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Primary Science FPD

Australian Curriculum: Science Year 2


Sub-strands Content Descriptions Achievement Standard

Biological sciences • Living things grow, change and have offspring similar to themselves (ACSSU030) Science Understanding
At Standard, students
describe changes to
Chemical sciences • Different materials can be combined for a particular purpose (ACSSU031) materials and living things,
and how a push or a pull
Earth and space • Earth’s resources are used in a variety of ways (ACSSU032) affects an object’s behaviour.
sciences They identify that certain
materials and resources
Physical sciences • A push or a pull affects how an object moves or changes shape (ACSSU033) have different uses.
Science as a Human
Nature and Endeavour
• Science involves observing, asking questions about, and describing changes in,
development of Students describe examples
science objects and events (ACSHE034)
of where science is used in
people’s daily lives.
Use and influence of • People use science in their daily lives, including when caring for their environment Science Inquiry Skills
science
and living things (ACSHE035) Students pose and respond
to questions about their
experiences and predict
Questioning and • Pose and respond to questions, and make predictions about familiar objects and
predicting outcomes of investigations.
events (ACSIS037) They use informal
Planning and • Participate in guided investigations to explore and answer questions (ACSIS038) measurements to make and
conducting compare observations.
• Use informal measurements to collect and record observations, using digital
technologies as appropriate (ACSIS039) Students record and
represent observations and
communicate ideas in a
variety of ways.
Australian Curriculum: Science Year 2
Sub-strands Content Descriptions Achievement Standard
variety of ways.
Processing and • Use a range of methods to sort information, including drawings and provided tables
analysing data and
information and through discussion, compare observations with predictions (ACSIS040) Maths

Evaluating • Compare observations with those of others (ACSIS041) Velocity Activity: Exploring ramps of different
textures. Each ramp will have carpet,
sandpaper, tin foil, wood and bumpy surface. A
Communicating • Represent and communicate observations and ideas in a variety of ways car will be put down each ramp and the speed
(ACSIS042) measured using a timer as they cross the finish
line.
Measurement Activity: Balloon on a string,
using 5, 10, 20 breaths and air put into the
balloons. The children will let go of the
balloons and see how far they go. Marking
where they stopped and then finally measuring
using formal units of measurement.

CONCEPT MAP
English The Arts
Collage station: Giving children a variety of
Persuasive writing: Why is your pulley recycled materials to create and construct. The
system the best for pushing or pulling children need to recreate a pully system they
objects? Students write a persuasive
have researched.
Concept: Push/ Pull/ ForcesTerm: 2
text outlining why the pulley system
they planned and created is the best.
Giving at least 3 reasons why it is the
best.
Health & Physical
! Education
©The University of Notre Dame 2010 developed by C McGunnigle

Tug of War: This is a great way to incorporate physical activity into a push and pull
lesson. Starting with 1 person on each side then putting 2 on one side and 1 on the
other. Discussing why they think the side won, talking about greater force and equal
forces.
TERM/WEEKS: 2 YEAR LEVEL: 2 LEARNING AREA/TOPIC: Physical Science - push/pull
FORWARD PLANNING DOCUMENT

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 pull.
• Diagnostic assessment used- in this lesson you will find out what the students already know about push ad pull This will allow you to take account of students’ existing ideas when planning learning experiences

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

Science Science as Science


Understan a Human Inquiry
ding Endeavour Skills
Week 1: - Describe DIAGNOSTIC Intro Mat session: - Do any of - 1large toy
Lesson the toys with wheels
1 pushes and 1. Get all the children to sit in a circle. change - 1 large sheet
pulls that - I will be 2. Putting a toy truck in the middle of shape ? of paper
when they
make toys assessing - role wrist
the circle. The teacher will ask the are pushed
move or what the bands
children to put their hands up if they or pulled?
- marbles
change shape children
already know a way they could move the - How did the - pinwheel
- Airline
- know truck. Then get that child to toy move?
Observe and - boat
describe was - This is done demonstrate. - Did the toy - ball
through 3. Brainstorm on the board (How to move the - wagon
of moving same way
anecdotal - - push and
toys. move a toy) write down the children’s each time?
records of pull picture
answers. worksheets
students - what made
existing Grouping: the toy
-

ideas 1. Put students into groups of 3 and ask move?

- Through them to find a space around the room. - How did t


observations This could be either on the floor or on toy change
shape?
the desks.
2. Ask each group to pick one person in
their group to stand up.
Lesson Instructions:
1. Explain to the students that on the
table their is a range of equipment.
The 1 person each group has chosen
will be the only one in the group aloud
to return or collect items from the
table.
2. Each team will have toys to explore,
they will explore different ways they
can make them move or change shape
3. Give the students 10 minutes to
explore the toys, in their groups.
4. Ask the chosen child to come up and
grab 2 pieces of blank paper for their
groups.
5. The children will then choose 2
toys, draw it on the piece of paper.
6. This will be accompanied by a
sentence describing how they made the
toy move e.g. I pulled the car.
7. On the board there is a making things
move table.
8. Students will need to decide in their
groups which column their picture goes
into. Either on the ground, in water or in
air.
9. Ask each group to explain why they
put into into that column.
Conclusion:
1. Call the students back to the mat.
2. Reflect on the different ways we can
make things move that the children
put in the “Making things move”
table.
3. Go back to the brainstorm the
children did at the beginning of the
lesson and ask them “Here is what we
brainstormed at the beginning of the
lesson, now that we have learnt some
stuff more what are some other ways
you can make a toy move?”
4. Write the answers on the class
brainstorm. Keep this for future
reference.
5E’s- EXPLORE (2-3 lessons)
• To provide hands on, shared experiences of XXXXX
• To support students to investigate and explore ideas about XXXXX
• Formative assessment

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

Science Science as Science


Understan a Human Inquiry
ding Endeavour Skills
Week FORMATIVE Intro Mat session: - toy cars
What are different
• Differentiate ways you

2: between a push 1. The children are called to the mat in a


pushed or
- straws
pulled your
and a pull force.
Lesso car ?
- Objective 1: circle. What was the fastest - cardboard
n2 way to get
will be 2. The teacher sits on the outside with the strips
• Children create your car
assessed across the
more then one
through the
children. line? - string
way to push or pull 3. Using a ball the teacher models a push What went wrong ?
- sticky tape
work samples
the car using
different materials of the child. and a pull. When the car is
going down the - glue tack
And recorded - First pushing the ball away from her
ramp what do you
- popsticks
think is pushing it
on a checklist. down?
- “is this a push or pull? and Why” - plastic
What do you think is
- Objective 2: - Then pulling the ball back in. pulling the cups
magnets together?
will also be - Asking the same question How could you make it
- elastic
evident in the 4. The teacher will ensure to explain that: go faster ? bands
child’s work
sample and
- Push is a force that move an object away - masking
recorded on a from something. tape
checklist. - Pull is a force that moves an object - magnets
towards something. - Push pull
5. The teacher will then use another example sheets
by throwing a ball in the air. - pencils
- “When I throw the ball up am I pushing or
pulling the ball?”
- “What about when the ball comes down ?”
- “What is pulling the ball to the ground I
wonder?”
6. The teacher will then use a magnetic
force, by using 2 attracting sides of a
magnet and to resistant sides.
- “Which was pushing and what was pulling
and why?”
Grouping:
1. Put students in mixed ability pairs
Lesson Instructions:
1. Explain to the students that there is 2
lines of masking tape on the floor, one is
the start line and the other is the finish
line.
2. Each pair gets 1 toy car and all of the
different materials and 2 worksheets.
3. This is an open-ended activity that the
students get to experiment, problem
solve, create and invent.
- “You need to get your car from the start
to the finish line using these materials.
You are not aloud to touch the car with
your hands.”
4. When the students have been successful
in getting their car over the line, they then
draw what they did on the worksheet. The
children decided weather it was a push or a
pull force they used to get over the line.
5. They also write 1 simple line stating what
they did e.g. I pulled the car with string.
6. Students are given 30 mins to explore
and create 1 push example and 1 pull.
7. As this is happening the teacher will go
around and ask questions.
Conclusion:
1. Call the students back to the mat.
2. Ask students the different ways they
pushed or pulled the car.
3. Reflect and discuss their findings with the
class.
4. Talk about the gravity force, contact
force and magnetic.
5E’s- EXPLAIN (1 lesson)
• To support students to develop explanations for experiences and make representations of developing conceptual understandings
• Formative assessment

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

Science Science as Science


Understan a Human Inquiry
ding Endeavour Skills
3 • Children can FORMATIVE Intro Mat session: - iPads
orally explain 1. The children are called to the mat. - different
the pushes 2. The teacher goes over the different house
and pulls types of forces, modelling it in a hold
impacting an sentence. items
object. 3. Showing an example of gravity, - Variety of
contact and magnetic forces. Using Toys
• Children can balls cars and magnets.
identify at Grouping:
least 1 1. Put students in pairs, try and pair
gravitational students who have less confidence
force on an with iPads with those who are
object. confident.
Lesson Instructions:
1. Give 2 iPads to each pair.
2. Using camera, you and your partner
need to take a video of each other
pushing/pulling 2 different object 2
different ways.
3. When you have taken 2 different
videos of each other you will go back
finished you go back to your desks.
4. Students will then open iMovie, import
the videos and do a voice over.
5. They will explain the forces at work on
the object using specific language
such as the ball was pulled to the
ground by gravity.
6. The teacher will hand out sentence
starters if children are struggling to
word it. e.g. The …….. was pushed or
pulled by ……… force.
7.
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 SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Science Science as Science


Understan a Human Inquiry
ding Endeavour Skills

4 SUMMATIVE-
Science Inquiry
Skills
5E’s- EVALUATE (1 lesson)
• To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
• Summative assessment of science understanding

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

Science Science as Science


Understan a Human Inquiry
ding Endeavour Skills
5 SUMMATIVE-
Science
Understanding

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