LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Four Students’ Prior Knowledge:
Time: 2.10pm – 3.10pm
Students have knowledge on that forces include both
Date: Friday 19th October 2018
contact and non-contact.
Learning Area: Science

Strand/Topic from the Australian Curriculum
Science
Science Understanding || Physical Sciences
 Forces can be exerted by one object or another
through direct contact or from a distance.
(ACSSU076)
Physics of balloons and how they work when pushing
air out.
Students have discussed Newtons Laws of Motion and
these are displayed around the classroom.

Technologies – Design and Tech

Process and Production Skills || Creating Solutions by: ||
Designing
 Develop and communicate design ideas and
decisions using annotated drawings and
appropriate technical terms. (WATPPS23)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Asia and Australia’s engagement Sustainability
Islander histories and cultures with Asia OI.8. Designing action for sustainability
requires an evaluation of past practices, the
assessment of scientific and technological
developments, and balanced judgements
based on projected future economic, social
and environmental impacts.

OI.9. Sustainable futures result from actions

designed to preserve and/or restore the quality
and uniqueness of environments.

Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Understand the physics behind balloons and the way air pushed in opposite directions creating the car to
move.
 Create designs of a Balloon Powered Car using recyclable materials

Success Criteria:
 Understand the effects of air being pushed out of a balloon.
 Create 3 designs of Balloon Powered Cars

Students Task: Generate 3 designs of a Balloon Powered Car

 Teacher’s Prior Preparation/Organization: Provision for students at educational risk:

Newtons Laws of Motion are displayed around the Students that have an intellectual disability will have
classroom. the help from an EA which will be in the class
throughout these lessons. The EA will provide help and
Balloons x2 Bags of 30 support to the individual child.

Design Briefs Students that are vision impaired need to be remined

to be wearing their glasses and be seated towards the
Design Sheets - One per student to be photocopied onto front if they are completing any mat work.
the back of their design briefs

Check to ensure all YouTube links work on the schools Wi-

Fi

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
Align these with the segment
2.10pm 1. Students are to come in from lunch and move to be seated at their where they will be
desks and wait for the teacher’s instruction. introduced.

2.15pm 2. Start playing Balloon Powered Car Videos to gain students

attention.

3. Students watch the following videos on Balloon Powered Cars and

Newtons Third Law of Motion.
YouTube
2.15pm
Smart TV
Balloon Powered Car Videos:

 How to make a Balloon Powered Car YouTube Links:

https://www.youtube.com/watch?v=IvDlXIzpdOE https://www.youtube.com/
watch?v=IvDlXIzpdOE
 DIY Balloon Powered Car | STEM Tutorial | Video
https://www.youtube.com/watch?v=jv27ECY--y4 https://www.youtube.com/w
atch?v=jv27ECY--y4
 Balloon Car Lesson Plan https://www.youtube.com/
https://www.youtube.com/watch?v=jr3BOE_EpOk watch?v=jr3BOE_EpOk
https://www.youtube.com/
 Balloon Powered Car
watch?v=zcHLdCI3Ygw
https://www.youtube.com/watch?v=zcHLdCI3Ygw

2.25pm
Newtons Third Law of Motion Videos:
YouTube Links:
 Newtons Third Law of Motion
https://www.youtube.com/watch?v=EgqcGrB3re8 https://www.youtube.com/
watch?v=EgqcGrB3re8
  Newtons Third Law of Motion
https://www.youtube.com/
https://www.youtube.com/watch?v=qLZC-2veBIs
watch?v=qLZC-2veBIs

2.30pm
Lesson Steps (Lesson content, structure, strategies & Key Questions):

1. Review and discuss the physics behind balloon powered cars and
balloons when air escapes.

Teacher Talk:
“Have you ever blown up a balloon before, and then accidently let
it go without tying it up, noticing that it zips around and becomes
smaller until there is no air left in the balloon?”

Demonstrate by blowing up a balloon and letting it go around the

classroom.

Students are to do the same.

Students blow up a balloon and let it go, looking at what happens
when it travels around the classroom.
Balloons
Teacher Talk:
2.35pm “Why does this happen?”

Ask students to share their answers on what they noticed about

their balloons.

Elaborate on students answers.

Teacher Talk:
“When you blow up a balloon like we all did then, we increased the
air pressure inside the balloon. The air pressure inside stretches
out the rubber balloon material, and this store potential energy, or
energy that is just sitting around waiting to do something.”

“What did you notice when you let the balloon go?”

Allow time for students to develop answers and then share.

Elaborate on students’ answers.

Teacher Talk:
“When we all let our balloons go, the rubber balloon material
contracts and air is rapidly squeezed out of the opening of the
balloon. The potential energy that is stored inside the balloon is
then converted to kinetic energy, or ‘energy of motion’.”

Ask students why this would be called ‘energy of motion’?

Teacher Talk
“When the air is pushed out backwards from the opposite way it
went it, there is a reaction force that pushes the balloon forward.
This principle comes from what we have discussed earlier, from
Newtons third law of motion”
(‘For every action, there is an equal and opposite reaction’)

Ask students what Newton’s third law of motion is.

Student answer with: ‘For every action, there is an equal and

opposite reaction’.
Newton’s Laws of Motion
Teacher Talk:
Posters
“When you are making your design, you need to consider attaching
a balloon to an object like a balloon powered car you are
 harnessing the balloons energy to propel or move forward.
2.40pm
Is there anything else you should consider when designing your
car?”

2. Introduce and explain the learning objectives and success criteria

of today’s lesson with the students.

Learning objectives:
 Understand the physics behind balloons and the way air pushed in
opposite directions creating the car to move.
 Create designs of a Balloon Powered Car using recyclable
materials

Success Criteria: White Board with learning

 Understand the effects of air being pushed out of a balloon. Objectives written up on.
2.43pm  Create 3 designs of Balloon Powered Cars

Students Task: Generate 3 designs of a Balloon Powered Car

3. Whole class discussion on what features a Balloon Powered Car

needs.

These could include:

 Body: Cardboard sheet/box, water bottle etc.
 Wheels: CD’s, bottle caps
 Axels (allow the wheels to spin): wooden skewers

Teacher Talk:
“Your task before I give you your Design Briefs is to turn to the
person next to you and discuss what types of recyclable materials
you may use to construct your car.”

Allow time for students to turn to their peer and discuss the
materials that could be used.
2.45pm
4. Students share their discussion answers to the class.

Teacher Talk:
“When I call your name, you are to share your peers’ answers with
the class and I will write them up on our ‘Balloon Powered Car
Brainstorm Chart.”

Write up students answers on the ‘Balloon Powered Car

Brainstorm Chart

Call out student’s names using the pop stick jar names. Students
to call out their answers to share to the class.

Allow time to go through each students’ answers and write them up

on the chart.
Balloon Powered Car
2.50pm Brainstorm Chart Bubble
5. Hand out Balloon Powered Card design briefs to each student.
written on whiteboard
6. Discuss the design brief with the students as a whole class and
2.50pm
allow time for questions to be asked with concerns.

Once you have finished discussing the design briefs ask students
to turn their sheet over and explain the first task of generating
designs
Design briefs
Teacher Talk:
“Turn your design brief over and on the back, you will find a space
where you are to come up with 3 designs of your balloon powered
 car. Your task is to now go away and come up with 3 designs on
2.55pm
what your balloon powered car is going to look like.”

7. Send student back to their desks.

8. Student to complete at least 2 out of 3 designs of their balloon

powered car during this lesson.

Teacher Talk:
“In today’s lesson you must have at least 2 out 3 of your designs
complete as next week when we come back to it you will be
finalising your designs and collecting your materials.”

9. Allow time for students to complete 2 out of 3 of their designs.

Lesson Closure:(Review lesson objectives with students)

1. Students are to ensure their name in on their design briefs and

designs. If they are not students are to place their names on their
3.10pm
work.

Teacher Talk:
“Ensure your name in on your work”

2. Student are to pack up their design briefs and p[lace them in a neat
pile at the front of the classroom where unfished work for each
subject area belongs.

Teacher Talk:
‘Once your name is on your work, place it up the front under the
‘Balloon Powered Car’s’ Label with the design brief facing up.

3. Students are to remain seated at their desk to review the lesson

objectives and discuss the next stage of their design briefs.
3.10pm
Learning objectives:
 Understand the physics behind balloons and the way air pushed in
opposite directions creating the car to move.
 Create designs of a Balloon Powered Car using recyclable
materials

Success Criteria:
 Understand the effects of air being pushed out of a balloon.
 Create 3 designs of Balloon Powered Cars

Students Task: Generate 3 designs of a Balloon Powered Car

4. Students are to ensure their desks are packed away and are
waiting to be dismissed after end of day tasks and notices from
their teacher.

Bell rings at 3.15pm

Transition: (What needs to happen prior to the next lesson?)

1. Student need to ensure that they have completed 2 out of 3

designs before the completion of week 1 lesson as week 2 lessons
will be finalising their designs and students will collect their
materials they will be using.

2. Students are advised to bring in any boxes and recycling that may
be useful in their designs in case what they are using is not at the
school.
Assessment: (Were the lesson objectives met? How will these be
judged?)

Learning objectives:
 Understand the physics behind balloons and the way air pushed in
opposite directions creating the car to move.
 Create designs of a Balloon Powered Car using recyclable
materials

Success Criteria:
 Understand the effects of air being pushed out of a balloon.
 Create 3 designs of Balloon Powered Cars

Students Task: Generate 3 designs of a Balloon Powered Car

1. Design Brief Rubric:

Rubric will be used for the whole 6 weeks of work. The teacher will
tick off each week what the student has completed in their rubric
and assess each week as student work on their project.

Notes will be written each week on the marking rubric to

accommodate what the teacher has marked. This will help when a
final grade needs to be given for the project

Week 1 Rubric:

Not Achieved Achieved Above

Achieved Expected
Understand
the effects of
air being
pushed out of
a balloon.

Create 3
designs of
Balloon
Powered Cars