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SCIENCE Lesson Plans Overview

General Capabilities

Literacy

Literacy involves students in listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts.

Numeracy

Numeracy involves students in recognising and understanding the role of mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposefully.

Information and Communication Technology (ICT) capability

This involves students in learning to make the most of the technologies available to them, adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment.

Critical and Creative Thinking

Critical and creative thinking are integral to activities that require students to think broadly and deeply using skills, behaviours and dispositions such as reason, logic, resourcefulness, imagination and innovation in all learning areas at school and in the lives beyond school.

Personal and Social Capability

This involves students in a range of practices including recognising and regulating emotions, developing empathy for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

Ethical Behaviour

Ethical behaviour involves students in building a strong personal and socially oriented ethical outlook that helps them to manage context, conflict and uncertainty, and to develop an awareness of the influence that their values and behaviour have on others.

Intercultural Understanding

This involves students in learning about and engaging with diverse cultures in ways that recognise commonalities and differences, create connections with others and cultivate mutual respect.

Cross Curriculum Priorities

Aboriginal and Torres Strait Islander histories and cultures. The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate positively in the ongoing development of Australia.

Asia and Australia’s engagement with Asia This will ensure that students learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Asia literacy provides students with the skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.

Sustainability This develops the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living. It enables individuals and communities to reflect on ways of interpreting and engaging with the world. Sustainability education is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action. Actions that support more sustainable patterns of living require consideration of environmental, social, cultural and economic systems and their interdependence.

Science Understanding Biological Sciences: Year 3 Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)

Year 4 Living things have life cycles (ACSSU072) Living things, including plants and animals, depend on each other and the environment to survive (ACSSU072)

Year 5 Living things have structural features and adaptations that help them to survive in their environment (ACSSU043)

Year 6 The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094)

Chemical Sciences: Year 3 A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046) Year 4 Natural and processed materials have a range of physical properties; These properties can influence their use (ACSSU074) Year5 Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077) Year 6 Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting (ACSSU095)

Physical Sciences: Year 3 Heat can be produced in many ways and can move from one object to another (ACSSU049) Year 4 Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076) Year 5 Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080)

Year 6 Electrical circuits provide a means of transferring and transforming electricity (ACSSU097) Energy from a variety of sources can be used to generate electricity (ACSSU219)

Earth Sciences: Year 3 Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048) Year 4 Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075) Year 5 The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078) Year 6 Sudden geological changes or extreme weather conditions can affect Earth’s surface (ACSSU096)

Science as a human endeavour Science Inquiry skills (these are to be mastered over 2 years)

Nature and development of science: Year 3,4 Science involves making predictions & describing patterns and relationships (ACSHE050)

Year 5,6 Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena. Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE081)

Use & influence

Year 3,4 Science knowledge helps people to understand the effect of their actions (ACSHE062)

Yr 5,6 Scientific understandings, discoveries & inventions are used to solve problems that directly affect peoples’ lives (ACSHE083) Scientific knowledge is used to inform personal & community decisions

Questioning and predicting: With guidance, pose questions to clarify practical problems or inform a scientific investigation,& predict findings (ACSIS231)

Planning and conducting: Yr 3,4 Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065)Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS066)

Yr 5,6 With guidance, plan investigation methods to answer questions or solve problems (ACSIS086)

Decide variable to be changed and measured in fair tests & accurately observe, measure and record data, using digital technologies (ACSIS087) Use equipment and materials safely, identifying

Processing and analysing data and information:

Yr 3,4 Use a range of methods including tables & simple column graphs to represent data, to identify patterns and trends. Compare results with predictions, suggesting possible reasons for findings (ACSIS068)

Yr 5,6 Construct and use a range of representations, including tables & graphs, to represent & describe observations, patterns or relationships in data using digital technologies (ACSIS090) Compare data and use as evidence for explanations (ACSIS218)

Evaluating: Yr 3,4 Reflect on the investigation, including whether a test was fair or not (ACSIS058) Yr 5,6 Suggest improvements to the methods used to investigate a question or

Communicating: Y 3,4 Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS071) Yr 5,6 Communicate ideas, explanations and processes in a variety of ways, including multi-modal


(ACSHE217) potential risks (ACSIS088) solve a problem (ACSIS091)

texts (ACSIS093)

Year 4 Topic (1 term) Term: 1, 2. 3 & 4 Strand Sub strand Code Year Content Descriptors Lessons

SU Physical Sciences (ACSSU076) Forces can be exerted by one object on another through direct contact or from a distance

All

SHE Nature and development of science:

(ACSHE050) Year 3,4 Science involves making predictions & describing patterns and relationships

Lesson 3,4,& 5

Use & influence

(ACSHE062) Year 3,4 Science knowledge helps people to understand the effect of their actions

All

SIS Questioning and predicting (ACSIS231) With guidance, pose questions to clarify practical problems or inform a scientific investigation, & predict findings

All

Planning and conducting

ACSIS065) (ACSIS066)

Yr 3,4 Suggest ways to plan and conduct investigations to find answers to questions

Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate

Lesson 3,4,& 5

Processing and analysing data and information

(ACSIS068) Yr 3,4 Use a range of methods including tables & simple column graphs to represent data, to identify patterns and trends. Compare results with predictions, suggesting possible reasons for findings

Lesson 3,4,& 5

Evaluating

(ACSIS058) Yr 3,4 Reflect on the investigation, including whether a test was fair or not Lesson 3,4,& 5

Communicating

(ACSIS071) Y 3,4 Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports .

All


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Learning Experiences

Major Content Focus:

Lesson

1

Engage: Mentally engages students, captures interest, Able to express what they know

Introduction to Forces

Students prior knowledge and experience will be determined through engaging hands-on activities, exploration and diagnostic assessment. Students interest will be captured with quick

demonstrations and learning through play.

Lesson

2

Explore: Hands on activity, explore the concept or skill. Make sense of the concept or skill (this may take more than 1 lesson and be combined with explore)

Balanced and Unbalanced Forces As forces work in pairs, students will work in pairs to explore forces in more detail using different materials, and explore the effects of force on the movement of objects. Students will explore Newton's Laws and how they apply to everyday experiences with forces.

Lesson

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Explain: Explanations are made on the concept or skill. Explanation follows experience.

Friction Constructing scientific explanations for the concept of frictional forces will be developed with the use of investigation planners to answer questions using observations and measurements. Explanations of why things are the way they are will be reflected on and consolidated, with a brief look at how the world was explained before science.

Lesson

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Elaborate: Provides opportunities to apply the concept or skill. Develops a deeper understanding of the concept or skill (this may include an investigation)

Magnetism Understanding will extended and be applied to the forces of attraction fields of magnets in a scientific investigation. New knowledge will be used to compare ideas with others using scientific terms, explanations and skills from previous lessons in new situations.

Lesson 5

Evaluate: Continue the development of the understanding of the skill and evaluate their learning.

Gravity Student knowledge and understanding is evaluated during an open-ended scientific inquiry on reducing the effects of gravity. Performance during the investigation, understanding of the concept of gravity, and processes and application of scientific skills will be evaluated.

KLA Science Maths English Health D & T ICT

Outcomes Abbreviations

(ACSSU076) Forces can be exerted by one

object on another through direct contact or from a distance

(ACMMG061) Measure, order and compare objects using

familiar metric units of length, mass and capacity

(ACMSP068) Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording

(ACMSP070) Interpret and compare data displays

(ACMSP095) Select and trial methods for data

collection, including survey questions and recording sheets

(ACELY1676) Listen to and contribute to conversations

and discussions to share information and

ideas and negotiate in collaborative

situations

(ACELA1498) Incorporate new vocabulary from a range

of sources into students’ own texts

including vocabulary encountered in

research

(ACELY1687) Interpret ideas and information in

spoken texts and listen for key points in order to carry out tasks and use

information to share and extend ideas and information

(ACPMP045) Practise and apply movement

concepts and strategies with and without equipment

(ACTDEP015) Generate, develop, and communicate

design ideas and decisions using appropriate technical terms and

graphical representation techniques

(ACTDIP009) Collect, access and present

different types of data using simple software to create information and

solve problems


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Rationale

This unit of inquiry is designed to provide students with an opportunity to explore forces and motion through hands-on activities whereby students will be encouraged to construct new knowledge building on Year 2 concepts of push or pull. A diagnostic assessment and observations in Lesson 1 will be used to determine specific traits and developmental aspects of the learner and identify the need for additional support or extended learning programs. Formative assessment will be used to provide feedback to students to improve learning throughout the unit, and an assessment rubric will be used for summative assessment and reporting. Inquiry based learning is exemplified throughout the unit of work using the 5E instructional model, incorporating three interrelated scientific strands, the six overarching ideas that support the development of science knowledge, as well as general capabilities such as critical and creative thinking, personal and social capabilities and intercultural understanding (Australian Curriculum Assessment and Reporting Authority, 2016). Each lesson is designed to help students pose and answer questions about the physical science concept of forces, work collaboratively in pairs and groups, learn the processes for investigation, develop critical thinking skills and scientific literacy as well as the process of discovery.

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Lesson Plan 1 Title: Introduction to Forces E - Excite Intended Learning (Outcomes/Objectives) By the end of this lesson students will be able to: 1) identify types, size, categories and measurement of forces 2) represent ideas and understandings about forces

Students’ Prior Knowledge (summary in 3 dot points) 1) A push or a pull affects how an object moves or changes shape (ACSU033) 2) Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS042) 3) Compare results with predictions, suggesting possible reasons for findings (ACSIS215) Materials (physical items you will use in the lesson) Rotations

1) Pinwheels 2) Marble Roll Game 3) Hot Wheels Track and Matchbox Cars 4) Playdough 5) Slinky and Jack in the Box 6) Parachute men 7) Whiteboard button magnets / magnets and

washers

• Marbles and disposable plastic plates

• Interactive Whiteboard

• Laptop

• Internet

• Science Journal (1 per student)

• Word Wall

Introduction (10 mins) Explain the Unit of Inquiry and some of the content of the lessons in the unit, including outdoor experiments, and working in pairs and groups. Students to complete the Forces Diagnostic Quiz on iPads or PCs using the customised testmoz assessment tool: testmoz.com/1027283 Check student understanding of scientific terms and concepts. Blow up a balloon and let it go, ask students to explain the forces at play? Pass out a jelly snake to half the class and ask them to pair up to stretch the snake until in breaks in two; what force is at play? In table groups, students to brainstorm ideas about how forces are used to move an object. Encourage the students to think beyond the walls of the classroom, and record their ideas on butchers paper to share with the class (ACELY1687). Video: Push Pull Forces https://www.youtube.com/watch?v=uoKo3DbfYZk (NovelLearningCentre, 2015) Write n the board the 5 changes forces can have on an object:

1. Move and object 2. Stop an object 3. Change the speed of a moving object 4. Change the direction of a moving object 5. Change the shape of a moving object

Main body (40 mins) Forces Rotations Divide the students into 7 groups (4-5 students in each) Rotate students around each station (4 minutes per station) Return students to group tables to collaborate with peers to identify the types of force being exerted to move or change the items at each station.(ACELY1676). Students to share their findings with the class. Teacher to paraphrase the student statements with scientific language: motion, repel, attract, push, pull, speed, gravity, friction, resistance, effect. Discuss types of forces

• Applied Force: Push Pull


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• Frictional Force

• Air Resistance

• Magnetism

• Gravity Measurement of Forces: Newtons (Isaac Newton) Discuss other methods and tools for measuring forces in classroom experiments (ACMMG061). Contact and Non-Contact Forces Video: https://www.youtube.com/watch?v=W55qMEF1a_E&t=2s (BCLN, 2016) Using the rotation examples ask the students to categorise the kinds of forces used at each station with explanations and record on the whiteboard. Science Journal Students to complete their science journal categorising contact and non-contact forces with examples and written captions and notations [Appendix 1] (ACELA1498) Conclusion (10 Mins) Sit students in a circle on the mat: Pass out a disposable dinner plate and a marble to each student. The task will be to spin the marble using the index finger and thumb to see who can spin their marble for the longest time. Explain to the students that this game is called 'Pirrha' by Aboriginal and Torres Strait people;. Pirrha means large bowl and marbles were made from hardened balls of clay (Australian Sports Commission, 2009). What type of force is being demonstrated in this game? Contributions to the Word Wall: Push, Pull, Gravity, Friction, Magnetism, Contact, Non-Contact, Resistance, Repel, Attract, Motion, Cause, Effect. Key Questions to Ask

1. What are the types of forces you know about? 2. What can forces make objects do? 3. How can forces make objects move? 4. How can forces make an object stop? 5. How can forces make an object change direction? 6. Which forces require contact? 7. Which forces do not require contact?

Assessment: Diagnostic

1. Forces Pre-Test online 2. Science journal entries, drawings and diagrams 3. Questions and explanations during class discussion 4. Contributions to the class Word Wall

Lesson Plan 2 Title: Balanced and Unbalanced Forces E - Explore Intended Learning (Outcomes/Objectives) By the end of this lesson students will be able to:

1) describe the force of push/pull 2) explore how balanced and unbalanced forces effect the motion of an object 3) explore the different types and the directions of motion 4) predict, reason, explain, and record different sized push/pull forces needed to move different objects

Students’ Prior Knowledge: 1) A push or a pull affects how an object moves or changes shape (ACSU033) 2) With guidance, plan and conduct scientific investigations to find answers to questions, considering the


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safe use of appropriate materials and equipment (ACSIS054) 3) Compare results with predictions, suggesting possible reasons for findings (ACSIS215) Materials (physical items you will use in the lesson)

• Thick shake drinking straws

• Plastic drinking cups

• Feather

• Plasticine

• Balloons

• String

• Tape


• Laptop

• Internet

• Student science journal

Introduction (10 mins) Revision of previous weeks lesson key ideas and understandings. Remind students that forces make things move by pushing or pulling. Discuss types of forces

• Applied Force: Push Pull

• Frictional Force

• Air Resistance

• Magnetism

• Gravity Pushing or pulling can make objects start moving, stop moving or change speed, direction or shape. Discuss examples. Explain movement is called motion. Add this word to the Word Wall. Force is determined by two things; the size of the force and the direction of the force. Forces always happen in pairs, action and reaction. Force is determined by two things; the size of the force and the direction of the force. Balanced and Unbalanced Forces Video: https://www.youtube.com/watch?v=T9ogdaKs65E (Rhscience7minivids, 2015) Discuss the video and pose questions to check the understanding of individual students. Key understanding: Forces that change the motion of an object are unbalanced forces. Unbalanced forces are not equal and opposite. When there is a balanced force and there is no change in motion. Ask for a volunteer to demonstrate a balanced and unbalanced force in a tug-o-war game, explain that if one person was stronger the rope would move and the weaker person would be pulled towards the stronger force (ACPMP045). Newton’s First Law of Motion: An object at rest stays at rest and an object in motion stays in motion with the same speed and in the same direction unless acted upon by an unbalanced force.

Explain and discuss that more than one force can act on an object at any one time. Main Body (40 mins) Push and Pull Reflecting on past experiences, discuss ways to make things move. Ask students to go on a classroom scavenger hunt and find 1 item that requires a push/pull or both to move. Ask the students to sort them into categories of push/pull/both at their group desks (ACELY1676). Discuss how science can be used to ask questions and make predictions in investigations. Explain variables as an important part of conducting a scientific experiment; they are a condition or value that can be changed, and it is the job of the person conducting the experiments to determine what these will be.


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Introduce the terms and definitions and examples of variables. Variables Video: https://www.youtube.com/watch?v=4TYLXqrdUMw Complete the Variables Page in the Science Journal for Week 2. Activity 1 - Working independently, students are asked to use a drinking straw to pull air through to attach a feather using various measured distances and force (ACMMG061). What are the variables going to be? Scaffold the Scientific Investigation by providing the researchable Question 1: What effect will distance of the feather to the student have on the force required to move the feather? What did you notice about the kind of force used? What forces were being demonstrated? Activity 2 - Working in pairs, students are asked to use a drinking straw to push the upside down drinking cup away from them using various measured distances and force (ACMMG061). What are the variables going to be? Scaffold the Scientific Investigation by providing the researchable Question 2: What effect will distance of the cup to the students have on the force required to move the cup? What did you notice about the kind of force used? Add plasticine to the top of the cup to test the force required, and differences in measurement (ACMMG061). Balanced Forces Activity 3 - Working in pairs, students are asked to position themselves on opposite sides of a desk and attempt to apply the same force of air on the drinking cup to keep it stationary (balanced). What are the variables going to be? Ask the students to define the researchable Question 3: What effect will the distance to the cup from the students have on the force required to stabilise the cup? What did you notice? What forces were being demonstrated? Motion and Velocity When an object moves it is called motion. Motion is always caused by force and can be explained by Isaac Newtons Law of action and reaction. Newtons 3rd Law of Motion Video: http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/action-and-reaction.htm Write in the whiteboard 'every action has an equal and opposite reaction' Discuss and demonstrate two matchbox cars colliding. Ask students to think about other examples of action and reaction. Motion moves in various ways, can you name some?

• Back and Forth

• Straight Line (explain free falling objects as a type of motion)

• ZigZag


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• Round and Round

What is speed? The measure of the distance something travels in a certain amount of time. Velocity is the measurement of speed and direction. Acceleration is the measurement of the change of velocity (ACMMG061). Newton's 2nd Law of Motion Video: http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/acceleration.htm (Studyjam, 2017b). Science Journal Complete the Week 2 Science Journal storyboard from one of the activities [Appendix 1]. (ACELA1498). Conclusion Using some photographs of everyday objects that move, demonstrate the use of different length arrows to indicate the direction of the force on an object and the motion of an object being moved. Ask students to explain their understandings and address misconceptions. Key Questions / Discussion 1) What can you tell me about the different size pushes and pulls and their effect on objects? 2) What can you tell me about the Balanced and Unbalanced Forces in the experiments? Contributions to the Word Wall: Variables, Independent Variable, Dependent Variable, Controlled Variable, Balanced, Unbalanced, Experiment, Evidence, Prediction, Observation. Velocity, Speed, Interia, Acceleration Assessment: Formative 1) Science journal entries, drawings and diagrams 2) Questions and explanations during class discussion 3) Contributions to the class Word Wall 4) Contributions to class discussion

Lesson Plan 3 Title: Friction E - Explain Intended Learning (Outcomes/Objectives) By the end of this lesson students will be able to:

1. explain situations where friction is an advantage or disadvantage 2. investigate frictional forces between an object and different surfaces 3. explain ways to reduce and increase friction between objects 4. record, analyse, and represent observations through a planned scientific investigation.

Students’ Prior Knowledge 1) A push or a pull affects how an object moves or changes shape (ACSU033) 2) With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054) 3) Compare results with predictions, suggesting possible reasons for findings (ACSIS215) Materials (physical items you will use in the lesson)

• Aquium

• Shoe

• Rubber band

• Ruler or measuring tape

• Weight (something to put in the shoe to make it heavier, like rocks)

• Aluminium foil (optional)

• Cooking spray or oil (optional)

• Baking Paper

• Cardboard

• Grass


• Laptop

• Internet

• Student science journal


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Introduction (10 mins) What is friction? Friction happens when two things rub against each other. Friction makes things slow down and also creates heat. Rub hands together fast, what do you notice? Aboriginal people used a friction to make fire before flint and matches were introduced by the early settlers. Friction Fire Video: https://www.youtube.com/watch?v=V1MS0uBrgFA (JerrysTravels, 2011) Add Aquium to student hands - rub hands together again. What do you notice? Adding a kind of lubricant, reduces friction and heat. Friction and heat are what wear out parts of cars and machinery, that is why oil is used in mechanical objects. We can see the effects of friction on the bottom of our shoes and our bicycle tyres. When is friction an advantage? When is friction a disadvantage? Newtons 1st Law: Intertia Video: http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/action-and-reaction.htm (Studyjam, 2017a) Ask the students to think about some analogies of when heavier objects are harder to slow down or stop:

• Truck vs bicycle

• rolling basketball vs rolling bowling ball Main Body (40 mins) Experiment 1: Friction Working in pairs, students are asked to test and measure much force is needed to overcome friction by dragging a shoe over various surfaces (ACMMG061).

Define the variables and researchable question and complete the Science Journal Investigation worksheet

• Cut a rubber band in half.

• Tie one end to a shoe on the carpet

• Tug on the other end of the rubber band until the shoe starts moving.

• Measure how far the rubber band had to stretch in order to move the shoe.

• Now put something in the shoe to make it heavier, like rocks or small pieces of wood. Try pulling the shoe to see how far the rubber band has to stretch before the shoe starts moving.

• What independent variable are you going to change to try and overcome friction?

Each pair can choose one of the materials available: Carpet, Aluminium foil, Baking Paper, Cardboard, Grass, Cooking oil.

• Drag the shoe over different surfaces and measure the length of the rubber band (ACMMG061). Try oiling the aluminium foil. How hard do you need to pull the rubber band now?

Science Journal: Students to record the measurements in the table and organise the data in a graph in their science journals [Appendix 1]. (ACMSP095)

Conclusion Discuss the beliefs of mankind about the way the world worked before the explanations of science:

• Random Acts

• Act of God


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• Myths and Legends Contributions to the Word Wall: Lubricant, Heat, Static, Electricity, Increase, Reduce, Graph, X-axis, Y-axis. Key Questions to Ask 1) What is Friction? 3) How can Friction be increased? 4) What reduces Friction? 5) How do you make a test fair? 6) Explain Interia? Assessment Formative 1) Science journal entries, drawings and diagrams 2) Questions and explanations during class discussion 3) Contributions to the class Word Wall 4) Contributions to class discussion

Lesson Plan 4 Title Magnetism E - Elaborate Intended Learning (Outcomes/Objectives) By the end of this lesson students will be able to:

1. define and explain the properties of magnets 2. record the investigation in a digital format 3. design and conduct, analyse and represent the findings of a scientific investigation

Students’ Prior Knowledge (summary in 3 dot points) 1) A push or a pull affects how an object moves or changes shape (ACSU033) 2) With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054) 3) Compare results with predictions, suggesting possible reasons for findings (ACSIS215) Materials (physical items you will use in the lesson)

• Large Horseshoe Magnets

• Felt, carpet square, plywood, glass, plastic, cardboard, human hand

• Assorted nails and screws

• Assorted small classroom objects


• Laptop

• Internet

• iPads

• Excel Spreadsheet template

• Planning and Report Worksheet for Science Investigations

Introduction (10 mins) What is a Magnetism? Explore Magnets: at each group, provide a number of different magnets and objects. Discuss the properties of magnets. Metals such as iron, nickel and cobalt are attracted to magnets. Demonstration 1: Magnets North/South poles, push/pull, repel/attract Demonstration 2 : Using a selection of magnets and objects, ask the students to predict if each object will be attracted to the magnet. Demonstrate the 'attract' and 'repel' concept of two magnets and the north and south poles. Demonstration 3 : Using an assortment of nails and screws demonstrate the ability of a magnet to attract them. Why does


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the magnet only pickup some and not others? Video: https://www.youtube.com/watch?v=8PyqL9y7VZo (Teaching Video Clips, 2014) Main Body (40 mins) Experiment 1. Provide a large horseshoe magnet to each pair of students together with several objects of iron, nickel and cobalt objects. Working in pairs, students to conduct an investigation to test which materials are able to block the magnetic field between a magnet, baking tray and magnetic objects. Define the variables and researchable question and complete the Science Journal Investigation worksheet

• Each pair can choose and test using the materials available: Felt, carpet square, plywood, glass, plastic, cardboard, human hand.

Video the investigation on the iPad using scientific vocabulary in a talking head style of reporting (ACTDIP009) Demonstration 1. Using Microsoft Excel demonstrate tables and charts (ACTDIP009) Students to complete their science journal with notes, diagrams, and examples with written captions and notations (ACELA1498). Science Journal: Students to complete their Week 4 Science Journal Planning sheets [Appendix 1]. (ACMSP095) Conclusion Contributions to the Word Wall: North Pole, South Pole, Analyse, Investigate, Magnetic Field, Properties, Air Resistance, Acceleration, Free Fall, Isaac Newton, Mass, Weight. Key Questions to Ask 1) What can you tell me about the properties of magnets? 2) What does that tell you about that object? 3) Why do you think that happened? 4) What could you do differently? Assessment: Formative 1) Science journal entries, drawings and diagrams 2) Questions and explanations during class discussion 3) Contributions to the class Word Wall 4) Contributions to class discussion

Lesson Plan 5 Title Gravity and Intertia E- Evaluate Intended Learning (Outcomes/Objectives By the end of this lesson students will be able to: 1) describe gravity in terms of its cause, and its effect on objects 2) explore, plan, make and evaluate a parachute design to reduce the effect of gravity 3) define mass, weight and centre of gravity Students’ Prior Knowledge (summary in 3 dot points) 1) A push or a pull affects how an object moves or changes shape (ACSU033) 2) Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources (ACSIS038) 3) Compare results with predictions, suggesting possible reasons for findings (ACSIS215)


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`Materials (physical items you will use in the lesson)

• Plastic bags

• Newspaper

• Cotton Fabric Squares

• String

• Wool

• Fishing Line

• Play dough

• Lunch bags

• Raw eggs

• Glad Wrap

• Plasticine

• Paper cups


• Laptop

• Internet Introduction ( 10 mins) What is gravity? Where is gravity? What does gravity do? Brainstorm responses. Demonstrate dropping an object. When gravity pulls on an object it gives it weight. Gravity and Intertia Video: http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/fgravity-and-inertia.htm (Studyjam, 2017c). Explain the centre of gravity. Demonstrate the centre of gravity using a small raw potato and two metal forks. Ask the students to find the centre of gravity of a pencil by balancing it on their finger. Students to complete the centre of gravity page of their Science Journal. Key Understandings: Gravity as a force that is applied to all objects on earth pulling them towards the earth. Explore gravity: working in groups provide students with a number of different solid objects to test in free fall. Conclusion: On earth, all objects have the same force of gravity but different mass. Feather/Hammer – some objects have more air resistance Down to Earth Gravity Video: https://www.youtube.com/watch?v=BlPtF_NqIQI&index=2&list=PLhz12vamHOnYXbP8_-PnzYDP3ibgdfH_4 (Crash Course Kids, 2015) Main Body Discuss ways to slow gravity down. The gases that make up the Earths atmosphere push against objects as they fall. This causes friction on the object = air resistance. Video How does a parachute work: https://www.youtube.com/watch?v=vZYwsAvHgVw (MocomiKids. (2012) How can the drag of a parachute be improved? Students to brainstorm the variables for a number of experiments. Divide the students into 4 groups. Students to complete the Class/Group Planning board [Appendix 2] (Goldsworthy, n.d.). (ACMSP095) In these gravity experiments students will be creating and testing different types of parachutes to reduce the effect of gravity and deliver an egg safely to the ground from the height of the playground climbing frame. Controlled variable:


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A selection of parachute squares will be pre-cut to 40cm x 40cm Independent variables: Parachute materials/shape Basket materials/shape String materials/length Dependent variable: The speed of the fall and the safety of the egg Conduct trials using a 30kg ball play dough before doing the final experiment with the egg. Students will work in groups to explore, plan, make and evaluate a parachute design to reduce the effect of gravity. Students should merge ideas and plans into one group investigation. Conclusion Contributions to the Word Wall: Gravity, Free-fall, Air resistance, design, canopy, parachute, drag. How might other students investigated this science problem? Egg Experiment: https://www.youtube.com/watch?v=pqKFLPntcxs (Education not Limited, 2013) Key Questions to Ask 1) Why do we only change one variable at a time? 2) What do you think will happen to the speed of the parachute? 3) Why do we keep some variables stay the same? 4) Explain what happened? Assessment: Formative 1) Science journal entries, drawings and diagrams 2) Questions and explanations during class discussion 3) Contributions to the class Word Wall 4) Contributions to class discussion Assessment: Summative 1) Appendix 1 Rubric 2) Testmoz Online Summative Quiz -20 questions. Link: testmoz.com/1027283 Login with student Surname and Initial


11

References Australian Sports Commission. (2009). Yulunga Traditional Indigenous Games. Retrieved from

http://www.ausport.gov.au/__data/assets/pdf_file/0003/376140/SP_31864_TIG_resource_4-6.pdf Australian Curriculum Assessment and Reporting Authority. (2016). Learning area structure. Retrieved from

http://www.australiancurriculum.edu.au/science/structure Australian Curriculum Assessment and Reporting Authority. (2016). F-10 Curriculum: Science. Retrieved from

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSSU076 Australian Curriculum Assessment and Reporting Authority. (2016). F-10 Curriculum: Science. Retrieved from

http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#cdcode=ACSHE050&level=3 Australian Curriculum Assessment and Reporting Authority. (2016). F-10 Curriculum: Science. Retrieved from

http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#cdcode=ACSHE062&level=4 Australian Curriculum Assessment and Reporting Authority. (2016). F-10 Curriculum: Science. Retrieved from

http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#cdcode=ACSIS231&level=5 Australian Curriculum Assessment and Reporting Authority. (2016). F-10 Curriculum: Science. Retrieved from






http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#cdcode=ACSSU076&level=4 Australian Curriculum Assessment and Reporting Authority. (2016). F-10 Curriculum: Mathematics. Retrieved

from http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1#cdcode=ACMMG061&level=3

Australian Curriculum Assessment and Reporting Authority. (2016). F-10 Curriculum: Mathematics. Retrieved

from http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1#cdcode=ACMSP068&level=3





Australian Curriculum Assessment and Reporting Authority. (2016). F-10 Curriculum: English. Retrieved from

http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#cdcode=ACELY1676&level=3 Australian Curriculum Assessment and Reporting Authority. (2016). ). F-10 Curriculum: English. Retrieved

from http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#cdcode=ACELA1498&level=4


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Australian Curriculum Assessment and Reporting Authority. (2016). ). F-10 Curriculum: English. Retrieved from http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#cdcode=ACELY1687&level=4

Australian Curriculum Assessment and Reporting Authority. (2016). ). F-10 Curriculum: Health and Physical

Education. Retrieved from http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1#cdcode=ACPMP045&level=3-4

Australian Curriculum Assessment and Reporting Authority. (2016). F-10 Curriculum: Digital Technologies.

http://www.australiancurriculum.edu.au/technologies/digital-technologies/curriculum/f-10?layout=1#cdcode=ACTDIP009&level=3-4

BCLN. (2016, Feb 24). BCLN - Physics - Forces 2 - Contact & Non-Contact [Video file]. Retrieved from

https://www.youtube.com/watch?v=W55qMEF1a_E&t=2s Crash Course Kids. (2015, Mar 26). Down to Earth [Video file]. Retrieved from

https://www.youtube.com/watch?v=BlPtF_NqIQI&index=2&list=PLhz12vamHOnYXbP8_-PnzYDP3ibgdfH_4

Education not Limited. (2013, Aug 20). Teachers TV: Air Resistance [Video file]. Retrieved from

https://www.youtube.com/watch?v=pqKFLPntcxs Goldsworthy, A. (n.d.) Proforma Yr 2-4. Retrieved March 2, 2010 from http://lms.curtin.edu.au/

(EDP273/Learning Modules/Week Two/Class Resources) JerrysTravels. (2011, Dec 14). Stone Age Fire Making [Video file]. Retrieved from

https://www.youtube.com/watch?v=V1MS0uBrgFA MocomiKids. (2012, Aug 7). How does a parachute work [Video file]. Retrieved from

https://www.youtube.com/watch?v=vZYwsAvHgVw NovelLearningCentre. (2015, Sep 5). What is a force [Video file]. Retrieved from

https://www.youtube.com/watch?v=uoKo3DbfYZk Primary Connections. (n.d.). Year 4 Assessment Rubrics. Retrieved from https://primaryconnections.org.au/assets/rubrics/Yr4_SM_Rubrics.pdf Queensland Curriculum and Assessment Authority. (2017). Year 4 Science sample assessment - The force of

friction. Retrieved from https://www.qcaa.qld.edu.au/p-10/aciq/sample-assessments/p-10-science/year-4 Rhscience7minivids. (2015, Mar 20). Mini-Lesson - Balanced vs. Unbalanced Forces [Video file]. Retrieved

from https://www.youtube.com/watch?v=T9ogdaKs65E Studyjam. (2017a). Newtons second law: Action and Reaction [Video file]. Retrieved from

http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/action-and-reaction.htm Studyjam. (2017b). Newtons third law: Acceleration [Video file]. Retrieved from

http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/acceleration.htm Studyjam. (2017c). Gravity and Inertia [Video file]. Retrieved from

http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/fgravity-and-inertia.htm StudyLib. (2015d). Generic Rubric Science. Retrieved from

http://studylib.net/doc/7085627/generic-rubric-science-year-7-last-updated-24-8-15 Teaching Video Clips. (2014, Dec 15). Bill Nye Magnetism Part 1[Video file]. Retrieved from

https://www.youtube.com/watch?v=8PyqL9y7VZo Testmoz. (n.d.). Forces. Retrieved from testmoz.com/1027283


13

Appendix 1 Assessment Rubric

Content

Description

Achievement

Standard

Evidence

Level of Achievement

Not Achieved Below Achievement

Standard

At Achievement

Standard

Above Achievement

Standard

Exemplary

Achievement

Scie

nce

Un

de

rstan

din

g

Physical Sciences

Forces can be

exerted by one

object on another

through direct

contact or from a

distance

(ACSSU076)

Use contact and

non-contact

forces to

describe

interactions

between

objects

Summative Quiz

Science Journal

Annotated diagrams

and reports from

Lesson 1-5

Hands on activities

from Lessons 1-5

Limited ability to

identify different

forces and motion.

Describes non-

scientific ideas of

different forces and

motion.

Describes simple

ideas about forces

and how they act.

Requires help with

the representation

of arrows in force-

arrow diagrams.

Identifies and

describes different

forces and motion.

Explains that forces

can act through

direct contact or at

a distance.

Represents

different sized

forces using

different arrow

lengths.

Explains scientific

ideas with evidence

about different

forces and motion.

Has a detailed

understanding of

forces and how they

act in different

situations.

Explains and

represents the use of

force-arrow

diagrams.

Compares and

contrasts

different types,

categories, action

and size forces

and motion in

various context

with force arrow

representation

/10

Scie

nce

as a

Hu

ma

n E

nd

ea

vo

ur

Nature and

Development of

Science

Making, predictions

and describing

patterns and

relationships

(ACSHE050)

Use and Influence

Science knowledge

helps people to

understand the

effect of their

actions

(ACSHE062)

Identifies when

science is used

to ask questions

and make

predictions

Describes

situations

where science

understanding

can influence

their own and

others' actions

Classroom

Discussion.

Science Journal

Annotated diagrams

and reports from

Lesson 1-5

Hands on activities

from Lessons 1-5

Limited

understanding of

when and how

science is used

Limited ability to

describe the

influence of science

on their own or

others actions

Simplistic

understanding of

when science

involves asking

questions and

making predictions

Makes suggestions

about where they

use science

knowledge to

influence their own

and others' actions

Identifies when

science is used to

ask questions and

make predictions

Described

situations where

science

understanding can

influence their own

and others' actions

Provides a detailed

understanding of

when and why

science is used to ask

questions and make

predictions

Describes in detail

where people use

science

understanding in

their lives and in the

wider world to

influence their

actions

Provides a

detailed

understanding of

when, why and

how science is

used to ask

questions and

make predictions

Compares and

contrasts

situations where

science

understandings

can influence

their own and

others actions

/20


14

Content

Description

Achievement

Standard

Evidence



Standard

At Achievement

Standard

Above Achievement

Standard

Exemplary

Achievement

Scie

nce

Inq

uiry

Sk

ills

Questioning and

predicting

With guidance pose

questions to clarify

practical problems

or inform a

scientific

investigation and

predict findings

(ACSIS231)

Follows

instructions to

identify

investigable

questions about

familiar

contexts and

predict likely

outcomes from

investigations

Classroom

Discussion.

Science Journal

Annotated diagrams

and reports from

Lesson 1-5

Hands on activities

from Lessons 1-5

Limited ability to

follow instructions

to identify

investigable

questions and

predict likely

outcomes

Predicts what might

happen in an

investigation

without supporting

evidence

Follows instructions

to identify

investigable

questions about

familiar contexts

and predict likel

outcomes from

investigations

Asks pertinent and

investigable

questions and

predicts the

outcomes of

investigations

supported with

detailed evidence

based on their

knowledge and

experience

Demonstrates

independence in

questioning and

predicting

investigation

outcomes

/10

Planning and

conducting

Suggests ways to

plan and conduct

investigations to

find answers to

questions

(ACSIS065)

Safely use

appropriate

materials, tools or

equipment to make

and record

observations using

formal

measurements and

digital technologies

as appropriate

(ACSIS066)

Discusses ways

to conduct

investigations

Safely uses

equipment to

make and

record

observations

Classroom

Discussion.

Science Journal

Annotated diagrams

and reports from

Lesson 1-5

Hands on activities

from Lessons 1-5

Limited suggestions

of ways to conduct

an investigation

Limited ability to

follow guidelines

for the safe use of

materials, tools or

equipment. to

record observations

Suggests ways to

conduct an

investigation

Follows guidelines

on how to safely

use materials, tools

or equipment to

make and record

observations

Discusses ways to

conduct an

investigation

Safely uses

materials, tools or

equipment to make

observations

Uses formal

measurements and


as appropriate

Demonstrates a

detailed

understanding of

how to conduct

science investigations

to respond to

questions

Safely uses a

selection of

materials, tools,

equipment, formal

measurements, and


to record

observations

Independently

uses a wide

variety of formats

and methods of

conducting an

investigation

Safely uses a wide

range of

materials, tools,

equipment,

formal

measurements,

and digital

technologies to

record

observations

/20


15

Content

Description

Achievement

Standard

Evidence



Standard

At Achievement

Standard

Above Achievement

Standard

Exemplary

Achievement

Scie

nce

Inq

uiry

Sk

ills

Evaluating

Reflect on the

investigation

including whether a

test was fair or not

(ACSIS058)

Suggests

reasons why

their

predictions

were fair or not

Classroom

Discussion.

Science Journal

Annotated diagrams

and reports from

Lesson 1-5

Hands on activities

from Lessons 1-5

Demonstrates non-

scientific ideas of a

fair investigation

Identifies obvious

scientific factors

that make an

investigation fair or

not

Identifies scientific

factors and

suggests a reason

why the

investigation was

fair or not

Identifies and lists

multiple scientific

factors and reasons

why the investigation

was fair or not

Identifies

variables and

articulates why a

test is fair or not,

and suggests

ways to improve

the investigation

/10

Communicating

Represent and

communicate ideas

and findings in a

variety of ways

such as diagrams,

physical

representations

and simple reports

(ACSIS071)

Completes

simple reports

to communicate

their methods

and findings

Storyboards, graphs,

tables and reports

from Lesson 1-5

Demonstrates a

limited ability to

communicate

findings

Presents a limited

variety of ways to

communicate

methods and

findings

Completes simple

reports to

communicate their

methods and

findings

Clearly

communicates

methods and findings

using a variety of

representations

Clearly and

purposefully

communication

using extended

reports using

claims and

evidence to

communicate

their methods

and findings

/10

Adapted from

(Primary Connections, n.d.) (Queensland Curriculum and Assessment Authority, 2017) (StudyLib, 2015)


16

Appendix 2


17


18

(Goldsworthy, n.d.)


19

Appendix 3

Science Journal

Week 1: Forces

What is a force?

Forces can affect motion in 5 ways, what are they? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

How many types of force do you know about? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

There are two categories of forces.

Draw some examples of contact forces with force arrow labels.

Draw some examples of non-contact forces with force arrow labels.


20

Science Journal

Week 2: Variables. Write the definition of each variable

Variable Definition Independent Variable

Dependent Variable

Controlled Variable

Identify the independent and dependent variable in each scenario. Independent Variable Dependent Variable Group A exercises for a month. Group B does not exercise. They measure the amount of weight they gained.

One math class studies for an assessment while the math class next door does not. The scores of the two classes are compared.

One plant is given sunlight every day. Another plant is not given any sunlight. After 3 weeks, we measure how tall the plant is.


21

Science Journal

Week 2: Balanced and Unbalanced Forces

Choose one of the activities from today's lesson to storyboard with force arrow labels and a caption for the diagram.

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________


22

Appendix 3

Science Journal

Week 3: Friction

Dependent Variable (measure/observe) _____________________________________________________________________________________________

Independent Variable (change) ____________________________________________________________________________________________

Controlled Variables (keep the same) _____________________________________________________________________________________________

Research Question

What happens to ____________________________________________when we change ____________________________________________

(dependent variable) (independent variable)

Prediction - What do you think will happen?

Table

Trial 1

Trial 2

Trial 3

Experiment Diagram


23

Title

Conclusion

Evaluation

Was the test Fair? Why/Why Not?

GRAPH HINT: Remember to plot the

independent variable on the

horizontal axis (x-axis)

Remember the title of the

graph should include the

independent and dependent

variable


24

Science Journal

Week 4: Magnetism

Dependent Variable __________________________________________________________________________________________

Independent Variable _________________________________________________________________________________________

Controlled Variables __________________________________________________________________________________________

Research Question

What happens to __________________________________________when we change _____________________________________

(dependent variable) (independent variable)

Prediction - What do you think will happen?

Table

Trial 1

Trial 2

Trial 3

Experiment Diagram


25

(Title)

Conclusion

Evaluation

Was the test Fair? Why/Why Not?

GRAPH HINT: Remember to

plot the independent variable on

the horizontal axis (x-axis)

Remember the title of the graph

should include the independent

and dependent variable


26

Science Journal

Week 5: Gravity

Mark the centre of gravity to the objects:

Explain in your own words the meaning of ‘centre of gravity’?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

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