ASSESSMENT COVERSHEET

Student Name: Angus Coates

Student Number: 11685869
Group members Sam Lindner
(including self)
Ethan Schiller
Angus Coates (self)
Luke Kennedy
Subject Code & EMS207: Science and Technology Curriculum Studies
Name:
Assessment Number: 1 - Programming for Science and Technology in the primary school
Date Submitted: 16/4/2023
Subject Coordinator: Richard Carroll (ricarroll@csu.edu.au)

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Assessment 1 Part A: Unit Outline (Written By Angus)

Syllabus Links: Outcomes (See Appendix 1) 

Knowledge and Understanding Working Scientifically Design and Production

ST3-8PW-ST, ST3-9PW-ST ST3-1WS-S, ST3-7MW-T  ST3-2DP-T, ST3-3DP-T

Content

Knowledge and Understanding

-Students classify, define and investigate various contact and non-contact forces in the world around them.
-Students utilise and engage in a variety of tactile experiments to develop their understanding of contact and non-contact forces, utilising these forces in a variety of experiments.  

Working Scientifically 
-Students engage in a variety of student-led scientific investigations
-Identify questions to investigate scientific ideas
-Plan and apply the elements of scientific investigations to answer problems
-Select appropriate measurement methods, including formal measurements and digital technologies, to record data accurately and honestly(ACSIS087, ACSIS104)
-Make and justify predictions about scientific investigations (ACSIS231, ACSIS232)
-Reflect on and make suggestions to improve fairness, accuracy and efficacy of a scientific investigation (ACSIS091, ACSIS108)

Design and Production 

-Develop project plans that consider resources when producing designed solutions individually and collaboratively (ACTDEP028)
-Negotiate criteria for success based on defined needs, sustainability and aesthetics
-Select and use tools competently for specific purposes
-Accurately cut, join, bend and measure a range of selected materials to construct the designed solution
-Evaluate design ideas, processes and solutions according to criteria for success (ACTDEP027)

Links to other key learning areas (See Appendix 2)

MA3-1WM, MA3-3WM, EN3-1A, EN3-5B, VAS3.1, VAS3.2, PD3-4, PD3-5

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Lesson Overview and Group Responsibilities 

Lesson  Description Maker

1. Make your Engage students by showing them what a waterwheel looks like and what they are used for in a discussion setting. Ask students what type of force is being Sam
own water used and why. Further inform students that they will be creating their own water wheel using this video in a collaborative manner. They will explore the forces
wheel. involved as well as identifying potential energy and kinetic energy and what they can be used for. Teacher will also perform the experiment and use formative
observations as an indication of student engagement and learning. Using the data that students collect from the experiment, they will explain their results, the
Outcomes forces used and the effectiveness of water wheels in daily life.
ST3-8PW-ST
ST3-9PW-ST
ST3-1WS-S
ST3-2DP-T
ST3-7MW-T
MA3-3WM
VAS3.1  

2. What is Engage students by prompting a class discussion on what the difference is between a contact and non-contact force reflecting on prior understanding. Ask Sam
gravity? students if gravity is a contact or non-contact force and why. Further define what gravity is through the use of the “Gravity Water Cup Drop” video and inform
Outcomes students that they will be performing the same experiment. Teacher will scaffold students by also performing the experiment as well as utilizing formative
observations to gauge student learning. Students will then be able to explore these observations for themselves gathering significant evidence and data utilizing
ST3-8PW-ST ICT resources throughout the experiment. Students will reconvene together and explain the results of their experiment in a collaborative manner. A formative
ST3-9PW-ST assessment will be utilized to evaluate student explanations of learning content
ST3-1WS-S
MA3-1WM
MA3-3WM

3. Static electricity is the buildup of the electrical charge in an object when it is rubbed against another object. Ethan
Electrostatic Rubbing a balloon. Socks on carpet. Something that can build up static energy.

4. Motions of Luke
Magnetism  Continuing on the topic of non-contact forces the focus shifts to the force of magnets. The class is engaged with a conversation of where students have seen

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 Outcomes:
ST3-7MW-T magnets work and questioned on how they think they work. These ideas are written on the whiteboard, this is supplemented by the following short introductory
ST3-9PW-ST  video on magnets. Students can then compare their answers to what was seen. Students then explore the phenomena of magnetism in groups. They’re
provided with magnets alongside an assortment of items, ranging from metals (coins, paper, cutlery) to wood, plastics, wool and paper. In groups they must
hypothesise whether an item will be magnetic or not before testing it for themselves. To further elaborate the concept of magnetism students are provided with
iron filings to showcase where magnetic fields are at work. To conclude the lesson the students evaluate what they’ve done through constructing a report in
their science book which showcases their hypothesis on whether an item was magnetic and what the results were. 

5. To promote student curiosity and engagement, the teacher will flash a torch on and off, encouraging a discussion about how and why the torch is reacting the Sam
Light up my way it is. Subsequently, inform students that they will be creating an electrical circuit that is similar to the one inside the torch to explore how energy can be
life transformed from one form to another. They will achieve this by working together with their peers. They will further explore materials that can be used as
Outcomes conductors or insulators in an electrical circuit. Students will explain their findings in a group, discussing energy transformation, which materials were
ST3-8PW- conductors or insulators and electrical safety.
STST3-9PW-
STST3-1WS-
S
ST3-2DP-T
ST3-7MW-T
VAS3.1

6.Muscles, Luke
the Force of This lesson begins the section of the unit with the first of the contact forces to be explored, muscles. Muscles are a good introductory force because as humans
Nature we use them all the time. To engage the students the lesson begins with the classstanding and performing a number of stretches under the guidance of the
Outcomes: teacher. Students explore and share what muscles were being used in each position and brainstorming what activities these muscles are used in in everyday
ST3-8PW-ST life (breathing, digesting, movement). From here the lesson transitions to outside, a more active lesson in the middle of the unit helps to break up the
repetitiveness. To elaborate on the force of muscles, the students are first given a tennis ball each and asked to throw it as far as they can. However, before
throwing the ball a second time they must plank for thirty seconds. They repeat this one more time before evaluating how far the ball travelled each time and
why. This activity demonstrates the depletion of chemical energy which is a necessary component for powering the mechanical energy used to complete
physical activities. Finally throwing objects nicely transitions into the next activity on air resistance. 

7. Air Create a parachute which will highlight how air resistance can influence how an object falls/ is affected in the air. Can use paper planes as well. Ask what the Ethan
resistance students think will happen before completing the experiment.( will it fall faster, slower?, or travel further or not?) 
(parachutes) Links to 
For ideas: https://www.inquisitive.com/au/lesson/563-air-resistance-it-s-a-drag?parentId=201 

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8. Friction Ask the students what they think will happen?What is easier to push?How easy is it to push a box? How easy is it to push a ball? How come? Ethan
Pushing a
ball
compared to
a box Links to PDHPE

9. Sink or Students’ will be diagnostically assessed through a collaborative class discussion into their understanding of what makes objects float/sink in water. Students Angus
Float?!  will then be engaged in their learning through an ICT demonstration of the function and purpose of buoyancy in the world around them to prove contextual
Outcomes: knowledge. Students will then choose various objects within the room that they would like to investigate the buoyancy of by putting it in a tub of water,
ST3-1WS-S; scaffolding their investigation through the completion of a hypothesis table. From the hypothesis they create, students will test the buoyancy of their objects,
ST3-2DP-T: evaluate the results of their test, and collaboratively compare their hypothesis with their peers, building their scientific literacy skills in a collaborative manner.
ST3-7MW-T; Students will be summatively assessed through their hypothesis tables, as well as the creation of a venn diagram stating different objects that have sufficient
EN3-1A; buoyant force
MA3-3WM

10. Bouncing Engage students in future lesson by encouraging students to create a mindmap of their existing knowledge of elasticity, showing different aspects of students' Angus
Back with knowledge surrounding elastic force. Once the mind map has been completed, the teacher will explain what elasticity is through an involved discussion, while
Bands. giving students rubber bands to interact with elasticity on a tactile level, afterwards comparing it to loops of string. After the explanation and tactile
Outcomes: experimentation, students will explore the boundaries of elasticity through a hands-on experiment, with students working collaboratively in small groups to test
ST3-1WS-3; the elasticity of different rubber bands and their elastic potential through the creation of a catapult, with students differentiated to learn within an effect Zone of
ST3-2WS-S; Proximal Development. During this experiment, students will numerically and verbally measure, predict and evaluate the distance travelled by their rubber
ST3-7MW-T; bands and future tests, potential improvements, as well as the influence of different types of rubber bands. Students will then be summatively assessed based
ST3-8PW- on their explanation of their found data and their tables, as well as their hypothesis surrounding predicted elasticity, and the inferences made about the distance
ST; travelled from different types of rubber bands.
MA3-1WM;
EN3-1A;
VAS3.2

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11. Tower Students prior knowledge will be evaluated by writing a sentence of students existing ideas of tension.Students will then have an ICT explanation of tension Angus
Tension utilising a series of informative YouTube Videos, supplemented by class discussion of how tension influences objects and buildings around us..After students
Outcomes: can provide their own explanation of how tension is used and managed in society, they will be divided into balanced groups of 3-4, and will be engage in a
ST3-1WS-3; hands-on activity to construct a tower out of matchsticks and blu-tack that can support an increasing amount of JellyBeans. During this time, the teacher will
ST3-2WS-S; discuss with each group the logic that was used to construct the tower, and how the group attempts to manage the jellybeans’ tension on the tower. After each
ST3-7MW-T; group has finished making their towers, they will be gathered together, with an increasing amount being placed on each tower. After each jelly bean is put on the
ST3-8PW- tower, have students analyse the tension put on the towers, with the altered shape of the tower, and elaborate on how the jellybeans impact the towers
ST; construction. Students will then be asked to rewrite their sentence on tension to further express their understanding.
EN3-1A; 

12. What The final lesson of the unit seeks  Luke

have we Kahoot
learnt?  Recap what students have learnt throughout the unit and test their knowledge
Review knowledge of contact and non-contact forces as well as 
Evaluate

References (Written by Angus/Me)

NSW Education Standards Authority. (2017). NSW Syllabus for the Australian Curriculum, Science and Technology K-6. NSW Education
Standards Authority, Sydney. http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/science-and-technology-
k-6-new-syllabus

NESA. (2010). Learning across the Curriculum. NSW Education Standards Authority.
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/history-k-10/learning-across-the-curriculum

NSW Education Standards Authority (NESA). (2012). English K–10 Syllabus (2012). https://educationstandards.nsw.edu.au/wps/portal/nesa/k-
10/learning-areas/english-year-10/english-k-10

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NSW Education Standards Authority (NESA). (2012). Mathematics K–10 Syllabus (2012).
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/mathematics/mathematics-k-10

NSW Education Standards Authority (NESA). (2018). PDHPE K–10 Syllabus (2018).
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe-k-10-2018

NSW Education Standards Authority. (2006). Creative Arts K-6 Syllabus (2006). Sydney, Australia.
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/creative-arts/creative-arts-k-6-syllabus

Appendix 1: Science Outcome Codes (Written by Angus/Me)

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Appendix 2: Other KLA Outcome Codes (Written by Angus/Me)

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Assessment 1 Part B: Lesson Plans (Written By Angus/Me)

Week: 9 Lesson Plan: Buoyancy of objects
Outcomes Sequenced Teaching and Learning Activities Instructional/pedagogical Assessment
approaches (incl. coop) Strategies

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ST3-1WS-S: Introduction/Engage
Plans and Establishing intent of learning sequence
conducts Inform class that this learning sequence will be continuing on from early into the lesson allows students to
scientific utilise their existing schema of knowledge
their knowledge of Gravity, mass/weight and other contact forces,
investigations to
and that they will be learning about buoyancy and how objects float surrounding science and forces.
answer testable
questions, and by experimenting and hypothesising how they float in water.
collects and Defining WALT/ Learning intentions and
summarises Write WALT (We are learning to) goals: “understand how buoyancy Success criteria allows students to
data to understand what is expected of them,
allows objects to float”; and the Success Criteria of: “I can explain
communicate helping motivate them, while providing
how different materials and shapes of objects impact their ability to context for their learning and how they will
conclusions.
float” on the interactive whiteboard. complete the lesson.
ST3-2DP-T:
Plans and uses Engage students in a class discussion, on their existing knowledge of Engaging students in a class discussion to
materials, tools buoyancy and what makes objects float, asking students questions understand their existing understanding and
and equipment the following questions, while students are sitting at their desks: perception of buoyancy and how objects
to develop - “What do you think buoyancy means?” float allows the teacher to understand the
students existing knowledge, with the Diagnostic
solutions for a
- “What happens when we float in a pool? distinct, pre-prepared questions allowing assessment
need or
students to understand what scientific through class
opportunity.
concepts are relevant to the lesson and be discussion allows
- “What types of objects do you think will/won’t float?”
built upon, with all students being able to students to show
ST3-7MW-T: their existing
explains how - “Is it a Contact or Non-Contact force?” contibute. The use of a group setting also
allows students to learn from each other knowledge of
the properties of buoyancy, while
materials Key concepts for students to focus on in the class discussion include holistically, within a Vygotskian Zone of
Proximal development, in a visible manner. helping the
determines their water, floating, displacement, distribution, boats, etc. teacher
use for a range understand
of purposes Reaffirm students existing ideas of buoyancy, encouraging them to Positive reinforcement of existing ideas of
buoyancy builds students confidence in misconceptions
utilise their prior learning of contact forces in the upcoming lesson. they may have
MA3-3WM: scientific learning, developing a growth
Gives a valid mindset
reason for
supporting one Direct instruction/explicit explanation of
possible
Body/Explore buoyancy in a group setting ensures all
solution over students receive the same explanation and
another Explain to students what buoyancy is, and how it is the force that understanding. Providing real world
impacts an object or persons ability to float, using the example that a examples ensures students can personally
boat floats because the water presses against the object if its connect their scientific learning to the world
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EN3-1A: light/small enough for its size, while larger/heavier objects will sink, around them.
Communicates due to having too much mass for the water’s buoyant force. Formative
effectively for a ICT integration allows students to interact assessment of
variety of Demonstrate the buoyancy of objects and how they can sink/float and practice their understanding of students
audiences and based on their materials and shape by demonstrating buoyancy buoyancy in a game-like manner, keeping understanding of
purposes using using the https://www.gamepix.com/play/sink-or-float website on the students engaged in a practical manner. which objects will
increasingly interactive whiteboard, with students choosing multiple objects float/have
challenging (minimum of 5 objects), that they would like to test the buoyancy of. sufficient
topics, ideas, Providing students with physical interaction buoyancy in the
issues and Once an object has been chosen, have students move to different with scientific learning allows students to ICT game, as
language forms sides of the room based on whether they believe it will float, sink, or contextualise their learning as a game, well as their
and features unsure. After students have moved based on whether they believe keeping them engaged, with discussions justification for
the object will float or sink, ask the students on each side why they helping them elaborate on their knowledge. their correct
moved to their chosen side of the room. decision.
Student-directed choice of objects being
After the ICT activity, and students have a base understanding of tested provides them with agency
how buoyancy works and what makes objects float or sink, have surrounding their learning, while allowing
students collaboratively choose a maximum of 5, waterproof items them to investigate objects that they are
that they would like to physically choose to test the buoyancy of, uncertain may sink/float. Students standing
being vetoed by the teacher to ensure their suitability for testing. and interacting outside with their lesson in a
tactile manner makes the learning more
In an open, grassy area, fill a plastic bucket partially with water, and memorable, reinforcing their knowledge
test the various items chosen by the students and the impact of the
waters’ buoyant force. Experiment based interaction with science
allows students to interact with their
Before each test, allow students time to fill in their hypothesis tables learning in an entertaining and personal
on they believe the results for each item will be, writing what the manner. This is supported by the practice of
object is, whether they believe it will float or sink, as well as a short scientific literacy with the hypothesis table
explanation of why they believe it will float/sink. (See appendix 1). and class discussion about the floating Formative
objects, allowing students to explore and assessment of
After each test, discuss with students what their hypothesis was, explain their hypothesis, and evaluate the students
whether it matched the results, and why it the object did/did not float. reasons that the objects float, both privately, understanding of
and collaboratively. which objects will
Differentiation of learning through hands-on float/have
Differentiation: For low skilled science students, ensure that
investigations ensures students of various sufficient
those students are the ones that are physically dropping the objects
abilities and skills can effectively engage in buoyancy in the
into the water to test the buoyancy, providing them with a physical
scientific learning. physical
and tactile understanding of an object’s buoyancy.
experimentation,

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Conclusion/Evaluate completion of the

data table, as
Once students have regathered inside at their desks, have students Reflective class discussion with all students well as their
hand back their Hypothesis tables on buoyancy to their teacher, and allows the teacher to evaluate students’ hypothesis
ask them what they now know about buoyancy and how objects float knowledge, students to reflect on the surrounding
in water from its buoyant force. experimentation and explanation of which objects
buoyancy, while reinforcing facts will/ will not float
Celebrate any responses from students that prove their learnt surrounding buoyancy.
knowledge from the lesson, such as the types of materials that often
float, and the environmental factors that cause objects to do so. Utilising visual learning strategies to reflect Summative
on the lesson allows students to compare assessment of
As a final proof of knowledge, have students create a comparative different objects and their buoyancy, class discussion
table diagram of objects that they believe would/would not float in utilising binary logic of whether objects will and Venn
water, using the Appendix 2 Printouts, using their knowledge of the float/sink, while explaining with scientific diagram
types of materials that commonly float/sink, with a short explanation logic. displaying
for each object. students \
Informing students of future lessons and the understanding of
Inform students that in the next lesson, they will be learning about relevant content allows students to objects
elastic force and how objects stretch. contextualise their future learning. buoyancy, and
what makes
them float
Resources
-Open grass space outdoors
-Open space within the classroom for students to move around in
-A Large 10 Litre
-Access to water
-Appendix 1 hypothesis Tables (1 per student)
-Clipboards (1 per student)
-Pens/pencils (1 per student)
-Whiteboard & Markers in room
-Appendix 2 Venn Diagram
-Various classroom items that can float or sink in water
https://www.gamepix.com/play/sink-or-float
Week: 10 Lesson Plan: Elastic Force with Bouncing Balls
Outcomes Sequenced Teaching and Learning Activities Instructional/pedagogical Assessment
approaches (incl. coop) Strategies
ST3-1WS-S: Introduction/Explore
Plans and
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conducts Inform class that this learning sequence will be continuing from their Establishing intent of learning sequence
scientific knowledge of gravity, mass/weight and other contact forces, and that early into the lesson allows students to
investigations to they will be learning about elastic force, and how different objects utilise their existing schema of knowledge
answer testable
can stretch various lengths based on their size and materials used. surrounding science and forces.
questions, and
collects and
summarises Write WALT (We are learning to) goals: “understand how elasticity Defining WALT/ Learning intentions and
data to impacts how far objects can stretch based on their material and size”; Success criteria allows students to
communicate understand what is expected of them,
and the Success Criteria of: “I can demonstrate the elasticity of
conclusions. helping motivate them, while providing
different objects and materials” on the whiteboard. context for their learning and how they will
ST3-2DP-T: complete the lesson.
Engage students in introductory task on the students existing
Plans and uses
knowledge of elastic force, with students sitting at their desks, with
materials, tools
students creating a mindmap of their existing knowledge and
and equipment
understanding of it on an A4 piece of paper.
to develop Identifying students existing knowledge of
solutions for a Elastic force through mind maps allows
Key concepts for students to focus on include elastic as a material, Diagnostic
need or students to visually display their existing
bouncing, stretching, compressing, etc. assessment
opportunity. knowledge in a visible manner,
through
Once students have finished, encourage class to share and discuss introductory mind
ST3-7MW-T: The use of group discussions allows map allows
the different aspects of their mind maps. Afterwards, allow students students to learn from each other
explains how students to show
to share their understanding of elastic force, acknowledging their holistically, within a Vygotskian Zone of
the properties of their existing
existing perceptions of it, as well as reinforcing the above key Proximal development, being visible to
materials knowledge, while
concepts that will be focused on in the lesson. other students and teachers.
determines their helping the
use for a range teacher
of purposes Inform students that they will be creating a scientific report in groups, Positive reinforcement of existing ideas of
discussing with students the key components (hypothesis, findings, understand
ST3-8PW-ST: buoyancy builds students confidence in misconceptions
explains how materials used, reflection, etc) scientific learning, developing a growth they may have
energy is mindset
transformed Reaffirm students existing ideas of elastic force, encouraging them to
from one form to utilise their prior learning of contact forces in the coming lesson.
another.
Body/Explain Direct instruction/explicit explanation of
EN3-1A: Explain what elastic force is and how different objects are more likely buoyancy in a group setting ensures all
Communicates to return to their original shape, connecting it to elastic as a material. students receive the same explanation and
effectively for a understanding. Providing real world
variety of Demonstrate to the class how different objects are more elastic than examples ensures students can personally

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audiences and others, depending on what they are made of by using rubber bands, connect their scientific learning to the world
purposes using as well as what happens when too much pressure is put onto the around them.
increasingly elastic object.
challenging Tactile practice and physical
topics, ideas, During this explanation, provide students with rubber bands to test experimentation with objects allows
issues and their elasticity in a tactile manner while at their desks. Encourage students to understand how elasticity works
language forms students to focus on how the material stretches and how far it does on a practical level, being supported by the
and features. so, the resistance that develops as it stretches, as well as what the teacher directly explaining specific
breaking point is. characteristics to analyse.
MA3-1WM:
Describes and Once students understand how elasticity impacts rubber bands, Comparison of different materials and their
represents provide students with loops of string to compare the elastic force, elasticity further builds upon the Tactile
mathematical comparing both materials. practice and physical experimentation,
situations in a allowing them to effectively compare and Formative
variety of ways Ask students what parts of an object impacts its elastic force/ contrast the different materials in varies assessment of
using applied; Answers should include size, shape and material. categories. students
mathematical understanding of
terminology and Once students understand how objects elasticity can be impacted by Construction of students learning in a how different
some various factors, put students in distinct groups at different tables in collaborative, physical and tactile manner objects and
conventions. the room, taking turns shooting rubber bands across the room, materials have
allows students to engage in higher order
stretched to different lengths to see the relationship between the varying levels of
thinking, being given distinct parameters for
elasticity and size of different rubber bands. With this, students will elasticity within
their learning, and how to effectively class discussion
write a scientific report on what they have found in their groups about
elasticity within the rubber bands and the loops of string. Encourage complete the task, with specific roles
each group to have different roles for each involved (recorder, helping students utilise their skills and
reporter, clarifier, writer, etc). abilities to their best potential

In their scientific report, students must discuss the following:

-A hypothesis of the relationship between distance travelled and
Providing students with distinct parameters
amount stretched Formative
of what to do in their report provides them
-Details of the ingredients used in the experiment used assessment of
with a basis of what is expected of them,
-The completed Appendix 3 data table, detailing how far the band students
helping them effectively complete the given
was stretched, compared to the distance travelled. Explain how experimentation
task
repeat tests can ensure accuracy, while providing proof of their with rubber
learning and knowledge for the report bands and the
-A written analysis of how the tension for the rubber band increases Discussions with each groups about their
distance
as the band stretches tower strategies allows the students to
travelled, the
explain their thought processes, with completion of the
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While each group is shooting the rubber bands and evaluating the clarifications about misconceptions, while data table, as
distance travelled by the rubber bands, and the rate of increase, the allowing the teacher to understand what well as their
teacher will go around the room to each group and engage in students understand, while providing explanation and
understanding of
personalised discussions into what they have learnt so far, what assistance
elasticity within
realisations they have about elastic force, as well as answering any the conversation.
questions the students may have about elastic force. Differentiation of learning through
controlling group construction ensures
students can learn from more
Differentiation: For low skilled science students, ensure that they
knowledgeable others, within a Vygotskian
are put in groups with higher skilled students, allowing them to learn
zone of proximal development.
from more knowledgeable others
Reflective class discussion with all students
Conclusion/Elaborate allows the teacher to evaluate students
knowledge, being able to reflect on their
Once students have regathered back at their tables with their groups, learning collaboratively
have students read the key features of their scientific report, and Summative
engage students in a class discussion on the information they Building on the prior mind map allows for assessment of
discovered about the rubber bands elasticity to their teacher. reflection on their learning from the existing mindmap,
lesson, while displaying their knowledge visually
As a final proof of knowledge, allow students to add onto their visually displaying
existing mindmap on elasticity, showing their growth of knowledge students
from the lesson. Informing students of future lessons and the understanding of
relevant content allows students to objects elasticity
Inform students that in the next lesson, they will be learning about contextualise their future learning. and the impact of
tension and how pressure impacts objects. elastic force, and
what makes
them float
Resources
-Pens/ pencils (1 per student)
-Whiteboard & Markers in room
-Appendix 3 Data sheet (1 per group)
-A4 Paper (1 per student)
-Loops of 10cm string (1-2 per student)
-Rubber bands and popsicle sticks of varying sizes (50 total)
-Calculator (1 per group)
-Measuring tape (1 per group)
Week: 11 Lesson Plan: Tower Tension
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Outcomes Sequenced Teaching and Learning Activities Instructional/Pedagogical Assessment

approaches (incl. coop) Strategies
ST3-1WS-S: Introduction/Explore
Plans and Establishing intent of learning sequence
conducts Inform class that this learning sequence will be continuing on from early into the lesson allows students to
scientific
their knowledge of gravity, density and other contact forces, and that utilise their existing schema of knowledge
investigations to
answer testable they will be learning about tension and pressure, learning how the surrounding science and forces.
questions, and weight put on objects can impact an objects structural integrity.
collects and Defining WALT/ Learning intentions and
summarises Write WALT (We are learning to) goals: “develop our understanding Success criteria allows students to
data to of how tension impacts different materials and objects around us”; understand what is expected of them,
communicate helping motivate them, while providing
and the Success Criteria: “I can explain how different materials and
conclusions. context for their learning and how they will Diagnostic
shapes impact the tension put on an object, based on the weight complete the lesson assessment
ST3-2DP-T: applied to it” on the interactive whiteboard. through personal
Plans and uses Utilising literacy and writing strategies explanation/perc
materials, tools Examine students existing knowledge of tension in science by asking allows for explicit proof of existing eption of tension
and equipment them to write an explanation of what they believe tension is in 1-2 knowledge, while practicing scientific writing allows students
to develop sentences at their desks on an A4 Piece of Paper to show their
solutions for a Direct and explicit instruction of what they existing
need or In the students sentences, ensure that students include: are expected to write allows students to knowledge, while
opportunity. -whether it is a contact/non-contact force, helping the
understand key concepts that are involved
-how it impacts objects around us, teacher
with tension, while connecting to their understand
ST3-7MW-T: -what other forces are involved.
existing knowledge of other forces. misconceptions,
explains how
the properties of Key concepts for students to focus on in their explanation include they may have
materials weight, pressure, displacement, etc. The use of a group setting also allows
determines their students to learn from each other
use for a range Once students have written their existing knowledge of tension, allow holistically, within a Vygotskian Zone of
of purposes students to share their understanding of tension, acknowledging their Proximal development, being visible to all
existing perceptions of it. onlookers
ST3-8PW-ST:
explains how Reaffirm students existing ideas of tension, encouraging them to Positive reinforcement of existing ideas of
energy is utilise their prior learning of contact forces, pressure and gravity in buoyancy builds students confidence in
transformed the coming lesson. scientific learning, developing a growth
from one form to mindset
another
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Body/Elaborate ICT integration, combined with explicit

EN3-1A: teaching allows for students to understand
Communicates Explain that tension is a contact force that involves pressure that the practical importance of tension, while
effectively for a stretches an object, using the Appendix 4 YouTube video on an ensuring relevant language and terminology
variety of Interactive Whiteboard to explain and demonstrate tension to is used, with all students receiving the same
audiences and students. Utilise the Appendix 5 tension in buildings video to information.
purposes using contexualise their learning, and how architects manage it when
increasingly building bridges and towers. Construction of students learning in a
challenging collaborative, physical and tactile manner
topics, ideas, Put students into groups of 3-4, mixing students of high and low allows students to engage in higher order Formative
issues and ability, and provide them with matchsticks and blu-tack, and inform
language forms thinking, being given distinct parameters for assessment of
students that they need to create a tower that can support an
and features their learning, and how to effectively students
increasing amount of Jellybeans.
complete the task. understanding
VAS3.1: with the
While each group is constructing their tower, the teacher will go
Investigates performance of
around the room to each group and engage in personalised Discussions with each groups about their
subject matter in each student’s
discussions into their strategies for creating the tower, how they will tower strategies allows the students to
an attempt to tower, the
ensure its ability to manage its tension and hold the jellybeans. explain their thought processes, with
represent strategies used,
likeness of clarifications about misconceptions, while as well as how
While students are constructing/have constructed their towers, take a
things in the allowing the teacher to understand what they can justify
photograph of the towers and the students to show evidence of
world students understand, while providing their towers
learning
assistance creation to their
teacher
Once all students have finished making their towers, gather each
groups towers together, and put an increasing amount on each tower
and its components.
Varied and distinct questions towards the
After jellybean is put on each tower, have students analyse how the whole class allows students to express their
towers’ structure has changed over time, analysing the tension that ideas and perceptions about tension and
has been put on a given tower. Questions that should be asked to their prior learning about tension from their
students include: tower creation. This also allows for
reflection on strategies they tried when
-Which parts of the tower seem to be keeping it stable? making their tower, comparing their
experiences with those from their peers, Formative
-Are any of the towers showing signs of tension? How do we know assessment of
learning within a Vygotskian zone of
this? students
proximal development
evaluating their
-Why did x groups tower collapse while the others are still standing? towers
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Differentiation of learning through performance,

-How did x group construct their tower to negate the impact of the controlling group construction ensures with their
tension from the jellybeans? students can learn from more explanations
knowledgeable others, within a Vygotskian proving their
Differentiation: For low skilled science students, ensure that they zone of proximal development. reflection and
are put in groups with higher skilled students, allowing them to learn understanding of
from more knowledgeable others. Celebration of “winners” towers and tension.
questioning them on how they succeeded
Conclusion/Evaluate allows students to learn from others
experience, while helping deepen students
After each tower has been tested, congratulate the group that had understanding of tension
their tower last the longest period of time/held up the most jellybeans.
Ask these students how they managed the tension for their tower,
and what strategies they utilised. Utilising literary learning strategies to reflect
on the lesson allows students to analyse the
key features of tension and how it impact
As a final proof of knowledge, have students rewrite their sentence
the world around us
on tension and how it impacts an objects construction, and the
relevant external forces involved.
Informing students of future lessons and the
Inform students that in the next lesson, they will be reviewing the relevant content allows students to
Summative
content learnt throughout the unit contextualise their future learning. assessment of
sentence,
linguistically
expressing
understanding of
objects tension

Resources
-Interactive Whiteboard
-Markers
-Phone/camera
-Appendix 4 YouTube Video
-Appendix 5 YouTube Video
-Matchsticks (40 per group)
-Blue tack (1/2 pack per group)
-Table space
-Jellybeans (50-75)

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-A4 Paper (1 per student)

-Pens/pencils (1 per student)

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References (written By Angus/Me)

NSW Education Standards Authority. (2017). NSW Syllabus for the Australian
Curriculum, Science and Technology K-6. NSW Education Standards
Authority, Sydney Retrieved from:
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/
science/science-and-technology-k-6-new-syllabus

NESA. (2010). Learning across the Curriculum. NSW Education Standards

Authority.
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/
hsie/history-k-10/learning-across-the-curriculum

NSW Education Standards Authority (NESA). (2012). English K–10 Syllabus (2012).
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/
english-year-10/english-k-10

NSW Education Standards Authority (NESA). (2012). Mathematics K–10 Syllabus

(2012). https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/mathematics/mathematics-k-10

YouTube. (2022). What is tension and Compression? Differences - Forces in

Buildings & Bridges . YouTube. Retrieved March 6, 2023, from
https://www.youtube.com/watch?v=C20gplgvBUY.

YouTube. (2019). Structural Force on Buildings. YouTube. Retrieved March 26,

2023, from https://www.youtube.com/watch?v=M2mov38DobM.
Skamp, K., & Preston, C. (2021). Teaching primary science constructively. (7th ed.).
Cengage Learning Australia.
Gregson, R., & Doidge, N. (2018). Connecting with science education. (2nd ed.).
Oxford University Press.

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Appendices (Collated by Angus/Me)

Appendix 1: Buoyancy Data table
Item being tested Will it float? Why do you think it Did it float? Did your results match
will float? your hypothesis?
Why/why not?

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Appendix 2: Comparative tables

This object will float This object won’t float
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

Appendix 3: Elastic Force Data Table

Distance Distance Distance Distance Distance

travelled (test travelled travelled travelled travelled
1) (test 2) (test 3) (test 4) (average)
Distance
Stretched

2cm

4cm

6cm

8cm

10cm

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Appendix 4: What is Tension and Compression (2022)

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Appendix 5: Structural forces on Buildings (2019)

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