Year 4-6 Unit and lesson sequence Australian Curriculum: Science

Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0:
Science for Foundation10, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

me/ context

Unit title

Durati

school was established in the diverse rural community of Mullumbimby in the hinterlands of the Far North
SW and has an enrolment of around 250 students. This unit plan was taught to 82 students in stages two/three
o the NSW..
izes and grades were (4-5th grade: 29 students, 5-6th grade: 26 students and 6th grade: 27 students) due to
ntres. The students were had a range of literacy and numeracy skills starting from highly proficient to needing
out the lessons. Many students have difficulty focusing and kinaesthetic tasks are vital for their concentration.

Smooth Moves

9 week

e focus and context for learning in this unit.

why this unit is important, in general terms.
motion of objects is an abstract concept for many students to understand. As the unit plan is for year fours to sixes, students are at Pigates
stage (Piaget, 1964). Piaget (1964) argued that it was hard for students in this stage to think abstractly of hypothetically on a concept. For s
y change from existing knowledge that objects move when a force is visually and physically asserted to abstract forces like gravity affecting
ultu for students at this stage (Hewson, 1086).
s like Hubber, Tylter &Haslam (2010), Lemke (2004) and Tylter and Peterson (2004) argue that for students to learn science effectively, they
erstand and integrate different representational modalities of science concepts and processes. Students must be able to translate their unde
entations like textual, visual, mathematical, gestural and kinaesthetic understandings to develop a strong understanding of how to use and re
ncepts.

an on forces and motion of objects allowed students to represent their understanding through rich pedagogy which focused on the literacies
Es (Engage, Explore, Explain, Elaborate and Evaluate) as stages, each stage [rovided insights into the concepts of force through represent
tation of standardised representations (arrows) and student-generated representations (diagrams, gestures (role play), discourse and text).
slam, 2010)

how this unit contributes to achieving school or sector priorities (e.g. literacy, numeracy, values education, equity).

big ideas of the unit, including the key concepts, content and context.

e the overarching ideas which are identified by Primary Connections presented in this unit plan.

ng ideas

Incorporation in Smooth moves

order and
on

Students observe the movement of everyday objects and identify how forces are affecting the movement. They identify sequenc
events and underlying cause and effect, and identify patterns, such as stronger pushes make objects of the same mass move

function

Students explore how the form of an object affects how it responds to different forces, in particular they identify that greater surf
area in contact with other objects or surfaces can increase friction. If a machines function is to maximise useful transfer of ener
example, a bicycle transfers movement of pedals into movement of the whole machine, then its form is designed to minimise fri
between parts.

nd

Students identify that different forces can change the movement of objects, either slowing or increasing it, and that it is the sum
forces that determines whether an object starts, continues or stops moving at a certain speed. They also identify that an object
not moving has balanced forces acting upon it, for example, the pull of gravity is balanced by the push of the surface the object
resting upon.
|

Students vary the size of the force acting upon objects and then measure the distance travelled using formal measurement duri
matchbox experiment. They analyse and compare this data to extrapolate to other scales. Students explore how to represent th
understanding of different-sized forces using scaled arrows in a storyboard and in a play with forces.

ent

d energy

Students directly experience the phenomenon of movement energy being transferred between objects, affecting the movement
for example, a student described the movement energy of a bowling ball being transferred to pins in a bowling game.

Students describe simple systems of forces (gravity) acting on objects on Earth through a balloon activity and explain them with
arrow diagrams

onnections, 20:3)

inquiry questions that will shape inquiry in this unit.

Tytler, R., & Haslam, F. (2010). Teaching and learning about force with a representational focus: Pedagogy and teacher change. Research i
40(1), 5-28. doi:10.1007/s11165-009-9154-9
2004). The literacies of science. In E. W. Saul (Ed.), Crossing borders in literacy and science instruction: Perspectives on theory and practic
k: International Reading Association and National Science Teachers Association
Peterson, S. (2004). Young children learning about evaporation: insights from a longitudinal study. Canadian Journal of Science, Mathemat
Education, 4, 111126

Year X unit overviewAustralian Curriculum: Science

Identify curriculum
Content descriptions to be taught
Science Understanding

Science as a Human
Endeavour

Science Inquiry Skills

Insert the specific content descriptions from the Australian

Curriculum that will be covered in this unit.
Include any unit-specific elaborations.

Insert the specific content

descriptions from the
Australian Curriculum that
will be covered in this unit.
Include any unit-specific
elaborations.
ACARA:
Science involves making
predictions and describing
patterns and relationships
(ACSHE061)
Science involves testing
predictions by
gathering data and
using evidence to develop
explanations of events and
phenomena(ACSHE081)

Insert the specific content descrip

that will be covered in this unit.
Include any unit-specific elaborati
ACARA:
Use a range of methods including
represent data and to identify pat
(ACSIS090)
Compare results with predictions,
findings (ACSIS216)
Reflect on the investigation; inclu
not (ACSIS069)
Suggest improvements to the me
or solve a problem(ACSIS091)
Decide which variable should be
and accurately observe, measure
technologies as appropriate (ACS

Forces can be exerted by one object on another through

direct contact or from a distance(ACSSU076)
Elaborations:
Comparing and contrasting the effect of friction on
different surfaces, such as tyres and shoes on a range of
surfaces
investigating the effect of forces on the behaviour of an
object through actions such as throwing, dropping,
bouncing and rolling
exploring how non-contact forces are similar to contact
forces in terms of objects pushing and pulling another
object

General capabilities and cross-curriculum priorities

Literacy

Literacy knowledge specific to the study of science was developed alongside scientific understanding and skills. Throug
labelled diagrams, procedural texts, factual texts, exploring narratives in drama and justifying their arcade game.
Numeracy

Evidence of numeracy were particularly evident in Science Inquiry skills. These include practical measurement and the
interpretation of data in tables and representing data in graphs for the matchbox experiment.
ICT capability

ICT competence was particularly evident through Science Understanding. Students used the interactive resource techn
with PHET website to examine how forces and motion are affected with a changing variable as well as animation to revi

Critical and creative thinking

Students develop critical and creative thinking as they speculate and solve problems through creating a play and an arcade
based decisions, analyse and evaluate information sources and draw conclusions.
Personal and social capability
Students develop personal and social competence as they learned to work effectively in teams, developing collaborative
and using their scientific knowledge to make informed choices.
Sustainability
This unit provides opportunities for students to develop an understanding of how forces act upon objects on Earth, including d
pulls and forces which act at a distance, such as gravity. Through investigating how surface area of an object affects friction, s
games that were efficient. Students needed to work with materials that are all recycled when they create their own Arcade gam
could be returned back to the player. This exposure will allow students to recognise alternatives to materials they may natural
Achievement standard
Insert the achievement standard for the learning area and year level from the Australian Curriculum.

rior curriculum

Curriculum working towards

vant previous curriculum content and standards (knowledge, skills

ses) that students need to succeed in this unit.
ere this content occurs by identifying the curriculum document, year
arning area.

Outline curriculum content (knowledge, skills and processes) that st

working towards.
Specify where this content occurs by identifying the year level and le
area.

ontent

ging content (knowledge, skills and processes) needed to address gaps in student understandings.

her learning areas

gn/Technology
w this unit links to other learning areas.

Year X unit overviewAustralian Curriculum: Science

nt

Make jud

he assessment

Assessmen
t date

evidence of learning that will be gathered during this unit (both formative and summative).
at type of assessment will be used, e.g. teacher observations, projects, performances, written, oral or multimodal
bitions, self and peer assessment.
w the assessment is designed to cater for the varied needs and abilities of all students.
ere feedback strategies occur to allow students to evaluate their own work and identify ways to improve it.
assessment strategies.
escribe the purposes of the assessment.
onditions of the assessment, including the:

Specify
when
assessment
will occur.

es required.
assessment
the unit, students will complete worksheets and experiments that need to be glued into their science book.
heet will be provided with feedback and will allow the teacher to understand the gaps in knowledge or concepts.
anisers will be provided for student to visualise their information prior to writing and creating their drama or
me.

r will also provide feedback on their writing, group work and appropriate resources and suggest further
hat they may investigate within their topic.

e assessment

wo forms of summative assessment throughout the unit to allow students to show their understanding of friction
These summative assessment takes are done in groups which were created to allow high achieving students
other students during the work. Accoridng to the students capabilities, assessment is differentiated.

sessment task asks students create a drama piece which represents how the different forces affect the motion of
that science involves representing and communicating ideas about forces in a real-life scenario. Some students
cted to present this play to the school assembly educating other students on forces and motion of objects. The
et is copied below.

nsive
ding of
motion

t play
oard.

Stage 2/3: linked to Smooth Moves-Primary Connections unit

Activity name: Figuring out Forces
Context: Students in collaborative groups show how different forces affect the motion of objects
through representing and communicating ideas about forces in a real-life scenario.
Criteria sheet
B

Proficient
understanding of
forces and motion
of objects in play
and storyboard.

Satisfactory
understanding of
forces and motion
of objects in play
and storyboard.

Superficial
understanding of
forces and motion
of objects in play
and storyboard.

Minimal connection
to forces and
motion in play and
storyboard.

Diagnostic
Assessment
will occur.

Identify c
descriptio
the focus
learning
assessm
unit.
List taskdescripto
quality. T
include s
of desira
features
work.
For furth
and guid
construc
to makin
judgmen
the Learn
standard
descripto
www.qsa

Outcome
Figuring
accordin
NSW syl
ST2-7PW
Describe
interactio
between
that resu
contact a
contact f
ST2-1VA
1VA : Sh
interest i
enthusia
science a
technolo
respondi
curiosity
and perc
needs, w
opportun

Outcome
Forces F
|

nt

Make jud

d has
led
(length of
nd uses
cientific
y in
n.

Storyboard has
appropriate
labelled diagrams
(length of arrows)
and uses some
scientific
terminology in
writing.

Storyboard has
competent
diagrams (arrows)
with credible
description of
forces and motion.

Storyboard has
limited labelling of
forces and motion
with shallow
description.

Storyboard is
incomplete with
limited description.

as
y
with their

Student has
consistently
engaged with their
group members
and ongoing
investigation into
forces for the play.

Student engages
adequately with
their group
members and
ongoing
investigation in
play.

Student has limited

engagement with
their group
members and
investigation while
creating the play.

Student has not

chosen to
participate in group
work and has not
provided their
understanding of
forces to the
group.

ding into
reate a

assessment asks students to create an arcade game using their understanding of forces and motion acting
s. These arcade games will be shown at the schools art show during their last term.

inked to Smooth Moves-Primary Connections unit

Activity name: Forces finale

Force and friction

The plan for the

arcade game has
thorough explanation
of the different sized
forces and motion with
appropriate labelling
and using different
arrow lengths.

The plan has

proficient
explanation of the
different sized
forces and motion
with appropriate
labelling using
different arrow
lengths.

The plan has a

sufficient
explanation of the
different forces and
motion with
appropriate
labelling.

The plan has some

evidence of forces
and motion but
labelling lacks
coherence.

The plan has

minimal connection
to forces and motion
with no labelling of
design.

Design

The plan for the

arcade game includes
comprehensive detail
of how the arcade

The plan includes

appropriate detail
of how the arcade
game is

The plan shows

complete
understanding of
how they will

The plan has

fragmentary
explanation on how
the arcade game

The plan is
incomplete in terms
of how the game is
constructed and

The arcade game has The arcade game

effectively and
is presented
creatively been able to effectively while
play for audiences
the audience
with inclusion of
plays. It also
extensive discussion
presents
Student has
Student has
significantly
engaged
consistently
Year
X unit overviewAustralian
Curriculum: Science
with their group and
engaged with their
understanding into
group members

The arcade game is

adequate as the
audience can play
the game. The
arcade game also
has broad
Student engages
adequately with their
group members and
ongoing

The arcade game is

fragmentary where
the audience is
unable to effectively
play the game. The
arcade game also
Student has limited
engagement with
their group
members and

The arcade game is

incomplete and
unable to play. The
arcade game has no
mention of
discussion on forces
Student has not
chosen to participate
in group work and
has not provided

collaboratioGroup

Arcade Game

Criteria sheet

accordin
syllabus:
ST2-7PW
Describe
interactio
between
that resu
contact a
contact f
ST2-1VA
1VA : Sh
interest i
enthusia
science a
technolo
respondi
curiosity
and perc
needs, w
opportun
ST3-3VA
informed
about the
and futur
influence
and tech
based on
ST2-14B
Describe
people in
within bu
environm
the facto
consider
design a
construc
ST3-5WT
and impl
design p
selecting
tools, eq
materials
techniqu
produce
that addr
design cr
identified
constrain

nd learning: Explore phase: feeling friction

Supportive learning environment

trategies and learning experiences

Adjustments for needs of learners

Resources

learning experiences and teaching strategies that will:

he identified curriculum is explicitly taught

Section 6 of the Disability Standards

for Education (The Standards for
Curriculum Development,
Accreditation and Delivery) state that
education providers, including class
teachers, must take reasonable
steps to ensure a course/program is
designed to allow any student to
participate and experience success
in learning.
The Disability Standards for
Education 2005 (Cwlth) is available
from: <www.ag.gov.au> select
Human rights and anti-discrimination
> Disability standards for education.

List the key people, res

and relationships need
ensure the successful
all key learning experie
assessment.
Identify risk assessmen
strategies.

students for the assessment.

lan followed on two previous lessons on the Primary Connections

oves on Forces and motion. With this in mind, The 5Es from

ase: Feeling friction

previous lesson and contributions made to the word wall and Smooth
rmation wall.
dents to an outdoor grassed or soft-mat area. Divide the class into two
s and explain that each team will collectively pull one end of a long rope
m but still keep it over a central line marked in the ground. Discuss
nd explain how each end of the rope is being pulled but is still balanced.
at the class will now play a game of Tug of war and will see which team
other team across the central line marked on the ground.
s, discuss what things made it hard to pull the other team across the line,
pery surface, no grip between hands and the rope.
am that didnt win to put disposable gloves on their hands and repeat
war game with the other team (who have bare hands). Ask students to
e difference between bare hands and wearing gloves when pulling the
urage students to provide reasons for their responses.
rest of the class to put disposable gloves on their hands and ask

gloved hands together. Ask students to describe what it feels like and why
feels like that. (The material that the glove is made of enables us to feel
hen we rub our hands together.)
at students are going to apply some detergent to the gloves on their
compare how it feels to rubbing just the gloves together. Ask students to

nt of detergent to their gloved hands and ask questions, such as:

s the detergent feel like when you rub your gloved hands together?
to rub your gloved hands together with or without the detergent?
ou think it feels different?

nd discuss the term friction, as something that acts between two

contact producing grip. Ask students if they think the gloves without
ad more or less friction than the gloves with detergent. Record students
n the class science journal.
and discuss the term force. Explain that forces can affect objects in
ys, including the way they move. Explain to students that forces are
ught of as pushes and pulls and can also include forms such as friction,
magnetism.

t students will be working in collaborative learning teams to pull a heavy

ss different surfaces to investigate the friction force between the surfaces.
s to predict if there will be a large or small amount of friction between the
|

Explain the specific considerations

that will be given to support
individual learning and assessment.
Explain adjustments that will be
made to the learning experiences to
cater for the varied needs, abilities,
interests and experiences of
students.

nd learning: Explore phase: feeling friction

Supportive learning environment

trategies and learning experiences

Adjustments for needs of learners

Resources

ct and each surface and record their ideas in their science journal.

ams and allocate roles. Ask Managers to collect team equipment and allow
ms to test and observe moving the heavy object over different surfaces.

akers to share and explain their team findings with the class.
ns, such as:
the surfaces different?
t feel like when you pulled the heavy object across each surface?
a difference in the size of the pull needed to pull the heavy object across
e? Why do you think that?
iction affect the movement of the heavy object?
eam findings match the predictions you made?

he class science journal and the different ways to represent differents recorded in Lesson 2. Ask students to brainstorm how to use arrows to
iction and how it affects the movement of the heavy object.
s students attention on friction as a force that opposes the direction of

ents to create a drawing in their science journal which represents the

o pull the heavy object across each surface and the opposing friction

students to use different-sized arrows to represent a large or small pull

osing arrow to represent a large or small amount of friction.
he word wall and add any further contributions to the Smooth moves
wall.

nd learning: Explore phase: Far away forces

Supportive learning environment

trategies and learning experiences

Adjustments for needs of learners

Resources

learning experiences and teaching strategies that will:

he identified curriculum is explicitly taught

Section 6 of the Disability Standards for Education

(The Standards for Curriculum Development,
Accreditation and Delivery) state that education
providers, including class teachers, must take
reasonable steps to ensure a course/program is
designed to allow any student to participate and
experience success in learning.
The Disability Standards for Education 2005
(Cwlth) is available from: <www.ag.gov.au> select
Human rights and anti-discrimination > Disability
standards for education.

Refer to web
review activit
completed w
war and sand
friction.

students for the assessment.

lan followed on two previous lessons on the Primary

ns Smooth moves on Forces and motion. With this in mind, The

ase: Far away forces

y ideas of Force and Friction

n external influence that can change the motion, direction or shape of

amples of forces include pushes, pulls, friction, gravity and
A force can be applied to an object but is not a property of the object
ng and non-living things can apply and be affected by forces. A force
an object to start moving, stop moving or change its direction. A force
8

Year X unit overviewAustralian Curriculum: Science

Explain the specific considerations that will be

given to support individual learning and
assessment.
Explain adjustments that will be made to the
learning experiences to cater for the varied needs,
abilities, interests and experiences of students.

https://phet.c
u/sims/html/f
motionbasics/latest/
motion-basic

nd learning: Explore phase: Far away forces

Supportive learning environment

trategies and learning experiences

Adjustments for needs of learners

Resources

n object might cause it to change its motion by transferring energy to

t is the energy (movement or kinetic energy) that enables the object
ationary objects also have forces acting on them. Consider a book on
experiences a downward gravitational pull force but this is balanced
upward push force from the floor, resulting in the book remaining

estion:
of friction occurred during the tug of war? E.g. Gloves, helping grip
e rope.

force that opposes the movement of one surface across another. The
ion acts by direct contact between two surfaces. Friction occurs
types of materials whether they are solids, liquids or gases. Friction
y the interaction between surfaces causing them to stick together
the movement between them.

mething move, we need to apply enough force (transfer enough

he object) to overcome the force of friction opposing that movement.
ects slow down and stop because the force of friction acts against the
(changes the movement energy to heat, and sometimes sound
d slows the object to a stop. A friction force opposes the direction of
so when depicting friction on force-arrow diagrams the friction forcewn in the direction opposing the motion.

f friction: Transforming movement energy into heat energy: it can be

ate fire, for example, by rubbing sticks together.

the aim is for students to keep a balloon moving by hitting it up in the

etting it fall to the ground.
s to predict what might happen to the balloon if they dont keep it
ng the game.
world
globe to the class and discuss the different countries that people live
he world. Ask students to find japan on the globe.
s if they have friends or family who live in other countries. As a class,
me of these countries and where they are located on the globe. Ask
hey think people experience gravity in those countries. Encourage
vide reasons for their responses.

s to draw a picture of the world in their science journals. Ask them to

eople in different places around the globe with an air-filled balloon in
Students must remember to label their diagram correctly. Explain that
l draw an arrow to show where the balloon will go if each person
globe dropped the balloon.

discuss gravity and the different ways people experience it in their

|

Students will
outside to pla
up or move t
aside to play
game.

Discuss wha
happening to
balloon in the
Encourage s
think of what
to the balloon
someone hit
happened wh
someone did
Record stude
responses in
science journ

If the classro
not have a w
use google m

nd learning: Explore phase: Far away forces

Supportive learning environment

trategies and learning experiences

Adjustments for needs of learners

he term gravity as a force that pulls things towards the centre of the
questions, such as:
know that gravity exists?
s occurring with the balloon naturally falling back to earth. Gravity is a
action that exists between two masses (two bodies) e.g. balloon and
ty is not just the attraction between objects and earth but extends to
ects everywhere in the universe.
cience behind the action, we know that Isaac Newton defined gravity
- one that attracts all objects to all other objects.
s of gravity can we see or experience?
the balloon activity tell us about gravity?
t gravity on earth change?
why gravity on Earth never changes is because the mass of the Earth
ges. The only way to suddenly change the gravity on Earth would be
he mass of the planet. A change in mass great enough to result in a
ravity isn't going to happen anytime soon.

happen if there was no gravity?

not stuck in place would suddenly have no reason to stay down, it
floating. But it's not just furniture and the like that would start to float.
more important things held on the ground by gravity are the
e and the water in the oceans, lakes and rivers.

sion, explain to students that they will watch a revision video.

nts to review their picture of the world in their science journal. Ask
make any changes to the direction of the arrows in their picture to
heir understanding of the direction of gravitational force acting on each
he picture.
Teaching and learning: Explore phase: Far away forces Supportive learning environment
Teaching strategies and learning experiences
Adjustments for needs of learners
Resources
Section 6 of the Disability Standards for Education (The Standards for Curriculum Development,
Accreditation and Delivery) state that education providers, including class teachers, must take reasonable steps
to ensure a course/program is designed to allow any student to participate and experience success in learning.
The Disability Standards for Education 2005 (Cwlth) is available from: <www.ag.gov.au> select Human rights
and anti-discrimination > Disability standards for education.
Refer to website to review activities completed with tug of war and sand and friction.

10

Year X unit overviewAustralian Curriculum: Science

Resources

map link belo

https://www.g
maps/d/view
mid=zuVUPD
N5sEk.k2vCl

Crash course
gravity for kid
https://www.y
m/watch?
v=ljRlB6TuM

nd learning: Explain phase: Figuring out forces

Supportive learning environment

trategies and learning experiences

Adjustments for needs of learners

Resources

Section 6 of the Disability Standards for Education

(The Standards for Curriculum Development,
Accreditation and Delivery) state that education
providers, including class teachers, must take
reasonable steps to ensure a course/program is
designed to allow any student to participate and
experience success in learning.
The Disability Standards for Education 2005
(Cwlth) is available from: <www.ag.gov.au> select
Human rights and anti-discrimination > Disability
standards for education.
Teaching and learning: Explore phase: Far away forces Supportive learning environment
Teaching strategies and learning experiences
Adjustments for needs of learners
Resources
Section 6 of the Disability Standards for Education (The Standards for Curriculum Development,
Accreditation and Delivery) state that education providers, including class teachers, must take reasonable steps
to ensure a course/program is designed to allow any student to participate and experience success in learning.
The Disability Standards for Education 2005 (Cwlth) is available from: <www.ag.gov.au> select Human rights
and anti-discrimination > Disability standards for education.
Refer to website to review activities completed with tug of war and sand and friction.

nd learning: Elaborate phase: Catapult Capers

Supportive learning environment

trategies and learning experiences

Adjustments for needs of learners

n investigation
previous lesson and contributions made to the word wall and Smooth
rmation wall. Review students understanding of forces and the
nvention for representing different-sized forces and their direction.

Section 6 of the Disability Standards for Education

(The Standards for Curriculum Development,
Accreditation and Delivery) state that education
providers, including class teachers, must take
reasonable steps to ensure a course/program is
designed to allow any student to participate and
experience success in learning.
The Disability Standards for Education 2005
(Cwlth) is available from: <www.ag.gov.au> select
Human rights and anti-discrimination > Disability
standards for education.

he matchbox and elastic band to the students. Explain that students

ing in collaborative learning teams to devise ways to move the
sing the elastic band. Form teams and allocate roles. Ask Managers
am equipment.

u change the size of the force on the matchbox?

s to discuss how they could use the elastic band to change the size of
n the matchbox, for example, by pulling the elastic band back further or

affect the movement of the matchbox? (Variables)For example: the

push from the elastic band, the surface of the table, the surface of the
nd the weight of the matchbox.

Resources

Prepare the e
matchbox by
paperclips in
cut the thick
band (vertica
point) for eac
Place a smal
self-adhesive
around the m
enclose pape
inside the ma

Students nee
into their scie
groups.

Allow time fo
tinker with th
and elastic b

nd learning: Elaborate phase: Catapult Capers

Supportive learning environment

trategies and learning experiences

Adjustments for needs of learners

he term variables as things that can be changed, measured or kept

an investigation. Explain that when a variable is kept the same it is
controlled.

nvestigation:
to develop a question for investigation. We will choose to investigate
ens to the distance the matchbox moves when you change the size of
ting on it?

ables:
s why it is important to keep some things the same when
asuring changes (to make the test fair and so we know what caused
d changes).
le:
hange one thing): how far the elastic band is pulled back (the size of

asure/observe): the distance the matchbox moves;

keep the same): the matchbox, the number of paperclips in the
slope of the table, the surface of the table.
dhesive notes from Lesson step 5 in the appropriate positions on the
vestigation planner.

odelling students need to complete their own investigation sheet in

e groups. Modelling Experiment:
tudents that they will do this experiment looking at different sized

t and graphing
to set up the investigation equipment and how students will use the
d and the different positions on Measuring forces (Resource sheet 2)
e different-sized forces on the matchbox.

students will use lengths of streamers to measure the distance the

moved, starting from either Position A, Position B or Position C.
students will measure from each position, measure each streamer
a ruler and transfer the data to the table to display the data.

tudents as this experiment is being measured with distance on a ruler,

esent this in a table and then a graph.
s us organise information so that we can understand it easier. In a
s a title, columns with headings and information organised under
ng.

ll need to complete the table and then wait for graphing.

12

Year X unit overviewAustralian Curriculum: Science

Resources

discuss their

Students will
record their i
paper.

Introduce the
copy of the F
investigation
(Resource sh

https://phet.c
u/sims/html/f
motionbasics/latest/
motion-basic
Use this web
example. The
will push the
but what if th
the variable o
What occurs

Write on the
Cows:
MOO:
SOFTLY: and
students to fi
group what th
do.

Refer to the C
capers Powe
when discuss
and tables. T
PowerPoint s
transition bet
and graph an
relevance of
information. T
PowerPoint i
video of Al G
carbon emiss

One table wi
have equipm
with the shee
band, match

nd learning: Elaborate phase: Catapult Capers

Supportive learning environment

trategies and learning experiences

Adjustments for needs of learners

the information you use a graph. This helps you look for patterns.
many types of graphs like a picture, column or line graph and they all
nt purposes. Today we will use a column graph. A graph includes title,
bels and units of measurement.

Resources

measuring st

s to use their results in the table to construct a graph. Ask students

and compare graphs and look for patterns and relationships, asking
such as:
aining reults and evaluating the investigation section they need to
questions:
e story of your graph?
the matchbox move the longest/shortest distance? Why do you

data from the graph, what can you tell us about relationship between
orce and the effect on the matchbox?
ers to share their teams findings with the class. Encourage students
each other using the Science question starters in How to facilitate
ased discussions

nd learning: Evaluate phase: Forces Finale

Supportive learning environment

trategies and learning experiences

Adjustments for needs of learners

Resources

Section 6 of the Disability Standards for Education

(The Standards for Curriculum Development,
Accreditation and Delivery) state that education
providers, including class teachers, must take
reasonable steps to ensure a course/program is
designed to allow any student to participate and
experience success in learning.
The Disability Standards for Education 2005

Refer to web
review activit
completed w
war and sand
friction.

nd learning: Evaluate phase: Forces Finale

Supportive learning environment

trategies and learning experiences

Adjustments for needs of learners

Resources

(Cwlth) is available from: <www.ag.gov.au> select

Human rights and anti-discrimination > Disability
standards for education.

ack

onitor learning
sment

Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners in each u
Teachers create opportunities for discussion about levels of achievement to develop shared understandings; co-mark or
mark at key points to ensure consistency of judgments; and participate in moderating samples of student work at schoo
level to reach consensus and consistency.

o students

Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and informal) and encoura
children/students on their strengths and areas for improvement.
Children/Students reflect on and discuss with their teachers or peers what they can do well and what they need to impro
Teachers reflect on and review learning opportunities to incorporate specific learning experiences and provide multiple
opportunities for children to experience, practise and improve.

on the unit plan

Identify what worked well during and at the end of the unit, including:
activities that worked well and why
activities that could be improved and how
assessment that worked well and why
assessment that could be improved and how
common student misconceptions that need, or needed, to be clarified.

14

Year X unit overviewAustralian Curriculum: Science