Post on 13-Aug-2020
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
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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
8
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
Rachael Castro, Anneke Thornton, Ellen Streater & Sarah Newman
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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).
Rachael Castro, Anneke Thornton, Ellen Streater & Sarah Newman
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
Rachael Castro, Anneke Thornton, Ellen Streater & Sarah Newman
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.
5E’s Pacing Guide Syllabus
Outcome
Lesson Resources Risks Additional needs
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,
Introduction: (20mins)
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
Rachael Castro, Anneke Thornton, Ellen Streater & Sarah Newman
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.
Rachael Castro, Anneke Thornton, Ellen Streater & Sarah Newman
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.
5E’s Pacing Guide Syllabus
Outcome
Lesson Resources Risks Additional needs
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,
Rachael Castro, Anneke Thornton, Ellen Streater & Sarah Newman
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.
5E’s Pacing Guide Syllabus
Outcome
Lesson Resources Risks Additional needs
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
Rachael Castro, Anneke Thornton, Ellen Streater & Sarah Newman
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.
Rachael Castro, Anneke Thornton, Ellen Streater & Sarah Newman
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.
http://www.youtube.com/watch?v=2vh6moD9ZOU
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.
Lesson Closure: (10mins)
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.
Rachael Castro, Anneke Thornton, Ellen Streater & Sarah Newman
20
5E’s Pacing Guide Syllabus
Outcome
Lesson Resources Risks Additional needs
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
Introduction: (15mins)
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)
Rachael Castro, Anneke Thornton, Ellen Streater & Sarah Newman
21
as float or sink
- Container
- Water line
Conclusion: (10mins)
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.
5E’s Pacing Guide Syllabus
Outcome
Lesson Resources Risks Additional needs
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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
Rachael Castro, Anneke Thornton, Ellen Streater & Sarah Newman
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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.
Rachael Castro, Anneke Thornton, Ellen Streater & Sarah Newman
23
keep it the same.
Conclusion: (10mins)
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?
5E’s Pacing Guide Syllabus
Outcome
Lesson Resources Risks Additional needs
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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.
Indigenous perspective
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?
Rachael Castro, Anneke Thornton, Ellen Streater & Sarah Newman
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.
5E’s Pacing Guide Syllabus
Outcome
Lesson Resources Risks Additional needs
Rachael Castro, Anneke Thornton, Ellen Streater & Sarah Newman
25
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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.
Rachael Castro, Anneke Thornton, Ellen Streater & Sarah Newman
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5E’s Pacing Guide Syllabus
Outcome
Lesson Resources Risks Additional needs
E
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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
Introduction: (10mins)
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.
Rachael Castro, Anneke Thornton, Ellen Streater & Sarah Newman
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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
Rachael Castro, Anneke Thornton, Ellen Streater & Sarah Newman
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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.
5E’s Pacing Guide Syllabus
Outcome
Lesson Resources Risks Additional needs
E
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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.
Indigenous perspective
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
Rachael Castro, Anneke Thornton, Ellen Streater & Sarah Newman
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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.
Lesson Closure: (10mins)
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.
Rachael Castro, Anneke Thornton, Ellen Streater & Sarah Newman
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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
Rachael Castro, Anneke Thornton, Ellen Streater & Sarah Newman
31
Ford, Maggie
Gregory, Jesse
La Malfa, Liam
Leitch, Luca
May, Bianca
Melrose, Alessia
Millington, Kane
Redston, Calum Taylor, Julian
Victor, Olivia
Webb, Isla
Rachael Castro, Anneke Thornton, Ellen Streater & Sarah Newman
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.
Data is recorded correctly.
Labels are recorded
correctly. Clear order and
information can be easily
read. Student attempts to
organises data in
appropriate format.
Data is recorded correctly.
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).
Rachael Castro, Anneke Thornton, Ellen Streater & Sarah Newman
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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.
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My Science Journal
Push and Pull
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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?
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Everyday objects. Place an arrow where the pushing or pulling occurs.
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Pushing and pulling- PLAYGROUND
On the equipment when were you pushing? When were you pulling?
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Push and Pull Detective
Place e.g. kitchen, backyard
Push Pull
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Brainstorm page
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THINK/DRAW/IDEA PAGE
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Paste your photo of your wolf here!
Describe your monster.
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Water, Water, Everywhere Create your own mind map. Use https://bubbl.us to help you.
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Water Station- Experiment using water and balls. What will float? What will sink?
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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
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THINK/ DRAW/IDEA PAGE
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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
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Floating on Air
THINK, PAIR, SHARE
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Create a parachute for an egg Collect items for your parachute
Use this space to record results.
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Explain your parachute design. Explain what materials you used and why.
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Force…… Gravity….. What I know about magnets? What I want to learn about magnets…. Create your own magnetic tally:
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Magnetic Line- Repelling
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Incursion- Note down anything interesting you see. Link- http://www.fizzics.com.au/
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Incursion THINK PAD
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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?
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Investigation Planner “What happens to the helicopter fall time when we change the wing size?”
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Pictures of my helicopter
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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?
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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.
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Reflection of the unit Add all new knowledge to the TWLH Chart.
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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
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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
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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.
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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.
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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.
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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.
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