Lever Force Spell

Overview

Lesson 16 continues the Gothic Adventure Project by testing simple cardboard lever mechanisms and using force vocabulary in an action poem. Students also practise Week 7 spelling patterns (leverage, fulcrum, pivot, tension, compression) to strengthen word knowledge for their mission booklet.

Learning intentions

Students will…

• identify push/pull forces acting in a simple weapon/lever prototype
• test a cardboard lever mechanism and explain how the fulcrum and pivot affect motion
• recognise and apply Week 7 spelling patterns when spelling new words
• use force vocabulary to write an action poem linked to their Gothic weapon design

Success criteria

“I can…”

• name the push or pull force I observe in my model
• point to the fulcrum/pivot in my cardboard lever setup
• spell Week 7 words correctly and use at least two in my writing
• write an action poem that clearly shows motion using force vocabulary (e.g. tension, compression)

Curriculum links

• Literature: create/edit literary texts by adapting character/ideas and experimenting with literary devices (force vocabulary used as a craft choice)
• Literacy: use comprehension strategies (monitoring/clarifying questions during prototype testing and poem planning)
• Language: understand cohesion through repetition/word associations (repeating force words for effect)
• Language: identify vivid, emotive vocabulary such as imagery/metaphor (poem wording)
• Literacy: use interaction skills and awareness of formality when clarifying ideas during testing and peer feedback

Lesson structure (60 minutes)

1. 0–5 min · Mission board kickoff (high dopamine). Teacher shows a quick “Orb Shop Mission Checkpoint 16” slide: Test lever → Find forces → Spell patterns → Action poem. Students point to the 4 icons (push/pull, fulcrum/pivot, spell, poem) and predict what they’ll do first.

2. 5–12 min · Force warm-up demo (visual, low reading friction). Teacher demonstrates two mini actions: pushing a springy strip of cardboard (compression) and pulling a rubber band/elastic paper strip (tension), using a torch to catch motion. Students use a 2-column response card: Push / Pull and place the correct force word under each motion. (Word bank provided.)

3. 12–28 min · Prototype test: cardboard lever weapon (hands-on evidence). Teacher sets up a simple lever template: craft stick/strong cardboard arm on a cardboard base, with a marked pivot/fulcrum. Optional: add two elastic bands (tension) or folded card stops (compression). Students test 3 “weapon settings” (change where they press/pull). For each test they record:

• Which force happened (push or pull)?
• Where is the fulcrum/pivot?
• What changed in motion? (closer/faster/slower, bigger swing/less swing) Evidence options: teacher can accept a quick annotated photo instead of full sentences.

4. 28–36 min · Balance thinking: “What moved most?” (short reasoning burst). Teacher asks one guided question per model: “When you moved your effort point, what happened to the other end?” Students complete a sentence stem on a mini card:

• “The fulcrum stayed still, and the lever arm ____.”
• “Because I pressed/pulled at ____ (closer/farther), the weapon ____ (moved more/less).”

5. 36–44 min · Week 7 spelling patterns (explicit + playful). Teacher displays the Week 7 word list and reads aloud slowly, with finger tracing: leverage, fulcrum, pivot, tension, compression. Students complete 3 rapid tasks (choose one response style):

• Rainbow write (colour over the same spelling 2 times)
• Chunk it (ful-crum, ten-sion, com-press-ion, lev-er-age, pi-vot) using a prepared chunk card
• Spell-and-slap: teacher says a word; students “slap” the matching word card Quick check: each student writes 3 words from dictation (teacher points, students spell).

6. 44–56 min · Action poem: force vocabulary in motion (creative writing with supports). Teacher models a 4-line example using imagery and repetition: “My pivot holds tight. Tension pulls the string. Compression clenches the cardboard blade. I push—then the gothic lever leaps with force.” Students plan with a 4-box graphic organiser:

• Box 1: Setting (gothic workshop line)
• Box 2: Force word #1 (push/pull + tension/compression)
• Box 3: Force word #2 (fulcrum/pivot + leverage)
• Box 4: Motion verb (leaps/slams/whips/whirls) Then students write (or voice-record) a 4–6 line action poem. Dyslexia-friendly option: use a provided word bank and leave blanks for key words.

7. 56–60 min · Exit checkpoint (fast assessment). Students answer on a small card:

• “One force I observed was ____ (push/pull).”
• “One Week 7 word I used correctly was ____.” Teacher collects for quick sorting: confident / revising.

Resources

• Cardboard lever template and base (shoebox lid or thick cardboard), craft stick/arm pieces, markers
• Elastic bands or springy strips, tape, scissors (teacher-safe supervision)
• Torch or small light source (optional) and paper strips for motion visibility
• Force word bank cards: push, pull, tension, compression, fulcrum, pivot, leverage, action verbs (leap, slam, whirl)
• Week 7 spelling word cards + chunk cards
• Sentence stems and 4-box poem organiser (printable or laminated)
• Recording option: phone/tablet voice note or speech-to-text tool
• Student mini checklist for self-checking spelling and force labels

Assessment

• Formative during prototype testing: teacher listens for correct identification of push/pull and pivot/fulcrum location
• Spelling check: dictation of 3 words + word bank matching accuracy
• Poem quick rubric (teacher checklist): 1) force vocabulary used, 2) lever motion described, 3) at least 2 Week 7 words correct
• Exit card confirms readiness for Lesson 17

Differentiation

• Provide choices: written poem, voice-record poem, or fill-in-the-blanks poem using word banks
• Reduce writing load: allow annotated diagrams/photos as evidence of testing; use sentence stems instead of open prompts
• Neurodivergent supports: predictable routine cards, time warnings, quick movement breaks after each task segment
• Dyslexia-friendly access: read-aloud spelling; chunked word cards; large font; allow use of colours and tracing; limit dictation to 3 words for struggling learners
• Extension for faster finishers: add one extra force word (e.g. leverage) into the poem and explain one cause-effect line (“Because I pressed closer…”)