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OneSchoolUnit Plan

Name: Unit 4 - Science Year 4 (V8)Duration: 10 Weeks

Year Level: Year 4

Applicable LearningAreas/Subjects: Science

Unit Plan

Fast forces!In this unit students will use games to investigate and demonstrate the direction of forces and the effect of contact and non-contact forces on objects. They will use their knowledge of forces to make predictions about games and complete games safely to collect data. Students will use tables and column graphs to organise data and identify patterns so that findings can be communicated. They will identify how science knowledge of forces helps people understand the effects of their actions.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

SafetyTeachers need to identify safety issues and conduct risk assessments. For this unit teachers should:

refer to the Health and Safety policy pertaining to schools http://education.qld.gov.au/health/safety/index.html

consult the Curriculum Activity Risk Management Guidelines http://education.qld.gov.au/curriculum/carmg/index.html

use Chemwatch GoldFFX http://jr.chemwatch.net/chemwatch.web/ to consult the safety data sheets (SDSs) for chemical safety information pertaining to vegetable oil, dishwashing liquid

ensure students observe sun safety at school procedures. See Developing a sun safety strategy http://education.qld.gov.au/schools/healthy/wellbeing-guidelines/sun-safety.html

ensure risk assessment includes allergic reactions to specific to vegetable oil or hand wipes.

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 26

Unit Plan Plan Name: Unit 4 - Science Year 4 (V8)

Year: 4Learning Areas/Subjects: Science

Duration: 10 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Forces: Balloon up and away! (Yr 04)Students identify that forces can be exerted by one object on another through direct contact by describing the direct contact of body parts on the balloons acting to keep the balloons in the air. Students will identify that forces can be exerted from a distance by describing the pulling force of Earth acting on the balloons to make them fall down, make predictions about the game play and compare results with predictions. Students represent data in a graph, identify patterns in game play, draw a force diagram and communicate ideas and findings.

Monitoring Science Unscheduled

Friction frog (Yr 04)Students identify that forces can be exerted by one object on another through direct contact by describing the effect of friction, make predictions about the effect of changing from string to fishing line and compare results with predictions. Students will identify patterns and communicate ideas and findings.

Monitoring Science Unscheduled

Investigating contact and non-contact forces (Yr 04)Students conduct an investigation about how contact and non- contact forces are exerted on an object. Students design and investigate their own forces game, make a prediction, collect data and identify patterns. Students identify when science is used to understand the effect of their actions.

Experimental investigation

Science Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Introducing forces Exploring forces Elaborating on forces Assessment Testing games

Resources Attachments Plan Resource Bank

Assessment Experimental investigation -

Investigating contact and non- contact forces (Yr 04)

Monitoring - Forces: Balloon up and away! (Yr 04)

Monitoring - Friction frog (Yr 04)




Duration: 10 Weeks

Australian Curriculum

Science - Year 4

Year 4 Achievement StandardBy the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They describe how contact and non-contact forces affect interactions between objects. They discuss how natural processes and human activity cause changes to Earth's surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to understand the effect of their actions.

Students follow instructions to identify investigable questions about familiar contexts and make predictions based on prior knowledge. They describe ways to conduct investigations and safely use equipment to make and record observations with accuracy. They use provided tables and column graphs to organise data and identify patterns. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why a test was fair or not. They use formal and informal ways to communicate their observations and findings.

Content Descriptions

Science as a Human Endeavour Science Inquiry Skills Science Understanding

Use and influence of science

Science knowledge helps people to understand the effect of their actions (ACSHE062)

Nature and development of science

Science involves making predictions and describing patterns and relationships (ACSHE061)

Questioning and predicting

With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS064)

Planning and conducting

Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS066)

With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS065)

Communicating

Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071)

Physical sciences

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




Duration: 10 Weeks

Processing and analysing data and information

Compare results with predictions, suggesting possible reasons for findings (ACSIS216)

Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068)

Evaluating

Reflect on investigations, including whether a test was fair or not (ACSIS069)




Duration: 10 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following:

A push or a pull affects how an object moves or changes shape (ACSSU033) Science involves making predictions and describing patterns and relationships (ACSHE050) Science knowledge helps people to understand the effect of their actions (ACSHE051)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Change to an object's motion is caused by unbalanced forces, including Earth's gravitational attraction, acting on the object (ACSSU117) Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions

(ACSHE081) Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating




Duration: 10 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Word knowledge Visual knowledge

Numeracy Estimating and calculating with whole numbers Recognising and using patterns and relationships Interpreting statistical information Using measurement

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information including pedagogical approaches refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.

Assessing student learningAssessment name: Investigating contact and non-contact forces




Duration: 10 Weeks

Assessment description: Students conduct an investigation about how contact and non-contact forces are exerted on an object. Students design and investigate their own forces game, make a prediction, collect data and identify patterns. Students identify when science is used to understand the effect of their actions.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They describe how contact and non-contact forces affect interactions between objects. They discuss how natural processes and human activity cause changes to Earth's surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to understand the effect of their actions.Students follow instructions to identify investigable questions about familiar contexts and make predictions based on prior knowledge. They describe ways to conduct investigations and safely use equipment to make and record observations with accuracy. They use provided tables and column graphs to organise data and identify patterns. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why a test was fair or not. They use formal and informal ways to communicate their observations and findings.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work.Monitoring activityActivity name: Balloon up and away! (Lesson 7)Activity description: Students identify that forces can be exerted by one object on another through direct contact by describing the direct contact of body parts on the balloons acting to keep the balloons in the air. Students identify that forces can be exerted from a distance by describing the pulling force of Earth acting on the balloons to make them fall down, make predictions about the game play and compare results with predictions. Students represent data in a graph, identify patterns in game play, draw a force diagram and communicate ideas and findings.Activity name: Friction frog (Lesson 9)Activity description: Students identify that forces can be exerted by one object on another through direct contact by describing the effect of friction, make predictions about the effect of changing from string to fishing line and compare results with predictions. Students identify patterns and communicate ideas and findings.FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include students thinking that:

only one type of force can act on an object at a time. Demonstrate to students that more than one force can act on an object at one time if an object is stationary there are no forces acting on it. Inform students that even when an object is stationary there is a force acting downwards and an opposite force from the

ground acting upwards wind or air is a non-contact force or a force acting from a distance. Inform students that for wind or air to affect the motion of an object it has to make direct contact with that object a ball rolling down a hill does not exhibit push and pull forces. Inform students that the pulling force of Earth acts on the ball as it rolls down the hill along with the opposing force of

friction all metals and/or silver-coloured items are attracted to magnets. Inform students that only some metals, such as iron, nickel and cobalt, are magnetic larger-sized magnets are stronger than smaller-sized magnets. Inform students the strength of a magnet depends on its magnetic field and not on its physical size the pulling force of Earth acts differently on different objects. Explain to students that the pulling force of Earth (gravity) pulls on all objects equally and acts on all things in the same

way. The difference in how quickly something falls depends on other factors such as the resistance or friction of air air does not offer any resistance to movement. In other words, there is no friction between an object and the air. Ensure that students understand that all matter, when moving past

other matter, produces friction. This is the reason a parachute slows movement down and why a meteor burns up as it enters Earth's atmosphere friction is only present when something is rubbing against a moving object. Explain that friction is also present when stationary objects are touching, such as a ball sitting on the

ground, or a person standing still. Explain Earth is also considered an object friction always hinders motion, and so reducing friction is always desired. Remind students that without friction a range of movements would not be able to occur. For example,

walking requires friction between the floor and foot friction doesn't affect wheels. Inform students that friction occurs where the wheel makes contact with the ground and the object/vehicle, as a whole, is affected by the friction of air




Duration: 10 Weeks

games only involve contact forces. Remind students that the non-contact force of the pulling force of Earth is also involved in all the games in order for a game to be successful, all contestants must be able to complete it. Inform students that due to the variety of ages or abilities of contestants, not all will be successful at

completing the game. As long as the majority of people experience success, the game could be considered successful/suitable overall playing sport is the same as sports science. Inform students that when sports scientists investigate sports they are doing it to answer a science question or solve a problem by working

scientifically. To do this the sport needs to be played to monitor results.




Duration: 10 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

2 Lessons Introducing forces Lesson 1: 60-second slam: The game show! Lesson 2: Feel the forces!

8 Lessons Exploring forces Lesson 3: Push and pull Lesson 4: Everyday pushes and pulls Lesson 5: Mighty magnetism Lesson 6: Magnetism In the real world Lesson 7: Pulling force of Earth Lesson 8: Investigating forces acting on falling objects Lesson 9: Feel the friction Lesson 10: Exploring friction

2 Lessons Elaborating on forces Lesson Investigating force and motion of everyday objects Lesson 12: Games from other cultures

4 Lessons Assessment Lesson 13-16: Assessing student learning

4 Lessons Testing games Lesson 17-19: Hosting a 60-second slam Lesson 20: Science in sports

20 Lessons Total Unit




Duration: 10 Weeks

Teaching Sequence

Topic Introducing forces Topic Duration 2 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students are introduced to contact and non-contact forces in the context of a game show.

Lessons Teaching and Learning Sequence Resources

Lesson 1

60-second slam: The game show!

Lesson objectivesStudents will:

Understand different types of forces.Evidence of learningCan the student:

Identify forces within a game?Example learning sequence

View game show rules Play a game that exhibits forces Understand the terms push, pull and friction

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Science inquiry skills poster Years 3-6 Supporting learning resource - C2C: Science glossary Sheet - Letter from game show producers Sheet - 60-second slam: Rule book Sheet - Mystery map Slideshow - Forces! Supporting learning resource - Implementing 60-second slam games: Teacher note

Helpful information Website - Contemporary practice resource: Science

https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html

Video - 60 second slam! https://learningplace.eq.edu.au/cx/resources/items/be47f065-c252-a6a2-8635-18c8d6a83069/0/Sci_Y04_U4_ILM_Ph2_Dig_Welcometothe60secondslam.mp4

Attachments Lesson plan

Lesson 2

Feel the forces!


Understand that forces act on objects in all directions and act in pairs.

Evidence of learningCan the student:

Describe how forces act in pairs? Draw a simplified force diagram indicating forces?

Example learning sequence Define terms on forces Understand paired forces View and draw force diagrams

Resources Supporting learning resource - Materials and equipment list Sheet - Types of forces: Matching activity Sheet - 60-second slam: Rule book Supporting learning resource - Conventions for drawing simplified force diagrams:

Teacher note Supporting learning resource - Paired forces: Teacher note

Helpful information Video - Paired forces https://learningplace.eq.edu.au/cx/resources/items/c2919c99-92d8-

4e30-8357-acfd8a9256d5/0/Sci_Y04_U4_ILM_Ph2_Dig_PairedForces.mp4





Duration: 10 Weeks

Teaching Sequence

Topic Exploring forces Topic Duration 8 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore contact and non-contact forces through simple games. They will make and record observations in the form of force diagrams.


Lesson 3

Push and pull


Understand the actions of forces such as push, pull and friction.Evidence of learningCan the student:

Describe how the forces of push, pull and friction act on an object? Illustrate the forces of push, pull and friction in a force diagram?

Example learning sequence Participate in push and pull games Identify and discuss forces in the games Draw simplified force diagrams

Resources Supporting learning resource - Materials and equipment list Sheet - 60-second slam: Rule book Sheet - Table tennis ball soccer Sheet - Mystery map Supporting learning resource - Implementing 60-second slam games: Teacher note


Lesson 4

Everyday pushes and pulls


Understand how the forces of push and pull act on everyday objects.


Identify objects affected by the forces of push and/or pull? Describe how the forces of push and pull act on everyday objects?

Example learning sequence Identify everyday objects that use the forces of push and pull Plan an audit of everyday objects that use push and pull forces Conduct an audit identifying the forces of push and pull

Resources Sheet - Push-and-pull audit Supporting learning resource - Conducting a push-and-pull audit: Teacher note


Lesson 5

Mighty magnetism


Understand that magnetism is a non-contact force that acts from a distance.


Describe magnetism as a non-contact force that acts from a

Resources Supporting learning resource - Materials and equipment list Sheet - Force detectives Sheet - Magnetic force activity cards Sheet - Mystery map Supporting learning resource - Instructions for magnetic force activities: Teacher

note Slideshow - Magnetism




Duration: 10 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesdistance?

Example learning sequence Review non-contact forces Explore magnets and magnetic objects

Helpful information Slideshow - Magnetic force fields

https://learningplace.eq.edu.au/cx/resources/items/37c5e32c-744e-42a3-aa36-05817e3db9b5/0/Sci_Y04_U4_SS_MagFrcFld.pptx


Lesson 6

Magnetism In the real world


Understand the forces involved in a maglev train.Evidence of learningCan the student:

Identify the pushing and pulling forces involved in a maglev train?Example learning sequence

Discuss applications for magnetism Observe how magnets are used in maglev trains

Resources Supporting learning resource - Materials and equipment list Video - JR Maglev - Magnetic levitation Sheet - Maglev train

Helpful information Video - Fastest train in the world: 581 km/h. Japan JR-Maglev (YouTube, dybowskii)

http://www.youtube.com/watch? feature=endscreen&NR=1&v=IPduAYKk_6I


Lesson 7

Pulling force of Earth


Understand that the pulling force of Earth is a non-contact force that acts on objects.


Describe how the pulling force of Earth acts on objects? Draw a simplified force diagram that indicates the pulling force of

Earth?Example learning sequence

Explore the pulling force of Earth Participate in games demonstrating the pulling force of Earth Define the pulling force of Earth

Resources Supporting learning resource - Materials and equipment list Sheet - 60-second slam: Rule book Learning object - The Earth's gravity Sheet - Balloon up and away Sheet - Forces: Balloon up and away! Supporting learning resource - Implementing 60-second slam games: Teacher note Supporting learning resource - Forces: Balloon up and away! (Answers) Slideshow - The pulling force of Earth





Duration: 10 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Draw simplified force diagrams

Lesson 8

Investigating forces acting on falling objects


Understand that a variety of forces can affect how an object interacts with the pulling force of Earth.


Describe how an object interacts with the pulling force of Earth? Identify common forces that may influence how an object falls?

Example learning sequence Investigate how the pulling force of Earth affects falling objects Discuss findings Discuss opposing forces

Resources Supporting learning resource - Materials and equipment list Sheet - Pulling force of Earth Supporting learning resource - Conducting the 'Pulling force of Earth' activity:

Teacher note Slideshow - Skydiving forces

Helpful information Video - The physics of skydiving | MIT's Science out loud (PBS Learning Media)

http://www.pbslearningmedia.org/resource/physics-skydiving-mit/physics-skydiving-mit/


Lesson 9

Feel the friction


Understand that friction is a contact force that acts between objects.


Describe how a friction toy uses the force of friction to work?Example learning sequence

Introduce friction Construct a friction toy Discuss ideas about friction

Resources Supporting learning resource - Materials and equipment list Sheet - The giant slide Sheet - Friction frog template (printed onto A4 cardboard) Sheet - Friction frog: Construction and operation Sheet - Friction frog Supporting learning resource - Some suggested responses related to how friction

acts between objectsHelpful information

Video - Sliding cars in Seattle snow on 11/22/10 (YouTube, shanrick37) http://www.youtube.com/watch?v=rhZCyQ3emQg


Lesson 10

Exploring friction


Understand the main types of friction.

Resources Supporting learning resource - Materials and equipment list Sheet - Friction stations: Instructions




Duration: 10 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Understand how friction acts on an object.


Describe the different types of friction? Describe the effect that friction has on an object?

Example learning sequence Review friction Explore types of friction including sliding and rolling Define types of friction Elaborate on friction

Supporting learning resource - How to conduct the friction station activity: Teacher note

Sheet - Slippery shuffleHelpful information

Learning object - Give me a brake (TLF L52) https://learningplace.eq.edu.au/cx/resources/items/3f5c63a2-568b-b20c-887d-bba826475db1/0/ViewIMS.jsp (Education Services Australia) CC BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/au/

Website - Sid the science kid: Fun with friction (The Jim Henson Company) http://pbskids.org/sid/funwithfriction.html





Duration: 10 Weeks

Teaching Sequence

Topic Elaborating on forces Topic Duration 2 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will use their knowledge of forces to identify how forces affect people in everyday situations.


Lesson 11

Investigating force and motion of everyday objects


Understand the effect of an applied force on an object's motion.Evidence of learningCan the student:

Describe how forces are applied to an object to make it move? Describe the relationship between the forces applied to an object

and its motion?Example learning sequence

Discuss forces involved in everyday activities Examine everyday objects Describe relationships between forces and motion

Resources Supporting learning resource - Materials and equipment list Slideshow - Forces in action: Australian Defence Force


Lesson 12

Games from other cultures


Understand how people use their knowledge of forces to play games.


Draw a simplified force diagram to illustrate forces in a game? Describe how people use their knowledge of forces to play

games?Example learning sequence

Play a traditional game Play games from other cultures Draw a simplified force diagram of a traditional game

Resources Sheet - Traditional games Supporting learning resource - Kai Australian Sports Commission

http://www.ausport.gov.au/participating/resources/indigenous/individual_games CC BY-NC-ND 3.0 http://creativecommons.org/licenses/by-nc-nd/3.0/au/deed.en

Supporting learning resource - Instructions for games from other cultures: Teacher note

Supporting learning resource - Yulunga: Traditional Indigenous Games © Australian Sports Commission 2009 http://www.ausport.gov.au/participating/resources/indigenous/full_resource CC BY-NC-ND 3.0 http://creativecommons.org/licenses/by-nc-nd/3.0/au/deed.en

The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx





Duration: 10 Weeks

Teaching Sequence

Topic Assessment Topic Duration 4 Lessons

Overview Throughout this lesson series, students will complete the assessment task about contact and non-contact forces.


Lesson 13-16

Assessing student learning

Assessment purposeTo conduct an investigation about how contact and non-contact forces are exerted on an object. To design and investigate their own forces game, make a prediction, collect data and identify patterns. To identify when science is used to understand the effect of their actions.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment

Resources Assessment task - Investigating contact and non-contact forces Assessment task - Investigating contact and non-contact forces: Student resource 1 Assessment task - Investigating contact and non-contact forces: Student resource 2 Assessment task - Investigating contact and non-contact forces: Model response Assessment task - Investigating contact and non-contact forces: Teaching notes Supporting learning resource - Materials and equipment list

Helpful information Video - Message from game show producers

https://learningplace.eq.edu.au/cx/resources/items/6c11803f-3ee2-446c-b0df-28757b95d5b5/0/Sci_Y4_U4_ILM_Ph2_Dig_Messagefromgameshowproducers.mp4





Duration: 10 Weeks

Teaching Sequence

Topic Testing games Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will play each other's games and examine the role of science in sports.


Lesson 17-79

Hosting a 60- second slam


Collect data and evaluate force games by observing and playing force games within a game show.


Evaluate force games using data collected?Example learning sequence

View game-show letter Organise the competition Test the game Play 60-second slam Review the games in the show

Resources Supporting learning resource - Materials and equipment list Sheet - Follow-up game show letter Sheet - Game feedback Supporting learning resource - Hosting a 60-second slam: Teacher note

Helpful information Learning object - Graph maker 2

https://learningplace.eq.edu.au/cx/resources/items/e9f4d835-711c-b43e-51b5-51c00666d798/0/viewIMS.jsp

Website - Boxing's knockout punch (ESPN) http://sports.espn.go.com/espn/page2/sportSkills


Lesson 20

Science in sports


Understand that scientists study sport to improve performance.Evidence of learningCan the student:

Explain how forces affect sports?Example learning sequence

Explore sports science Understand how forces affect sports Understand how forces affect sporting equipment and clothing Explain forces in sports

Resources Audio - Forbes Carlile talks about sports science as a career, 2008 (TLF R10263)

(Education Services Australia) CC BY-SA 3.0 AU http://creativecommons.org/licenses/by-sa/3.0/au/

Slideshow - Forces in sport





Duration: 10 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Introducing forces Lesson plan - Sci_Y04_U4_LP01.docx

Lesson plan - Sci_Y04_U4_LP02.docx

Sequence - Exploring forces Lesson plan - Sci_Y04_U4_LP03.docx








Sequence - Elaborating on forces Lesson plan - Sci_Y04_U4_LP11.docx


Sequence - Assessment Lesson plan - Sci_Y04_U4_LP13-16.docx

Sequence - Testing games Lesson plan - Sci_Y04_U4_LP17-19.docx


Sequence Audio - Forbes Carlile talks about sports science as a career, 2008 (TLF R10263) (Education Services Australia) CC BY-SA 3.0 AU http://creativecommons.org/licenses/by-sa/3.0/au/




Duration: 10 Weeks


Learning object - Give me a brake (TLF L52) https://learningplace.eq.edu.au/cx/resources/items/3f5c63a2-568b-b20c-887d-bba826475db1/0/ViewIMS.jsp (Education Services Australia) CC BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/au/

Learning object - Graph maker 2 https://learningplace.eq.edu.au/cx/resources/items/e9f4d835-711c-b43e-51b5-51c00666d798/0/viewIMS.jsp

Learning object - The Earth's gravity

Sheet - 60-second slam: Rule book

Sheet - Balloon up and away

Sheet - Follow-up game show letter

Sheet - Force detectives

Sheet - Forces: Balloon up and away!

Sheet - Friction frog

Sheet - Friction frog template (printed onto A4 cardboard)

Sheet - Friction frog: Construction and operation

Sheet - Friction stations: Instructions

Sheet - Game feedback

Sheet - Letter from game show producers

Sheet - Maglev train

Sheet - Magnetic force activity cards

Sheet - Mystery map Sheet - Pulling force of Earth




Duration: 10 Weeks


Sheet - Push-and-pull audit

Sheet - Slippery shuffle

Sheet - Table tennis ball soccer

Sheet - The giant slide

Sheet - Traditional games

Sheet - Types of forces: Matching activity

Slideshow - Forces in action: Australian Defence Force

Slideshow - Forces in sport

Slideshow - Forces! Slideshow - Magnetic force fields https://learningplace.eq.edu.au/cx/resources/items/37c5e32c-744e-42a3-aa36-05817e3db9b5/0/Sci_Y04_U4_SS_MagFrcFld.pptx

Slideshow - Magnetism

Slideshow - Skydiving forces

Slideshow - The pulling force of Earth

Supporting learning resource - C2C: Science glossary

Supporting learning resource - Conducting a push-and-pull audit: Teacher note

Supporting learning resource - Conducting the 'Pulling force of Earth' activity: Teacher note Supporting learning resource - Conventions for drawing simplified force diagrams: Teacher note




Duration: 10 Weeks


Supporting learning resource - Forces: Balloon up and away! (Answers)

Supporting learning resource - Hosting a 60-second slam: Teacher note

Supporting learning resource - How to conduct the friction station activity: Teacher note

Supporting learning resource - Implementing 60-second slam games: Teacher note

Supporting learning resource - Instructions for games from other cultures: Teacher note

Supporting learning resource - Instructions for magnetic force activities: Teacher note Supporting learning resource - Kai Australian Sports Commission http://www.ausport.gov.au/participating/resources/indigenous/individual_games CC BY-NC-ND 3.0http://creativecommons.org/licenses/by-nc-nd/3.0/au/deed.en

Supporting learning resource - Materials and equipment list

Supporting learning resource - Paired forces: Teacher note

Supporting learning resource - Science inquiry skills poster Years 3-6

Supporting learning resource - Some suggested responses related to how friction acts between objects Supporting learning resource - Yulunga: Traditional Indigenous Games © Australian Sports Commission 2009 http://www.ausport.gov.au/participating/resources/indigenous/full_resource CC BY-NC-ND 3.0 http://creativecommons.org/licenses/by-nc-nd/3.0/au/deed.en

The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx

Video - 60 second slam! https://learningplace.eq.edu.au/cx/resources/items/be47f065-c252-a6a2-8635-18c8d6a83069/0/Sci_Y04_U4_ILM_Ph2_Dig_Welcometothe60secondslam.mp4

Video - Fastest train in the world: 581 km/h. Japan JR-Maglev (YouTube, dybowskii) http://www.youtube.com/watch?feature=endscreen&NR=1&v=IPduAYKk_6I




Duration: 10 Weeks


Video - JR Maglev - Magnetic levitation Video - Message from game show producers https://learningplace.eq.edu.au/cx/resources/items/6c11803f-3ee2-446c-b0df-28757b95d5b5/0/Sci_Y4_U4_ILM_Ph2_Dig_Messagefromgameshowproducers.mp4

Video - Paired forces https://learningplace.eq.edu.au/cx/resources/items/c2919c99-92d8-4e30-8357-acfd8a9256d5/0/Sci_Y04_U4_ILM_Ph2_Dig_PairedForces.mp4

Video - Sliding cars in Seattle snow on 11/22/10 (YouTube, shanrick37) http://www.youtube.com/watch?v=rhZCyQ3emQg

Video - The physics of skydiving | MIT's Science out loud (PBS Learning Media) http://www.pbslearningmedia.org/resource/physics-skydiving-mit/physics-skydiving-mit/

Website - Boxing's knockout punch (ESPN) http://sports.espn.go.com/espn/page2/sportSkills

Website - Contemporary practice resource: Science https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html

Website - Sid the science kid: Fun with friction (The Jim Henson Company) http://pbskids.org/sid/funwithfriction.html

Assessment Planner - Investigating contact and non-contact forces

Assessment task - Sci_Y04_U4_AT_InvestigForces.docx

Assessment task - Sci_Y04_U4_AT_MR_InvestigForces.docx

Assessment task - Sci_Y04_U4_AT_SH1_TabTennTap.docx

Assessment task - Sci_Y04_U4_AT_SH2_HostState.docx

Assessment task - Sci_Y04_U4_AT_TN_InvestigForces.docx

Assessment Assessment task - Investigating contact and non-contact forces

Assessment task - Investigating contact and non-contact forces: Model response

Assessment task - Investigating contact and non-contact forces: Student resource 1

Assessment task - Investigating contact and non-contact forces: Student resource 2

Assessment task - Investigating contact and non-contact forces: Teaching notes




Duration: 10 Weeks




Duration: 10 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Investigating contact and non-contact forces (Yr 04)Type Experimental investigation

Date

Description Students conduct an investigation about how contact and non-contact forces are exerted on an object. Students design and investigate their own forces game, make a prediction, collect data and identify patterns. Students identify when science is used to understand the effect of their actions.

Learning Area Science

Science understanding Science as a human endeavour Science inquiry skills

Describe how contact and non-contact forces affect interactions between objects.

Identify when science is used to understand the effect of their actions.

Make predictions based on prior knowledge.Use provided tables and column graphs to organise data and identify patterns.Use formal ways to communicate observations and findings.

A ◄Explains the relationship between an applied force and its effect on the motion of an object.

◄ Justifies how science could be used when responding to statements. ◄

Justifies predictions using knowledge of forces.Justifies patterns in data using science understanding.Communicates using accurate scientific language and representations.

B ◄ Describes a force and explains an effect. ◄ Explains how science is used when responding to statements. ◄

Explains predictions using appropriate language.Explains patterns in data.Communicates using scientific language and representations.

C ◄Describes the effect of contact and non-contact forces on the behaviour of an object.

◄ Identifies when science is used when responding to statements. ◄

Makes a prediction related to the investigation.Uses provided tables and simple column graphs to organise and identify patterns in data.Uses formal ways to communicate their observations and findings.

D ◄ Identifies forces. ◄ States that science is used. ◄Makes a prediction.States a pattern.Uses drawings and everyday language.

E ◄ States a force. ◄ States an opinion. ◄States a prediction.Records some data in table.Uses fragmented language.




Duration: 10 Weeks




Duration: 10 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

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This publication is not part of NEALS.

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