Robert Gianduzzo 1059876

EDU 652 unit overview Australian Curriculum:

Science
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum V 1.2: Science for Foundation10,
accessed 12 April 2011, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

me

Unit title

Duration of unit

U 652 Sem 2, 2012

Investigating forces

Minimum of 2 hours p
5 weeks

rs 7 to 10, students develop their understanding of matter and interactions due to forces. They consider the interactio
multiple forces when explaining changes in an objects motion. They investigate relationships in the Earth, sun and
tems and use models to predict and explain events

t students will investigate the effects of applying different forces to familiar objects, investigate common situations wh
e balanced and unbalanced and consider how gravity affects objects on the earth and keeps planets in orbit around th
d of this unit students will have an understanding of the effects different forces can have on an object, identify when f
ced or unbalanced and understand how gravity works. Through this unit students will develop their literacy, numeracy
y and ICT skills. Students will continue to develop a scientific vocabulary throughout this unit. Students will be given
ty to collect and identify various data and create scientific diagrams to represent force. During the unit student will be
e to operate software to inquire about various learning areas in this unit.

will be asked the following questions for them to inquire during this unit

es of forces are there?

a force balanced/unbalanced?
s this force affect the object?

gravity?

s gravity affect planets?

]

rriculum

descriptions to be taught

Understanding

ences

ge to an objects motion is
unbalanced forces acting
|

Science as a Human
Endeavour

Science Inquiry Skills

Use and influence of science

Communicating
.
Communicate ideas, findings
and solutions to problems using
scientific language and

People use understanding and

skills from across the disciplines of

General capabilities a
cross-curriculum prio
Literacy

Technical vocabulary
everyday language
science contexts (e

rriculum

ct

science in their occupations

rths gravity pulls

wards the center of

Science and technology

contribute to finding solutions to
a range of contemporary
issues; these solutions may
impact on other areas of society
and involve ethical
considerations

representations using digital

technologies as appropriate
Evaluating

.
Reflect on the method
used to investigate a question
or solve a problem, including
evaluating the quality of the
data collected, and identify
improvements to the method
Planning and conducting
.
Collaboratively and individually
plan and conduct a range of
investigation types, including fieldwork
and experiments, ensuring safety and
ethical guidelines are followed
.
In fair tests, measure and
control variables, and select
equipment to collect data with
accuracy appropriate to the task

Processing and analysing data and

information
.
Construct and use a range of
representations, including graphs,
keys and models to represent and
analyse patterns or relationships,
including using digital technologies as
appropriate
.
Summarise data, from students
own investigations and secondary
sources, and use scientific
understanding to identify relationships
and draw conclusions
Questioning and predicting
2

Year X unit overviewAustralian Curriculum: Science

resistance, fair test,

gravity, magnetism,
newton, unbalanced
Procedural vocabular
draw, evaluate, exp
identify, investigate,
predict, reflect, repr

Visual representatio
diagram).

Numeracy
Use practical measur
collect first-hand da
investigations and r
force arrow diagram
correct size
Identify trends and
from numerical data
graphs.

ICT competence
Inquiring with ICT
Interactive sites provi
and different source
information and kno
that may provide an
perspective and sub
opinion but are not
correct.
Operating with ICT

Select and use nav

features within learn
objects, software, s
and websites.

Robert Gianduzzo 1059876

rriculum

.
Identify questions and
problems that can be
investigated scientifically and
make predictions based on
scientific knowledge

n Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum V 1.2: Science for Foundation10, accessed 12 April 2011, <www.australiancurriculum.edu.au/Science/C

prior curriculum

or year 7 students to successfully understand the content

t they need to have understood and completed the
content in previous years.

cience Content:

n be exerted by one object on another through direct

r from a distance
serving qualitatively how speed is affected by the size of
orce

ploring how non-contact forces are similar to contact

ces in terms of objects pushing and pulling another object

mparing and contrasting the effect of friction on different

rfaces, such as tyres and shoes on a range of surfaces

estigating the effect of forces on the behaviour of an

ect through actions such as throwing, dropping, bouncing
d rolling

ath Content:

and compare a range of data displays, including side-bymn graphs for two categorical variables
mparing different student-generated diagrams, tables
d graphs, describing their similarities and differences and
mmenting on the usefulness of each representation for
erpreting the data

Curriculum working towards

During this unit students will be working an understandin

following knowledge areas within the curriculum:
Year 7: Science Content:

Change to an objects motion is caused by unbalanced fo

acting on the object
Investigating the effects of applying different force
familiar objects

Investigating common situations where forces are

balanced, such as stationary objects, and unbalan
such as falling objects

Earths gravity pulls objects towards the centre of the Ear

Exploring how gravity affects objects on the surfac
Earth

Considering how gravity keeps planets in orbit aro

sun

Year 7: Maths Content:

Construct and compare a range of data displays includin

and-leaf plots and dot plots
Understanding that some data representations are
appropriate than others for particular data sets, an
answering questions about those data sets

Calculate mean, median, mode and range for sets of dat

Interpret these statistics in the context of data
Understanding that summarising data by calculatin
measures of centre and spread can help make se
the data

Describe and interpret data displays using median, mean

range
Locating mean, median and range on graphs and
connecting them to real life

n Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum V 1.2: Science for Foundation10, accessed 12 April 2011, <www.australiancurriculum.edu.au/Science/C

Year X unit overviewAustralian Curriculum: Science

Robert Gianduzzo 1059876

other learning areas

s unit students will have the opportunity to develop their across a variety skills and capabilities through the Australian
m and the Queensland State Curriculum
provides students a chance to develop the following knowledge and understanding in mathematical understanding ou
alian National Curriculum.

entify and investigate issues involving numerical data collected from primary and secondary sources

nstruct and compare a range of data displays including stem-and-leaf plots and dot plots

scribe and interpret data displays using median, mean and range
lculate mean, median, mode and range for sets of data. Interpret these statistics in the context of data

es students an opportunity to develop skills within the technology knowledge area outlined in the Queensland State
m.
estigate and analyse the purpose, context, specifications and constraints for design ideas

mmunicate the details of designs showing relative proportion, using labelled drawings, models and/or plans

lect resources, techniques and tools to make products that meet specifications

entify risks and justify and apply safe practices

aluate the suitability of products and processes for the purpose and context, and recommend Improvements

flect on learning, apply new understandings and identify future applications

nt

Make judgments

the assessment

KWL charts
& Summative
her Observations
s assessment is designed so that students who miss lessons can provide
ir knowledge and understanding in opportunities they missed
o students: Students will receive feedback every week.
e
e of the assignment is to identify students knowledge and understanding
s different forces have on an object, situations when a object is
nbalanced, how gravity affects earth bound object and how gravity affects

Assessment date
1. Lesson 1 Lesson
9
2. Lesson 5

1. The learning will be appar

this assessment from studen
reflections.
Standards:

Students who have sh

knowledge and under
of a variety of forces a
effects on objects

Has identified multiple

examples of
balanced/unbalanced
acting objects.

tten reflections
eeks

ange to an objects motion is caused by unbalanced forces acting on the

ect.
ths gravity pulls objects towards the centre of the Earth
KWL Chart - http://www.eduplace.com/graphicorganizer/pdf/kwl.pdf

esponse to friction test

t: Formative
her Observations
his assessment, students who have difficulty communicating their
verbally will be assisted by peers
o students: Feedback will be given the next lesson based on the majority
esponses.

e of this assessment piece is to identify the student;s current knowledge

a forces has on an object and can identify a situation when a object is
nbalanced.
bal responses
sson

ange to an objects motion is caused by unbalanced forces acting on the

ect.

ar per group
den Slab (30cmx30cm) per group
paper (30cmx30cm) per group
pahne (30cmx30cm) per group
board (30cmx30cm) per group
(30cmx30cm) per group
r (30cm x 30cm) per group

Year X unit overviewAustralian Curriculum: Science

Shown an understand
how gravity affects ob
the surface of the ear
Demonstrated unders
in how gravity keeps
orbit.
2. Learning will be apparent
students verbal responses
Standards:
Students will:
Show knowledge and
understanding of frict
its effect on an object
Show an understandi

Robert Gianduzzo 1059876

nt

Make judgments

esponse to car design activity

t: Summative
her Observations
his assessment, students who have difficulty communicating their
verbally will be assisted by peers
o students: Feedback will be given to the student in the form of a criteria

nts can injury themselves while constructing the car

e of this assessment piece is to identify the students current knowledge
s different forces have on an object and can identify a situation when a
lanced/unbalanced.
bal responses
sson

ange to an objects motion is caused by unbalanced forces acting on the

ect.

board box per group

ety of bottle caps 12 per group
sors per group
y tape per group
tack per group
ws per group

Teaching Sequence

Lesson 1: What We Know About Forces (Wk1)

Duration: 1 hours

Overview:
1.Word Wall: At the start of the lesson, Prepare a A3 sheet with the word forces in the center. Ask the students about words th
the key word section as an outline for words.

2.KWL Chart: After completing the Word Wall activity, hand every student a KWL Chart work sheet (Resource 1). Students will
complete this activity. Give the students time to contemplate and record what they know and want to learn about forces. Have t
of the terms science book.
Key Words

Forces
Weight
Push/Pull
Gravity
Reaction
Newton/ Newtons Laws
Mass
Air resistance
Friction

Resources
1.http://www.eduplace.com/graphicorganizer/pdf/kwl.pdf
2.A3 paper
3.White board
4.White Board Markers
5.Tennis Balls

Differentiation: Student with visual problems will be located near the front of the class. To ensure
clearly

Assessment: KWL Chart

Lesson 2: Acting forces on a moving object (Wk1)
Duration: 1 hours

Overview
1. Review diagrams from last lesson: Start the lesson by reviewing the word wall. Have students add what they have learnt into
2. Class discussion: Using the video (Resource 2) (0:00-1:10) Have students record Newtons first law An object at rest stays
8

Year X unit overviewAustralian Curriculum: Science

Robert Gianduzzo 1059876

in motion at constant speed and in a straight line until acted on by an unbalanced force

3. Forces acting on a moving object: Have the class gather outside. Give each student a tennis ball. Have the students throw th
wind (if any) and observe the ball in motion. Collect the balls and go back to class. The students will give oral responses on the
thrown.. Draw a diagram (Resource 1) showing the ball being thrown and explain the forces at work. Have the students copy th
paragraph explaining the diagram.

4.Update KWL chart: Students will update their KWL with any new information they have learnt, collect and make observations
Key Words
Weight (w)
Force (f)
Pushing force/throwing force (p)

Resources
1. Figure 13.2b, Page 126, Misconceptions in Primary Science, Michael Allen, 1st edition, 2010, Mcgraw
2. http://www.neok12.com/php/watch.php?v=zX676e52444f6b4170677c6b&t=Laws-of-Motion
3. Word Wall
4. KWL Charts
5. White Board
6. Markers

Differentiation: Student with visual problems will be located near the front of the class. To ensure th
Assessment: KWL Chart

Lesson 3: What is gravity? (Wk2)

Overview: 1 hour

1. Difference between Weight and Mass: Have a class discussion on the difference between mass A measure of the amount o
weight The force with which an object near the Earth or another celestial body is attracted toward the centre of the body by gra
Questions during the discussion:
What is Mass?
What is Weight?
What is a Newton? Measurement of the force of gravity
Would an object still have mass if there was no gravity? Yes

Does an object have the same weight on earth as it does on the moon? No, because the gravity on the moon is weaker than th
|

2. Introduce Force meters: Explain to students what a force meter measure the force of gravity on an object and explain class
equipment

3. Measuring force: Before the lesson, prepare seven buckets with twine handles for the force meter to hook onto. Fill each buc
Weigh the bucket of water and record the weight on the bucket. Take the students to buckets, with notebooks, split the students
force metre to measure the buckets of water. Students will record their results and return to class

4. Using the results the students will construct a line graph showing the weight (y) and newton (x). Discuss results with the clas

Key Words

M = mass
G= gravitational pull
Mg= weight

Resources
Buckets x 7
White Board
Marker
Differentiation: Student with visual problems will be located near the front of the class.
Assessment: KWL Chart

Lesson 4: Center of gravity (Wk2)

Duration: 1 hour
Overview:
1.Review last weeks lesson with the students on gravity.

2. Balancing straws. Hand each student a straw. Tell the students to try and balance the straw on their index finger. Allow time
times. During the task ask students on their reasoning on how they are attempting to balance the straw. Ask several students to
class . Introduce the term center of gravity to the class; add it to the Word Wall. Discuss the definition of center of gravity the
object where the force of gravity can be considered to act.

3. Watch a slow-motion (resource 1) clip featuring how gravity and the center of gravity affect planets in the solar system. Discu

4.Using the website (resource 2) have students create a table on the computer and test the results of different masses and velo
system. Students will use their knowledge given to them from the slowmation to successfully create orbits. Encourage the stud
the program.
5. Allow students time to update their KWL chart, collect and make observations on the chart
Key Words
Center of Gravity

Resources
1.Slowmation
10

Year X unit overviewAustralian Curriculum: Science

Robert Gianduzzo 1059876

2.http://phet.colorado.edu/sims/my-solar-system/my-solar-system_en.html

3.Computer
4.White Board
5.Straws

Differentiation: Student with visual problems will be located near the front of the class. To ensure th

clearly
Assessment: KWL Chart

Lesson 5: Frictions Impact on Motion (Wk3)

Duration: 1 Hour (Wk 3)

Overview
1. Fair test/P.O.E: Prepare a toy car, wooden slab and a small ramp for the car. As a class make a prediction on how the slab a
(increase, decrease, no effect). Roll the car off the ramp so that it rolls across the slab. Discuss the record and ask individual s
will then be split into groups. Each group will be given their own toy car, slabs of sandpaper, cellophane, cardboard, cloth and p
prediction and results in their book. As a group, students will provide an explanation written in their book and orally to the teach
the particular material. Collect observation on individual and group responses to the activity.

2. Class discussion: All the groups present their results of the experiment to the class. Ensure that students understand that fric
however some surfaces have less friction than others. Allow students to update their KWL Chart
Key Words
Friction

Resources
8. Toy car per group
9.Wooden Slab (30cmx30cm) per group
10. Sandpaper (30cmx30cm) per group
11. Cellopahne (30cmx30cm) per group
12. Cardboard (30cmx30cm) per group
13. Cloth (30cmx30cm) per group
14. Paper (30cm x 30cm) per group

Differentiation: Student with visual problems will be located near the front of the class. To ensure th

demonstration

Assessment: Student response to friction test

KWL Chart
Lesson 6: Air Resistance (Wk3)
Duration: 1 hour

Overview:
1. Review the last lesson on Friction, ask the students about other unbalanced forces. Listen to all suggestions from the studen
Lead the students to say air resistance

2.Demonstrate air resistance: Separate students into groups. Give each group a paddle pop stick, a feather and a piece of pap
object will take the longest to fall, which will take the shortest to fall. Have the groups drop and time each object falling to the
results.

3. Diagrams: Draw a diagram on the board of the three objects. Use the diagram to show students that all three objects are bei
gravitational pull, this means they would all fall at the same rate. However due to air, the objects are met with air resistance. Th
more it is met with air resistance. Once an object reaches enough speed for the air resistance to be equivalent than the gravita
terminal velocity, which means the object cannot gain any more speed. Since the paddle pop stick is heavier and smaller it tak
terminal velocity rather than the feather.
3. Have students update their KWL Chart, collect and make observations on the task
Key Words

Air Resistance
Terminal velocity
Resources
1.Paddle Pop sticks x Per group
2.A4 paper x Per group
3.Feather x Per group
4.White board

Differentiation: Student with visual problems will be located near the front of the class. To ensure th

clearly
Assessment: KWL Chart

Lessons 7/8/9: Designing a car (Wk 4-5)

Duration: 4 Hours
Overview:
1. Review- Review last lessons work on air resistance and friction. Discuss their affect on objects in motion

2. Build an airplane: Put students in pairs. Each pair will be instructed to design a cardboard car, using materials provided, that
ramp onto carpet. pairs will first discuss and draw their designs for the car into their books. Gather observation based on stude
considered about air resistance, the center of gravity, friction, force and weight. (1hour 30 minutes)
12

Year X unit overviewAustralian Curriculum: Science

Robert Gianduzzo 1059876

3. After the pairs have completed a drawn diagram of their car they are allowed to start constructing the car, only using the mat
based on student responses on what they have considered about air resistance, the center of gravity, friction, force and weight

4. When all groups have finished constructing their cars. Each group will take a turn sending their car down the ramp. Record t
based on student reflections on what happened to the car and how they could have improved upon the cars performance. Gat
observation (Wk5 1 hour)

Resources:
8.Cardboard box per group
9. Variety of bottle caps 12 per group
10. Scissors per group
11. Sticky tape per group
12. Blue tack per group
13. Straws per group
14. Ramp

Differentiation: Student with visual problems will be located near the front of the class to clearly ob

the ramp.
Assessment: Student response to car design/reflection
KWL Chart

ack

monitor
and
ent

Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of a
learners in each unit.
Teachers create opportunities for discussion about levels of achievement to develop shared underst
co-mark or cross mark at key points to ensure consistency of judgments; and participate in moderat
samples of student work at school or cluster level to reach consensus and consistency.

k to students

Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and in
and encouragement to children/students on their strengths and areas for improvement.
Children/Students reflect on and discuss with their teachers or peers what they can do well and wha
need to improve.
Teachers reflect on and review learning opportunities to incorporate specific learning experiences an
provide multiple opportunities for children to experience, practise and improve.

n on the unit

Identify what worked well during and at the end of the unit, including:
activities that worked well and why
activities that could be improved and how
assessment that worked well and why
assessment that could be improved and how
common student misconceptions that need, or needed, to be clarified.

14

Year X unit overviewAustralian Curriculum: Science