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TERM/WEEKS: 2/3-6 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Physical Science/Frictional

Force
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Notes about device access in the classroom: Students have access to laptops

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS
OBJECTIVE (include learner diversity)
Science Science as a Science Inquiry
Understa Human Skills
nding Endeavour
3/1 Forces Science With Student Formative Intro: “Can you Intro: Youtube
Discove can be involving guidance, understand that assessment: Welcome students their laptops. Activate students prior video discussing
exerted making identify
think of any
ring friction is a Monitor knowledge: a basic understanding of the concepts of force. examples of gravity:
by one predictions questions in
Friction force that understanding https://www.youtu
object and familiar Specially an awareness of the existence of gravitational force. friction in their
opposes the through students
on describing context that Show students the “Defining gravity” video. daily lives?” be.com/watch?
another patterns and can be movement of taking notes from
one surface the instructional Body: v=ljRlB6TuMOU
through relationship investigated
direct s scientifically across another. videos and In today’s lesson we will be discussing friction. Introduce the “Can anyone
contact (ACSHE06 and predict PowerPoint friction PowerPoint describe what
or from 1) what might Explain the presentation. Tell students, that today that you (the teacher) are going to a prediction
a happen based effects of is?” PowerPoint
distance on prior demonstrate an experiment to explore the effects of friction,
friction. Formative
and that by next lesson
presentation.
(ACSS knowledge
assessment: Have “Can anyone
U076) (ASCIS064) Teacher Demonstration:
Develop the students discuss describe what
knowledge to their new-found Start with making an incline plane at a shallow angle using a
kitchen cutting board or even a large book. Place an object an observation
plan an knowledge
investigation to (e.g. A phone) on the wood and slowly raise the plane to a
is”
Interactive game:
test the effect of
friction. steeper angle until it slips, measure the height of the board. Experiments with
Now, place a rubber placement on the board. Ask student to the same notions;
predict what will happen now the surface has changed. due to classroom
Repeat the experiment. restrictions,
Closure: deeper knowledge
Ask students what they think will happen if you changed the can be explored
surface with sandpaper, would there be more or less friction virtually.
between the two surfaces? Invite students to complete the http://www.learni
“Friction ramp” interactive game on their personal devices. nggamesforkids.c
Once completed inform students that next lesson we will be om/motion-
conducting our own experiments to tests the effects of
games/friction-
ramp.html
friction.
Provisions for learner diversity:
Students with difficulty learning, ensure they are partnered
with a proficient student.

Student with hearing or visual difficulty, present a clear

demonstration of the activity, have a clear display of the
activity instructions throughout the lesson and move around
the desks to ensure student understanding.
 FORWARD PLANNING DOCUMENT
TERM/WEEKS: 2/3-6 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Physical
Science/Frictional Force

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Notes about device access in the classroom: Students have access to laptops

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Science Science Science

Understa as a Inquiry
nding Human Skills
Endeavou
r
4/2 Forces -Science -With -Investigate the Formative Intro: Explain to student that today’s lesson we are going to Is it that the Britannica School;
Investi can be involving guidance, effects of friction. assessment: be conducting our own experiments. First, have students use greater amount search term
exerted making identify Monitor students their personal devices to conduct a search via Britannica of friction, the “friction”
gating by one prediction questions in
Frictio -Record data and understanding School, search the term “Friction” harder/slower it
object s and familiar
formulate a sensible throughout the Have students answer these questions to help activate their is for the object
n on describing context that
another patterns can be conclusion. lesson, check for prior knowledge from last lesson: move; the same
through and investigated students having What is friction? that the smaller
direct relationshi scientificall -Compare and trouble with the When does it occur? amount of
contact ps y and analyse results with experiment. How does it occur? friction the
or from (ACSHE0 predict what predictions and A potential benefit of friction? easier/faster an
a 61) might suggest possible Formative A potential problem with friction? object moves?
distance happen reasons for the assessment: Body:
(ACSS based on
outcomes If students are Explain that, in today’s experiment we going to: What is
U076) prior
knowledge having trouble,  Predict which surface has the most friction friction?
(ASCIS064) guide them by and the least friction; When does it
asking questions  Record our observation; occur?
-Compare relating to the  Compare and contrast the characteristic of How does it
results with
predictions, problem, how can different surfaces and how it relates to its occur?
suggesting they correct the friction; A potential
possible issue.  Report our data using tables and discuss our benefit of
reasons for
findings friction?
findings
(ACSIS216)
Formative Guided group work, working in pairs: A potential
assessment:  each pair will have one block, one sheet of problem with
Check students bubble wrap, one square of cloth, one sheet friction?
data sheet for of baking paper and other items (provided)
accuracy and  Nominate group leaders to come collect
understanding material, while they collect, (teacher) sets
up the wax station.
 Ask the student to feel the surfaces, what
can the notice? Smooth, rough?
 Ask each student to discuss with their
partner the predictions for each surface and
its friction. (High or Low)
 Ask student to write their prediction on
their record sheet.
 Nominate groups to share their predictions,
why do they think this?
 Have students start the activity, student can
choose which material they test in any
order.
 Ask students to conduct the wax surface
experiment at the station. One pair at a time.
 Ensure students record the measurements,
and their observation.
 Walk around the class, monitor that students
can follow instructions, aid groups that are
having trouble.

Closure:
Once all students have completed the record sheet, have them
discuss their results.
Explain to student why their results came out the way they
did. The amount of friction depends on the material of the
surface and the force pressing the objects together. The
baking was smoother and faster than the wax. The greater
amount of friction, the harder/slower it is for the object move;
the smaller amount of friction the easier/faster an object
moves.
Inform students that, next lesson we are going to use our data
to create a bar graph to better represent our findings.
Provisions for learner diversity:
Students with difficulty learning, ensure they are partnered
with a proficient student.

Student with hearing or visual difficulty, present a clear

demonstration of the activity, have a clear display of the
activity instructions throughout the lesson and move around
the desks to ensure student understanding.
 FORWARD PLANNING DOCUMENT
TERM/WEEKS: 2/3-6 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Physical
Science/Frictional Force

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 Asia and Australia’s engagement with Asia Sustainability
Cultures

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

Forces can be Formative Intro: Have students logged into their personal devices, explain that Intro: an interactive game
5/3 exerted by one which requires an
Interpret and present data using bar Assessment: today we are going to take the data we collected from last week’s
object on another charts; Monitoring lesson to create a bar chart. Firstly, have student play a quick understanding of friction.
through direct http://www.bbc.co.uk/bitesi
students’ ability to interactive game to get them thinking about friction; “M.I. High
contact or from a ze/ks2/science/physical_pro
distance Discuss the different ways their data enter their data Friction”. cesses/friction/play/
(ACSSU076) can be represented correctly
Body: Kahoot Quiz: An interactive
Data can be Demonstrate the ability to create Summative Discuss the learning intention of this lesson: To use the data we quiz that will test students
represented in data representations using digital Assessment: found from our experiment and represent these findings digitally knowledge of friction.
different ways technology (i.e. Excel spreadsheet) Kahoot quiz; using Excel. Available at:
Have students Ask student what they think this is asking them to do? https://play.kahoot.it/#/?
(ACTDIK008)
submit their final What will they need to know? quizId=ff80b436-5a41-
423c-be05-7647d9241dec
Collect and copies of the graph. Students respond to question concerning the learning intentions for
present different Check these for any this lesson which develops a deeper understanding of what they are
types of data for a noticeable learning and why. Microsoft Excel
specific purpose inconsistencies that
using software(A with be indicative Discuss the different way data can be represents as a graph.
CTDIP009) of flawed graph Students should become familiar with the terms: graph- a way of
creation. visually depicting data or information to make it easier to interpret.
Bar graph- a bar graph is representing data as ‘bars’ that relates to
type of data, the length of the bar extends to the amount of data
type there was.

Model how to enter data into an Excel spread sheet using a

projector or an interactive whiteboard.
Explain that the data they will be using should mirror the records
they have on their record sheets.
Have each student enter data into the spreadsheet individually.
Ensure student fully understand the appropriate titles for the axis’s.
Students will then need to select and create an appropriate graph to
represent the data they have (bar chart). Have the instructions
displayed on the projector or interactive whiteboard; or provide the
instructions via print form.

Extension; faster students can experiment by using the same

method to explore the different way to format features of the graph
(bar colour, text and font)

Conclusion:
Demonstrate to student how they save their graphs as an image.
This has multiple steps during which you need to teach students
how to copy and paste.
Explain the process:
 Right click on your graph and select copy. Then, open up a
Word Document
 Right click on the empty space, then go on the icon on the
right of the paste commands. “Paste as picture”
 Right-click on the graph and go to “save as picture’’,
nominate the desired location and click save, this saves the
image as a picture file on your computer. Google Doc

Once students have save the document, have them post it to the
class google doc so that they can observes each other’s work, use to
refer to later and for teacher assessment.