Task 1


Materials and tools for a working group:

green and redcrayons, worksheet

The teacher starts discussing with the pupils what different movements can be observed in the classroom. They can write them down and think together, what caused them to move. It is not the goal of pupils to properly name the forces that act on the observed objects; as part of the discussion, the teacher leads the pupils to reflect on whether the objects (objects) move on their own or it is possible to identify the action of another object or force. In order to focus the discussion more on specific phenomena and to generalize the results of the discussion, the teacher will focus the pupils‘ attention on the pictures in the second task. On both images, there is a plane in the air, and the skydiver in. In addition, there is also a second parachutist who has already jumped out of the plane. While on the first picture this parachutist still has the parachute closed, on the second picture it is open. It is the task of the pupils to draw, using the green arrows, which direction the object moves in the sky.

As the result of the previous discussion was a generalization that every movement is caused by something, the next task will be to identify the source of the force that causes the identified movements of the objects. The pupils try to name these forces for the particular objects(on the pictures) and put them in the table below the images. Pupils can name them naively, the task is not focused on the proper naming of the acting forces, the task is aimed to make the pupils realize that the movement is always caused by something. Another task is to identify if there are any forces that act against those that caused the object to move. If so, the taskof pupils is to draw them with a red arrow in the image.

It is interesting to discuss with the children not only the direction in which the objects are moving, but also the force that prevails, if the other is acting in the opposite direction, which can be highlighted by how long we draw green and red arrows. It is also advisable to think about speed of the skydivers‘ movement on both images, thus encouraging pupils to explore what causes the falling objects slow down.