Science Planning Document

(Primary & Secondary)

Alice Dawson

Forward Planning Document:

Year 2
Physical Sciences
Push & Pull
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2, weeks 1-7 YEAR LEVEL: 2 LEARNING AREA/TOPIC: Physical Sciences – Push and
Pull

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
- Brainstorms - Observing and - Taking photos thinking - Asking and Competence - Addressing the
- Force-arrow reporting using and using them - Discussing ideas respecting other - Working with a significance of an
diagrams comparison as part of a - Explaining opinions partner and ancient Aboriginal
- Reflections vocabulary reflection write- observations group tool used for hunting
- KWL charts up - Reflecting with a - Following the
partner classroom safety
- Exploring guidelines and
conclusions rules during an
activity

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
- Addressed in lesson 1 - Addressed in lesson 6

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about XXXXX
 To elicit students’ questions/ prior knowledge about XXXXX
 Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. This will allow you to take account of students’ existing ideas when planning learning
experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
(ACSSU (ACSHE0 (ACSIS0 Distinguish the PowerPoint
1 033) 34) 42) DIAGNOSTIC Lesson Sequence
(ACSIS0
difference between a  Teacher introduces lesson by having a slides with
40) push and pull PowerPoint up. images and
through examining Assessing: instructions.
 Teacher shows images of “Pushes” What do you
different objects. Students ability to
 Teacher then shows images of “Pulls” think are we
distinguish 24 (depending
learning
Explore different difference  Students guess what topic could be. on size of class)
today?
objects that have a between push  Once student have guesses, teacher asks objects and toys
push or a pull and pull objects. volunteers to come up and demonstrate push suitable for
motion. and pull movements to their peers. Teacher has What do you topic.
How?
objects such as a bike, broom and golf club. already know
Identify objects that -Observations about push 3-4
have both push and -Monitoring pair  Students get up and all demonstrate push and demonstration
pull movements discussions pull movements. and pull? objects.
through -Asking questions  Teacher addresses safety considerations.
collaborative -Class checklist  “Exploring objects” activity is introduced with What should
discussions with we be aware
instructions on board. Students find an object
peers. Assessing: of today?
Identify objects and share with a partner why they think it is
that have both push, pull or both.
push and pull  This activity is done four times, with pairs
movements sharing with the class their discussions.
 “Interlude” activity is held, where teacher
How?
brings out three surprise objects, and students
-Monitoring peer Push, Pull and
discussions move to the side of the room they think the Both posters.
-Interlude activity object belongs in (push, pull or both).
-Observations  Teacher addresses the Boomerang, which is a
-Class checklist push object, but plays a significant role in
Indigenous hunting.
Assessing:
 Students then pick out an object they haven’t
Students prior
knowledge about looked at yet, and quietly sit around the Y chart
push and pull, on the floor. Do you think Tape for Y chart.
and what they  Students sit in the Y chart depending on which your object
would like to object they have (push, pull or both). could fit in
learn about in the  Students share why they are in which section, anywhere
topic. else?
and explain of their object could fit in another
How? category.
K-W-L chart at  Students sit around whiteboard and brainstorm Whiteboard and
end of lesson. other objects found in their homes that could What are marker.
be push or pull. some objects
 Students complete a K-W-L chart to you find at
home that
demonstrate to teacher what they already
could be push
knew, what they want to know, and what they or pull?
learnt in the lesson.
 Design brief is introduced.

Learner Diversity
 Some students in the classroom will find this
activity easy, these students can help teacher
 to demonstrate the push and pull motions, and
even help to explain it to their peers. This will
be a good extension activity, and they can help
to explain concepts to their peers.
 Some students may struggle with certain
objects ad may not be able to distinguish the
difference between push and pull. Teacher will
monitor these students in particular during the
“exploring objects” activity, and discuss with
them during the partner collaborations to
ensure they are on topic.

Health & Safety Considerations

 Strictly no running in classroom.
 Objects and toys are scattered around the
room, so be aware of them and don’t trip over.
 Desks have moved to where they usually are
not. Students should be made aware of this.
 No arguing or fighting over the toys will be
tolerated, as each student will get a turn with
the toy they want.
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of XXXXX
 To support students to investigate and explore ideas about XXXXX
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
(ACSSU (ACSHE0 (ACSIS0 Recognise that push
2&3 033) 34) 42) FORMATIVE Explore Lesson 1:
(ACSIS0
and pull objects are
40) found in the air, Lesson Sequence Can anyone
water and land. Assessing:  Teacher begins lesson by asking students to tell me what
Students they
refresh their memories of last week’s science
Understand that understanding remember
lesson. Teacher can ask a few students to share learning last
force affects how an that a tennis ball
moves differently what they remember learning. week?
object moves on
land, water and in in land, water and  Teacher brings in a new concept to the push
the air. air. and pull topic, by explaining that these objects
can be found either on the ground, in the air, or
Identify that both How? in water.
the air and the water -Group
 Students brainstorm in groups of 3-4 what
can “push.” brainstorm
kinds of push and pull objects can be found in Brainstorm
-Students
either the air, land or water. Teacher provides a Chart
individual “Fact
Sheets” brainstorm chart to help filter ideas. This chart
has images to help. (Figure 2.1)
Assessing:  Once students have written down their
Students
brainstorms, students share with the rest of the
understanding
that push and pull class what they found, and why.
objects are found  Teacher then tells students that, in pairs,
in the air, water students are to explore the school for 10-15
and land. minutes, and write down as many push and
pull objects they can find in the air, water and
How?
ground. For example, cars driving past, a kite in
-Group
brainstorm the sky, or a boat on the harbour.
-Students  Students fill out an “explore chart” in pairs.
individual “Fact Teacher encourages students to use their Explore Chart
Sheets” Activity Sheet
imagination and come up with objects that
they can’t see, but could be there (for example,
an aeroplane). (Figure 2.2).
 Students return to class and reflect with the
teacher, sharing their findings with the rest of
the class.

Explore Lesson 2:

Lesson Sequence:
 Teacher sets up three different stations in the
Three stations
classroom.
ready
 One station is for “Air,” one is for “Land” and
the other is for “Water.” 3 tennis balls
 In each of these stations, there is a tennis ball. (with spares)
Students are divided into three groups, and
each group has 5 minutes at each station to
explore how the tennis ball moves in the air,
ground, and in water.
 In a large class, it is possible to have two of
each station, in order for the group sizes to be
smaller, as long as each student gets a turn
exploring each of the three stations.
 After this activity, students work individually to
fill out a “fact sheet” where students can write Individual Fact
and illustrate how the tennis ball moved in Sheets
each station, including arrows to represent
pushes, pulls and force. (Figure 2.3). Teacher
collects these sheets.
 Teacher brainstorms at the front of the class
ideas students had about each of the stations
 to wrap up the lesson. Teacher ensures to Whiteboard
highlight the concept of “force” in push and
pull objects.

Learner Diversity
 Students with writing difficulties are catered
for through group-writing activities, where
their ideas can be shared without having to
write.
 Students who have difficulty concentrating or
staying on task are catered for through having
different activities, and even allowing them to
go outside.

Health & Safety Considerations

 Students wandering the school need to have
supervision, or strict rules and know when to
come back. Teacher can ensure pairs are
allocated accordingly.
 No running in the classroom.
 Tennis balls are not to be thrown, and must be
used sensibly.
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
(ACSSU (ACSIS0 Recount
4 033) 42) FORMATIVE
(ACSIS0
understanding and Lesson Sequence
38) findings during  During the “Explore” lessons in weeks 2 & 3,
lessons 2&3. Assessing: students compiled information from the air,
(ACSIS0 Students
40) water and land activity. This sheet will be used
understandings
and findings of in this lesson.
the third lesson.  Class has a discussion on the mat about what What do you
they learnt in last weeks’ “Explore” lesson. remember
How?  Teacher hands out the “fact sheets” that learning about
-Posters on students filled out last week for students to last week?
butcher paper
refresh their memories.
(students are
given their own  In groups of four, students construct a recount
coloured texta to of how the tennis ball moved in the air, land
use, so teacher and in water in the form of a poster.
knows who wrote  Students are given large sheets of butcher
what). paper and textas to make the posters exciting.
 Students are to draw, label, describe and
explain each of the three stations.
 Teacher gives students their own colour, so
 teacher knows who wrote what.
 At the end of the lesson, students present their
posters to each of their classmates, describing
why they wrote/drew what they did.
 Posters are hung around the classroom.

Learner Diversity
 Students with writing difficulties are catered
for by allowing them to express what they
learnt in a flexible way. Students can draw,
label or write.
 Students who are gifted or have a talent in
science are catered for in this lesson, as they
have an opportunity to shine by expressing
everything they know on the poster.

Health & Safety Considerations

 Students are required to follow general
classroom rules, and are reminded to be kind
towards their group members. Students need
to be included equally.
 No leaning back on chairs.
 5E’s- ELABORATE (1-2 lessons)
 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
(ACSSU (ACSHE0 (ACSIS0 Understand that
5&6 033) 34) 42) SUMMATIVE- Elaborate Lesson 1:
gravity pulls on
(ACSIS0
things to make them Science Inquiry
38) Lesson Sequence
fall down. Skills  Students extend their understanding to a new Can anyone
(ACSIS0 guess what we
40) context by creating popsicle catapults.
Build a catapult out Assessing: could be doing
 Students sit on the mat, and teacher brings out
of the materials Students’ today? Demonstration
provided by teacher. understanding an already-made popsicle catapult. Teacher catapult
that the catapult demonstrates the push and pull movement of
Recognise that the demonstrates a the catapult using mini marshmallows to Has anyone
popsicle catapult is push-pull action. engage them. ever made one
an example of a  Teacher asks students to brainstorm why they of these Whiteboard
push-pull effect How? think the popsicle catapult has anything to do catapults
caused by gravity. -“Push and Pull before?
with their push-pull topic.
Popsicle
Catapult” fact  Teacher can write on the board their ideas.
sheet.  Teacher explains that students will each get to Can anyone
make their own catapult, in groups of three tell me what a
during the next lesson. catapult could
be used for?
 To prepare for building the catapults next
Demonstration
lesson, teacher shows students a video that video
demonstrates how to make them. Students will Does anyone
also be provided with visual instructions on the know how a
day. catapult has
 Students are divided into their groups of three anything to do
with our push- Pre-made
to start designing sketches of how they will
pull topic? groups and
build their own popsicle catapult. (Each student butcher paper
will build their own, but with the support of
their group members).
 Teacher asks students to fill out a “Push and
Pull Popsicle Catapult” sheet where students “Push and Pull
Popsicle
have to draw in arrows of the push and pull
Catapult” sheet
movement of the catapult, and the
marshmallow.
 Teacher explains to students (to add some
competition) that the catapult which pushes
the marshmallow the furthest wins).

Elaborate Lesson 2:
Can anyone
Lesson Sequence tell me the
 Teacher starts the lesson off with materials for safety Catapult
the popsicle catapults neatly divided onto considerations materials placed
we should be onto desks
tables.
looking out for
 Materials are on the table, as well as a step-by- today?
step guide of how to make the catapults.
(Figure 4.1). Demonstration
 Teacher shows the “how-to” video again from video
last week, to refresh student’s memories.
 Teacher monitors progress and helps those
students who need it. Sunscreen
  After 30 minutes of building the catapults,
teacher and students go outside to the oval,
and experiment with mini marshmallows, jelly
Can anyone Measuring tape
beans, and other soft lollies.
tell me what
 Teacher has a measuring tape to see how far effect gravity
the marshmallows go. Students can have fun is having on
and explore their home-made catapult. the lollies?
Teacher continuously uses the terms “push,”
“pull,” “gravity” and “force” to ensure they
iPads for photos
become familiar to students.
 Students can take photos of their catapults and
teacher can hang them up in the classroom.
These can also be used as a part of the
reflections.
 Teacher addresses that recyclable materials
have been used for this activity, and that the
materials will not be wasted.

Learner Diversity
 Students who struggle with arts & crafts will
have the help of either the teacher, or their
peers, to make it a fun and enjoyable
experience.
 Students who struggle with written
descriptions are catered for through having a
demonstration video and image examples.
 Students who excel in arts & crafts have the
opportunity to make a larger, more complex
catapult which follows the same idea, but
shoots objects further.

Health & Safety Considerations

 Sunscreen and protective clothing to be worn
while outside experimenting with catapults.
 Any allergies need to be addressed, and
 alternative lollies for catapult provided. (Peers
will need to be made aware of any allergies).
 No throwing of lollies. Lollies they have been
on the ground are not to be eaten. Students
are to collect their lollies off the teacher who
will be monitoring. Students can eat the lollies
once the activity is over.
 Students who misbehave or eat the lollies
inappropriately, will be given a non-edible
alternative for the remainder of the lesson.
 Teacher monitors students at all times.
 There will be a string where students can line-
up their catapults. This is the only direction
they are allowed to face (so they don’t hit
anyone). Students who abuse this rule will sit
next to teacher and watch.
 Teacher practices this activity to ensure it is
safe.
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
 Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
(ACSSU (ACSIS0 Reflect and review
7 033) 42) SUMMATIVE- Lesson Sequence
the push-pull topic.  Teacher begins lesson with a Kahoot! Quiz. This
Science Kahoot! Quiz
(ACSIS0 is to begin the reflection and re-representation
41) Represent what was Understanding made and ready
(ACSIS0 stage. (Quiz has true or false questions based
learnt through the
40) around the push and pull topic).
individual reflection Assessing:
sheet. Students  Students go back to their desks, and
understanding of individually fill out a reflection sheet. (Figure
the push-pull 5.1). This reflection sheet is a demonstration of Individual
topic from the what they learnt, and a review of the topic. What did you reflection
past 7 lessons. enjoy the sheets
 Students sit in a circle around teacher and each
most?
How? student shares one activity they enjoyed the
-Individual most, or what it is they learnt from the past 6 What did you
reflection sheet weeks. This is a good opportunity to discover learn?
what students liked the most, and for students
to share with their peers. Is there
anything you
Learner Diversity would change
 Students who excel through competition will if you were to
have the opportunity to shine through the do these
activities
Kahoot! Quiz.
again?
 Students who don’t like to public speak have
the option to talk about what they enjoyed, or
what they learnt.
 Students with writing difficulties are catered
for by having the option to draw what they
learnt in the 6-week push and pull topic.
 Students who are gifted or knowledgeable in
science have the opportunity to shine in the
reflection activity, and can show the teacher
what they know.

Health & Safety Considerations

 General classroom rules apply to this lesson.
These include no running, bullying, being kind
to peers, and no rocking on chairs.