PRIMARY

SCIENCE
Planning
Document
University of Notre
Dame

Ayla Phipps
32014484
 English CONCEPT MAP Maths
Create events and characters using different (option 1) Describe patterns with numbers and identify
media that develop key events and characters missing elements (ACMNA035)
from literary texts (ACELT1593)
Religious Education / Spiritual Education Compare masses of objects using balance
Innovate on familiar texts by experimenting with The parting of the red sea. Moses scales (ACMMG038)
character, setting or plot (ACELT1833)
The resurrection of Jesus, the rock in front of the tomb. Describe the features of three-dimensional
Listen for specific purposes and information, objects (ACMMG043)
including instructions, and extend students’ own Jesus walking on water.
and others' ideas in discussions (ACELY1666) Identify a question of interest based on
one categorical variable. Gather data relevant to
Rehearse and deliver short presentations on the question (ACMSP048)
familiar and new topics (ACELY1667)
Collect, check and classify data (ACMSP049)

Create displays of data using lists, table

Concept: Push/pull/forces/gravity and picture graphs and interpret
them (ACMSP050)
Term: 2 Weeks: 1-6
©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise Health & Physical Education

Build a raft.
Body management skills: forward roll (ACPMP025)

Build a toy car.

Locomotor skills: jump for height (ACPMP025)

Make a marble maze.

Object control skills: overarm throw, punt two-hand side strike (ACPMP025)

Simple games that use a combination of movement skills (ACPMP027)

Geography History The Arts

The location of the major Use of visual art elements and techniques, to
The importance today of an historical site create 2d and 3dartwork, to communicate ideas and
geographical divisions of the (e.g. communitybuilding, landmark, war memorial, messages to an audience(ACAVAM108)
world (e.g. continents, oceans) in rock painting, engraving) and why it has
heritage significance and cultural value for
relation to Australia present generations (e.g. a record of a significant
Presentation and display of
original artwork (ACAVAM108)
(ACHASSK047) historical event, aesthetic value, reflects
the community's identity) (ACHASSK045)
Australian Curriculum: Science
Sub-strands
Biological sciences
Chemical sciences
Earth and space sciences
Physical sciences
Nature and development of
science
Use and influence of science
Questioning and predicting
Planning and conducting
Processing and analysing
data and information
Evaluating
Communicating
General Capabilities
 Literacy
 Numeracy
 Information and communication technology (ICT) competence
 Critical and creative thinking
 Ethical behaviour
 Personal and social competence
 Intercultural understanding
(Year 2)
Content Descriptions Achievement Standard
 Living things grow, change and have offspring similar to themselves (ACSSU030) At Standard, students describe
changes to materials and living
 Different materials can be combined for a particular purpose (ACSSU031) things, and how a push or a pull
affects an object’s behaviour.
 Earth’s resources are used in a variety of ways (ACSSU032) They identify that certain
 A push or a pull affects how an object moves or changes shape (ACSSU033) materials and resources have
different uses.
 Science involves observing, asking questions about, and describing changes in,
objects and events (ACSHE034) Students describe examples of
 People use science in their daily lives, including when caring for their environment where science is used in people’s
and living things (ACSHE035) daily lives.
 Pose and respond to questions, and make predictions about familiar objects and
Students pose and respond to
events (ACSIS037)
questions about their
 Participate in guided investigations to explore and answer questions (ACSIS038) experiences and predict
 Use informal measurements to collect and record observations, using digital outcomes of investigations. They
technologies as appropriate (ACSIS039) use informal measurements to
make and compare observations.
 Use a range of methods to sort information, including drawings and provided tables
Students record and represent
and through discussion, compare observations with predictions (ACSIS040) observations and communicate
 Compare observations with those of others (ACSIS041) ideas in a variety of ways.
 Represent and communicate observations and ideas in a variety of ways (ACSIS042)
Cross Curriculum Priorities Notes:
 Aboriginal and Torres Strait Islander histories and cultures
 Asia and Australia’s engagement with Asia
 Sustainability
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1 YEAR LEVEL: 2 LEARNING AREA/TOPIC: Science

AUSTRALIAN CURRICULUM

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

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about push and pull
 To elicit students’ questions/ prior knowledge about push and pulls
 Diagnostic assessment used- in this lesson you will find out what the students already know about push and pull. 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 Inquiry
Understand a Human Skills
ing Endeavour
A push Science Compare
Week observations
Observe and
DIAGNOSTIC Intro
or a pull involves describe ways to Word wall
1 affects observin with those of
move objects
-Students will be seated on the mat.
What is a push?
others (ACSIS04 -Teacher will take notes of students’ responses throughout -push
Lesson how an g, asking
1) using the  Teacher collect What happens -pull
object question this discussion.
students individual when you push
1 moves or s about, Use a range of
terminology of -Introduce new topic in science. Looking at identifying
push/pull. ‘identify push/pull an object?
changes and methods to sort different pushes and pulls. Place these words on the word
worksheets’ and Identify the
shape(A describin information, wall. (Resource is for engage and explain lesson).
record assessment What is a pull?
CSSU033 g including  Work -Teacher to lead a whole class discussion on ‘what does a push/pull images
) changes drawings and on a check list. What happens (worksheet)
collaboratively in push look like’, ‘what does a pull look like’
in, provided tables (concept images when you pull
and through groups to explore - Teacher will provide some examples of pushes and pulls.
objects will then go in their an object? Equipment: toy
discussion, push and pulls. - ‘push/pull’ are ways that we can make objects move. A push
and science journals).
events (A
compare  moves thing along or away, a pull moves things along or cars, books, balls,
observations Can you think of
CSHE034 with  closer. marbles, baskets,
Students will an example of a pencils, plasticine
) predictions (ACS - Students are to work in pair to discuss and complete the
IS040) complete a push/pull? etc.
‘identify the push/pull images worksheet’ with assistance
push/pull card from teacher. (provide student with time to look, think,
individually that will How do you Push/pull card
discuss and have a go at drawing in the arrows to show which
be collected to use know if an
was the object is being moved and identify it as a push or pull.
as an informal action is an
Then go through each image and discuss as a class).
assessment of example of a
current push or a pull? Assessment
understanding of Body
checklist
the topic. -Provide students with a range of objects; toy cars, spinning
tops, fidget spinners, baskets, marbles, larger balls, books etc
and will explore ways to make objects move.
-Students are to work in small groups to explore different Science journals
ways that they can make these objects move.
-Students will swap objects roughly every 5 minutes so that
they have an opportunity to play and explore multiple types
of objects in the lesson.

Conclusion
-Students will return to the mat and discuss their findings as a
whole group. Discussing different ways to move objects.
-Each student will complete a push/pull card (see resource
file) and return to the teacher as an assessment piece at the
end of the session.

Safety: Students will need a reminder of what collaborative

work looks and feels like. A reminder of the importance of
turn taking and listening to other people’s thoughts and
ideas. The objects will be spread around the room, so
students have space to explore the different objects without
being crowded.

S.A.E.R.: Catering for students at educational risk: The

teacher will design the small groups before-hand to assist
students who need extra help or may be knowledgeable of
this topic already. The activity will also allow the teacher to
work closely with students needing further guidance.
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of push and pull on objects in water.
 To support students to investigate and explore ideas about pushes and pulls and the shape of objects.
 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 a Science Inquiry
Understandin Human Skills
g Endeavour
A push or a Use a range
Week 2
pull affects of methods to
-Make predictions FORMATIVE Intro Is water a push Draw a Venn
Lesson3 whether -Students will be seated on the mat. or a pull? Diagram on
how an sort
object information, plasticine, Students activity -Read ‘Who sank the boat’ by Pamela Allen whiteboard
moves or including gumnuts, rocks sheets will be - Recap examples of Push and Pull from the previous lesson. Where you able
changes drawings and placed in the to change the Who sank the
shape(ACSS provided and tin foil will - Teacher draw a Venn Diagram (example in resources file)
float or sink in students’ science and have students identify which situations are examples of shapes of the boat- By Pamela
U033) tables and
through water. journal and used to Push, Pull or both. objects? Allen
discussion, inform the teacher -Example situations are; bouncing a ball, tugging a rope, mum https://www.yout
compare of students’ Did changing ube.com/watch?v
observations -Observe and walking a baby in a pram, apple falling from a tree etc. and
record how progress and place these in the correct sections. the shape affect =ZpFWuHSDFtQ
with
predictions (A objects behave in current - Recap that a push moves an object away and a pull brings an whether the (Read aloud
CSIS040) water, do they understanding of object closer. object would version)
sink or swim. the topic. sink or swim?
Participate in
Activity/recording
guided
Anecdotal notes of Body Did the results sheet
investigations -Demonstrate that -Introduce the activity: an experiment to see which objects
to explore changing the students’ responses match your
and answer during class will sink and which will float. predictions? Equipment: Tubs
questions (AC shape of an object -Separate students into groups.
can affect how the discussion will be Why do you with water,
SIS038) -Teacher explain that the students will be working in pre-
object experiences contributed. think that stones, gumnuts,
assigned groups. happened? tinfoil, plasticine,
pushes and pull by -Before beginning the experiment students must make a
completing the  Collect students’
prediction (a guess) of what they think will happen to each
paperclips
sentence stems. . worksheets for Did you
object when paced in water. (Activity sheet in resources file). discovered Assessment
individual
- Teacher will walk students through each step verbally and something checklist.
assessment.
model how to conduct each step of the experiment. today you
 - Safety reminder to all students at this stage of appropriate thought was Science journals
conduct in the space and with equipment. interesting?

Activity 1: place objects in the water and record whether they

sink or float. Students will record their observations on their
activity sheet.

Activity 2: see if students can change the shape of any of the

objects and repeat activity 1 to see if changing the shape of
an object can change the outcome. Record this information
on activity sheet.

-Students proceed to completing the final part of activity

sheet by either explaining in their own words what they
observed or using the sentence stems to guide them.

Conclusion
-Group discussion on the mat to go over findings.
- Ask key questions here.
-Teacher will take note, during this section, of students’
comments, questions and responses. These will contribute to
assessment.
-Students completed activity sheets should be placed in their
science journals (will be used by the teacher for formative
assessment against a checklist).
-Pack away equipment,

Safety: Students are aware of the classroom rules, be

careful around equipment, be sensible in the science class.
Limited hazards associated with this lesson. Students working
with water should be aware of appropriate behaviours for
interacting with water. Eg. Don’t splash or tip water on other
students and be cautious of water on the floor making the
surfaces slippery.

S.A.E.R.: Teacher will assign groups with mixed abilities

levels students have an opportunity to learn from/ with and
support each other. The activity has written instructions as
well as verbal to provide for all learners. Sentence stems
provided to guide students when filling out their
observations.
 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 Inquiry
Understand a Human Skills
ing Endeavour
A push or Represent and
Week a pull FORMATIVE Intro
communicate Students will make Why do you Word wall
3 affects observations predictions and
Re-read ‘Who sank the boat’ this time discuss the story and
think the boat -push
how an why students think the boat sank.
Lesson object
and ideas in a observations in an Formative -New words for science word wall: Push, Pull, Force, Gravity, sank? -pull
variety of experiment and
6
moves or assessment will be Why didn’t it -force
changes ways (ACSIS04 record their findings
Motion (Resource is in the file).
2) the collection of -Teacher lead discussion about the new word wall concepts. sink straight -gravity
shape(ACS in a clear manner.
SU033) students written Explain the terms force and gravity. away? -motion
Students will explain summaries along
Participate in with data recording What stops big
guided
their findings and Body heavy metal “Who sank the
the reasons why sheets.
investigations -Demonstrate an experiment for the students. boats from boat” by Pamela
they achieved these This work sample
to explore and results, in the form
- Place a button in a plastic cup that has string tied to it. sinking? Allen
will be assessed
answer of a written - Students must make a prediction whether they think the
questions (AC along-side previous
summary. button will fall out of the cup if the teacher spins in around What does force
SIS038) work to determine
fast. mean? Task outline
current level of
- Swing the cup around quickly by the string so that the What would an (experiment
understanding for
button stays in the cup. example of a guidelines)
the topic and areas
- Students make another prediction: will the button stay in force be?
that may still need
the cup if the teacher swings it slowly? (push/pull)
to be address or
Discuss what is happening that the button stays in the cup Data recording
reinforced.
instead of flying out when the cup is upside down, Why do you sheet (for
think the button students)
Activity: Students will work in small groups to replicate and didn’t fall out
test this experiment for themselves. when I swung
-Using a template, the students will make predictions, the cap quickly
observations and then write why they think they got those but did when
results. Using the new vocabulary where possible. swung slowly?
Exploring force and gravity and learning that they are the
reasons why the boat sank in the book and the button stayed
in the cup.

Conclusion
-Discuss results in the small groups and then come together
as a class to discuss the experiments the students did. Did
changing the materials change the results? Or changing the
speed? Why do you think that is?
-Students should be given time to write down their findings
and then this information collected to contribute to ongoing
assessment for learning.

Safety: This activity should be done in a large open space

where students have ample room around them and are
unlikely to be in each-others space with objects being whirled
around. Remind students about personal space, checking for
hazards and checking that no one is too close when they are
swinging their cups around.
-maintain a tight grip on the strings to avoid it accidently
going flying.

S.A.E.R.:
Teacher will walk students through each step verbally and
model how to conduct each step.
- Safety reminder to all students of appropriate conduct in the
space and with equipment.
 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 a Science
Understand Human Inquiry Skills
ing Endeavour
A push or Science Represent
Week a pull SUMMATIVE- Intro
involves and Students will design Does your Word wall
4 affects observing, communic and make a car, Science Inquiry
-We have previously looked at different forces, pushes, pulls,
vehicle need to
how an gravity, water, air different ways to create these pushes and
Lesson object
asking ate
using the materials Skills pull forces to make objects move. look like a car? Equipment:
questions observatio Spinning top,
7
moves or provided, that
changes about, and ns and -Recap previous lessons with brief demonstrations of: marbles and marble
describing ideas in a demonstrates using spinning a spinning top, moving a toy car by hand, how things What forces are maze, short video of
shape(ACS Collect students
SU033) changes in, variety of forces to move. float and sink, balloon rockets, parachutes and marble mazes at play (insert a balloon rocket
“My Design”
objects and ways (ACS as examples of different ways that forces work. object name) (https://www.youtu
workbooks for
events (AC IS042) Student will work -include a recap of the names and types of forces. Make moves? Eg. be.com/watch?v=c2
SHE034)
assessment of MAMk4QKV8)
collaboratively to reference to the science word wall. Spinning top,
science inquiry Toy car, short video
build a car that toy car, marble
skills. To be formally of a parachute in
moves using forces. maze etc.
assessed against a Body action
rubric at the end of -Students will be designing and making their own cars. (https://www.youtu
Students will
the unit alongside -These cars will be competing in a race to see which car is be.com/watch?v=vZ
present their YwsAvHgVw)
the demonstration fastest and moves the furthest without breaking. it must
process and findings
and final move by itself (eg. Using wind in a sail or air in a balloon but
in a scientific Balloon rocket
presentation of the must rely on more than just a hand push).
format. https://academy.ani
experiment. Students have the entire session to design and make their maljam.com/posts
cars. The follow up lesson will be the write up session.
Materials for
-Students will be given a list of materials they can use. experiment: straws,
-They will design their cars, test them and follow this up with sticky tape, pop
a presentation of their choosing to demonstrate why they sticks, bottle lids,
picked the materials they did, their scientific processes and cardboard, balloons,
any other recycled
thinking, using predictions and questions etc.
materials ( eg plastic
containers, egg
- In this lesson students will create a diagram of their vehicle cartons)
with arrows indicating the directions of the forces involved
and labels indicating what the forces are. Eg. An arrow with
the label ‘wind- push’ is acceptable. Labels must include both My Design-
the name of the force and the type of force. Workbook (Student)
-They will make judgements and choose the most appropriate
materials to build their vehicle from, taking into Assessment Rubric
consideration, weight, size, shape etc

-This lesson pairs with the STEM lesson the students have
completed previously. They should be able to make
comparisons between the considerations for making a raft
and how these differ when making a land vessel. Eg. Need
wheels, wheels need to be round.

Conclusion
-Have a race to test the cars against the various designs’
students come up with.
-give students time to complete their diagrams and write up
the steps and processes of their experiment before collecting
the ‘My design’ workbooks for assessment.

Safety:
A reminder of safe practices using different materials and
scissors and moving around the space whilst everyone is busy
working throughout the room.
Also remind students to be careful of peoples work, not to
step on materials that are laying about the place, to tidy up as
they go to keep the area safe. And to move slowly throughout
the room. The vehicles are racing not the students.

S.A.E.R.:
-G&T students will work on the same project, but they are
limited to using only 3 types of materials to make their cars.
-The cars need to as self-propelling as possible and include a
write up of why the materials were chosen, the intention with
the design and explanation of the different forces at play.

-Students needing extra support will be presented with a

variety of images that demonstrate different vehicle design.
-They can use these images to support their design phase.
(included in resources file)
-They can use a range of materials.

-The mode of presentation for each student is to be

determined collaboratively between the teacher and the
student to accommodate for individual requirements.
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about push, pull and forces and represent what they know about different push and pulls.
 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 a Science Inquiry
Understa Human Skills
nding Endeavour
A push Science Represent and
Week or a pull
Student will justify
SUMMATIVE Intro
involves communicate their decisions What are Word wall
5 affects Begin with a push/pull identification worksheet used in the
how an
observing, observations using their results - Science initial engage lesson. Student should work through this push/pull
Lesson asking and ideas in a
and explain what examples of? Identify the
Understanding
object individually and sheets will be collected for comparative
questions variety of
9
moves or forces are acting on push/pull images
changes about, ways (ACSIS04 information of students’ progress and topic understanding.
and 2) their model. What happens (worksheet)
shape(A
Collect students when you
describing
CSSU033
Students will “My Design” Body push/pull an
) changes
in, objects Use a range of identify what forces workbooks for -Students present their experiment from the previous lesson. object? ‘My design’
and methods to are acting on their assessment of -they show what they made and what forces are at work workbook
events (A sort model using the science inquiry -materials used and why What ideas have completed
CSHE034) information, correct skills and scientific -results you changed?
including
terminology. understanding of -Would they change anything next time?
drawings and push/pull. To be Move it! Push it
provided
tables and Students present formally assessed Conclusion What new ideas worksheet.
their experimental against a rubric at -students to complete the ‘move it push it’ worksheet have you
through
discussion, process through an the end of the unit -students hand in their workbooks and worksheets developed?
compare oral presentation, alongside the Assessment
observations or written demonstration -Conclude the lesson with a whole class discussion about the What helped rubric.
with assessment. and final unit and what they have learnt. Revise the words on the word you understand
predictions (A presentation of wall and their meanings and use. these
CSIS040) the experiment.
Safety:
processes?

Collect students’ General safety considerations when in the classroom with What was your
worksheets- other students. Including reminders of appropriate favourite
compare the behaviours for listening to others presenting. Students should experiment we
‘identify push/pull’ be asked not to touch other people’s projects unless the did and why?
sheets to the person whose project it is says that it’s okay.
students answers What would you
in from the
engage lesson. S.A.E.R.: change and
why? (from your
Assessment will be modified to suit the individual students. model car)
Collect ‘move it Oral presentations or text to speech (or pre-recorded speech)
push it’ work along with the written reports
sheet and check
for student’s
ability to apply
knowledge of the
topic to different
situations.