Rachael Castro, Anneke Thornton, Ellen Streater & Sarah...

Rachael Castro, Anneke Thornton, Ellen Streater & Sarah Newman

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ED3009 Key Learning Area: Science and Technology 3

Unit of Work

UNIT OF WORK

Unit Title

“Push and Pull” Stage

1 (Year 2)

Term

3

Strand

Physical World

Duration

10 Hours (60 minutes per lesson)

Some lessons may vary according to their activities.

Sub-Strand

Pushing and Pulling

RATIONALE

In this NSW Science and Technology unit, students will learn about forces and motion (push and pull). In gaining this knowledge, students will have a deeper understanding of the

world around them and how these concepts work. When students are exploring forces, gravity, pushes and pulls they will also look at the way different objects moves and can be

manipulated in shape. Students will identify some contexts and objects that require them to use the push or pull motion in their surrounding environments. This unit adopts a

constructivist teaching and learning approach, centered around what the students know and want to know. In addition, it incorporates hands on, engaging, inquiry, higher order

thinking, deep knowledge and interactive activities. Students will learn in a social environment, further supported by modeling experimentation and rich variety of resources to

construct a rich learning experience to develop students knowledge and understanding of “Push and Pull” (k-6 Science and Technology syllabus, 2006, p20).

In accordance with the Constructivist theory (Lev Vygotsky/ Jean Piaget) the classroom environment will be set up in a way that encourages effective whole class, group and

individual working spaces. Within this environment, individuals construct understanding or meaning based on the persons own experiences and attempt to make meaning of those

experiences. (Campbell & Jobling, 2012, ps. 39- 43) In order to support the group/social learning engagement activities, students will complete a personal science journal, which

facilitates the transformation of the interpersonal concept (learning in a group environment) to the intrapersonal perspective (individual learning which occurs within their mind).

Students will also have plenty of exposure to interact with information communication technology (ICT) through the use of the interactive whiteboard (IWB). Hackling and Prain

(2006) support and encourage the use of technology in the science classroom environment, explaining it as an effective way to enhance science learning experiences in a lesson

(Campbell & Jobling, 2010, p 44).

Throughout the entire program students are conducting guided investigations of Push and Pull forces. Students will brainstorm questions, predictions, collect data and observe forces

in our school environment to find answers and explanations to their brainstorm. The teacher must provide a range of equipment for students to conduct their own investigations. They

must also facilitate students learning during the experimental and design process. In addition students will discover and identify forces and gravity in our everyday life and how it

affects everything we do (K-6 Science and Technology Australian Curriculum, 2012, p.20)

The study of “Push and Pull” can be integrated into the following KLA areas:

Mathematics – Gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results.

English – Listening, communicating and producing written texts.


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PDHPE – Recalls past experiences in making decisions.

HSIE - The impact of technological and scientific developments on people’s lives.

Creative Arts – Uses the forms to make artworks according to varying requirements.

The learning engagement has been the main focus of this program with the introduction of the 5E’s Instructional Model. (Australian Academy of Science, 2012, Ch. 5) Each of the

lessons are designed to incorporate the essential elements of this model, which include: engage, explore, explain, elaborate and evaluate. Studies have confirmed that incorporating

this model in your teaching strategies is effective in helping students understand concepts, skills and learning material in science. Additionally studies support the argument that

students achieve greater learning success against outcomes when following and integrating the 5E’s Instructional Model into a unit of work. (Australian Academy of Science, 2012,

Ch. 9) It is believed that this model increases students ability to think scientifically, display positive attitudes and interest towards science concepts, while also finding reasoning for

their evaluations and concluding arguments, supporting their perspective with evidence (Australian Academy of Science, 2012, Ch. 5) Below is a brief outline of how the unit “Push

and Pull” follows the phases of the 5E Instructional framework:

Engage – Diagnostic assessment through a variety of lessons to determine what students already know about the forces of Push and Pull before commencing this program.

Can students identify where they use push and pull in their lives?

Explore – Students are provided with hands on experiences to help build the fundamental knowledge needed to understand the concept being taught. Formative assessment

through observation of students investigating.

Explain – Scientific explanations that students have identified through exploration stage, scientific vocabulary and formative assessment through observation of their

explanations and reasoning.

Elaborate – Students deepen understanding of concept of forces and gravity by applying their knowledge in new contexts. Students formatively assessed on the adoption of

scientific vocabulary to make explanations and connections to prior and new ideas.

Evaluate – Students demonstrate their understanding and reflect on their learning journey through the use of science journals and TWLH charts. Summative assessment is

used to determine key outcomes and indicators that have been achieved or need refinement. Final teacher, student and peer assessment is conducted.

ASSESSMENT

Formative Assessment

Engage – Teacher finds understanding of what students already know about the concept of “Push and Pull” through investigative questioning and activities that challenge the

students to think and explain. (Pre-assessment)

Explain – Students extend their understanding of push and pull by connecting prior knowledge from the explorative phase with new vocabulary knowledge. This knowledge is

then used in the explain phase. Formative assessment made through observation to determine whether students understand definitions and the context used.

Elaborate – Students deepen their knowledge of Force and Gravity using their knowledge of pushing and pulling in a new context. Formative assessment made through

observation once again to determine if students have adopted scientific language in their explanations or are holding onto un-scientific terms.

Summative Assessment

Evaluate – Students are examined on their knowledge of force and gravity against curriculum outcomes and indicators. Students are to self assess and reflect their learning

journey via their science journal and TWLH charts. Teacher collects student’s science journals for summative assessment evidence.


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LITERATURE

Application of Literature in Science

Factual Text: Introducing scientific terms Gravity and Force in learning

Forces and Motion – Casey Rand (2009)

Looking at the meaning of Gravity and where we see it

Looking at the idea of force and how it relates to gravity

Introducing the force concept of equilibrium

Narrative: linking Literacy and Science

The Three Little Pigs and The Big Bad Wolf – Glenn Rounds

Motion: Push and Pull, Fast and Slow- Darlene Stille

Seeing the concept of pushing and pulling in narrative stories we read in English.

Mr. Wolf blowing the little pigs houses over in one big breath.

Aboriginal Dreamtime Story

The Rainbow Serpent http://www.youtube.com/watch?v=2vh6moD9ZOU

The serpent pushes through the land to create valleys, mountains and rivers.

GOALS

KLA Science and Technology

Outcomes

ST1-7PW - describes effects of pushes and pulls on objects they encounter

Contents

Demonstrate some ways that people use pushes and pulls in their everyday life, e.g. sweeping with brooms or riding skateboards

Explore how different strengths of pushes and pulls affect the movement of objects on land and through water and air

Describe the effects of pushes and pulls on familiar objects, including moving, stopping and changing direction, changing shape or breaking

ST1-4WS: investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know

Content

Making predictions about familiar objects and events and the outcomes of investigations

Describing changes in objects and events observed in investigations

Working cooperatively and individually when participating in different types of guided investigations to explore and answer questions, such as manipulating materials, testing

ideas, and accessing information sources, surveys and fieldwork

Displaying data and information in a variety of ways, including drawings, simple texts, provided tables and graphs, using digital technologies as appropriate

Sharing what they did and what they could do differently throughout the investigating process

Suggesting observations that could be made to collect data and/or information about their questions and predictions

Responding to and posing questions

Representing and communicating observations and ideas using oral and written language, drawing and role-play

http://www.youtube.com/watch?v=2vh6moD9ZOU

http://syllabus.bos.nsw.edu.au/glossary/sci/investigation/?ajax

http://syllabus.bos.nsw.edu.au/glossary/sci/survey/?ajax

http://syllabus.bos.nsw.edu.au/glossary/sci/fieldwork/?ajax

http://syllabus.bos.nsw.edu.au/glossary/sci/observation/?ajax

http://syllabus.bos.nsw.edu.au/glossary/sci/data/?ajax


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KLA English

Outcomes

Word wall, speaking and listening- communicating ideas

Speaking and listening 1

EN1-1A – communicates with a range of people in informal and guided activities

demonstrating interaction skills and considers how own communication is adjusted in

different situations

English Content: Listen for specific purposes and information, including instructions, and

extend students’ own and others’ ideas in discussions

Writing and representing 1

EN1-2A: plans, composes and reviews a small range of simple texts for a variety of

purposes on familiar topics for known readers and viewers

Speaking and listening 2

EN1-6B: Recognises a range of purposes and audiences for spoken language and

recognises organisational patterns and features of predictable spoken texts

Writing and representing 2

EN1-7B – identifies how language use in their own writing differs according to their

purpose, audience and subject matter

English content: Understand the use of vocabulary about familiar and new topics and

experiment with and begin to make conscious choices of vocabulary to suit audience and

purpose

Reading and writing 2

EN1-8B recognises that there are different kinds of texts when reading and viewing and

shows an awareness of purpose, audience and subject matter .

Thinking imaginatively and creatively

EN1-10C: thinks imaginatively and creatively about familiar topics, ideas and texts

when responding to and composing texts

Reflecting on learning

EN1-12E: identifies and discusses aspects of their own and others’ learning

KLA Mathematics

Outcomes

Creating a table for the data

Statistics and Probability

Data

MA1-17SP – gathers and organises data, displays data in lists, tables and picture graphs,

and interprets the results

MA1-11MG: measures, records, compares and estimates volumes and capacities using

uniform informal units

MA1-2WM: uses objects, diagrams and technology to explore mathematical problems

KLA PDHPE

Outcomes

Tunnel Ball= gross motor skills

Interacting

INS1.3- Develops positive relationships with peers (displays cooperation, listens to

others, use positive talk to encourage others)

Moving

MOS1.A- demonstrates maturing performance of basic movement and compositional

KLA HSIE

Outcomes

Environments

Relationships with Places

ENS1.6: Demonstrates an understanding of the relationship between environments and

people.


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skills in a variety of predictable situations (pushes absorbs force, uses own body to

demonstrate awareness of surrounding)

MOS1.4 Demonstrates maturing performance of basic movement and compositional

skills in a variety of predictable situations.

Decision Making

DMS1.2 Recalls past experiences in making decisions.

KLA Creative Arts

Outcomes

Music

MUS1.1: Sings, plays and moves to a range of music, demonstrating an awareness of musical concepts.

Visual Arts

VAS1.1: Makes artworks in a particular way about experiences of real and imaginary things.

VAS1.2 Uses the forms to make artworks according to varying requirements

Drama

DRAS1.1: Takes on roles in drama to explore familiar and imagined situations.

ASSESSMENT

Assessment – Formative (during learning engagement)

Formative assessment is on going throughout the unit push and pull. This form of

assessment consists of the teacher making observation, group discussion, demonstrations,

samples of work and explanations of concepts.

Activity 1 – It is about diagnostic assessment: asking students questions, recording

their answers, observing when they move the objects. This information should

indicate the prior knowledge of students, and in the following lessons the teachers

need to build on this knowledge.

Activity 2 – Observation assessment of students progress in learning through the

explorative stage. Are students able to identify the concept in their home and

school environment

Activity 3 – Peer assessment of each others sculptures. Students assess whether

their models demonstrate push and pull concepts in their motions

Activity 4 – teacher works one on one with students as a guide and support.

Throughout the lesson the teacher is observing and making informal records on a

group of students

Activity 5 - Teachers continue their formative assessment on students through

observation of the exploration phase. Includes monitoring student’s development

in understanding the difference between objects that sink and float in relation to

push and pull, giving feedback to student’s unscientific ideas to extend their

Assessment – Summative (at the end)

The final summative assessment will be done in lesson ten. Students are given an A4

Venn diagram and asked to draw and write at least ten objects that involve a push, pull

or both to move. They must explain their answers with scientific responds and valid

evidence, which was gathered in previous lessons. With this information students role-

play being a particular item and force involved in its movement. For example: acting like

a ball and another students demonstrating the push. This can be video recorded. It is a

direct experience that shows students understanding which links assessment to the

teaching and learning from the unit.


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learning.

Activity 6 – Formative assessment is on going aspect of the explain phase. It

involves monitoring student’s development understanding Ns giving feedback that

extends their learning. In this lesson you will monitor students developing

understanding.

Activity 7 – Observation of students using scientific vocabulary. Do students

understand meaning of scientific terms? Can students use terms in the correct

context? Are they adopting these words?

Activity 8 – Observation of student’s involvement in incursion show.

Activity 9 - Observation assessment on student’s parachutes. Did students design

and build an effective parachute. Can students explain why they used certain

materials?

Worksample – to show students understanding of the concept push and pull achieving outcomes

(To be added once the lesson has been completed for moderation in the future)

Evaluation of Unit

Evaluation of this unit will be based on the following questions:

Was the unit Push and Pull successful in your eyes?

Were outcomes and indicator achieved by students?

Were activities engaging and interesting?

Were students focused and excited about working on activities throughout the lesson?

Were students challenged/not over challenged?

Were resources used throughout the unit of work appropriately and sufficiently for students to reach success in outcomes?

Were students using correct terminology and scientific language in the unit?

Did the unit follow the 5E model?

Did the unit allow cooperative learning, and social interaction effectively?

Did lesson and unit sequence flow and build upon the previous lessons?

LEARNING MATTER

Essential Understandings

Students will learn about:

Difference between push and pull

Scientific Vocabulary to explain push and pull concept

Identify push and pull concept in their surrounding environments

Identify materials they sink and float

Essential Skills

Students will learn to:

Investigate Experiment

Document Findings

Design and make Explore

Record Discover

Predict Observe


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Related Text Type

Explanations: Students will develop possible explanations for their findings as they observe forces of push and pull in their investigations.

Factual recount: Student will review activities conducted during the incursion through descriptive scientific language.

INCORPORATING PLAY

“It is our discoveries that make us what we are. They underlie what we think, feel and do.” (Abruscato & DeRosa, 2010, p. 17). Play is a beneficial platform for learning science in a

fun way. Students explore, hypothesize, enquire, research, investigate and discover with hands on activities. This stimulates their minds at a greater level and develops higher order

thinking skills. (Campbell & Jobling, 2012, p. 15) According to the Department of Education, Employment and Workplace Relations (DEEWR) (2009) “Play can expand children’s

thinking and enhance their desire to know and to learn.” (p.15) If play is used everyday, students will be exposed to “incidental science” (Campbell & Jobling, 2012, p. 62). This

helps students consider play as fun and not as work. (Campbell & Jobling, 2012, p. 40). Play can be classified as discovery, transmission, process skills and interactive teaching.

This unit incorporates play-based learning where children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm,

persistence, imagination and reflexivity.

In linking this unit to the Early Years Framework of Australia (EYLF) the teacher must consider “the child (their process of play)”. Followed by “the context (people, culture,

environment and access to play)”. Finally “the content (what the child knows, wants to know, is expected to learn and the role of play in facilitating this)”. (Campbell & Jobling,

2012, p. 11-12) Throughout this unit the teacher will provided a rich, hands on environment where the context should accommodate the individual (Campbell & Jobling, 2012, p. 39).

It is aimed to incorporate a range of different experiences and types of play to allow children to be immersed in a rich range of thinking, oral language, literacy and numeracy

experiences, alongside opportunities to consolidate their social and emotional maturity (Walker, 2007, n.p). Through structured and guided play, the students are able to engage in a

purposeful investigation that is of authentic interest to them. The teacher will allow opportunities for inquiry questions to flourish based on the students needs and interests within our

class. Students have the opportunity to construct knowledge and understandings, practice skills and immerse themselves in scientific experiences, which encourage them to predict,

and investigate in order to make sense of the world (Walker, 2007, n.p.).

Types of Play (Fleer) Evident in our program

Discovery

1, 2, 3, 4, 5, 6, 7, 9

Transmission

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Incursion- only interactive for selected students- despite this, the incursion is still valuable as it fuels interest in science concepts.

Process

2, 3, 4, 6, 7, 9, 10

Interactive (5E’s)

1, 2, 3, 4, 5, 6, 7, 9, 10


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STUDENTS

Number

There are 20 students in this year two class.

Different needs

Learning experiences need to cater for a range of readiness levels,

different prior knowledge, experiences, cultures and learning styles

and preferences.

Students will be grouped according to:

- Students of similar abilities

- Whole class group activities

Learning experiences based around social interaction,

primarily in their working groups but also as a class group.

The extent to which the concept is gone into for each

learning engagement will depend on the understanding and

knowledge of students

Each lesson will be differentiated for students working

towards, working at and working beyond expected levels.

Examples of differentiation are present in every lesson

catering for all needs and cultural experiences.

Skills, interests and prior knowledge

Lessons should be adopted to reflect what students interests, prior

knowledge and alternative conceptions:

ST1-6PW Describes some sources of light and sound that they

sense in their daily lives

ST1-7PW Describes effects of pushes and pulls on objects

they encounter.

Students:

- Describe the effects of pushes and pulls on familiar objects,

including moving, stopping and changing direction, changing

shape or breaking

- Explore how different strengths of pushes and pulls affect the

movement of objects on land and through water and air

- Demonstrate some ways that people use pushes and pulls in their

everyday life, e.g. sweeping with brooms or riding skateboards.

During this unit students should be given choice as to how they complete each task/ activity. Each activity

has the ability to engage students no matter what tier/ level they are on. When the teacher assesses each

child she/ he will determine what tier a student is working at.

Tier 1

Struggling to meet stage level/ outcome (Low/ struggling)

Tier 2

Working towards or achieving stage level/ outcome (Core/ average)

Tier 3

Working beyond stage level/ outcome (High/ advance)

To reshape the lesson for each learner in the class a teacher must consider the content, process and products

of the lesson as well as the learning environment.

Content

Students are interested in Science by working with their hands and using a variety of materials. Using their

interests will help them understand how to describe and distinguish scientific experiments and terms.

Students have multiple choices throughout the unit. Each activity is based upon their level of knowledge

(Year 2). However, if they wish to work above their level, it is encouraged. Materials and resources are

appropriate for the student’s readiness levels and allow them to extend their learning.

Process

Teacher scaffolds learning. Topic and activities are clearly explained, visual, interactive and involve a range

of learning methods. Learning is whole and independent with strong support from the teacher and peers.

Products

The final product of the lesson represents each student’s knowledge, understanding and skills on the topic.

The activities are motivating, work off student’s interests and can lead to mini assignments to conduct

research at home. For example how do boats float? The activities can be completed by all students and can

act as a form of assessment. (Beyond the one on one teacher assessment.)

Learning environment

Working away from traditional classroom structures. During the discussion students sit on the ground in

clear view of the interactive whiteboard. They move around the room to touch and play with different

materials and resources. Activities can be done as a whole class, in groups or individually. This may be at

their desks or on the floor. Students also use the interactive whiteboard and class set of Ipads to complete

online activities. The learning environment is open, fun and enjoyable for all students. (Tomlinson, 2004)


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Name Tier/ working

level

1. Working

beyond

2. Working at

3. Working

towards

Additional Needs/ abilities

Adams, Philippe-

Michel

1 High level of ability

Phil needs to be given extension activities that are hands on and interesting.

He is best suited to the MANAGER role within a group.

Barn, Leon 1 Mild Autism

Leon tends to be unfocused, quiet, inclined to wonder and talk to himself.

Allow him to work on his own or move away from the group when he feels

uncomfortable.

Clark, Marco 2 Glasses/ behaviour

Marco needs to wear his glasses at all times. He also needs to be reminded to

be sensible and make right decisions.

Di Sinto, Luca 1 High level of ability

Luca is working beyond a Stage 1 level. It is important to make sure he is

EXPLAINING his work correctly. He is best suited to the SCRIBE role within

a group.

Deleeuw, Marco 1 Quiet/ high level of knowledge

Able to work independently. Teacher needs to check his work and push him to

extend, refine and ELABORATE. He is best suited to the DIRECTOR role

within a group.

Di Lucchio, Samuel 2 Communication

Samuel has good prior knowledge and enjoys CREATING experiments. It is

sometimes hard for him to express or EXPLAIN his data. Allow him to voice

record his work.

Downs, James 1 Indigenous

James is from an Indigenous background. He is working beyond stage level

and is most successful when learning is hands on.

Fitzsimmons, Leah 3 Low level of ability

Unable to work without teacher assistance, lacks confidence and demonstrates

limited Science knowledge. Place Leah with Maggie who is slightly higher in

ability together. This gives Leah support and additional knowledge. It also

gives Maggie confidence, as she is a ‘teacher’.

Ford, Kate 2 Language and processing delay (slight impairment)

Kate needs clear instructions and set of goals, which are repeated to her several

times. The teacher needs to sit with Kate at the start of the independent or

group part of the lesson to make sure she knows what is expected. She is best

suited to the MANAGER role within a group.

Ford, Maggie 2 Maggie works well independently and in small groups. She is continuously

pushing herself once her work is acknowledged. For Maggie to develop her

thinking the teacher must provide more opportunities for her to orally present

her understanding. For example: allowing Maggie to be a ‘teacher’ while

working with Leah. Maggie needs to focus on ELABORATING all aspects of

her work.

Gregory, Jesse 3 Low

Unable to work without teacher assistance. Place Jesse with Liam. Liam enjoys

teaching others and allows him to feel confortable and confident in sharing his

answers. Jesse works better as he has Liam for support. Jesse tends to put items

in his mouth, walk around the room, distrust other students or go to the

bathroom to avoid doing any work. Make activities interesting and not reliant

on reading and writing.

La Malfa, Liam 1 High level of knowledge


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Liam needs to be away from Luca D, who pulls Liam down academically.

Place Liam with low students such as, Jesse as he works better when he is the

‘teacher’. Support Liam but guiding him to EVALUATE his work. He is best

suited to the SPEAKER role within a group.

Leitch, Luca 2 Autism (behaviour)

Luca L has difficulties in social interaction, with communication (limited

vocabulary/ unable to express himself), restricted and repetitive interests (the

colour red) and violent behaviour. At times he will snap and punch, kick, bite,

chock, push, cut peers with scissors, put glue on others, draw everywhere,

break something or mess a peers work/ belonging or the entire classroom. The

teacher must have their eyes on Luca at all times. He is to be removed when

students are packing up as this time allows him to snap and make a poor

decision. It is important to keep Luca and the other student’s safe at all times

by the teacher attempting to prevent misbehavior. It is also important for the

teacher to understand that Luca does not recognise what he is doing is wrong.

For Luca to achieve and be successful in an activity he must be given small

tasks to complete/ a set of steps to follow.

May, Bianca 1 High

Able to work independently and express deep knowledge through discussion

and writing tasks. Bianca enjoys being creative through role-plays and showing

her work to the class. She needs guidance to ELABORATE and EVALUATE

her work.

Melrose, Alessia 3 ESL

Alessia is an ESL student whose family speaks fluent Spanish at home. The

teacher must be clear and provide multiple visual representations so that

Alessia is able to understand what she is learning. The visuals can also help

build her English repertoire.

Millington, Kane 3 Asthma/ low

When moving outdoors or conducting a PE activity the teacher must carry

Kane’s puffer and allow him to have a break/ drink when necessary.

Kane is a low student as he is unable to produce any work without a teacher or

aid sitting with him. He lacks confidence/ self- esteem. To create an optimal

learning environment for Kane the teacher must provide hands on,

ENGAGING and creative experiences recorded through various methods.

Redston, Calum 2 Receptive and Expressive Language delay

Calum has an older brother with Down Syndrome and has learnt to

communicate in a similar voice. His voice is distorted; he repeats words and

finds it hard to pronounce some words (lisp/ stuttering). The teacher needs to

speak in a clear voice and help Calum repeat difficult words. It is also

important to build his confidence and provide a safe and secure learning

environment where he feels free to express his knowledge. For example:

presenting his finding to the class.

Taylor, Julian 3 Low

Limited vocabulary and letter recognition. Julian needs his work to be recorded

or scribed. He is unable to write simple letters such as “b, d, e, g, f, h, j, v” The

teacher must provide Julian with alternatives such as drawing or video

recording his data throughout the science program. The teacher must help

Julian to EXPLORE deeper concepts/ knowledge.

Victor, Olivia 1 High

Olivia is able to work independently and in small groups. She is best suited to

the SPEAKER role within a group.

Webb, Isla 3 Low

Isla is a quiet student who needs a guide to direct her learning. She enjoys

drawing and will be most successful if a peer or teacher scribes her

explanations. Isla needs to develop the way she EXPLAINS her knowledge/

thinking.


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Activity Hazard Risk Elimination/Control Who Differentiation

1 Moving

Toys

Use of toys- swallowing, chocking, tripping Use of playground- sun exposure, tripping hazards (rocks, sticks), use of balls (too hard), falling of equipment

Low-1

Low- 1

Brief students- ensure correct behaviour when using the toys. Ensure toys are large enough so students can’t place them into their mouth. Place toys in an easy accessible spot however not in the middle where children can trip. Brief students of rules and behaviour of playground. Students wear a hat. Teacher check area before students play- check for holes and remove any rocks or sticks. Students reminded not to pull or push other students on the playground- they must remain an arms distance away from other students. When using balls ensure they are appropriate for the students- not hard balls, use soft balls or beanbags.

Teachers/ Students

Teachers/ Students

Jesse- ensure Jesse is given larger toys (e.g. no small or sharp toys that can be swallowed) Luca.L/Marco.C- ensure these students are closely monitored on the playground- no hitting- time out if rules are not followed

2 Pushes and

pulls at home and

school

Tripping over. Students bumping into each other. Objects at home falling on them

Low- 1

Moderate- 2

Move any objects that might present a risk- eg move chairs to the side of the classroom. Restate class rules such as “no running”. Before the activity commences reiterate actions such as ‘be patient, ensure you are paying attention of where others are in the classroom to avoid bumping into over others’. Don’t rush students- allow students to move at their own pace. Brief students about investigating different objects at home. Ensure the students that their parents/guardian should be monitoring them whilst completing this activity. For example if students identify they can ‘pull’ the microwave door closed, and they can ‘push’ the buttons. If students want to investigate the microwave they would need to ensure that this was in a position of access to them – eg not on a shelf that could be easily pulled down.

Teachers/ Parents/ students

Ensure Marco.C does not run/hit or push another student. Teacher proximity to Marco.C. Allow Luca.L to move in his time own- do not rush or pressure him.

3 The Big Bad Wolf

Clay- students eating clay, students throwing clay.

Low- 1 Ensure clay is commercial ‘child friendly’. Brief students- ensure correct behaviour when using clay. Provide a clay mat for the students. Students must keep their clay on their mat at all times. If clay is hard provide a small amount of water for students to use to allow the clay to become softer (easier to use).

Teacher/ Students

Jesse- teacher proximity to Jesse as he likes placing objects in his mouth. Closely observe this. Place Marco.C with Bianca for group work- this will attempt to keep him on task.

4 Water

water every-where

Electric Reactions Heavy objects- students strain their body

Low- 1

Low- 1

Organise a safe and secure environment for students to work with water. Use the class ‘wet room’. Ensure water is away from any electricity or technology services. Teacher model how to lift and move objects safely around the classroom.

Teacher

Luca.L/ Marco.C and Jesse all need close supervision in this lesson. Teacher assists these students with water.

5 Water spilling Low- 1 Learning will occur in the class wet room or veranda. Provide paper towels/mat Teacher/ For Julian, Selina, Jesse or Kane they

Science Risk Assessment Unit: Push and Pull Teachers: Rachael Castro, Anneke Thornton, Ellen Streater, Sarah Newman Term: 3


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What sinks what

floats?

Electric Reactions

Low-1

in case spillages occur. Ensure students follow procedures such as ‘no running’. Ensure water is away from any electricity or technology services.

Students

Teacher

could video, draw or take pictures of their work, which is then scribed by the teacher.

6 Floating

on air

Students could cut themselves. Students flicked with elastic band. Splinter from paddle pop stick. Students pocked with pipe cleaner wire.

Low- 1

Low- 1

Low- 1

Low-1

Ensure students are reminded of class rules about no running in the classroom. If students have to move with the scissors ensure they hold them with the blade part. Brief students about correct behaviour- the materials used should not come into contact with any other student.

Teacher/ Student

Luca.L/Jesse/Marco.C- all these students should be given safety scissors. Marco.C- quietly speak to Marco about correct use of materials. Teacher constantly monitor his actions.

7 Push

meets pull

Swallowing/chocking

Low- 1

Brief students on correct behaviour with magnets- remind students magnets should not be put in or near their mouth.

Teacher

Luca- Teacher closely monitors to ensure he doesn’t place any magnets in his mouth. Alternatively, provide larger magnets.

8 Incursion

High risk activities include: fire, balls, laser, liquid nitrogen, nails

High-3

All activities are conducted by professionals. Teacher must ask students to move away from the stage/experiments unless the presenter invites them on stage.

Professiona

l

Gifted: build students science repertoire as well as elaborate on current knowledge Teacher must sit Luca L and Marco C next to the teacher and away from the stage.

9 Helicopter test flight

Students could fall off chair Trip over a chair Cutting themselves with scissors

Low- 1

Low- 1

Low-1

If students stand on chair ensure another student is holding the chair. Where possible avoid using a chair- instead students could drop their helicopter from a greater height such as standing on their tippy toes. Ensure chairs are tucked under student desks or moved to the side of the classroom. Ensure the ‘no running’ rule is followed and applied. Students don’t run with scissors. If they need to move around the classroom with scissors ensure

Teacher/ Students

Luca.L/Jesse/Marco C- safety scissors Marco C- ensure Marco follows class rules. Time out will occur if he disobeys.

10 Pulling our knowledge

together

Small or sharp pieces from a collection of toys

Low- 1

Ensure items have no sharp or small pieces that students would be able to put into their mouth.

Teacher

Ensure Luca is monitored by the teacher. Provide Luca with larger materials.

In general, the unit of work planned is at a low risk. The students are in an extremely controlled environment and are well supervised. All measures are taken to ensure the safety of the students, teachers and parent (when conducting home investigations).


13

5E’s Pacing Guide Syllabus

Outcome

Lesson Resources Risks Additional needs

E

N

G

A

G

E

Lesson 1

Moving Toys

Science

ST1-7PW

Content

-Describe the

effects of pushes

and pulls on

familiar objects,

including moving,

stopping and

changing

direction,

changing shape or

breaking

-Demonstrate

some ways that

people use pushes

and pulls in their

everyday life, e.g.

sweeping with

brooms or riding

skateboards

ST1-4WS

Content

-Making

predictions about

familiar objects

and events and

the outcomes of

investigations

English: EN1-6B

EN1-7B

Maths: MA1-17SP

PDHPE:

Introduction: (20mins)

Teacher places a mystery box in front of the students

The teacher can pull one of the toys out of the mystery box, e.g. truck

or a car. Have a volunteer to come up and experiment with the car.

Invite students to suggest a way the toy could be moved, for example,

‘push it’ and then ask a student to demonstrate how to move the toy.

Ask students to suggest another way to move the toy, for example,

‘pull it’ and then ask another student to demonstrate how to move the

toy. Explore other ways to move the toy and discuss how these might

be ‘pushes’ or ‘pulls’. Discuss students’ ideas about how and why the

toy moves. Ask students if any of the toys change shape when they are

pushed or pulled.

Develop a TWLH chart Give students blank pieces of paper-

students write words or phrases that they know. Add these words and

phrases to the world wall

Body:

Students will be working in groups. Each group member will be given

a specific role (speaker, manager, director and scribe)

Working in groups the students will explore how the different toys are

pushed and pulled.

The manager from the group will select a toy. Once the group has

finished with that toy, the manger will return it and will get another

toy.

The teacher should constantly move around the room. This is where

the diagnostic assessment will take place through questioning of

students:

o How did the toys move?

o Did the toy move the same way each time?

o What made the toy move?

o Why do you think that?

The manager collects two pieces of paper for the group. Choose a toy

and draw it. Underneath write what you did to make the toy move e.g.

I pulled the car, I blew the pinwheel, or I squashed the play-dough.

Students can draw the arrows about pushes and pulls (this can also be

used as an assessment of their knowledge)

-Mystery

box

-Toys

-TWLH

chart

-Interactive

whiteboard

- Rope

-Ball

-Outdoor

area

Low 1:

Ensure toys are

safe (students

can’t swallow/eat

them), make sure

students don’t trip

on the toys

(ensuring they are

placed in an easy

accessible spot in

the classroom),

Outside- sun

protection (hats

on), when pulling

students need to

be mindful of not

falling onto others

(remaining an

arms distance

away), the area

where they play

games is free

from tripping

hazards (e.g.

rocks, sticks, pot

holes), balls used

are appropriate to

age (e.g. not hard

balls, just use soft

balls or bean

bags)

Indigenous

perspectives students

can draw symbols and

pictures of toys, non

verbal (let them

experiment with hands

on activities with the

toys), include traditional

indigenous toys (invite

Indigenous students to

bring these in)

Terms

Eora People (Sydeny)

Dharug langauge

-Ear (guni)

-Eye (mai)

-Mouth (garage)

-Head (gabara)

-Hand (damara)

-Hill (bulga)

-Road/ path (muru)

-Sun (guwing)

Gifted: When the class

is doing the arrow

activity students who

already know the

difference between a

push and pull will draw

a toy demonstrating

these two movements.

Special Needs: Lesson

is hands on and visual



14

INS1.3

MOS1.A

Have a class table (this needs to be quite large as it will be a display).

Students place their picture under the appropriate heading. E.g. if it is

a truck, the students place the picture under ‘on the ground’. Ask

several students to explain why they placed their drawing in that

column and read their caption about how they made the toy move.

(10mins) On the smart board/IWB provide a range of pictures of everyday

objects for the students. Discuss how there are pushes and pulls all around

and that science helps us to understand how things move and change

shape, because of pushes and pulls. Ask students where pushes and pulls

occur in the picture. The students can drag the object.

Outside (last 20 minutes of class)

Take the students outside to make them aware of how humans use

movement.

Play a game of tug-o-war and tunnel ball with the students. Identify

with the students the different ways they have used their body to push

and pull. Allow students to play on the schools play equipment. Let

them explore the different pushes and pulls (e.g. pushing down the

slide, climbing up the rails, pushing off the flying fox, push or pull to

walk, hop and skip etc.)

Conclusion (10mins)

Come inside. Students can verbally inform the class of how they used

pushing and pulling on the playground. Update the word wall with

any new vocabulary

Assessment- It is about diagnostic assessment: asking students questions,

recording their answers, observing when they move the objects. This

information should indicate the prior knowledge of students, and in the

following lessons the teachers need to build on this knowledge.

however students may

need additional support

to label (push/ pull) on

different objects.


Outcome


E

X

P

L

O

R

E

Lesson 2

Investigating

pushes and

pulls at home

and at school

Science

ST1-7PW

Content

Demonstrate

some ways that

people use pushes

and pulls in their

everyday life,


Students review past lessons on ‘Moving Toys’ and ‘A Day at the

Park’

Teacher and students look at the word wall and discuss the different

actions they used to move the toys and to play at the park

The teacher will say a statement, for example: “Climbing the ladder is

pushing” and students are to go to a section of the room that either

says “agree”, “disagree” or “not sure”

- Signs in

room -

“agree”,

“disagree”

or “not

sure”

- Word

wall

Low 1:

Moderate: 2 Introduction:

Students will be

moving from side

to side of the

classroom so

tripping and

Indigenous

perspectives:

−Symbols and images:

Students can choose to

either write or draw their

findings

−Story sharing: Students

have the opportunity to


15

describe the

effects of pushes

and pulls on

familiar objects

English

EN1-7B

EN1-1A

Mathematics

MA1-17SP

During this activity, the teacher can ask students to explore different

actions and students can begin to think about why it might be a push

or pull (this may be in their own language)

ASSESSMENT: This gives the teacher a chance to collect diagnostics

for formative assessment to see what the students already know and

where their learning needs to be directed to next

Body: (25mins)

Students are going to investigate pushes and pulls in their homes

because they can use science in their daily lives (not only at school).

Students are to use the worksheet ‘Push and Pull Detection’ which is

explained by the teachers. The first column, ‘place’, is for the student

to choose a room in their house. The ‘push’ and ‘pull’ column is for

students to explain their findings – students can write or draw to

record their answers.

Brainstorm ideas for different rooms in their home, for example:

kitchen, bathroom or lounge room.

Students go to their desks, or any desired place in the room where

they can think and visualise the different actions they might do in a

variety of rooms in their home. The students are to try and think of as

many pushes and pulls as they can find in their particular rooms

chosen.

Conclusion: (15mins)

Students come back to the floor with their worksheets face down in

front of them. The teacher explains that the students are going to play

a ‘Guessing Game’ with the information they have collected. The

students choose a partner and are to take turns in guessing. The first

student will describe the different pulls and pushes they found in the

first room they chose (without saying what room it is). For example,

“I pushed the microwave button and I pulled the oven door open. I

also pulled and pushed my fridge door”. The second student is to

guess what room the first child has chosen.

The teacher is to walk around and listen to the type of discussion the

students are having. This allows the teacher to grasp an understanding

of the type of vocabulary the students are using.

Allow time for students to play the game and discuss other options

that they could have chosen. Some students may talk about places

outside of the home.

‘Push and

Pull

Detection’

worksheet

-Pens

-Pencils

falling over is

something that

needs to be

addressed. Rules

and safety

procedures are

recalled in the

classroom – no

running, being

patient, taking

turns, and using

your eyes to see

where other

people are to

prevent bumping

into people.

− If the

students are going

to continue the

‘Push and Pull

Detection’

activity at home, a

discussion with

the students to be

careful while they

are investigating

is very important.

Students need to

be mindful when

pushing or pulling

different objects,

for example, if it

is heavy, fragile

or sharp. Students

should do this

activity with their

parents so that

they can be

talk to another students

about their findings. This

may include stories from

their homes or places

outside of the home.

−Land links: Students

may link the activity to

their land

Terms

-Ear (guni)

-Eye (mai)

-Mouth (garage)

-Head (gabara)

-Country/ place (nura)

- Hand (damara)

Gifted: Students such as

Luca D and Phil if

finished early can work

on their own question of

inquiry.

Special Needs: Students

such as: Julian, Selina,

Isla and James will be

given additional time to

move around the

classroom to push and

pull various objects.


16

After this activity, the teacher gives the option to the students if they

would like to continue the ‘Push and Pull Detection’ activity at home.

Students can investigate their findings as well as find new knowledge.

When investigating their worksheet at home, there is need for the

teacher to discuss the need to be careful. This may include: push or

things that are fragile, too heavy or dangerous.

Teacher models science journal where students are to record what

they did and anything they may have learnt. Students may also want to

include things that they might want to learn.

monitored at all

times to prevent

any injury.


Outcome


E

X

P

L

O

R

E

Lesson 3

The Big Bad

Wolf

Science

ST1-7PW

Content

- Describe the

effects of pushes

and pulls on

familiar objects,

including moving,

stopping and

changing

direction,

changing shape or

breaking

- Explore how

different strengths

of pushes and

pulls affect the

movement of

objects on land

and through water

and air

- Demonstrate

some ways that

people use pushes

and pulls in their

everyday life, e.g.

Introduction (10mins)

Read the ‘Big Bad Wolf’ story to the students.

Get students to recite the text such as “He huffed and he puffed”. This

relates to the different forces used.

Excite the children- the police need a description of the big bad wolf.

Question students- what does he look like? What do his teeth look

like?

Explain to the students that they will be working with pairs with clay.

Body (20mins per pair)

Send students off into pairs. One student uses a piece of clay to create

a sculpture of the big bad wolf. Allowing students to have a ball of

clay allows for some hands on experiences with forces. They can see

what happens when they pinch and pull.

The other child will record on a piece of paper what the child is doing.

They will use two colours to represent the different forces- blue will

represent a push, and pink will represent a pull.

Question students- how are you going to make your sculpture?

The features can be accentuated e.g. The teeth can be pulled down

from the mouth, the ears can be pinched

Teacher should walk around monitoring the students. What are you

doing here? In this aspect, students need to explain and clarify what

they are doing. E.g. I’m squeezing the big bad wolf which is a push

(e.g. squeezing his stomach)

Students refer to the word wall for terminology

- Clay

-Pencils

(pink/blue)

- Big bad

wolf story

Low 1:

Child friendly

clay, if using

water on clay (to

soften it) ensure

there is only a

small amount

used.

Indigenous

Perspectives- Indigenous students can

share stories about

native animals.

Indigenous students are

encouraged to create

symbols and images on

their sculpture to

represent their own

culture. Indigenous

students can create a

map that their sculpture

needs to take in order to

get to a desired place.

Terms

-Ear (guni)

-Eye (mai)

-Mouth (garage)

-Head (gabara)

-Hand (damara)

Gifted: Students need to

use adjectives, adverbs,

compound words,


17

sweeping with

brooms or riding

skateboards

ST1-4WS

Content

Describing

changes in objects

and events

observed in

investigations

English

EN1-8B

Once students have made their model and their partner has described it,

the pairs will rotate. Students then tell their new partner how they made

their model and what forces they used e.g. “First we made the mouth. It

was a push”. It allows the teacher to see if the students can explain what

they have created to someone else.

Lesson Closure: (10mins)

Peer Assessment – Students explain how they made their model to a

partner. If students feel their partner has demonstrated push and pulls in

their monster, they can put a blue smiley face on top of the students work.

If, they feel there is something the student needs to work on they can draw

a red cloud. In the red cloud they can suggest things for their peer e.g. I

can see you have put the word pull when it should be ‘push’. Students sit

in a circle. Each student shares one pull or push that they experimented

with. This clay monster will be left on the shelf and will be used in the

water experiment in the next lesson.

Retrieved from:

http://www.tes.co.uk/teaching-resource/Teachers-TV-KS1-KS2-Science-

Forces-6044061/

Assessment- (see above)- Peer assessment- the students need to explain

and justify their pulling and pushing processes to create their monster.

conjunctions and give

reason to their monster.

Special Needs: this

lesson is tactile and

hands on. It develops

fine motor skills and is

based on the Early Years

Program. It will help to

develop students who

missed these skills prior

to Year 2.


Outcome


E

X

P

L

O

R

E

Lesson 4

Water, water

everywhere

Science

ST1-7PW

Content

Explore how

different strengths

of pushes and

pulls affect the

movement of

Introduction: (whole/ modelled) (10mins)

Organise the whole class to be sitting on the floor in direct view of the

interactive whiteboard and teacher.

Students watch a water YouTube clip

http://www.youtube.com/watch?v=StPobH5ODTw

Begin the lesson by asking a few open-ended questions regarding the

- Smart

notebook

slides

- YouTube

clips

- Ipads

- Tub

-

Low 1: Organise a safe

and secure

environment for

students to work

with water. For

example the wet

room/ area of the

Indigenous perspective

Students not only listen

to a dreamtime story.

They share their

findings, create visual

representations of their

work such as mind

maps, complete

http://www.tes.co.uk/teaching-resource/Teachers-TV-KS1-KS2-Science-Forces-6044061/

http://www.tes.co.uk/teaching-resource/Teachers-TV-KS1-KS2-Science-Forces-6044061/

http://www.youtube.com/watch?v=StPobH5ODTw


18

objects on land

and through water

and air

ST1-4WS:

Content

-Working

cooperatively and

individually when

participating in

different types of

guided

investigations to

explore and

answer questions,

such as

manipulating

materials, testing

ideas, and

accessing

information

sources, surveys

and fieldwork

-Displaying data

and information

in a variety of

ways, including

drawings, simple

texts, provided

tables and graphs,

using digital

technologies as

appropriate

-Sharing what

they did and what

they could do

differently

throughout the

investigating

topic of Water, water everywhere. This will help familiarise the

students with what they have learnt in the pervious lesson. Such

questioning and dialogue includes:

- Put your hand up if you used water this morning before school?

- How is water used in daily life/ why is it important?

- How do objects float?

These questions act as prompts that evoke anticipation and gauge

student’s knowledge and awareness of a topic.

This will act as an informal pre-test that will immediately inform the

teacher about prior-understanding and knowledge of their students as well

as identify the progression of each child’s development along the Science

program.

Warm up: Students participate in the water detective activity. They are

asked to discover different places where water can be found and

describe what the water is used for. For example: I am found in your

kitchen. You need to pull me up for water to flow. Who am I? This is

an enjoyable and motivating water activity that is set in an everyday

context.

Guided/ independent: (40mins)

Key terms: light, heavy, push, pull, separate, predict, observe, float, sink,

mass, gravity, weight. 5E’s model: engage, explore, explain, elaborate,

evaluate.

Rotational activities: (independent/ in small groups that are levelled for

each student but also allow choice.)

Activity One – Water brainstorm. Students use the https://bubbl.us

website to create a mind map of various water sources. This can then

be added to the class word wall, which is useful to remind students,

what they are learning through a visual representation. (Literacy

product to demonstrate findings.) (KLA: English)

• Activity Two – Water station. Students are asked to use a measuring

jug to fill a tub with water (3/4). They then collect a basketball and are

asked to predict whether the ball will float or sink. This can be video

recorded in pairs. Students then have the opportunity to experiment by

pushing the basketball under water and releasing the ball. It is

Measuring

jug

- Basketball

- Internet

websites

- Songs/

music

-

Magazines/

images

- Glue

- Play

dough/

plasticine

- Liquids:

soft drink,

juice, water

-‘Who sank

the boat?

By Pamela

Allen

- Science

journal

classroom. Ensure

water is away

from any

electricity or

technology

sources.

Teacher must

show students

how to lift and

move objects

safely around the

classroom.

Make sure Luca L

is supported by

the teachers aid

throughout the

lesson.

activities are connected

to the environment

(water) through hands on

(kinaesthetic) resources.

Terms

-Ear (guni)

-Eye (mai)

-Mouth (garage)

-Head (gabara)

-Water (basu)

- Hand (damara)

-Dance (gaxabara)

-Music (yabun)

Gifted

Extension activities,

which involve research.

For example: activity 3.

Allow students to work

independently on own

research question.

Special needs

The teacher must

support and encourage

students. It is important

for the teacher to provide

clear instructions for all

students not just ESL.

All students will be able

to complete all activities.

For Julian, Selina, Jesse

or Kane they could

video, draw or take

pictures of their work,

which is then scribed by

the teacher.

http://syllabus.bos.nsw.edu.au/glossary/sci/survey/?ajax

http://syllabus.bos.nsw.edu.au/glossary/sci/fieldwork/?ajax

https://bubbl.us/


19

process

English

EN1-6B

HSIE

ENS1.6

Mathematics

MA1-11MG

Creative Arts

MUS1.1

VAS1.1

important for students to elaborate on their findings. (KLA:

Mathematics)

• Activity Three – Website/ Internet search using the IPads. Students

explore more about water using websites such as:

http://www.sydneywater.com.au/sw/teachers-students/facts-about-

water/primary-teachers/unitsofwork/s1-lesson-plans/index.htm (KLA:

HSIE)

• Activity Four – Creative Arts. Students learn songs about water such

as: “Row, row, row your boat” or “Itsy Bitsy Spider” and with these

songs they are asked to create movements to demonstrate the words

explored. In addition, students create a collage, which represents the

use of water in living and no- living things for example: human drink

it or cars uses it to move. (KLA: Creative Arts/ HSIE)

• Activity Five – Students are given play dough or plasticine to

manipulate and experiment with. Their task is to make the play dough

float in a tube of water. To extend this activity students could use

different liquids for example: soft drink (coke) or orange juice to

determine if different liquids would achieve a different result. Their

data can be recorded through a picture book or display. (Early Years

Program)

• Activity Six- Students watch and listen to a dreamtime story about

water for example: The Rainbow Serpent.


Assessment- teacher works one on one with students as a guide and

support. Throughout the lesson the teacher is observing and making

informal records on a group of students (Tier 1, 2 or 3)

These activities allow students to participate within a positive

environment. They are enabled to creatively apply their prior

understanding through communicating and applying strategies/reasoning

within a class-based context. Questioning and group discussion allows

students to reflect on the efficacy of the activity.


The lesson will finish with students listening and discussing a

book called ‘Who sank the boat? By Pamela Allen. (KLA:

English)

Evaluation:

Post-lesson analysis and self-reflection.

http://www.sydneywater.com.au/sw/teachers-students/facts-about-water/primary-teachers/unitsofwork/s1-lesson-plans/index.htm

http://www.sydneywater.com.au/sw/teachers-students/facts-about-water/primary-teachers/unitsofwork/s1-lesson-plans/index.htm



20


Outcome


E

X

P

L

O

R

E

Lesson 5

What sinks

what floats?

Science

ST1-&PW

Content

Students explore

how different

strengths of

pushes and pulls

affect the

movement of

objects on land

and through water

and air.

Literacy students

record and label

their findings in

their science

journals.

Students also

verbally

communicate

their findings to

class group.

English

EN1-6B

EN1-12E


Students are seated on the floor in a circle and asked to reflect on previous

lessons. Explain to students that they will be investigating a range of

objects to discover what items sink and what float in water.

Introduce the worksheet “What Sinks and What Floats” to the students,

explaining to the class what each column requires them to do e.g. what is

the object being tested?, predict what will happen, observed that the object

and why did this happen?

When modelling this activity ask individuals to come up and help you

place objects in the container or record findings on the IWB. Ask the

students “what do we mean when we say an object floats?” or “what do

we mean when we say an object sinks?” Have the worksheet displayed on

the IWB for students to fill in the first two columns as a class.

Body: (35mins)

Students will be broken up into working groups of four, based on the three

tiers, each student will receive an important role to help assist the group

during their experiment. Each group will be given their own container of

water and three different objects to test. This will be collected by the

manager.

As teams conduct their investigations and recordings, the teacher will

walk around asking students reflective questions such as:

- Why did you think this object floats?

- Why do you think this object sinks?

- Was your prediction correct?

- Can you recognize any similarities between the objects that

float?

- What are some differences between the objects that float and

sink?

Students must record their findings on the “What Sinks and What Floats?”

worksheet.

Students will also be asked to draw and label a scientific diagram of their

investigation. This diagram must include:

- Heading “What Sinks and What Floats?”

- Date

- All three items that the students tested, labelled and identified

-IWB

-“What

Floats and

What

Sinks”

worksheet

Containers

-Water

-Mystery

box of

objects

-Science

journal

-Natural

environmen

t materials

-Name tags

of students

role in

group

Low 1: The teacher must

plan where

students will be

working with

water e.g. wet

areas or outside

on verandas.

Keep away from

electricity sources

Indigenous perspective Students of Indigenous

decent and/or students

with learning difficulties

may draw pictures of

their objects being

investigated instead of

writing. These students

will also be allowed to

identify and gather other

objects in their natural

environment (school

playground) that they

predict might float or

sink.

Students will be strongly

encouraged to verbally

share their findings of

objects that sink and

float in our natural

environment with the

class group, extending

their peers knowledge on

floating and sinking

environments outside of

recyclable objects or

objects found in the

home/school classroom.

Terms

-Ear (guni)

-Eye (mai)

-Mouth (garage)

-Head (gabara)


21

as float or sink

- Container

- Water line


Ask teams to present their investigations to the class. The speaker role

will explain their results on objects that sink and float. Each group’s

objects will be different. This is where formative assessment will take

place.

Review the objects that float. Ask students to identify the following ideas:

- What are some similar characteristics that allow these objects

to float? (Most students will think of heavy and light or big

and small guide their thinking to other concepts such as

materials they are made out of)

- How could you change this object to make it sink?

Assessment focus:

Teachers continue their formative assessment on students through

observation of the exploration phase. Includes monitoring student’s

development in understanding the difference between objects that sink and

float in relation to push and pull, giving feedback to student’s unscientific

ideas to extend their learning.

-Water (badu)

- Hand (damara)

Gifted Inquiry question

“Boats are extremely

heavy. How do boats

float?”

Look into the Costa

Concordia disaster.

Special Needs Lesson is

hands on, interactive and

is presented through

clear instructions.

Students work in small

groups and help each

other. Teacher must

facilitate students

throughout lesson and

guide students such as:

Julian, Selina, Jesse, Isla

and Kane.


Outcome


E

X

P

L

O

R

E

Lesson 6

Floating on

air

Science

ST1-7PW

Content

Explore how

different strengths

of pushes and

pulls affect the

movement of

objects on land

and through water

and air

Visual Arts

VAS1.2

Teachers notes:

An object falling through the air is being pulled towards the Earth by

gravity. Acting on the opposite side is the pushing of air (air

resistance), which slows the fall of the object. The balance between

these two forces determines how quickly an object will fall.

If the upward push of air equals the downward pull of gravity, the two

forces balance and the object will float.

Introduction:(20mins)

Teacher invites students to participate in a Think-Pair-Share activity.

Teacher asks students to close their eyes and think about the

questions: ‘What is air?’ and ‘Where is air?’. Students then discuss

what they think to a partner. Teacher instructs students to share their

ideas with the rest of the class and with other groups. Students will

−Journal

−Egg

−Plastic

bags

−String

−Elastic

bands

−Pipe

cleaners

−Paper and

news paper

−Balloons

−Straws

Low 1: −Students could

cut themselves

−Students flicked

with elastic band

−Splinter from

paddle pop stick

(minor)

−Student trips

down steps

−Student falls

from balcony

(impossible)

Indigenous

perspectives:

Students are involved in

hands on learning

experience. The

students may be

supported in their

learning by using natural

environment materials

from the playground if

they feel it works better

for them. If this is the

case students will be


22

English

EN1-1A

EN1-2A

Mathematics

MA1-2WM

develop their understanding of air – ‘air is everywhere’ and ‘air takes

up space’.

Teacher holds a piece of paper horizontally and asks students what

will happen if it is dropped? The teacher drops the paper and asks

them to describe what they saw. Discuss why students think that the

paper fell to the ground and compare it to their earlier experiences.

For example, ‘Gravity is pulling the paper down’.

Teacher holds a piece of paper that is scrunched and the piece of paper

that is flat. Teacher asks students to think to themself what piece of

paper will fall faster? Students pair with another student and discuss

their answer, which is then shared with the rest of the class. Students

will understand that the flat sheet of paper has greater surface for the

air to push up against it so it falls more slowly than the crumpled

piece of paper.

Body: (30mins)

Teacher explains the activity. Students are placed in groups of four

and each student is given a role - the manager, the speaker, the scribe

and the director.

There are 5 tables, which have a variety of resources placed on each.

Some of these include an egg, plastic bags, ice cream carton, straws,

balloons, egg carton, sticky tape, pipe cleaners, elastic bands.

Students are to create a parachute for the egg. The aim is to attach the

egg to a parachute and keep it from cracking or breaking after

dropping it over an edge. They want to keep the egg in the air as long

as they can. Students can use as many or as little materials as they like

to make the parachute and cover the egg. They need to keep in mind

what materials will help the egg to float in the air for as long as

possible.

Students begin to work in their groups. The manager collects the

materials, the scribe records and takes photos of what the group is

doing, the director instructs the group and the speaker reports what the

group has done.

Once students have created their parachute and have recorded what

they have done, they drop the egg off the balcony and time it with a

stopwatch. Students record their results. (KLA: Mathematics)

Students then go back to their group table and make any adjustments,

however, if they are happy with what they have produced they can

−Ice cream

containers

−Paddle

pop sticks

−Sticky

tape

−IWB

−Cotton

buds

−Scissors

−Student gets

paper cut

−Students pocked

with pipe cleaner

wire

encouraged to step up

and explain to the class

why they chose these

materials and how they

knew it would work for

this investigation.

Terms

-Ear (guni)

-Eye (mai)

-Mouth (garage)

-Head (gabara)

-Earth (bamal)

-Wind (gura)

-Hand (damara)

Gifted: Predict “What

would happen to the egg

when dropped from a

high or low point”

“What would happen if

you threw the egg

instead of dropping it?”

“What other materials

could you use that are

not in the classroom?”

Special Needs: Students

are given a diagram

showing a parachute

design for an egg. They

are supported by the

teacher and are given

time to make alterations

after trial and error.


23

keep it the same.


Groups come to the floor and share their findings with the other

groups.

Other students can question groups, for example, ‘Why did you use a

pipe cleaner in that spot?’ or ‘Why did you use two plastic bags?’

Groups compare times and see which parachute was the most

effective. Students discuss why this may have been the case. Students

need to keep in mind pushing and pulling as well as air and gravity.

Students can also have discussions about adaptions to other group

member’s creations on how they can make it float for longer.

Students record what they have done in their journal

This is where formative assessment and summative assessment will

take place. Summative assessment on student’s ability to explain their

model and why they used certain materials. Did their model work?


Outcome


E

X

P

L

A

I

N

Lesson 7

Push meets

pull

Science

ST1-7PW

Content

-Describe the

effects of pushes

and pulls on

familiar objects,

including moving,

stopping and

changing

direction,

changing shape or

breaking

- Explore how

different strengths

of pushes and

pulls affect the

movement of

Introduction (20mins)

- Teacher asks students to recall everything they can remember on

pushes and pulls.

- Teacher poses questions to introduce the concept of force - “What is a

force?” “Can we see forces?” “How are forces used?”

- Combine student’s answers to form a group definition of force. Their

definition may look something like this: “Force: it is a push or pull

that can make objects move, change direction or even change shape.”

- Discuss with the students how the word force can be used to describe

pushing and pulling experiences in every day life, for example, “I

forced the door to open by pushing it”. Get students to ‘Think, Pair,

Share’ sentences using the word ‘force’.

- Teacher introduces the concept of gravity by asking questions, “What

keeps us from floating off into space?” “Why does something I drop

fall to the ground?”

- Begin to discuss gravity - “What is gravity?” “What does gravity look

like?” “Where can we see gravity?” “Is there anywhere that gravity

does not exist?”

- With students answers form a definition with the class of gravity. An

example of this may be, ‘Gravity of the earth pulls objects towards the

-Class

science

journal

-Word Wall

-Factual

text about

forces and

gravity by

Casey Rand

Pg. 4-11,

20-24

-IWB

-Magnets

-Paper

Low 1: - Magnets are

small in size and

should not be

swallowed.

Students need to

be told not to put

the magnets near

their mouth or

another student’s

mouth.


Students are involved in

hands on learning

experience. They also

share ideas and work in

pairs or small groups.

Terms

-Ear (guni)

-Eye (mai)

-Mouth (garage)

-Head (gabara)

-Hand (damara)

Gifted Additional research

questions

- How many letter of

the same colour

connect or repel?


24

objects on land

and through water

and air

English

EN1-8B

EN1-6B

Mathematics

MA1-17SP

centre of the planet.

- The definition of gravity and force are placed onto the KWLH chart.

Students have previously read ‘Forces and Motions’ text by Casey Rand

during guided reading groups last week. It describes gravity, weight, mass

and force and the connections between them. (KLA: English)

Body (20mins)

- Teacher asks students if they have ever seen a magnet before, where

they have seen them and why they are used. An example may be a

magnet on their fridge.

- Teacher explains the connection between magnets, forces and gravity.

- Students are asked to move into their groups of four to investigate

magnets. They are to complete the investigative worksheet during

their discoveries.

- Students are given a pile of magnets and are to test how many connect

and how many repel. Students can add these up and can create a tally.

(KLA: Mathematics)

- They are to put a dot on their piece of paper and place a letter next to

it. With a letter that repels against it they are to see how long they can

push is along their paper without it connecting. Students can then race

each other. Some students may discover that holding a magnet a

specific way works better than other ways.

- Students can go around the room and record the different objects that

the magnets stick to or repel against.

- Students can continue to investigate magnets and can write down any

information they have learnt or if there is anything else they would

like to find out.

Conclusion (20mins)

- Students come to the floor and share their findings with the rest of the

class.

- The gifted students are given an additional task where they are to

research why magnets connect and repel. They will report their

answers back to the class. Teachers will also guide their answers so

that the rest of the class can clearly understand.

- Teacher and students record new information onto the KWLH chart.

- Research how why

magnets repel or

connect to other

objects.

Special Needs The

teacher must watch

students such as Luca L

and Jesse who like to put

inedible items into their

mouth. The teacher or

aid should work with

these students so that

they are on task and

have more of a chance to

produce quality work.


Outcome



25

E

X

P

L

A

I

N

&

E

L

A

B

O

R

A

T

E

Lesson 8

Incursion

Science

ST1-4WS

Content

Making

predictions about

familiar objects

and events and

the outcomes of

investigations

ST1-7PW

Content

Demonstrate

some ways that

people use pushes

and pulls in their

everyday life, e.g.

sweeping with

brooms or riding

skateboards

English

EN1-7B

Fizzics Education (Big Science, Big Fun!) (1hr)

Students complete a recount of the incursion during writing.

- High: 3 All activities are

conducted by

professionals.

Teachers must ask

students to move

away from the

stage/

experiments

unless the

presenter invites

them on stage.

High risk

activities:

Fire

Balls

Laser

Liquid

Nitrogen

Nails

Falling off

skateboard/

circular

board.

Indigenous

perspective:

Throughout the

experiments many

natural resources (fire)

are used. This develops a

connection to the land

and everyday life.

Terms

-Ear (guni)

-Eye (mai)

-Mouth (garage)

-Head (gabara)

-Hand (damara)

-Fire (guwiyang)

-Smoke (gadial)

-Flame/ light (gili)

Gifted: this presentation

can inspire students to

conduct their own

experiments. It can also

build students science

repertoire as well as

elaborate on current

knowledge.

Special needs: activities

are interactive, visual,

auditory, and

kinaesthetic, which

appeals to a range of

learning styles. Teacher

must sit Luca L and

Marco C next to the

teacher and away from

the stage.



26


Outcome


E

L

A

B

O

R

A

T

E

Lesson 9

HELICTOPER

Test flights

Science

ST1-7PW

Content

Explore how

different strengths

of pushes and

pulls affect the

movement of

objects on land

and through water

and air.

ST1-4WS

Content

Suggesting observ

ations that could

be made to collect

data and/or

information about

their questions

and predictions

English

EN1-6B

Mathematics

MA1-17SP


Teacher gets different pieces of paper (flat and scrunched up) and

drops these.

Show an image of a man parachuting. Ask the following questions to

the students to gauge their understanding:

o How would the following affect the speed the man falls?

Span of parachute?

Heaviness of the man?

The size and shape of the parachute?

Teacher shows a paper helicopter. Ask students to predict what will

happen when you release the helicopter and explain their prediction.

Release the helicopter and discuss how student’s observations

compared to their predictions.

Body: (45mins)

Present these questions to the students:

o What causes the helicopter to spin?

o How is the helicopter falling similar to the parachute falling?

o What things will affect how the helicopter falls to the ground?

Students will break into different groups according to their ability level.

All students will engage in testing a helicopter, however it will be slightly

modified to ensure all students experience success at their own level.

Students are each given their own paper helicopter to fold, cut and paste.

All groups can investigate the problem: “What happens to the

helicopters fall time when we change the wing size?”

In each group they can develop a list of things to modify the wing

size.

Introduce the planner. Each group will have the same planner, but it is

the information within the planner that will vary according to their

ability. Probe question, “What is a fair test?” Emphasize the

importance to change only one thing at a time to keep the

investigation fair. The teacher may need to model one example of

modifying the helicopter (e.g. folding wings)

Example of the planner:

Retrieved from:

http://www.rafmuseum.org.uk/documents/Cosford/Educational-

-Paper

-Paperclip

-Scissors

-

Worksheets

-Interactive

whiteboard

slides

Low 1: Care to be taken if

children stand up

on chairs/stools in

order to drop the

helicopters from a

greater height.

Ensure different

groups are

distributed around

the classroom to

ensure the use of

chairs are not a

tripping hazard.

Handling of

equipment such as

scissors should be

done in a careful

manner (no

running with

scissors).

Indigenous

perspectives- Davia

Unaipon and Australian

Indigenous scientist

anticipated the helicopter

in early drawings based

on the principle of the

boomerang. Engage

students in exploring

activities with

boomerangs. What

happens when

boomerangs are thrown

from different heights?

Does the shape effect

how far it is thrown?

Allow students to create

their own inquiry

question to explore. 8

ways- allow Indigenous

students/elders to share

stories about the

boomerang. This would

allow for students to

have a community link

between what they are

learning and their home

life. In their science

journals encourage

Indigenous students to

use symbols and images

to help them with their

understanding of the

different variables used.



http://syllabus.bos.nsw.edu.au/glossary/sci/data/?ajax

http://www.rafmuseum.org.uk/documents/Cosford/Educational-Visits/Key-stage-2/Science-of-Flight-Compilation.pdf


27

Visits/Key-stage-2/Science-of-Flight-Compilation.pdf

Group 1:

Changing the wing can include: make a circle with the wings, try it by

dropping upside down, paper clip at top, fold the bottom to make it

shorter, how fast it fell to the floor, cut the wings shorter, more than one

paper clip, cylinder at the bottom.

Groups 2:

Changing the wing can include: paper clips, drop from same height, drop

at same time (using two helicopters), folding lines, how fast the helicopter

hits the ground speed, cutting lines, wings, change the wings to circles

Group 3:

Changing the wing can include: paper clips, paper, wings, folds, time it

takes for the helicopter to reach the ground, cuts, change shape to

cylinder, position of the paper clip

All groups will modify their helicopter at least once. It is important to

keep one group member’s helicopter the same. Students can take photos of

their investigations.

Take a moment to ask students questions about their investigation. Such

as:

What pulls the helicopter down?

How does it move?

What pushes up against the wings of the helicopter?

How do you know?

Have you seen examples anywhere else?

Why does the helicopter with bigger/smaller wings fall more

slowly/more quickly?

Students put their planner and photos into their science journals. Students

write and draw in their journal

The thing I changed about my helicopter was…

The thing I observed about my helicopter was…

The things I kept the same about my helicopter was…

When students draw their images they should also include arrows that

show the direction of forces acting on the helicopter.

Conclusion: (5mins)

To conclude the lesson, gather the students into a circle.

Encourage students to make a connection with past lessons. E.g.-

how are the helicopter results similar to the water investigation?

Terms

-Ear (guni)

-Eye (mai)

-Mouth (garage)

-Head (gabara)

-Hand (damara)

-Wind (gura)

Gifted: Group 1

Special Needs: Group 3

http://www.rafmuseum.org.uk/documents/Cosford/Educational-Visits/Key-stage-2/Science-of-Flight-Compilation.pdf


28

How are the results different?

Students are given the chance to add to the word wall.

Ask the children to inquire: These questions encourage students to

design their own investigation and continue to be a life long

learner.

o What else would you like to find out?

o How would you find it out?

Assessment- The children could draw annotated diagrams showing how

their different helicopters fell. They could be given other helicopters and

asked to predict how they would fall.


Outcome


E

V

A

L

U

A

T

E

Lesson 10

Pulling our

knowledge

together.

Science

ST1-7PW

Content

-Describe the

effects of pushes

and pulls on

familiar objects,

including moving,

stopping and

changing

direction,

changing shape or

breaking

-Explore how

different strengths

of pushes and

pulls affect the

movement of

objects on land

and through water

and air

-Demonstrate

some ways that

people use pushes

and pulls in their

Introduction: (whole/ modelled) (10mins)

Organise the whole class to be sitting on the floor in direct view of the

interactive whiteboard and teacher.

Warm up: Students take turns in the interactive push and pull game

from http://www.racemath.info/interactive/pull_push.htm

Allow students to stand up and ask the class a few open-ended

questions regarding the topic of push and pull. This will help

familiarise the students with what they have learnt in the pervious

lesson/ throughout the unit of work. Such questioning and dialogue

includes:

- Luca D “When I open the door am I pushing or pulling?”

- Kate “Why do balloons only float for a short time?”

- Marco C “What is force?”

Guided/ independent: (20mins)

Key terms: light, heavy, push, pull, separate, predict, observe, float, sink,

mass, gravity, weight, movement, investigating, trial and error, test, sort,

organise.

5E’s model: engage, explore, explain, elaborate, evaluate.

Students are placed into a circle surrounding two hula-hoops and a

box of everyday items and pictures. Students are asked to take an item

out of the box for example a rope and place it into the correct hula-

- Smart

notebook

slides

-

Interactive

games

- Hula-

hoop

- Box of

objects e.g.

ball, toy

truck,

flowers or a

picture of a

door

- Bon-bon

- Small

umbrellas

-

Worksheets

Low 1: It is important for

the teacher to

provide

appropriate

resources for

students to play

with. Items must

not have small

pieces or sharp

features.


This lesson involves the

sharing of ideas and

knowledge (oral),

breaking down of

concepts (deconstruct)

and kinaesthetic skills.

Terms

-Ear (guni)

-Eye (mai)

-Mouth (garage)

-Head (gabara)

-Hand (damara)

-Dance (gaxabara)

-Music (yabun)

Special needs/ gifted

Teacher must provide a

clear structure for the

lesson and the goals that

need to be achieved. The

teacher must also be

clear in their directions

and allow students to ask

http://www.racemath.info/interactive/pull_push.htm


29

everyday life, e.g.

sweeping with

brooms or riding

skateboards

ST1-4WS:

Content

-Responding to

and posing

questions

-Representing and

communicating

observations and

ideas using oral

and written

language, drawing

and role-play

English

EN1-6B

EN1-10C

EN1-12E

Creative Arts

DRAS1.1

hoop (pull). (Venn diagram)

In pairs students will be given a bon-bon and little umbrella. They

then play with both items and must determine which ring they fit into

(in this case they would be in the middle ring which is both push and

pull.)

Summative Assessment Outcomes- How a push and pull affects how an object moves or changes

shape and how science is part of their daily lives.

(30mins) Students are given an A4 Venn diagram and asked to draw and

write at least ten objects that involve a push, pull or both to move. They

must explain their answers with scientific responds and valid evidence,

which was gathered in previous lessons. With this information students

role-play being a particular item and the force involved in its movement.

For example: acting like a ball and another students demonstrating the

push. This can be video recorded. It is a direct experience that shows

students understanding which links assessment to the teaching and

learning from the unit.


Students are asked to reflect upon their TWLH chart from lesson 1. They

are then asked:

What have you learnt throughout this topic? Their answers can be video

recorded and put into a presentation to show other classes and parents.

Evaluation: (10mins)

Post-lesson analysis, peer and self-reflection of teachers and students.

Post-lesson/ unit analysis is extremely important in gauging the

effectiveness and mood of the class in regards to the lesson/ unit. Self

reflection is important in which the teacher will identify:

- Whether students were engaged in the lessons?

- Were the activities well received?

- Did any technical or behavioural problems arise?

- Where the lesson outcomes achieved?

- Where the lesson outcomes realistic?

- Was the timing and sequencing effective?

- Did students achieve good quality work?

- Did children learn?

These self-reflective evaluations will enable to teacher to alter and make

changes to the lesson/ unit in future classes and activities.

questions to peers and

themselves. The final

summative assessment is

not based solely on the

reading and writing

(literacy) activities. It

also includes the class

sorting and classifying

activity and the final

role-play. This allows all

learners to achieve some

sort of success.


30

Physical World

ST1-7PW: describes effects of pushes and pulls on objects they encounter.

Teacher observations

Identify describe the effects of pushes and pulls

on familiar objects, including moving, stopping

and changing direction, changing shape or

breaking.

Explore how different strengths of pushes and pulls

affect the movement of objects on land and through

water and air.

Demonstrate some ways that people use

pushes and pulls in their everyday life, e.g.

sweeping with brooms or riding skateboards.

Adams, Philippe- Michel

Barn, Leon Clark, Marco

Di Sinto, Luca

Deleeuw, Marco Di Lucchio, Samuel

Downs, James

Fitzsimmons, Leah Ford, Kate


31

Ford, Maggie

Gregory, Jesse

La Malfa, Liam

Leitch, Luca

May, Bianca

Melrose, Alessia

Millington, Kane

Redston, Calum Taylor, Julian

Victor, Olivia

Webb, Isla


32

Rubric- Testing Helicopters

Criteria A B C D E

Hypotheses/

Prediction

Links prediction to prior

knowledge and observations and

is specifically related to the

problem. Students add reason to

show their thinking behind

predication.

Reasons should reflect scientific

though with appropriate

vocabulary.

Links prediction to prior

knowledge and

observations and is

specifically related to the

problem. Students show

some reasons behind

prediction.

Attempts to use some

scientific vocabulary.

Complete thoughts. Links

prediction to prior

knowledge and observation.

Specifically relates

prediction to the problem.

Uses their own vocabulary to

describe scientific thought.

Incomplete thoughts and

does not link prediction to

prior knowledge. Only

somewhat related to the

problem. Teacher assistance

required.

Does not verbalise or record

prediction. No prior

knowledge taken into

consideration. Prediction does

not relate to the problem or

question.

Variables Students can identify a wide

variety of variables in the

investigation and suggests how

this variable might effect the

outcome of the investigation.

Students can identify a

variety of variables in the

investigation and suggests

how this variable might

effect the outcome of the

investigation.

Students can identify at least

two variables in the

investigation and suggests

how these variables might

effect the outcome of the

investigation.

Students can identify one

variable with suggestions on

how it changes the outcome.

Students have a limited

knowledge of identifying

variables in the investigation.

Students need prompting to

suggest ways to change the

outcome of the investigation.

Understanding

of Concept

Students can identify and

describe a push and pull. They

can explain its effect on the

movement of the object.

Students can identify and

describe a push or pull

movement.

Students can identify a push

or pull movement. Limited

description of movement.

Students can identify a push

or pull movement with no

description.

No identification of push or

pull movement.

Collecting/

Recording data

Data is recorded correctly.

Labels are recorded correctly.

Data collected has uniformed

labels. Logical order and

information can be easily read.

Student organises data in

appropriate format.


Labels are recorded

correctly. Clear order and

information can be easily

read. Student attempts to

organises data in

appropriate format.


Labels are evident. Some

logical order and information

can be read.

Data is recorded with some

mistakes. Data not

completely labeled. No

logical order and information

may be difficult to read.

Data not recorded. Incomplete

information (not labeled, no

logical order).


33

Rubric- Summative Assessment

Criteria A B C D E

Understanding

Concept: effect of

push and pull

Identify, describe and analyse the

effects of pushes and pulls on familiar

objects, including moving, stopping

and changing direction, changing

shape or breaking.

Identify and describe the

effects of pushes and pulls

on familiar objects,

including moving,

stopping and changing

direction, changing shape

or breaking.

Identifies and describes some

of the effects of pushes and

pulls on familiar objects,

including moving, stopping

and changing direction,

changing shape or breaking.

Limited identification

of the effects of pulls

and pushes.

No understanding of the

effects of push and pulls.

Understanding

concept: movement

Examines, explain and explores how

different strengths of pushes and pulls

affect the movement of objects on land

and through water and air.

Explores and explain how

different strengths of

pushes and pulls affect the

movement of objects on

land and through water

and air

Explore how different

strengths of pushes and pulls

affect the movement of

objects on land and through

water and air.

Students can identify a

push and pull

movement.

Limited or no

understanding of how

pushes and pulls effect

movement.

Understanding

concept: uses of

push and pull

Exemplary demonstration of ways that

people use pushes and pulls in their

everyday life.

Thorough demonstration

some ways that people use

pushes and pulls in their

everyday life.

Sound demonstration some

ways that people use pushes

and pulls in their everyday

life.

Limited knowledge of

ways peoples use push

and pulls in their

everyday life.

Basic knowledge of ways

people use push and pulls

in their everyday life.

Diagram/

Recording

information

All statements noting similarities are

placed in the center circle. All

statements that note differences are

placed in the correct outer circle.

Student is able to make 5 or more

comparison statements in each circle.

Most statements are

placed in the correct circle

but students mixed up a

few statements. Student is

able to make 3 to 4

comparable statements in

each circle.

Some statements are placed in

the correct circle. Student is

able to make at least 3

comparable statements in each

circle.

Few statements are

written/drawn in the

correct circle. Students

make 2 or few

comparisons in each

circle.

No recordings evident.

Visual representation may

be evident. Teacher

assisted.


34


35

My Science Journal

Push and Pull


36

Draw a toy. Write how you made the toy move.

Questions to think of: How do the toys move? Do toys move the same way each time? What made the toy move?


37

Everyday objects. Place an arrow where the pushing or pulling occurs.


38

Pushing and pulling- PLAYGROUND

On the equipment when were you pushing? When were you pulling?


39

Push and Pull Detective

Place e.g. kitchen, backyard

Push Pull


40

Brainstorm page


41

THINK/DRAW/IDEA PAGE


42

Paste your photo of your wolf here!

Describe your monster.


43

Water, Water, Everywhere Create your own mind map. Use https://bubbl.us to help you.

https://bubbl.us/


44

Water Station- Experiment using water and balls. What will float? What will sink?


45

Water Songs

Row Row Row your boat

Row, row, row your boat Gently down the

stream Merrily, merrily, merrily, merrily Life is but a

dream

Row, row, row your boat Gently up the creek If you

see a little mouse Don't forget to squeak!

Row, row, row your boat Gently down the stream If you

see a crocodile Don't forget to scream!

Row, row, row your boat Gently to the shore

If you see a lion Don’t forget to roar!

Itsy Bitsy Spider

The itsy bitsy spider went up the water spout

Down came the rain and washed the spider out

Out came the sun and dried up all the rain

And the itsy bitsy spider went up the spout again

Oh, look out, here he comes again

The itsy bitsy spider went up the water spout

Down came the rain and washed the spider out

Out came the sun and dried up all the rain

And the itsy bitsy spider went up the spout again


46

THINK/ DRAW/IDEA PAGE


47

What Sinks? What Floats?

1. Choose 3 objects

2. Predict whether they will sink or float by circling the

word

3. Circle what you observed- did they sink or float?

4. Explain why you think these objects sink or float?

Object Predict Observe Explain-why?

Sink or

float

Sink or

float

Sink or

float

Sink or

float

Sink or

float

Sink or

float


48

Floating on Air

THINK, PAIR, SHARE


49

Create a parachute for an egg Collect items for your parachute

Use this space to record results.


50

Explain your parachute design. Explain what materials you used and why.


51

Force…… Gravity….. What I know about magnets? What I want to learn about magnets…. Create your own magnetic tally:


52

Magnetic Line- Repelling


53

Incursion- Note down anything interesting you see. Link- http://www.fizzics.com.au/

http://www.fizzics.com.au/


54

Incursion THINK PAD


55

Helicopter Test Flights

Prediction: “What will happen when you release the helicopter?”

How would the following affect the speed the man falls? Span of parachute? Heaviness of the man? The size and shape of the parachute?


56

Investigation Planner “What happens to the helicopter fall time when we change the wing size?”


57

Pictures of my helicopter


58

The thing I changed about my helicopter was… The thing I observed about my helicopter was… The things I kept the same about my helicopter was…

Inquiry- what else would you like to find out? How would you find it out?


59


60

Pulling it altogether Be prepared to ask the class a question. Example: When I open the door am I pulling it or pushing it? Find 10 objects to include in the Venn diagram below. Be prepared to give valid evidence.


61

Reflection of the unit Add all new knowledge to the TWLH Chart.


62

a f orce to

move something

or someone

toward

one self

PULL

c l im b

p u t o n s o c k s

ge t a bo o k

t ie

o p e n

z ip


63

a f orce to

move something

or someone

away f rom

one self

PUSHr o l l

w r it e

k ic k

t h r o w

gl u e

p u t a w a y

a bo o k


64

PULLPUSHS O

RT C

ARDS:

Prin

t on ca

rd sto

ck fo

r d

ura

bility

, then

cut &

lam

inate

.

I CAN identify the force:

I can statement to be used as a header above the PUSH/ PULL cards.


65

PUSH or PULL Sorting Cards

DIRECTIONS: Using these picture cards to sort the force of push and pull with students. Cards can be used to play the KAGAN game structure calledQUIZ, QUIZ, TRADE as well.


66




67




68


69

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