Choose one task, model or clip within the current lesson stage. These resources support the existing two separate 40-minute lessons; they do not add another lesson or extra time.
Week 3 · Monday: Friction depends on the job
Name: ____________________ Date: ______________
We Do · think together
Choose the job, then judge the force
Sort these situations into helpful, unhelpful or need more information. Defend one choice.
Use the model to explain or predict. Only record observations and practical steps that actually happened.
- A: Brake pad rubbing a bicycle wheel.
- B: Machine parts heating and wearing as they rub.
- C: A handle gripping a hand.
- D: Two unknown materials touching.
Discuss, point, draw, write or dictate a first explanation. Choose one example first; extend only if there is time.
Reveal a worked explanation after an attempt
A helps braking; B can waste energy and damage parts; C helps grip. D needs the intended job and the surface pair. There is no single good/bad label for friction.
Give a smaller support cue
Point to the surfaces, then finish: “Resisting sliding helps this job because …”.
Writing stays in this open page only. It is not saved or sent. Copy any record you want to keep before leaving.
Apply it
Use the current workshop
Draw a box sliding right. Add a friction arrow. Explain one helpful and one unhelpful example using the two touching surfaces.
Teacher model · compare with the pupil’s evidence
The friction arrow on the sliding box points left. Pad–wheel friction helps braking. Friction between moving machine parts can heat and wear them; reducing this friction can be useful.