Unit Summary
The use of unstable objects would lead to accidents. There will be great losses of property and lives if objects around us were unstable. In this unit, students assume the role of researchers to discover the importance and effects of stability in our lives. They investigate the relationship between centre of gravity and stability.  Students then create a multimedia presentation to deliver their discovery and investigation.

Curriculum-Framing Questions

• Essential Question
  Does stability matter to all?
• Unit Question
  How is stability applied in our lives?
• Content Questions
  Why do objects fall or collapse?
  How does the centre of gravity relate to stability?
  What are the factors that affect the stability of an object?

Assessment Processes
View how a variety of student-centred assessments are used in the Stability for Balance Unit Plan. These assessments help students and teachers to set goals; monitor students’ progress; provide feedback; assess thinking, processes, performances and products and reflect on learning throughout the learning cycle.

Instructional Procedures
Introduction
Begin the unit by showing the introduction slideshow (PPT 366KB) to ask students about: What do you know about stability? This slideshow will help to access students’ prior knowledge of stability and gauge students’ needs. Have students fill in the KNOW part of their Know-Wonder-Learn-How (K-W-L-H) chart (DOC 28KB). Ask students to share their ideas with the class. Use their responses as a means for discussion along the way. Spark students’ curiosity by asking the question: What more do you want to know about stability? Have them fill in the WONDER section of their K-W-L-H chart and share their responses. Throughout the unit, come back to the K-W-L-H chart before and after each activity, and add new information.

Hold a discussion around the Essential Question: Does stability matter to all? and have students reflect on it using blog*.

Investigating and Learning About Stability
Put a ruler on a finger and asks students, How to achieve stability? Encourage them to try different points of the ruler, such as the side or the centre point of the ruler. Have them share the problems they encounter while trying to achieve the stability of the ruler. Demonstrate how to balance the ruler using a finger and ask students: Where is the point of equilibrium of the ruler? Have students discuss and relate the point of equilibrium with the centre of gravity.

Ask students to determine the centre of gravity of objects with regular shapes and irregular shapes. Show two chairs with different height and ask students: How does the centre of gravity affect the stability of the chair? Have students to investigate the factors that affect the stability of the chair.

Conducting Stability Research
Distribute the project hand out (DOC 23.5KB), Stability for Balance. Tell students that they will assume the role of researchers. Their task is to discover the importance and effects of stability in our lives. Have students form cooperative teams to research an object (for example, building, vehicle, furniture and so on) that addresses the following questions:  

• What is centre of gravity?
• What is stability?
• Why do objects fall or collapse?
• What are the factors that affect the stability of an object?
• How does the centre of gravity relate to stability?
• How does the center of gravity affect the stability of an object?
• How does the base area affect the stability of an object?

Guide students to design an experiment to support their study.

Pose the Unit Question: How is stability applied in our lives? Engage students to brainstorm and reflect their ideas using blog*. Explain to students that they have to select an area that shows how stability is applied in our lives and give specific examples in real life whether stability matters. Have students collect information from the Internet. Ask students to record their findings using the internet log (DOC 48.5KB). Provide students with a project checklist (DOC 28.5KB) in order to guide their learning, stay on track, and self-assess their progress.

Creating Multimedia Presentation
After gathering information, have students organize and synthesize their findings in a multimedia presentation. Share the presentation rubric (DOC 37.5KB) and explain each criteria of the rubric in detail with the class. Make sure students understand that they will deliver a summary of their topic that addresses the Unit Question: How is stability applied in our lives? and the broader Essential Question: Does stability matters to all? 

Show a sample of multimedia presentation (PPT 1.24MB) guiding students to plan their story board. In groups, review the story board and give comments. Get students to work on the multimedia presentation. Guide each group and provide necessary support. Provide time for students to finish the presentation.

Showing What You Discover
Allow students to share their presentations to showcase what they have researched and discovered for their topic. Presentations should last from 5 to 10 minutes, with another 5 minutes reserved for the question and answer (Q&A) session. Student peer-assess (DOC 59.5KB) their work to provide feedback for revision. Use the presentation rubric (DOC 37.5KB) to assess students as they present their projects.

Wrapping Up
Revisit the Essential Question: Does stability matter to all? Ask students to refer to their K-W-L-H chart and add their points. Give students an opportunity to share and reflect what they have learned from conducting their own research using blog*. Wrap up the unit by having students fill up the self-reflection form (DOC 60KB).

Prerequisite Skills

• Experience with multimedia and Internet
• Basic computer skills
• Basic knowledge on stability
• Student may need mini-lessons on Blog

Differentiated Instruction
Resource Student

• Provide extra handout and time to the student
• Hold additional discussions to organize and synthesize data and information    

Gifted Student

• Encourage student to study stability application in-depth and be responsible for those parts of the presentation

Credits
This project idea has been developed by Norhazli Bin Brahmin, Sharifah Zuraida Bt. Syed Abdullah, and Gan Lee Eng. A team of educators expanded the plan into the example you see here.