• • [[Topics/Area|Area]]
• • [[Topics/Assessment|Assessment]]
• • [[Topics/Astronomy|Astronomy]]
• • [[Topics/Geology|Geology]]
• • [[Topics/Solar system|Solar system]]
• • [[Topics/History|History]]
• • [[Topics/Astronomy|Astronomy]]
• • [[Topics/Basic ICT skills|Basic ICT skills]]
• • [[Topics/OER4Schools|OER4Schools]]
• • [[Topics/Teacher Education Resources for Sub-Saharan Africa|Teacher Education Resources for Sub-Saharan Africa]]
• • [[Topics/Biodiversity|Biodiversity]]
• • [[Topics/Curriculum development|Curriculum development]]
• • [[Topics/Curriculum planning|Curriculum planning]]
• • [[Topics/Blogs|Blogs]]
• • [[Topics/ICT|ICT]]
• • [[Topics/E-safety|E-safety]]
• • [[Topics/E-skills|E-skills]]
• • [[Topics/Blogs|Blogs]]
• • [[Topics/E-skills|E-skills]]
• • [[Topics/Copyright|Copyright]]
• • [[Topics/Blogs|Blogs]]
• • [[Topics/CPD|CPD]]
• • [[Topics/Ethics|Ethics]]
• • [[Topics/Cloning|Cloning]]
• • [[Topics/Genetics|Genetics]]
• • [[Topics/Collaborative writing|Collaborative writing]]
• • [[Topics/Consecutive Sums|Consecutive Sums]]
• • [[Topics/Contemporary issues|Contemporary issues]]
• • [[Topics/E-skills|E-skills]]
• • [[Topics/Creativity|Creativity]]
• • [[Topics/Literacy|Literacy]]
• • [[Topics/Curriculum development|Curriculum development]]
• • [[Topics/Progression|Progression]]
• • [[Topics/Sharing practice|Sharing practice]]
• • [[Topics/Curriculum development|Curriculum development]]
• • [[Topics/Virtual Learning Environment|Virtual Learning Environment]]
• • [[Topics/Learning objectives|Learning objectives]]
• • [[Topics/Science Education|Science Education]]
• • [[Topics/Science curriculum|Science curriculum]]
• • [[Topics/Curriculum planning|Curriculum planning]]
• • [[Topics/Differentiation|Differentiation]]
• • [[Topics/Decimals|Decimals]]
• • [[Topics/Digital Art|Digital Art]]
• • [[Topics/Digital Media|Digital Media]]
• • [[Topics/Discussion|Discussion]]
• • [[Topics/Wikis|Wikis]]
• • [[Topics/ICT|ICT]]
• • [[Topics/E-safety|E-safety]]
• • [[Topics/Video|Video]]
• • [[Topics/Multimedia|Multimedia]]
• • [[Topics/QR codes|QR codes]]
• • [[Topics/ICT|ICT]]
• • [[Topics/Populations|Populations]]
• • [[Topics/Ecology|Ecology]]
• • [[Topics/Study skills|Study skills]]
• • [[Topics/Effective Learning|Effective Learning]]
• • [[Topics/Environment|Environment]]
• • [[Topics/Fertility treatments|Fertility treatments]]
• • [[Topics/Human reproduction|Human reproduction]]
• • [[Topics/Explaining|Explaining]]
• • [[Topics/Force|Force]]
• • [[Topics/Games|Games]]
• • [[Topics/Genetics|Genetics]]
• • [[Topics/Geogebra|Geogebra]]
• • [[Topics/Geography in Education|Geography in Education]]
• • [[Topics/Global education|Global education]]
• • [[Topics/Graph|Graph]]
• • [[Topics/Graph transformations|Graph transformations]]
• • [[Topics/Group talk|Group talk]]
• • [[Topics/Group work|Group work]]
• • [[Topics/Handling Data|Handling Data]]
• • [[Topics/ICT|ICT]]
• • [[Topics/Inclusion|Inclusion]]
• • [[Topics/Interactive pedagogy|Interactive pedagogy]]
• • [[Topics/Investigation|Investigation]]
• • [[Topics/Living things|Living things]]
• • [[Topics/Using images|Using images]]
• • [[Topics/Maps|Maps]]
• • [[Topics/Materials|Materials]]
• • [[Topics/Mean mode median|Mean mode median]]
• • [[Topics/Measuring|Measuring]]
• • [[Topics/Measuring|Measuring]]
• • [[Topics/Study skills|Study skills]]
• • [[Topics/Modelling|Modelling]]
• • [[Topics/Models|Models]]
• • [[Topics/Multimedia|Multimedia]]
• • [[Topics/Museums|Museums]]
• • [[Topics/Questioning|Questioning]]
• • [[Topics/OER4Schools|OER4Schools]]
• • [[Topics/Using images|Using images]]
• • [[Topics/Patterns|Patterns]]
• • [[Topics/Prisms|Prisms]]
• • [[Topics/Probability|Probability]]
• • [[Topics/Problem Solving|Problem Solving]]
• • [[Topics/Progression|Progression]]
• • [[Topics/Questioning|Questioning]]
• • [[Topics/Reading skills|Reading skills]]
• • [[Topics/Scientific literacy|Scientific literacy]]
• • [[Topics/Science citizenship|Science citizenship]]
• • [[Topics/Reading skills|Reading skills]]
• • [[Topics/Rearranging formulae|Rearranging formulae]]
• • [[Topics/Sampling|Sampling]]
• • [[Topics/Science|Science]]
• • [[Topics/Sequences|Sequences]]
• • [[Topics/Shape|Shape]]
• • [[Topics/Simultaneous Equations|Simultaneous Equations]]
• • [[Topics/Standard Index Form|Standard Index Form]]
• • [[Topics/Statistics|Statistics]]
• • [[Topics/Symmetry|Symmetry]]
• • [[Topics/Using ICT in Science Teaching|Using ICT in Science Teaching]]
• • [[Topics/Using images|Using images]]
• • [[Topics/Visualisation|Visualisation]]
• • [[Topics/Wikis|Wikis]]
• • [[Topics/Writing|Writing]]
• • [[Topics/Writing|Writing]]