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Institute of Early Childhood

Experience Plan
Class: Stage 2

Date: TBC Time: 1 Hour
Prior Learning and Rationale:
This lesson aims to have children become aware of how to construct a model of balance, in-cooperating
design and informational technologies. Children have already been through four lessons that have covered
Gravity and Balance. They have an awareness of distributive weight regarding balance, and weight regarding

KLA (s):
Science & Technology, English & Creative Arts.

Children will have an idea forming of what they want to create for their Science fair
Children will gain the confidence within their groupings to collaborate together to design their project.

Outcomes & Content Processes:
A student: describes how products are designed and produced, and the ways people use them. (ST2-16P)
- Students: examine the process used to produce an existing product by creating a flowchart from
design to producing the finished product
A student: applies a design process and uses a range of tools, equipment, materials and techniques to produce
solutions that address specific design criteria (ST2-5WT)
- Students: using techniques, including labelling drawings, modelling and storyboarding, for
documenting and communicating design ideas.
A student: describes everyday interactions between objects that result from contact and non-contact forces
- Students: observe the way the force of gravity pulls objects towards the earth, e.g. dropping objects
from different heights.
(ACARA). 2014).

Resources & Equipment:
Art and craft supplies
Weighted objects
Internet Access
Interactive whiteboard

Classroom organisation:
The classroom should be set up within groups,
allowing children to collaborate with each other to
design their Science Fair project.

Institute of Early Childhood
Lesson Development:

Within this lesson there is emphasis on student directed work. Beginning the lesson, go through a brief
discussion with students about their current knowledge of balance and gravity from previous activities and
Explain the concept of Science Fairs to students, and that they are going to create their own project.
Research projects on Google and general online facilities on the interactive whiteboard with students, and
have ready the example of the paper cups and coat hanger balancing scale.
Watch Balance Magic and explore the website of ideas with children on the interactive whiteboard, by
having children control the whiteboard with what they wish to view for their own inspiration. (Education
Foundation, 2014).
Arrange students into groups of 3-4 students to begin research on their projects.
Facilitate timefor children to then work on their projects in the lesson, scaffolding their questions and
providing feedback when its needed.
Ask children to start to create a pamphlet to go with their project, so peers have the opportunity to read more
about it at their Science fair.

NB: Children should be given time at home and after other class tasks are achieved to work on their project.
The next lesson in this unit of work, the Science Fair, will be anticipated to be some time off from this
lesson, to provide opportunities to work on and perfect their designs.
To differentiate this lesson, support should be given
to all children to suit individual needs. Within the
class discussion, Think-Pair-Share should be used to
help children form ideas. Groups should also be
chosen in accordance to learning styles and needs.
The interactive whiteboard and the internet will be
used, as well as books from the library. Children
should also feel supported by their teacher to
maintain their own independence throughout the

To extend this lesson, children should be supported
to feel as if they are able to do any design that they
want, thereby extending childrens imaginations and
To further extend this lesson, ask children to create a
informational technology component.
To further extend this lesson, ask children to push
themselves to think of how to make their project all
that it can be.

Key Scientific Knowledge (KSK) & Pertinent Loans of Knowledge (PLoK)
Gravity is a force of attraction generated by the
earth which keeps objects on the ground. Gravity
affects all objects with larger objects such as the
earth and sun having greater gravitational pulls
(Voderman, 2012).
Science fairs provide students with an opportunity
to improve on this existing scientific processing
skills such as their ability to question, problem
solve, hypothesis theories, sequence procedures
and make conclusions based on evidence gathered
(Sinsel, 2008).
Gravity keeps us and everything around us fixed to
the earth. Without gravity we would float, just like
an astronaut in space.

Science fairs provide students with an opportunity
to share their ideas and findings through fun,
interactive presentations and activities.

Institute of Early Childhood

Australian Curriculum and Assessment Reporting Authority. (2014). Science K-10 (incorporating Science
and Technology K-6). Syllabus. Retrieved from:

Education Foundation (2014) Design Squad Education: Science. WBGH. Retrieved from:

Sinsel, J. (2008-12). The Future Scientists and Engineers Conferences: Using Community Resources to
Enhance the Science Fair. Science scope (Washington, D.C.), 32(4), 14-19.

Vorderman, C. (2012). Help your kids with science. London: Dorling Kindersley

Institute of Early Childhood