SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 2/1 TOPIC: Physical Sciences: Push Pull Forces

5E’s- ENGAGE (1-2 lessons)
To capture student interest and find out what they know about Push and Pull Forces
To elicit students’ questions/ prior knowledge about Push and Pull Forces
Diagnostic assessment used- in this lesson you will find out what the students already
know about Push and Pull Forces. This will allow you to take account of students’
existing ideas when planning learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES: RESOURCES/KEY
(Year 1 & 2 What is a Push? What is a Pull? QUESTIONS
only)
Science Science as a Science OUTCOMES
Understanding Human Endeavour Inquiry Skills
A push or a pull Science involves Participate in 2, 3 & 4 WALT: Identify Push and Pull Key Questions:
affects how an observing, asking guided WILF: Correctly Identifying Push and Pull “When I ask you to sit at your
object moves or questions about, investigations Brain Starter: desks – what do you firstly do
changes shape
and describing to explore Introduction: Teacher will ask students to sit on the mat. The teacher with your chair?”
(ACSSU033)
changes in, and answer A: Pull it out
will dramatically pull a chair to sit on. The teacher will then dramatically
objects and questions “What about when I ask you to
events(ACSHE034) (ACSIS038)
push the whiteboard on wheels The teacher will lead a class discussion
sit on the mat – what did you
Represent prompting students with key questions. The teacher will write the do with your chairs?”
and answers to the questions under either push or pull on the whiteboard. A: Push them in
communicate “So we can push and pull our chairs… what else can we push?” “What did I do with my chair to
observations A: a door, a toy car, furniture etc get it here?”
and ideas in a “What else can we pull?” A: Pull it over
variety of A: a door, a trolley, a book of a shelf, a toy our of a box etc “What about the whiteboard?”
ways “So what are some things we can push AND pull?” A: Push it over
(ACSIS042) A: a door, a trolley, a box (carried by two people) Further Prompting:
LESSON OBJECTIVES The teacher will make a new column and write things that can be “How do you close a door?”
“How do you open a door?”
As a result of this lesson, students will be able to: pushed and pulled in that column.
“When you’re at Coles or
1. Recall prior knowledge on what a push and pull is by Main Lesson: Woolies – how do you get the
participating in a class discussion lead by teacher questioning. The teacher will ask students to work with their desk buddy (who they trolley around the store?”
2. Identify what a pushing force is by pushing a range of share their desk with) to explore a range of objects. The teacher will
toys/objects/resources and recording the outcomes on a supply students with a work sheet (appendix 1) to complete. There will
worksheet. be 10 different objects to explore and the teacher will ask the groups to
 3. Identify what a pulling force is by pulling a range of
toys/objects/resources and recording the outcomes on a
worksheet.
ASSESSMENT (DIAGNOSTIC)
Objective One: the teacher will make notes about who
answered questions and what students already know about
the forces of pushing and pulling. This will also be used to
inform the teachers next lessons. The students may know
more than the teacher anticipated or less, so therefore these
questions and answers will affect the next sequence of
lessons.
Objective Two and Three: The teacher will use the
worksheets to make anecdotal notes about the students
understanding. The groups will all engage with different
objects so therefore, the teacher will summarise the students
understanding in note form –
i.e. if the pairing of Sarah and Sophie were able to correctly
identify the teacher trolley has both a push and pull and the
balloon as a pull, but the suitcase incorrectly as just a pull and
the toy car as just a push, the teacher will write “Sarah and
Sophie were able to identify half of their objects correctly.
They struggle with objects that can be both pushed and
pulled.” The teacher will then explore these notes again at
the end of the unit of work to ensure Sarah and Sophie have
developed their understanding of push and pull.
assign a time keeper and a collector. The time keeper is required to Resources:
ensure they are on task and finish their writing within 10 minutes. The Toy car, teacher trolley,
collector collects and returns the object they’re exploring to the front of pinwheel, toy boat, small
the room. The teacher will explain the sheet – the students will have to suitcase, ball, helium
draw the object, title and select if it’s a push, pull or both. The teacher
balloon,
will set a timer for each round so the time keeper knows how long they
have for each rotation.
The teacher will act as a facilitator for the activities and rotations.
The teacher will allow for 3 or 4 rotations depending on how the
students are progressing time wise. The teacher will ask the class to
leave their sheets on their desks and sit on the mat.
Conclusion:
The teacher will lead a discussion with the class and ask groups to share
their findings of each object.
Exit Slip: The teacher will ask the class to think of any words they can
add to the class Word Wall.
LEARNER DIVERSITY
The teacher has established a class seating plan that caters for students
– i.e. who they sit with - they work well with.
Students who require extension will be given a toy boat – how does the
boat work on water? T