Forward Planning Document

SCIENCE FORWARD PLANNING DOCUMENT
TERM / WEEKS: 5E’s- ENGAGE (1-2 lessons)

• To capture student interest and find out what they know about push and pull forces TOPIC
Term 4, Week 1 • To elicit students’ questions/ prior knowledge about force phenomenon in their
everyday lives Push It! Year 2 • Physical Science • Push and Pull
Diagnostic Assessment – Used to find out what the students already know about
forces, taking into account students’ existing ideas to plan effective learning
experiences
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Intercultural
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Science Science as a Human Science Inquiry Skills OUTCOMES QUESTIONS
Understanding Endeavour
A push or a pull Science involves Use a range of Outcome 4:
affects how an observing, asking methods to sort Children are MOTIVATION AND INTRODUCTION –
object moves or questions about, information, including confident and Card Scavenger Hunt
changes and describing drawings and involved • Organise students into groups of 4, using popstick names Popstick names
shape (ACSSU033) changes in, provided tables and learners • 7 bundles of 5 ‘Picture Cards’ will be hidden around the ‘Picture Cards’ x35
objects and through discussion, classroom, depicting everyday items, actions and (5 per group)
events (ACSHE034) compare Outcome 5: phenomenon that exhibit or require push and pull forces (Attached as Resource 1)
observations with Children are • Ask students to work as a team to scavenge one bundle of
People use predictions (ACSIS040) effective cards for their group, finding a space of their choice, in the
science in their communicators room, with their group after this has been found
daily lives
(ACSHE035)
LESSON OBJECTIVES LESSON BODY – Defining ‘Force’
• Once students are seated, the teacher will ask
Based on Bloom’s (1956) ‘Remember’ category of the Taxonomy Key Question 1:
As a result of this lesson, students will be able to: - What do you notice is similar about these images? Anecdotal notes
1. Identify remembered characteristics of ‘forces’ through an analysis of the ‘Force - Answers may include: “pushing,” “pulling,” “falling,” “rolling” (Attached as Appendix 1)
Picture Cards’, communicated in a think-pair-share discussion. etc.
2. Categorise, in small groups, ‘Force Picture Cards’ into ‘push’, ‘pull’ or ‘both’ • KTP: Teacher will introduce the term ‘force’ as Force definition on the
forces, in the hoola hoop Venn Diagram. ‘The push or pull of an object’ whiteboard
ASSESSMENT (DIAGNOSTIC) • Call on students to share their images, and explain the
Objective 1: Anecdotal notes (template attached as Appendix 1) ‘push’ or ‘pull’ exhibited in their image
• Point to this new definition on the ‘Science Word Wall’, ‘Science Word Wall’
Objective 2: Diagnostic checklist (checklist attached as Appendix 2)
inviting students to freely add to this wall throughout the unit definition
of work
• Introduce the ‘Push and Pull Venn Diagram’ group task
(prior knowledge stimulation):
- Work as a group to categorise your images into ‘push’, ‘pull’ Hoola hoops x7
or ‘both’ categories within the hoola hoop Venn Diagram iPad and SeeSaw iPad
• Take photos of the students as they complete the task, for application
diagnostic assessment and for parent/guardian viewing on
SeeSaw Diagnostic checklist
(Attached as Appendix 2)
CLOSURE – Gallery Walk

• Once students have completed their Venn Diagrams,
encourage them to walk around the room, in a ‘Gallery Walk’
to observe other group’s findings
• Gather students on the mat, in a circle, and pose, through a
think-pair-share:
Key Question 2, 3 and 4:
- What is a force?
- What is one image that surprised you from another group’s
diagram? Was it a ‘push’ force, a ‘pull’ force or both?
- What objects were not being pushed or pulled by another
object or person? What force was acting upon this object?
• KTP – Explain gravitational forces
- ‘A force of attraction that pulls objects and masses toward
the centre of the Earth. The size of the pull depends on the
masses of the object. Forces can be drawn using arrows of
different lengths and directions to show their strength and
push/pull effect’
TRANSITION – Observing Everyday ‘Force’ Phenomenon

• Ask students to observe how often they push or pull objects
in an average day, as well as observing push and pull
phenomenon occurring around them
LEARNER DIVERSITY
• Students with vision and reading impairments:
- Consistent verbal cues and question-asking
- Magnifying devices for the ‘Force Picture Cards’ Magnifying device
- Peer assistance (1:1 partner) and group work for ‘Push and
Pull Venn Diagram’ task
- Varying activities to rest eyes
TERM / WEEKS: 5E’s- EXPLORE (2-3 lessons)

• To provide hands on, shared experiences of forces caused by other objects, natural TOPIC
Term 4, Week 2-3 phenomena and gravity
• To support students to investigate and explore ideas about forces Push It! Year 2 • Physical Science • Push and Pull
Formative Assessment – Used to continually inform teaching practice, based on
students’ progressive understanding of forces
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Sustainability
Asia
SCSA LINKS EYLF
A push or a pull Science involves Pose and respond Outcome 4:
affects how an observing, asking to questions Children are MOTIVATION AND INTRODUCTION –
object moves or questions about, about familiar confident and Rube Goldberg Simple Machines
changes and describing objects and involved • Play the YouTube video ‘The Cake Server’, as a unique take YouTube video ‘The Cake
shape (ACSSU033) changes in, events (ACSIS037) learners on the Rube Goldberg challenge Server’
objects and • Pose the question, with students noting this on their mini Mini whiteboards
events (ACSHE034) Participate in Outcome 5: whiteboards:
guided Children are Key Question 1 and 2:
investigations to effective - What ‘forces’ did you notice in the video? Anecdotal notes (Attached
explore and answer communicators - Do you use some of the items used on an average day? as Appendix 1)
questions (ACSIS038) • Use popstick names to select students to answer Popstick names
LESSON OBJECTIVES
Based on Bloom’s (1956) ‘Understand’ and ‘Apply’ categories of the
LESSON BODY – Purposeful Forces
Taxonomy
• Introduce students to the ‘Six Thinking Hats’ (tangible hats of Six Thinking Hats (tangible
As a result of this lesson, students will be able to: 6 different colours) copy
1. Identify one or more ‘forces’ exhibited in the YouTube video ‘The Cake Server’, • Explain the role of each hat and the expectations of the (Role sheet attached as
individually, on their mini whiteboard. student that embodies that role (role sheet attached) Resource 2)
2. Pose three questions, individually, about their simple machine and the ‘forces’
• Organise groups into six students (predetermined based on Predetermined groups of
involved in its application, on the ‘Simple Machines Entry Slip’.
mixed ability) and hand the hats out (based on strengths of six and roles
3. Experiment with recycled materials, in small groups, to devise a simple machine
each student)
that achieves a collective outcome (tipping over a bottle).
• Inform students that they will be recreating simple machines, Recycled materials, glue,
ASSESSMENT (FORMATIVE) similar to that featured in the video, using provided recycled sticky tape, stapler, rope,
Objective 1 and 2: Anecdotal notes (template attached as Appendix 1) materials – each group will recreate one simple machine e.g. water etc.
Objective 3: Formative group observation (observation template attached as pulley system
Appendix 3) • Before they begin, ask students to note three questions they ‘Simple Machines Entry Slip’
have regarding their simple machine and the ‘forces’ involved (Attached as Resource 3)
in its application on a ‘Simple Machines Entry Slip’ (attached)
Anecdotal notes (Attached
as Appendix 1)
• Photos will be taken of group members and uploaded to iPad and SeeSaw iPad
SeeSaw for parents/guardians and students to view application
Note: This will lead into a second lesson on ‘Exploration’
CLOSURE – Year 2B Collective Machine

• Once each group has completed their simple machine, they Formative group
will place their machines together, to create a Rube Goldberg observation (Attached as
challenge, to achieve the outcome (tip over a bottle) Appendix 3)
• Test and adapt each simple machine, in small groups, until
the design successfully achieves the outcome
• Take a video of the final attempt and upload it to SeeSaw for
observation
TRANSITION – Recycled Materials

• Encourage students to retrieve and bring in items from home
that can be upcycled (e.g. old toys, clothing, recycled
materials etc.)
LEARNER DIVERSITY
- ‘Creative Green Hat’ role (Six Thinking Hats) to work-around
data and literature analysis, and scribing activities
- Peer assistance (1:1 partner) and consistent teacher
observation for the simple machines activity (safety of the
student in manipulating potentially harmful objects)
- Consistent verbal cues
TERM / WEEKS: 5E’s- EXPLAIN (1 lesson)

• To support students to develop explanations for experiences and make TOPIC
Term 4, Week 4 representations of developing conceptual understandings
Formative Assessment – Used to continually inform teaching practice, based on Push It! Year 2 • Physical Science • Push and Pull
students’ progressive understanding of forces
Asia
SCSA LINKS EYLF
A push or a pull Science involves Use a range of Outcome 4:
affects how an observing, asking methods to sort Children are MOTIVATION AND INTRODUCTION –
object moves or questions about, information, confident and Teacher Demonstration and Reflection
changes and describing including drawings involved • Have a short Rube Goldberg challenge set up throughout the Rube Goldberg challenge
shape (ACSSU033) changes in, and through learners classroom with the end goal of popping a balloon (teacher materials
objects and discussion(ACSIS040) demonstration)
events (ACSHE034) Outcome 5: • Ask students to note down, on a sticky note, what could have Sticky note x28
Children are been done better with the design to make it quicker/more Anecdotal notes
effective engaging etc. and also one thing they thought was (Attached as Appendix 1)
communicators innovative/interesting/unique
LESSON OBJECTIVES • Gather these notes on a T-Chart at the front of the room and T-Chart poster (Attached
read several notes out (modelling the process of reflection) as Resource 4)
Based on Bloom’s (1956) ‘Analyse’ and ‘Evaluate’ categories of the
Taxonomy
As a result of this lesson, students will be able to: LESSON BODY – Explaining Forces
1. Criticise and comment, on a sticky note, one improvement and one innovative • Gather students in their groups of six from the previous lesson Photos from previous
element of the teacher’s Rube Goldberg attempt, individually. Key Question 1 and 2: lesson
2. Illustrate, using arrows and a verbal explanation, the forces acting against their - What symbol can we use that will show the direction of the Writing utensils and
simple machine, on the provided photo. forces acting on our simple machine? markers
3. Present, in small groups, a one-minute summarisation presentation sharing the - What types of forces can we observe?
effect of forces on the simple machine, using ICT or multimedia. • Using the photos of each simple machine/overall creation, ask Formative checklist
ASSESSMENT (FORMATIVE) each student to draw arrows (of various lengths and direction) (Attached as Appendix 4)
depicting what push and pull forces are working in their own
Objective 1: Anecdotal notes (template attached as Appendix 1)
simple machine (this will be completed individually)
Objective 2 and 3: Formative checklist (checklist attached as Appendix 4)
Extension: Can complete this activity by analysing another
group’s simple machine
• Students will gather in their groups and discuss what they wish iPads
to present in an ICT or multimedia summarisation of their
explanations
• Students will share these explanations with the class in a short Formative checklist
1-minute presentation, using their multimedia to enhance the (Attached as Appendix 4)
presentation (each person must have a point to mention)
• Gather students on the mat in a circle
• Introduce students to the Rube Goldberg Simple Machines Design Brief (Attached as
Design Brief that will extend the next two lessons (projecting this Resource 5)
on the smartboard) — popping a balloon using the Rube
Goldberg method
CLOSURE – Upcycling for Education

• Student were asked to bring in items from home that could be
upcycled (including old toys, clothing, recycled materials etc.) Upcycling items
in the last lesson Table
• Place all materials on a table in the centre of the room
• Provide students with clipboards and A4 paper Clipbaords
• Students will brainstorm ways that the items brought in by the A4 paper x30
whole class could be used in a simple machine design,
providing a short explanation of these suggestions
• Share these brainstorms with their small group in a group-
share activity
TRANSITION – Rube Goldberg on My Mind

• Send students home thinking about possible simple machines
that have not yet been explored in the videos watched or in
the exploration in Lesson Two, and the possible materials that
could be used
• Be innovative!
LEARNER DIVERSITY
- Consistent verbal cues
- T-Chart with increased font size (42) T-Chart with increased font
- Enlarged photos for analysis size (42)
- Discussion and ICT-rich lesson Enlarged photos
- Peer assistance (1:1 partner) for the ‘Explaining Forces’ activity
TERM / WEEKS: 5E’s- ELABORATE (1-2 lessons)

• To challenge and extend students’ understandings in a new context or make TOPIC
Term 4, Week 5-6 Push It! Year 2 • Physical Science • Push and Pull
connections to additional concepts through a student planned investigation
• To use investigative/ inquiry skills
Summative Assessment – Used to formally assess students’ science inquiry skills
through a student-planned experience and student-directed documentation
Asia
SCSA LINKS EYLF
A push or a pull Science involves Participate in guided Outcome 4:
affects how an observing, asking investigations to Children are MOTIVATION AND INTRODUCTION – Wonderwall
object moves or questions about, explore and answer confident and • Prepare a ‘Wonderwall’ in the classroom of envelopes with Envelopes with students’
changes and describing questions (ACSIS038) involved each student’s name names
shape (ACSSU033) changes in, learners • The ‘Simple Machines Entry Slip’ questions, from Lesson Two, ‘Simple Machines Entry
objects and Use a range of will be in each student’s envelope (three questions they have Slip’ in each
events (ACSHE034) methods to sort Outcome 5: regarding their simple machine and the ‘forces’ involved in its
information, including Children are application)
drawings and through effective • Ask students to retrieve their questions, group-by-group, and
discussion, compare communicators find a comfortable place to sit
observations with • Students will respond to the questions they have answers for
predictions (ACSIS040) Summative grading rubric
on the back of the question slip
LESSON OBJECTIVES (Attached as Appendix 5)
• The questions that are still unknown will become the
Based on Bloom’s (1956) ‘Evaluate’ and ‘Create’ categories of the ‘Question/s of the Day’ that they will strive to answer in the
coming two lessons
Taxonomy
• Encourage students to freely flow to the ‘Wonderwall’ to
As a result of this lesson, students will be able to: pose new questions or answer existing questions
1. Review, individually, questions they have about their simple machines and the
forces involved in its application, from the ‘Wonderwall’ envelope slips.
2. Devise one or more simple machines, with their small group, that adheres to the LESSON BODY – Thinking Hats On!
requirements of the design brief. • Gather students in a circle on the mat
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) • Review the design brief (Rube Goldberg Simple Machines) Design Brief (Attached as
Objective 1 and 2: Summative grading rubric (rubric attached as Appendix 5) on the smartboard, pointing out key areas
Resource 5)
• Reassign the ‘Six Thinking Hats’ roles to new students and
new groups (predetermined according to ability)
• Review the roles of each hat with the class, calling upon
students to identify the roles they embodied in the previous
lessons
• Each student will be provided with a scrapbook containing
their name and their role, which they will use to note down Personalised scrapbooks
information and findings they have gathered individually or in x25
their group, based on their role Summative grading rubric
• Invite students to begin the planning of their simple (Attached as Appendix 5)
machines
• Conference each group after 10-minutes of planning time
Key Question 1, 2 and 3:
- What materials have you chosen?
- How will these materials they make your simple machine
work more effectively?
- What forces do you predict will act upon your simple
machine to make it operate?
• Allow time for students to begin creating initial versions of
their simple machines and test these ideas Recycled materials and
Note: This will lead into a second lesson on ‘Elaboration’ additional construction
resources
CLOSURE – Fishbowl Discussion

• Allow time for students to pack away their materials and
find a space in the room to contribute to their scrapbook and
answer any questions from the ‘Wonderwall’ envelope
• Collect students’ scrapbooks (documentation) for
summative assessment
• Gather students in a ‘Fishbowl Discussion’ to converse
simple machine ideas, effects of forces, considered
improvements and possible flaws.
LEARNER DIVERSITY
- Increased font size of the design brief on the projector
- Digital version of the ‘Six Thinking Hats’ scrapbook, with Design Brief with increased
speech-to-text recognition to take notes and pose/answer font size
questions iPad and speech-to-text
processing application
TERM / WEEKS: 5E’s- EVALUATE (1 lesson)

• To provide opportunities to review, reflect on and represent their learning about TOPIC
Term 4, Week 7 forces
Summative Assessment – Used to formally assess students’ science understanding Push It! Year 2 • Physical Science • Push and Pull
through a student-planned experience and student-directed
documentation/discussion
Asia
SCSA LINKS EYLF
Science Science as a Human Science Inquiry OUTCOMES QUESTIONS
Understanding Endeavour Skills
A push or a pull Science involves Represent and Outcome 4:
affects how an observing, asking communicate Children are MOTIVATION AND INTRODUCTION – Question-Board Competition
object moves or questions about, observations confident and • Teacher writes a question on the board and divides the class into Question prepared
changes and describing and ideas in a involved two teams (two different coloured sticky notes)
shape (ACSSU033) changes in, variety of learners • Students will answer the question on a sticky note and place it on Sticky note pads x2
objects and ways (ACSIS042) their side of the board
events (ACSHE034) Outcome 5: • The most amount of sticky notes at the end, wins
Children are Key Question 1:
People use effective - What items in this classroom can be affected by a ‘push’ force?
science in their communicators
daily lives
(ACSHE035) LESSON BODY – Our Rube Goldberg and My Role
LESSON OBJECTIVES • Students will continue working on their Rube Goldberg simple Required materials for the
machines Rube Goldberg designs
Based on Bloom’s (1956) ‘Create’ category of the Taxonomy
• Encourage students to continually add to their individualised
As a result of this lesson, students will be able to:
scrapbook and answer any unfilled ‘Wonderwall’ questions
1. Programme and present, individually, their findings on forces and its
• Once completed, ask students to compile the pages of each of
relevance to the Rube Goldberg simple machines, in their individualised
their scrapbooks into one file of documentation
scrapbook. Summative grading rubric
• Students will show the class their design accompanied by a 5-
2. Collaborate, through discussion, the ‘Three W’ questions regarding Science (Attached as Appendix 5)
minute presentation where each group member explains their role
Understanding content.
within the project and information that they gathered
ASSESSMENT (SUMMATIVE – Science Understanding)
Objective 1: Summative grading rubric (rubric attached as Appendix 5)
Objective 2: Anecdotal notes (template attached as Appendix 1) CLOSURE – Group Discussion
• Gather students on the mat
• Pose ‘Three W’s’ that students will think-pair-share: Anecdotal notes (Attached
1. What did we learn throughout the last few lessons? as Appendix 1)
2. So, What? What is the importance of knowing this?
3. Now, What? How does this affect our thinking about the world?
LEARNER DIVERSITY
- Motivation question written in enlarged font
- Partner (1:1) for the sticky notes task to assist with scribing
- Think-pair-share to enhance discussion beyond reading/writing
parameters

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SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 5E’s- ENGAGE (1-2 lessons)

SCSA LINKS EYLF

CLOSURE – Gallery Walk

TRANSITION – Observing Everyday ‘Force’ Phenomenon

TERM / WEEKS: 5E’s- EXPLORE (2-3 lessons)

CLOSURE – Year 2B Collective Machine

TRANSITION – Recycled Materials

TERM / WEEKS: 5E’s- EXPLAIN (1 lesson)

CLOSURE – Upcycling for Education

TRANSITION – Rube Goldberg on My Mind

TERM / WEEKS: 5E’s- ELABORATE (1-2 lessons)

CLOSURE – Fishbowl Discussion

TERM / WEEKS: 5E’s- EVALUATE (1 lesson)

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