Simple Experiments in Action

Overview

This is lesson 2 of 3 in Exploring Physical Science. Students apply prior learning about forces by conducting two teacher-guided investigations: observing gravity through falling objects and exploring magnetic attraction and repulsion. They make predictions, identify what they observe, and record results in a structured format.

Learning intentions

Students will:

• investigate how gravity affects objects as they fall
• explore how magnets interact with different materials and with one another
• make a prediction and compare it with observed evidence
• record observations clearly using labelled tables and scientific language
• work safely and cooperatively during practical investigations

Success criteria

• I can make a reasonable prediction before an investigation.
• I can describe what I observe without guessing or changing the evidence.
• I can identify materials attracted to a magnet and describe magnetic interactions.
• I can record results in a clear table and write a conclusion using evidence.

Curriculum links

• Science Understanding — modelling observable effects of forces, including gravity and magnetism.
• Science Inquiry — asking investigable questions and making reasoned predictions.
• Science Inquiry — conducting repeatable investigations and recording observations.
• Science Inquiry — comparing evidence and communicating findings.

Lesson structure (60 minutes)

1. 0–7 min · Engage and review. Open with the hook and learning intention slides and display two questions: “What makes an object fall?” and “Can a magnet attract every metal?” Students briefly discuss their ideas with a partner, then share predictions while the teacher records key words such as force, pull, attract and repel.

2. 7–15 min · Model scientific observation. Use the investigation overview slides to explain that a prediction is an idea that can be tested, while an observation is what is noticed using the senses or simple measurements. Model dropping two objects from the same height and demonstrate how to record only what happened, including the materials, height and outcome. Distribute the two-experiment observation sheet and explain the headings: question, prediction, materials, method, observations, results and conclusion.

3. 15–30 min · Investigation 1: gravity. Set up groups of four with a paper sheet and a small classroom object, such as a counter or foam block. Students predict which will reach the floor first when released from the same height, then test the prediction at least three times. They record the release height, order of landing and any changes they notice when the paper is scrunched. The teacher emphasises releasing objects together, not throwing them, and prompts: “What stayed the same?” and “What changed?” Students complete the gravity section of the two-experiment observation sheet.

4. 30–35 min · Share gravity evidence. Return to the discussion and evidence slides. Groups report their observations, and the teacher guides students to distinguish gravity from air resistance: gravity pulls objects towards Earth, while the flat paper experiences more resistance from the air. Students write one evidence-based sentence explaining their result.

5. 35–50 min · Investigation 2: magnetism. Provide each group with a bar or horseshoe magnet and a tray of safe test objects, including paper clips, steel items, plastic, wood, paper and aluminium foil. Students predict which objects will be attracted, test each item, and record “attracted” or “not attracted”. They then bring two magnets together slowly, first with unlike poles and then with like poles, observing attraction or repulsion. Students record labelled observations and a conclusion on the two-experiment observation sheet. Remind students not to place magnets near electronic devices and never to put magnets in their mouths.

6. 50–60 min · Plenary and exit check. Use the final review and exit-question slides to revisit the learning intentions. Students compare predictions with results and answer on the worksheet: “How did gravity affect the objects?” and “What evidence showed that magnets can attract or repel?” Invite two or three students to share precise observations, then collect the worksheets.

Resources

• the complete science investigation slide deck
• the two-experiment observation sheet
• One magnet per group, preferably bar or horseshoe magnets
• Trays of safe test objects: paper clips, steel items, plastic, wood, paper and aluminium foil
• Paper sheets and small classroom objects for dropping
• Rulers or metre rulers
• Pencils, clipboards and group roles cards
• Safety reminder displayed on the board

Assessment

• Listen to predictions and questioning during the introduction, checking whether students identify a testable idea.
• Observe groups for fair-test behaviours: same release height, repeated trials, careful handling and accurate recording.
• Assess the completed worksheet, especially whether conclusions refer to observed evidence. Use the final two questions as an exit check and note misconceptions such as “heavier objects always fall faster” or “all metals are magnetic”.

Differentiation

• Provide sentence starters on the worksheet: “I predict…”, “I observed…”, “The evidence shows…”.
• Pair students strategically and assign roles such as equipment manager, tester, recorder and reporter; rotate roles between investigations.
• Support EAL learners with the visual terms on the vocabulary and procedure slides and demonstrate attract, repel, fall, same and different before testing.
• Offer an extension prompt for early finishers: “How could you improve one investigation to make it a fairer or more reliable test?” Students may add another trial or suggest a controlled variable.