Capture (15 mins)
Recap:
• Tr to draw a link between energy and forces (i.e. the energy we receive indirectly from the sun enables us to apply forces on objects.)
• Students to articulate the three kinds of forces (i.e. friction, gravity & magnetic)
• Tr to get students to rub their hands together to demonstrate frictional force in action.
• Tr to announce the success criteria.
• Tr to stimulate students' curiosity by asking about the function of anti-slip socks. He explains that the rubber grips at the bottom of the socks increase the friction between the person and the floor, thus preventing him from slipping. (I Do)
Construct (25 mins)

1. Tr uses the example of a wet floor to guide students in considering whether friction is helpful or harmful. (We Do – 10 mins)
2. Tr gets students to work in their assigned groups. Tr instructs students to look at four real-life examples of friction
3. Students are then to discuss with one another whether each example of friction is helpful or harmful using a 3-question scaffolding template. Students are to discuss with one another whether each example of friction is helpful or harmful using a three-question scaffolding template. They are then to reach a consensus on whether it is a helpful or harmful example. (You Do – 15 mins)
   Communicate (15 mins)
4. Tr consolidates students’ learning with three helpful examples and one harmful example of friction. (5 mins)
5. Students will assume a specific role and use the sentence starter to engage in a guided discussion about the pros and cons of friction. (10 mins)
6. Tr will walk around the classroom to guide students to carry out the discussion effectively.
   Consolidate (5 mins)
7. Tr will ask students to articulate one thing they have learned today and will cluster their insights into a concept map.
8. Tr will conclude the lesson by reiterating the success criteria.
9. Students are to draw their concept map on friction in their Science journal.