Planning

Documents
Early Childhood
University of
Notre Dame
 EARLY YEARS LEARNING FRAMEWORK

Outcomes:
COLOUR KEY: Term 1 Term 2 Term 3 Term 4

OUTCOME 1: Children have a strong OUTCOME 2: Children are connected with OUTCOME 3: Children have a strong OUTCOME 4: Children are confident and involved OUTCOME 5: Children are effective

sense of identity and contribute to their world sense of well being learners communicators

Children feel safe, secure, and supported Children develop a sense of belonging to groups Children become strong in their social and Children develop dispositions for learning such as curiosity, Children interact verbally and non-verbally with

and communities and an understanding of the emotional wellbeing cooperation, confidence, creativity, commitment, others for a range of purposes

reciprocal rights and responsibilities necessary for enthusiasm, persistence, imagination and reflexivity

active community participation

Children develop their emerging autonomy, Children respond to diversity with respect Children take increasing responsibility for Children develop a range of skills and processes such as Children engage with a range of texts and gain

inter-dependence, resilience and sense of their own health and physical wellbeing problem solving, enquiry, experimentation, hypothesising, meaning from these texts

agency researching and investigating

Children develop knowledgeable and confident Children become aware of fairness Children transfer and adapt what they have learned from Children express ideas and make meaning using a

self identities one context to another range of media

Children learn to interact in relation to Children become socially responsible and show Children resource their own learning through connecting Children begin to understand how symbols and

others with care, empathy and respect respect for the environment with people, place, technologies and natural and processed pattern systems work.

materials
Children use information and communication

technologies to access information, investigate ideas

and represent their thinking

Principles:

1. Secure, respectful & reciprocal relationships 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective practice

Practices:

Holistic approaches Responsiveness to children Learning through play Intentional teaching

Continuity of learning & transitions Cultural competence Assessment for learning Learning environments
 CONCEPT MAP
English Maths
 Read and discuss ideas in a narrative Maths is integrated into this unit of work through
Key
text such as ‘Who sank the boat?’ By the data representation and interpretation.
Pamela Allen. FM = Physical (Fine Motor) Students predict, observe, and record their
 Developing new vocabulary (this could GM = Physical (Gross Motor) findings.
be added to create a word wall). S = Social
 C/L Curriculum links:
E = Emotional Data representation and interpretation
Curriculum links: C/L = Cognitive/ Language  Collect, check and classify data
 Understand the use of vocabulary about C/A = Creative/Aesthetic (ACMSP049)
familiar and new topics and experiment S/M = Spiritual / Moral  Create displays of data using lists, table
with and begin to make conscious and picture graphs and interpret them
choices of vocabulary to suit audience (ACMSP050)
and purpose (ACELA1470)
Concept: C/L
Push and Pull Forces
©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise

Technology and enterprise is incorporated throughout the engineering and design of the activities. Students design, draw and write out the method of steps when
planning their parachute. C/L, C/A, FM
Curriculum links:
 Engineering principles and systems: Forces create movement in objects (ACTDEK002)
 Develop, communicate and discuss design ideas through describing, drawing, modelling and/or a sequence of steps (WATPPS12)
 Use simple criteria to evaluate the success of design processes and solutions (WATPPS14)

Society and Environment The Arts

 Research transport by land, sea and air. Visual art is incorporated through the creation of the parachute and poster in
 Research parachutes and how they work. this unit. C/A, FM
 Where do we see forces in our environment?
Curriculum links:
Curriculum links:  Presentation and display of original artwork (ACAVAM108)
 Pose questions about the familiar and unfamiliar (WAHASS14)
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 2 LEARNING AREA/TOPIC: Physical Science

EYLF 1. Responsiveness 2. Learning 3. Intentional 4. Learning 5. Assessment for 6. Cultural 7. Continuity of 8. Holistic approaches
PRACTICES to children through play teaching environments learning competence learning &
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
reciprocal relationships practice
OUTCOMES 1.Children have a strong 2.Children are connected 3.Children have a strong 4.Children are confident and 5.Children are effective
sense of diversity with and contribute to their sense of wellbeing involved learners communicators
world

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 forces.
 To elicit students’ questions/ prior knowledge about push and pull forces.
 Diagnostic assessment used- in this lesson you will find out what the students already know about push and pull forces. This will allow you to take account of students’ existing ideas when planning
learning experiences
WEEK/
LESSO EYLF AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
N
Prin Prac CURRICULUM OBJECTIVE EXPERIENCES QUESTIONS
O/C
LINKS
1 1 2 4 A push or a Students will be Diagnostic Introduction: - What is a push
2 3 5 pull affects able to: 1. Students will complete a worksheet provided on force?
5 5 how an object Students will their desk as a form of diagnostic assessment (see - What is a pull
moves or Differentiate complete a appendix 1). force?
changes between a push worksheet (see Wooden blocks
2. Wooden blocks will be placed on the students’ table - Are push forces
shape and a pull force appendix 1) as a Objects and
(ACSSU033) by circling the form of diagnostic along with objects: e.g. toy cars, string, magnets, or pull forces materials: toy
force that is assessment. pencil. more common in cars, string,
used in the Through this 3. Students will be asked to suggest ways to make the the playground? magnet
picture. assessment the blocks move using the provided objects. - It is possible for
teacher will be 4. Students will return to the mat and complete a playground
Label the drawn able to see what classroom brainstorm on how they made the equipment to use
playground the students know Whiteboard
wooden block move (e.g. pulled it across the table both push and
equipment using and what they do Whiteboard
arrows to show not know. This with the string, pushed it with the toy car). pull forces? marker
the forces being information will - Which pieces of
used. determine playground
whether the Lesson steps:
1. Teacher will introduce new unit of work in science; equipment do
student can you most enjoy PowerPoint
differentiate Physical Science, push and pull. presentation
2. Teacher will explain what a push force is and what a using? Why?
between a push
and a pull force. pull force is.
The teacher will 3. Students will be asked to work in pairs to explore the
also use the school playground.
second worksheet
4. In their pairs they must find four pieces of
to assess whether
students were equipment, have a go on the equipment and decide
able to label the what forces are being used.
drawn playground 5. On the provided worksheet students will draw the Worksheet
equipment using equipment (for example a swing) and use arrows to Writing utensils
arrows to show demonstrate whether it is a push or pull force.
the forces being
used. Conclusion:
1. Teacher will display different pictures on the
PowerPoint and students will be required to mime PowerPoint with
different pictures
the actions.
2. E.g. A picture of a door closing, students will need to
act out closing a door.
3. As a class students need to decide if it is a push
force, pull force or both.

Safety requirements:
- Teacher must supervise students when playing on
the equipment
- Students are required to use the equipment in an
appropriate and safe manner (teacher will remind
students beforehand).
- Objects and materials are to be used appropriately
(i.e. not thrown at one another)

Students who need extending:

Teacher will encourage these students to draw their own
picture and write a sentence to describe the force being
used. Students may want to find more than four pieces
of equipment in the playground.

Students who need enabling:

Students who are finding the worksheets challenging
may need the teacher to assist and guide them.
Students may only find two pieces of equipment in the
playground instead of four.
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of push and pull forces.
 To support students to investigate and explore ideas about push and pull forces.
 Formative assessment

WE
EK/ EYLF AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LES
SO
Prin Prac CURRICULUM OBJECTIVE EXPERIENCES QUESTIONS
N O/C
LINKS
2 1 2 4 A push or a Students will be Formative Introduction: - What does it feel - Book: ‘Who
2 3 5 pull affects able to: The teacher will (Lesson taken from Primary Connections) like? Sank the
5 5 how an object observe the 1. Teacher will ask students to share their - What would Boat’ by
moves or Discuss and students experiences with water, such as, playing in a pool,
happen if you let Pamela
changes reflect on throughout the swimming or having a bath. Discuss what they
shape lesson and write think happens to different objects when placed in go? Allen
experiences
(ACSSU033) anecdotal notes water. - Why do you think - Paper towels
with water
on whether they 2. Teacher will read the children’s literature book this would to dry hands
Science Push air-filled were able to: ‘Who Sank the Boat’ by Pamela Allen. happen? and mop up
involves objects (balls) - Discuss and 3. Class discussion about ideas in the narrative text. - Does it feel the spills
asking under water to reflect on 4. Explain that in this lesson students are going to same in water as it - Range of
questions experience the experiences work in collaborative learning teams to investigate
does in air? different
about, and push of water water.
with water - Why do you think it sized balls
describing - Push air-filled feels lighter in (e.g. table
changes in, Feel the Lesson steps:
objects (balls) water? tennis ball,
objects and difference
under water 1. Students will be allocated a partner to work with
events between a - Could something basketball,
heavy object to experience and a specific role (manager or speaker)
(ACSHE034) be pushing the golf ball,
suspended in air the push of 2. Teacher will take the students to the wet area that
heavy object up to cricket ball).
and then in water has been prepared and discuss safe behaviour
People use make it feel - Science
water around water.
science in their - Feel the lighter? journals
3. Teacher will explain that they are they are going to
daily lives, difference
Create a push the balls under water to feel what happens - 1 bucket
including when between a
labelled force- when the balls get pushed under. filled with
caring for their
arrow diagram heavy object 4. Teacher will ask the managers to collect team water (per
environment
to indicate push suspended in equipment and allow teams time to investigate pair)
and living
or pull forces. air and then pushing different balls under the water.
things - Thick string
5. Class discussion about what students feel when
(ACSHE035) in water to tie to
they push the balls under the water and what
- Create a happens when they release them. Ask them to object
Respond to labelled force- give reasons why they think this might be
and pose
arrow happening.
questions, and
diagram to 6. Teacher will show students one of the heavy
make
indicate push objects with string attached and ask them to
predictions
or pull forces. predict how it would feel to hold the object in water
about familiar
and in air. Explain that they will investigate this in
objects and
teams.
events
7. Explain that students need to take care when lifting
(ACSIS037)
Participate in
different types  or moving the heavy object.
8. Re-form teams and distribute heavy objects. Ask
of guided students to pull up on the string and lift the object
investigations into the air. Ask teams to describe what they feel
to explore and (see key questions).
answer
questions, 9. Discuss the downward pull of gravity and how it
such as makes things fall to the ground. (Gravity is a
manipulating complex concept but it is easy for students to
materials, recognise its effects.)
testing ideas, 10. Ask teams to lower the heavy object into the water,
and accessing wait a moment, and then pull on the string to lift the
information object out of the water. Ask students to describe
sources what they feel (see key questions)
(ACSIS038)

Compare Conclusion:
observations 1. Record students’ findings in the class science
with those of journal by drawing a simple outline of an object, for
others example, a ball sitting on or under the water line.
(ACSIS041) Explain the purpose and features of a force-arrow
diagram with the class (see appendix 2)

2. Ask students to use force-arrow diagrams to

record their findings in their science journal about
the push of water on the objects investigated in
this lesson.
3. After students have recorded their findings,
discuss their force-arrow diagrams.
Safety requirements:
- Teacher must supervise this activity closely
- Activity must be conducted in a water-safe area
such as a wet area or verandah and is away from
all sources of electricity.
- Students need to take care when lifting or moving
the heavy object.

Students who need extending:

Students who need extending can write about how
scientific knowledge of pushes and pulls in water can
be useful in their daily lives in their science journals.

Students who need enabling:

The teacher may need to assist those who need
enabling to create a labelled force-arrow diagram to
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment
indicate push or pull forces through prompting.
WEE
K/ EYLF AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESS
ON
Prin Prac CURRICULUM LESSON EXPERIENCES QUESTIONS
O/C
LINKS OBJECTIVE
3 1 3 4 A push or a Students will Formative Introduction: - What forces made Wooden plank
2 4 5 pull affects be able to: The teacher will 1. Teacher will create a ramp using a plank of wood the toy car travel Stack of books
5 how an object assess the that is leant on a pile of books (for height). The down the ramp? Toy car
moves or Identify which students through teacher will place a car on the top of the ramp and Bubble wrap
- Which surface did
changes object has the the use of a Piece of felt
let the car go. the toy car travel
shape most friction checklist to
(ACSSU033) out of a toy assess whether 2. The teacher will then place bubble wrap on the the furthest?
car, car and they are able to: ramp and ask students to predict what might - What examples
Represent and skateboard. - Identify which happen. can you think of in
communicate object has the 3. This will then be repeated with felt. the environment
observations State which most friction 4. Teacher will ask students: where we see
and ideas in a force is used  What forces made the toy car travel down
out of a toy friction?
variety of ways when rubbing
such as oral your hands car, car and the ramp?
and written together. skateboard.  Which surface did the toy car travel the
language, - State which furthest?
drawing and Share a fact force is used
role play on friction, when rubbing Lesson steps:
(ACSIS042) magnetism, your hands 1. Students will watch the following YouTube video Projector screen
buoyancy and https://www.youtube.com/watch?v=n2gQs1mcZHA with YouTube
together.
gravity. 2. Teacher will ask students if they know what friction loaded
- Share a fact https://www.youtu
on friction, is and then explain:
be.com/watch?v=
magnetism, Friction is a force that happens when objects rub
n2gQs1mcZHA
buoyancy and against one another.
gravity. When we rub our hands together to warm them up,
or slide down a slide, or push a toy car along, we
The first two create friction.
objectives will be 3. Students will practise rubbing their hands together
assessed through and teacher will ask what happens (i.e. become
the answers on warmer)
the worksheet
4. Teacher will continue by saying…
provided.
Different types of surfaces create different
amounts of friction. Some create a lot of friction,
whereas some create only a little friction.
The weight of an object also impacts the amount of
friction.
5. Students will complete the “Fun with Forces” Worksheet
worksheet to recap what they have learnt about Writing utensils
push and pull forces so far in the unit (see Children’s
appendix 3) literature on
6. Students will have the opportunity to explore friction,
children’s literature that looks into the topics of magnetism,
buoyancy and
friction, magnetism, buoyancy and gravity in
gravity.
 everyday life. Sticky notes
7. They will be required to record a fact from each of Writing utensils
the four forces and individual sticky notes.

Conclusion:
1. Children will then walk around the classroom and
when the teacher claps, the students have to stop
and turn to the person next to them and share
each fact they have just learnt written on their
sticky notes (this will continue until they have
shared with 5 other students).
2. Teacher will define all four terms; friction,
magnetism, buoyancy and gravity and ask
students to give an example of these in the
environment.

Safety requirements:
The teacher must ensure the wooden ramp and books
are sturdy and are not at risk of falling on the children.

Students who need extending:

Students who finish early can give more than one fact
on their sticky notes.

Students who need enabling:

Students who need assistance may only record facts
about two forces. Teacher may need to prompt to give
ideas.

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/
LESSO EYLF AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
N
Prin Prac CURRICULUM OBJECTIVE EXPERIENCES QUESTIONS
O/C
LINKS
4 3 5 4 A push or a Students will be Summative- Introduction - What materials
5 7 5 pull affects able to: Science Inquiry 1. Teacher will stand on a chair or table and hold an could you use to Empty water
how an Skills empty bottle of water and ask the students “What do make your bottle
object moves Design and plan you think will happen if I let go of the water bottle?” Water bottle
parachute stay in
or changes a functional A checklist will be filled with water
2. Teacher will drop the bottle and then ask students the air as long as
shape parachute using used to assess
(ACSSU033) the provided whether students why it fell to the ground. possible?
materials. were able to: 3. Teacher will introduce the term ‘gravity’ and ask - What is the best
Participate in - Design and students if they can think of examples of when shape to use for
different Conduct a test plan a gravity is at work – Teacher will create a brainstorm the parachute?
types of to analyse the functional on the whiteboard with the answers (e.g. when we - What are you
guided effectiveness of jump, we come back down).
parachute going to use to
investigation their parachute
using the 4. Teacher will then demonstrate the equivalence attach the
s to explore and make
and answer amendments if provided principle by repeating the activity in step 1 but parachute to
questions, necessary. materials. holding one empty bottle and one full bottle of water. your weight?
such as - Conduct a 5. Teacher will ask students to share whether they - What are you
manipulating Predict how test to think they will touch the ground at different times or going to use to
materials, many seconds analyse the at the same time stick your
testing ideas, the parachute 6. Teacher will drop both water bottles to demonstrate
effectiveness parachute
and will float in the
of their that mass does not effect how fast objects fall (they together
accessing air for.
information parachute will hit the ground at the same time).
sources Communicate and make
(ACSIS038) their parachute amendments Lesson steps:
design to the Students will use scientific inquiry skills throughout this
if necessary.
class. lesson of questioning and predicting, planning and
- Predict how conducting, processing and analysing data and
Use informal
many information, evaluating and communicating.
measuremen
ts in the seconds the
collection parachute will 1. Teacher will introduce today’s topic of parachutes
and float in the air and how they are kept in the air due to air
recording of for. resistance.
observations, - Communicate 2. Teacher will explain that they are required to make
with the their own parachute using the provided materials,
their
assistance of
parachute however first hold a class discussion of how they
digital
technologies design to the might design their parachute.
as class. 3. Students will receive a copy of the worksheet where
appropriate they will design their own parachute.
(ACSIS039) The teacher will 4. Students will begin designing their parachute in their
 write additional science journals.
anecdotal notes 5. Once the design is finished, students will begin
next to the making the parachute. Science journal
checklist. Writing utensils
6. Students will need to record the following in their
Materials for
science journal throughout the lesson: parachute:
 Ask a question (What are you trying to find - Scissors
out?) - Paper
 Make a prediction (What do you think will - Plastic
happen?) sleeve
 Observe and record results (What happened - String
and why?) - Fishing wire
 Method (What did you do?) - Tissue paper
7. Students will test their parachutes and make - Sticky tape
amendments if needed. - Glue
- Paper towels
Conclusion: - Plastic cups
1. Students will be asked to share their parachute
- Foam cups
designs with the class, explaining why they have
- Weights
made it that way and used certain materials.
2. Students will share which forces are used (i.e. push
of air, pull of gravity).
3. Students will present and test their parachutes in the
next lesson.

Safety requirements:
- Teacher must ensure they are at a safe distance
from the students when dropping the water bottles to
the ground.
- Students must follow safe practices when handling
scissors and carrying materials.

Students who need extending:

The open-ended nature of this task enables students to
be creative as possible with their parachute designs and
they can make it as complex as they would like to.
Students who need enabling:
Due to the open-ended nature of this task, students are
able to work at their own pace and at their own level at
which they feel comfortable at.

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about push and pull and represent what they know about push and pull forces.
  Summative assessment of science understanding

WEEK/
LESSO EYLF AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
N
Prin Prac CURRICULUM LESSON EXPERIENCES QUESTIONS
O/C
LINKS OBJECTIVE
5 1 2 4 A push or a Students will Summative- Introduction: - Which parachutes Parachutes from
2 5 5 pull affects be able to: Science 1. Teacher will explain that the students testing their were the most previous lesson
3 7 how an object Understanding parachutes and evaluating how successfully they successful?
5 moves or Explain how a float to the ground. - What made these
changes push or pull The teacher will
2. The teacher will remind the students that parachutes so
shape affects how a assess the
(ACSSU033) parachute students through successful parachutes create a large amount of air successful?
moves. the use of a rubric resistance, which enables them to float slowly - Is air resistance a
Represent and which will through the sky and land gently. helpful or unhelpful
communicate Evaluate the determine 3. The teacher will take the class to a suitable force when trying
observations success of whether students location to test the effectiveness of their to slow down the
and ideas in a their parachute are able to: parachutes (for example this may be at the top of a pull of gravity?
variety of ways through - Explain how a
staircase). - What did you
such as oral completion of push or pull
and written the evaluation enjoy about this
affects how a Lesson steps:
language, worksheet. unit on forces?
parachute 1. Teacher will gather students on the mat and ask
drawing and - What did you find
role play Create a moves. the following questions:
challenging about
(ACSIS042) poster to - Evaluate the  Which parachutes were the most
the unit?
present their success of successful?
- What do you know
knowledge on their  What made these parachutes so
push and pull how that you did
parachute successful?
in parachutes. not know before?
through  Is air resistance a helpful or unhelpful
completion of force when trying to slow down the pull of
the evaluation gravity?
worksheet. 2. Teacher will model evaluation worksheet (see Worksheet
- Create a appendix 4) Coloured A4
poster to 3. Students will be required to make a poster to paper (for
present their poster)
‘advertise’ their parachute.
knowledge on Textas
4. They will be required to draw a picture of the final Writing utensils
push and pull make of their parachute and label the different
in parachutes. materials. They will also need to write the forces
used.
The rubric will
5. Students will present their poster by doing a gallery
determine
whether students walk, to view everyone’s posters.
are at a well
developed,
developed, Conclusion:
developing or 1. Teacher will bring the students back to the mat ask
undeveloped. students what forces they have learned about in
the unit (these ideas will be recorded on the
whiteboard in a mind map).
2. Teacher will recap what a force is:
“A force is a push or pull needed to start an object
moving or, more accurately, to make things
change their motion. Some forces include friction,
buoyancy, gravity and magnetism.
3. Students will need to record their answers to the
following questions as their “ticket out of the door”.
 What did you enjoy about this unit on
forces?
 What did you find challenging about the
unit?
 What do you know now that you did not
know before?

Safety requirements:
- The teacher must take the students to a safe, high
place to drop the parachutes from (for example to
the top of a staircase with a railing and not
standing on a chair.
- Students will take turns at dropping their
parachutes to avoid overcrowding and too many
people on the staircase landing.
- Students will be reminded to walk carefully when
carrying their parachutes and to not run into
anyone.

Students who need extending:

Student who finish early can complete a push and pull
vocabulary worksheet (matching the words to the
correct definition of; push, pull, force, sink, float,
gravity, stationary, direction, observe, predict, friction
and surface)

Students who need enabling:

Students may need assistance when completing the
evaluation worksheet. Teacher may need to offer
prompts such as “I think this worked really well in your
design, what else do you think worked well?”