FORWARD PLANNING DOCUMENT

TERM/WEEKS: T3/Wk1 YEAR LEVEL: 10 LEARNING AREA/TOPIC: Science (Physical Sciences)

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:

All students have a personalised device (iPad) connected to the school Wi-Fi.
Teacher has a MacBook computer hooked up to a projector screen at the front of the classroom.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

1/1 ACSSU229 - The Define Newton’s 1st Law of Motion Formative Introduction Class website:
motion of objects as a result of completion of the Use Kahoot quiz  Teacher Demonstration: Egg Drop Inertia Challenge. myictpb.weebly.com
can be described Rocket Sledder Interactive results to check Show Newton’s 1st Law of Motion by hitting the tray out
and predicted Resource and associated activity students’ from the stack of items, with the egg falling into the glass. Egg Drop Inertia
using the laws of sheet. understanding of  Film the demonstration and show to the class in ultra- Challenge items:
physics. balanced and slow motion the movement of the egg. Introduce Inertia. Egg, toilet roll, small
Differentiate between balanced unbalanced forces. Body tray, glass of water
ACSIS204 – Use and unbalanced forces by  Using the Rocket Sledder Interactive Resource, complete
knowledge of completing the Kahoot quiz. Check sticky notes the Rocket Sledder worksheet available on the Weebly. Rocket Sledder
scientific for accuracy of  Give students 5-10 minutes to investigate balanced and Interactive Resource and
concepts to draw students’ definition unbalanced forces material on Weebly page before worksheet (Exercise)
conclusions that of inertia and a commencing a Kahoot.
are consistent relevant example.  Start a Kahoot in which students must guess if the force Kahoot Quiz:
with evidence. shown is a balanced or unbalanced force. Balanced versus
Conclusion Unbalanced Forces
 Have students write their name, a definition of Inertia
and an example on a sticky note and place it on the Sticky notes
board. Photograph and upload to the Weebly page.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

1/2 ACSSU229 - The Group the 9 forces into contact and Formative Introduction Class website:
motion of objects action-at-a-distance forces by Ensure students  Show YouTube video of Yoda lifting x-Wing out of swamp myictpb.weebly.com
can be described engaging in the first Padlet activity. correctly group and on Dagobah with the force.
and predicted Display a further understanding of define the 9  Go through xkcd what if? Comic which calculates Yoda’s YouTube video of Yoda
using the laws of the forces with accurate different forces powers in relatable terms. lifting X-Wing with the
physics. descriptions of each force type in using Padlet. Body force:
the Padlet activity.  Using embedded Padlet, have students group contact https://youtu.be/XZbVLv
Confirm individual forces and action-at-a-distance forces, then describe the T7qBU (2:05)
Draw and label a Free Body successful 9 different forces (friction, tension, normal, air resistance,
Diagram after successfully completion of the applied, spring, gravitational, electrical and magnetic). How much force can
completing the Free Body Diagram 12 questions on the  Have students access the Free Body Diagram Interactive Yoda output?
Interactive and subsequent FBD FBD Interactive. and complete questions 1-12, constructing FBDs. https://what-
drawing activity on Padlet. Introduce unit of force, Newton (N) [1 N = 1 kg∙m/s2]. if.xkcd.com/3/
Check the FBD  Again, using Padlet, students are to submit a FBD drawing
drawing of of 1 of 10 different allocated situations on the Weebly. Free Body Diagram
student’s allocated Conclusion Interactive
situation on Padlet.  Have students check on Padlet for discrepancies between
their FBD and their classmates’ FBD.
1/3 ACSSU229 - The Derive Newton’s 2nd Law of Motion Formative Introduction Class website:
motion of objects through completion of the Ball and Confirm students’  Student Experiment: Ball and Ruler Rolling. myictpb.weebly.com
can be described Ruler Rolling Experiment. contribution to the Students investigate the effect that changing the weight
and predicted Google Sheet data (mass) and release height of the ball (acceleration) have Ball and Ruler Rolling
using the laws of Collect and analyse good quality is reliable and on displacing the dice at the bottom (force). items (per group of 2):
physics. data by successfully contributing correct.  From the experiment, derive F=m∙a (Newton’s 2nd Law). 3 balls (ping pong, golf,
accurate data from the Vernier Body large marble), 2 rulers,
ACSIS200 – Select Video Physics app to the shared  Use Vernier Video Physics to track and calculate the large dice, Lego blocks
and use Google Sheets on Weebly. acceleration of objects dropped at different heights.
appropriate  Combine the information gathered into a Google Sheet, Vernier Video Physics
equipment, accessible by the whole class. app loaded onto iPads
including digital  Demonstrate how to combine data from the Google
technologies, to Sheet to get more reliable data. Upload the combined Tennis ball, scrunched
collect and record data-graphs onto the Weebly. up paper, ping pong ball
data Conclusion
systematically  Use uploaded graphs to answer questions on the Weebly
and accurately. as a class. Have students predict Newton’s 3rd Law.