Australian Curriculum: Science (Year 2)

Sub-strands Content Descriptions Achievement Standard

Biological sciences • Living things grow, change and have offspring similar to themselves (ACSSU030) By the end of Year 2, students describe
changes to objects, materials and living things.
Science understanding They identify that certain materials and
Chemical sciences • Different materials can be combined, including by mixing, for a particular purpose (ACSSU031) resources have different uses and describe
examples of where science is used in people’s
daily lives.
Earth and space • Earth’s resources, including water, are used in a variety of ways (ACSSU032)
sciences Students pose questions about their
experiences and predict outcomes of
Physical sciences • A push or a pull affects how an object moves or changes shape (ACSSU033) investigations. They use informal
measurements to make and compare
observations. They follow instructions to
• Science involves asking questions about, and describing changes in, objects and events (ACSHE021) record and represent their observations and
Nature and
development of science communicate their ideas to others.
endeavour (Year 1-2)
Science as a human

Use and influence of • People use science in their daily lives, including when caring for their environment and living things (ACSHE022)
science

Questioning and • Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024)
predicting
Science inquiry skills (Year 1-2)

Planning and • Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing
conducting ideas, and accessing information sources (ACSIS025)
• Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as
appropriate (ACSIS026)
Processing and • Use a range of methods to sort information, including drawings and provided tables (ACSIS027)
analysing data and • Through discussion, compare observations with predictions (ACSIS212)
information
Evaluating • Compare observations with those of others (ACSIS213)

Communicating • Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play
(ACSIS029)

General Capabilities Cross Curriculum Priorities Notes:

• Literacy • Aboriginal and Torres Strait Islander histories and cultures
• Numeracy
• Asia and Australia’s engagement with Asia
• Information and communication technology (ICT) competence
• Critical and creative thinking • Sustainability
• Ethical behaviour
• Personal and social competence
• Intercultural understanding
 English
Students will write a brainstorm
for the different ways they
could create a truck that can
push and pull objects.
Students will write down their
predictions for the land, water
and air investigation. Students
will also fill out a prediction
sheet for the parachute
investigation.
Students are also required to
make a written response for
their posters.
Science / Technology & Enterprise
Students will design a truck that can
push and pull objects for the design
brief, this must be made out of
recyclable materials. Students will also
design a parachute that will float down
to the ground.
CONCEPT MAP
(option 1)
Health & Physical Education
Students will use movements to
act out different push and pull
scenarios. For example; riding a
Concept: Physical Science (Yr 2) Term: scooter, sweeping, flying a kite
2 Weeks: 1-5 etc.
©The University of Notre Dame 2010 developed by C McGunnigle
The Arts
Students will use their creativity
ICT to design a poster. This must
Students will access a ‘Padlet’ to include organising pictures,
explain what they know about push headings and text onto their
and pull and what they would like to posters to make this look
learn more about. presentable.
Students are required to take photos
of their parachutes for their posters. Students will also draw their
Students will access a push and pull designs for their parachutes and
game on their iPads. draw what happened during the
investigation.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: T2, W1-5 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 XXXXX
• To elicit students’ questions/ prior knowledge about XXXXX
• Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. 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)

Scienc Science as Science

e a Human Inquiry
Unders Endeavour Skills
tandin
g

DIAGNOSTIC Introduction:
Students will discuss 1. The teacher will create a class discussion to
Wk1, A push or a pull affects allow the class to think of different forces (push What is an - Large toy truck
Lesson 1 how an object moves or how things move in example of a - Images of
the environment and The teacher will and pull).
changes take anecdotal type of different types
The shape(ACSSU033) how they can make 2. The teacher will ask questions such as: transport that of vehicles
notes of group
design objects move.
discussions to • What are examples of things that you can push - Truck
brief will Participate in guided discover who can see outside and in the class that move? objects? brainstorming
Students will
go over a investigations to explore
brainstorm in groups distinguish • How do these things move? worksheet
series of and answer What is an
the different ways between a push • Can you make things move? How do
lessons. questions(ACSIS038) and pull. example of a
that vehicles can pull you do this? type of
and push objects. 3. The teacher will then explain we can make transport that
The teacher will
collect the truck things move using a push or pull. can pull
brainstorm to 4. The teacher will bring out a toy truck into the objects?
determine if middle of the circle and ask the class, “how can
students can I move this truck?”. Students should explain
understand how a that we can do this through pushing or pulling
push and pull is the truck around.
used and how this
can be 5. The teacher will begin creating a word wall of
incorporated into the words that are used to describe the different
their design. movements that they can observe.

MOVE THAT OBJECT (Design Brief)

6. Students will be presented with a task to create
a truck that can push and pull objects. Students
will use recyclable materials to create their
design such as cardboard, bottle, milk container,
box etc.
7. This truck must be able to push and pull heavy
and light objects such as; stapler, marbles, book,
pencil.
8. The teacher will show students different modes
of transport and how these push and pull objects
e.g. truck, car, trailer, forklift, crane, bulldozer.
9. Students will then be given an A3 piece of
paper in groups of four and will brainstorm how
they can create a truck to push and pull objects.

Conclusion:
10. The teacher will ask students to turn to the
person next to them and explain their ideas for
their truck and how they will allow this to push
and pull objects.

Extend: Students can begin designing their own

truck and think of the materials they would like to
use.
Enable: The teacher will put up images of the
different types of transport onto the board to help
with ideas.
 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)

Scienc Science as Science

e a Human Inquiry
Unders Endeavour Skills
tandin
g

FORM ATIVE Introduction:

1. The teacher will put students into groups of four
What do you -QR code
A push or a pull affects for today’s lesson.
how an object moves or Students will write know about -Padlet link:
The teacher will 2. Students use the QR code that is displayed on
down their prior Push and Pull? https://padlet.com
changes use the Padlet to
knowledge of push the board and use their iPads to open the Padlet. /s_schultz1/dcsny
shape(ACSSU033) gather if students n4g5jk0?fbclid=I
and pull onto the 3. From the previous lesson students will write What do you
have the correct wAR0TBzQl_Lb
Pose and respond to Padlet. knowledge of down what they already know about push and predict will
Wk 2, NFRjZDzwWOR
questions, and make push and pull. pull. Then they will write down anything that happen to the WcT2A1--
Lesson 2
predictions In groups students they want to learn further. objects? UuGpSO7acxlpun
about familiar objects will brainstorm a The teacher will 4. The teacher will read out the answers that are MiVQ_2nBDdDt
This will definition of what Do you think 8mo
and events(ACSIS037) collect the displayed on the board.
go over push and pull is. the object will - A3 paper
brainstorms to
three determine if both push and -objects for each
Lesson Steps: group: tennis ball,
lessons Students will predict students have pull?
5. Students are given a blank sheet of A3 paper marble, ping pong
as if they believe their written a correct and in their groups, they will write down their ball, tennis ball,
students objects will have a definition. Why do you
own definition of push and pull. To extend sinker, balloon,
will push or pull effect of think the paper, truck, rope
rotate both, and display The teacher will students they can draw a diagram of a push and object is doing and door.
these results onto a Y use a checklist for pull. both? -Prediction
between
chart. each group to 6. The teacher will then explain that we will be worksheet
the air,
gather if students -Y chart
land and investigating a push and pull in water, in the air
could predict, and on land.
water
draw conclusions
station. 7. Each group with be given four objects and they
and transfer their
knowledge of will write down their predictions if they believe
push and pull into the objects will have a push or pull effect or
the Y chart. both.
 8. Students will be assigned a group role such as;
leader, material collector, scribe or scientist.
9. Push or pull in water will have a bucket of
water and use a marble, ping pong ball, tennis
ball and sinker to test their predictions.
10. Push or pull in the air will have a balloon, piece
of paper and scrunched up paper.
11. Push or pull on land will have a toy truck, rope,
door and a ball.
12. Students will discuss if their predictions were
correct. The teacher will highlight a key
teaching point as most objects can display both
a push and pull. For example, a ping pong ball
is being pushed above the water but gravity is
still pulling the object to the ground.

Conclusion:
13. Students will complete the Y chart which will
have; push, pull or both and students will write
or draw the objects into each column.
14. Students will explain their findings to the class.
15. In groups, students will access the Padlet again
and fill in what they have learnt and if they have
any questions to explore in the next lessons.

Extend: Draw the arrows that represent push and pull

when explaining the definition. Students can also do this
when drawing the objects onto the Y chart.
Enable: Students will be in mixed ability groups to help
with each task.
Health and safety consideration: Students will need to
be careful around the bucket of water and not be silly
with their group.
 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)

Scienc Science as Science

e a Human Inquiry
Unders Endeavour Skills
tandin
g

FORMATIVE Introduction:
1. The teacher will show students a YouTube
video that explains push and pull. Students will What do we -YouTube
A push or a pull
The teacher will think the video:
affects how an object Students will discuss need to pay attention to the definitions that were
difference is https://www.you
moves or changes take anecdotal highlighted. The teacher will ask:
what motion, force between a tube.com/watch
notes of students
shape(ACSSU033) and gravity is with
who can identify • What is motion? This is when an object push and pull? ?v=mEg5GOVp
their partners. moves from place to place. UlE&t=1s
key definitions.
• What is Force? A push or a pull on the Why is gravity -Bucket of
Students will so important?
The teacher will object. water and
complete the push
use a checklist to • How could you explain push and pull basketball
Wk 3, and pull worksheet How would I
determine is -Primary
Lesson 3 through with an example? draw a
students can Connections
understanding the
match the • What do we know about gravity? It diagram of a ‘Fantastic
key definitions and ball in a
definitions to the brings everything towards the Earth. Forces’
drawing a diagram. sentence and draw 2. Students will Think, Pair and Share these bucket of -‘Pushing and
a diagram of an questions and then discuss their responses with water? Pulling’ Scootle
object in water. the class. game:
http://www.scoo
3. The teacher will write down students answers
The teacher will tle.edu.au/ec/vie
use a self- onto the whiteboard and elaborate upon points. wing/L700/inde
assessment for x.html
Lesson Steps:
students to gather 4. The teacher will investigate further the effects
what areas need of push and pull.
further 5. Students will gather around a table where the
clarification.
teacher will set up a bucket of water and a
basketball.
6. The teacher will ask students, “do we think that
the basketball will be pushed or pulled in the
water when I apply a force?”
7. The teacher will then push the basketball into
the water and allow for the basketball to bounce
back above the water.
8. The teacher asks the class “Why did the
basketball move upwards when I released it?”
9. The teacher explains to the class that gravity is
pulling the ball downwards, but the push of the
water is bringing it upwards.
10. Objects that are hollow inside will usually float,
but if they are too heavy for water they will sink
to the ground due to gravity.
11. The teacher will give students a worksheet to
consolidate their understanding.
12. Students will fill in the gaps for the sentences
that are in relation to push, pull gravity and
force. Students will then draw a diagram of an
object floating in water and include the arrows
to show push and pull.

Conclusion:
13. Once students have finished they may go onto
their iPads and play the ‘Pushing and Pulling’
game from Scootle.
14. The teacher will then go through answers and
make sure students understand the diagram
which demonstrates a push and pull in water.
15. Students will complete a self-evaluation form so
the teacher can understand how confident
students are feeling about push and pull.
 Extend: Students can complete the worksheet
independently.
Enable: The teacher will go through the worksheet on
the mat with students.
Health and Safety considerations: Students will need
to be careful around the bucket of water and not be silly.

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)

Scienc Science as Science

e a Human Inquiry
Under Endeavour Skills
standi
ng

SUMMATIVE- Introduction
1. In order to elicit prior knowledge, the teacher
Students will plan Science Inquiry What materials -Push and pull
will hold up different pictures of objects and
A push or a pull affects their parachutes with Skills could we use cards
students must act out the push and pull that
how an object moves or their partner and for the -Talking chips
changes label the materials comes along with the object. For example, parachute? -Plastic bag
shape(ACSSU033) required. wheelbarrow, door, broom, ball, kite etc. Why would -sticky tape
Wk 4, The teacher will 2. Using ‘Talking chips’ students will take turns to these be -string
Lesson 4 use a checklist for place their chips into the middle of their group appropriate? -scissors
Pose and respond to Students will predict the planning -lego, plastic
This will and explain what motion, gravity and force is
questions, and make the push and pull process to What cup, paper clip.
go over determine if and an example of these terms.
predictions forces that will affect predictions - Planning
two about familiar objects their parachutes. students could: 3. The teacher explains that we will be creating could you Parachutes
lessons. parachutes and looking at the push and pull
and events(ACSIS037) make about worksheet
Students will -Design a forces. the push and -Evaluation
One parachute with
evaluate what pull forces worksheet
lesson for appropriate Lesson Steps:
happened to their with your
planning parachutes and draw materials. 4. The teacher will demonstrate how to create the parachutes?
and one parachute to the class. Firstly, the teacher uses a
a diagram.
lesson for
plastic bag and cuts one side of the bag into a Why will the
testing the
circle. Then the teacher will cut four pieces of parachute
parachute -Predict the push even string and use sticky tape to stick these to come down to
s. and pull of the the four corners of the bag. the ground?
parachute. 5. Then the teacher will tie all four pieces of string
into a knot at the end. Students may decide what
-Explain what
happened to the they will hang from the end of the parachute
parachute with the this may be a; lego piece, figurine, plastic cup.
use of a diagram. 6. Students will be put into pairs to complete the
investigation.
7. Students will draw their parachute design and
incorporate the materials they will use.
8. Students will then create their parachutes with
the materials outlined in their designs. Students
will need:
• Plastic bag
• Sticky tape
• String
• Weight at the end of the string
9. Before students test their parachutes, they must
fill out the prediction sheet to determine what
they believe will happen to their parachutes.
10. Student must answer the questions:
• What do you predict the push and pull
force will be?
• Do you think the parachute will fall to
the ground? Why or why not?
11. Students will then go onto the oval and test their
parachutes. One person within the pair must
take photos on the iPad of their design as this
will be used in the next lesson.

Lesson Closure:
12. Students will come back into the class and fill
out the rest of their prediction sheets.
13. Students will draw a diagram of their parachutes
and explain the push and pull effect.
14. The teacher will ask students to explain their
findings. It should be noted that the push effect
 is the student pushing the parachute into the air
and the pull effect is gravity pulling the
parachute to the ground.

Extend: Students can write down what happened during

the parachute investigation as well as draw a picture.
Enable: The teacher will show images of different
parachutes to assist with planning.
Health and Safety Considerations: Students need to be
careful when using materials for the parachute e.g.
scissors.

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 CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understa a Human Inquiry
nding Endeavour Skills

SUMMATIVE- Introduction:
A push or a pull affects 1. The teacher will create a brainstorm on the
how an object moves or Science What is
whiteboard and students are to raise their hand
changes Understanding something new
Students will and say everything they have learnt about push -A3 poster paper
shape(ACSSU033) you have
brainstorm all of their and pull and provide examples. learnt -images of
ideas about push and 2. The teacher will ensure information about force, throughout this student’s
Represent and
pull. The teacher will motion and gravity on land, water and in air topic? parachutes
communicate
observations and ideas in create a rubric for have been discussed.
Student will create a the parachute What did you
Wk 5, a variety of
ways (ACSIS042) poster of the investigation. The Lesson Steps: learn in the
Lesson parachute criteria for the 3. Students will be making a poster in pairs of the parachute
5 investigation to highest grade is parachutes that they have created. investigation?
display their as followed:
observations about 4. The teacher will print out the pictures that
Did something
how push, pull and -Included students took of their designs and the parachute
different
gravity was appropriate in motion. happen to your
demonstrated. headings and 5. This poster will need to incorporate: parachute that
images. • Headings you didn’t
Students will present • What happened during the predict?
their posters to the investigation? e.g. we designed and
classroom and -high level of created a parachute and tested if these
explain their findings. explanation of the would work.
investigation. • Where did you see a push force during
the investigation? E.g. pushing the
-Excellent
understanding of parachute into the air.
push, pull and • Where did you see a pull force during
gravity within the the investigation? E.g. parachute pulled
parachute to the ground.
investigation. • How did gravity affect your parachutes?
e.g. pulled the parachute to the ground
and the weight attached to the end was
too heavy
• Pictures of the parachute
6. Students will work in their pairs to collate the
pictures and headings onto the poster and write
down a response for each question.

Conclusion:
7. Students will explain their poster to the class in
partners and say their favourite thing that they
have learnt about push and pull, or something
that they have learnt that they didn’t know
previously.

Extend: Students can add detail to their responses and

express a deeper thinking.
Enable: The teacher will have sentence starters on the
board for each question to help students form their
response.
References:

Primary Connections. (2019). Curriculum Resources. Retrieved form https://primaryconnections.org.au/curriculum-

resources?field_year_level_target_id=11&field_science_strand_target_id=22&edit-submit-curriculum-
resources=Filter&sort_by=title&items_per_page=5

School Curriculum and Standards Authority. (2014). Science V8.1. Retrieved from https://k10outline.scsa.wa.edu.au