May the Force be with you Lesson at a Glance
PHASE/LESSON ACTIVITIES
. Games Galore Activity
ENGAGE Marbles
Balloons
By Luke Shultz
Magnets -Dominos
Tug of War
Game On: Play in . Introduce Word Wall
Motion . Annotated drawings
(Forces at work) Using text and pictures,
students create visual
representations of games
played during activity
. Facts and Friction
EXPLORE Activity
. Students conduct fair tests
to see how far a toy car will
Facts and Friction: go in various surfaces and
Newtons 1st and 2nd record this information on a
Law. worksheet
(Driving Forces. 1) . Students write notes in
response to stimulus
questions about friction in
their groups
LITERACY FOCUSES/ COOPERATIVE ASSESSMENT FOCUS
PRACTICES LEARNING
ACTIVITIES
. Written and visual . Collaborative . Diagnostic assessment
Language Skills groups Class discussions
. Word Wall Small working groups Word Wall
Students build their of 3 to 5 students Annotated drawing
vocabulary . Groups negotiate
. Annotated Drawing team roles
Using words and pictures Manger
students create an account Writer
of games played Speaker
identifying the forces Director
involved
Written and oral . Collaborative . Formative assessment
language skills groups
. Stimulus questions . Students remain in Monitor students
Include students their groups, each with understanding of the
formulating ideas about team leader, speaker, force of friction
friction and writing them on writer and director
their sheet of paper
. Word Wall
Students build their
vocabulary
. Facts and Fiction
Worksheet
Students express their
findings on a worksheet
PHASE/LESSON ACTIVITIES
. Blimp Rocket
EXPLORE
. Small group activity.
By Stephanie Cheng
Students experience
Newtons 3rd law in action. experiments and add to
Blimp Rocket: The balloon propels itself
Thrust or Bust! across the string. Students
Newtons 2nd & 3rd explore variables such as
Law friction, balloon pressure
and string modification.
(Driving Forces. 2)
They make predictions and
observe outcomes.
LITERACY FOCUSES/ COOPERATIVE ASSESSMENT FOCUS
PRACTICES LEARNING
ACTIVITIES
. Written and oral . Whole group . Formative assessment
language skills discussions . Word Wall
. Word Wall . Encourage students . Monitor students
. Students observe throughout their understanding of lessons
experiments so they . Observe and encourage
the Word Wall with the continue to develop students as they build an
whole class. their interest in this unit interest in this topic.
. Identify key words and . Students observe and
ideas are such as: brainstorm their ideas.
Force/Energy They share their
Thrust/Propulsion wonder during whole
Action/Reaction class experiments.
. Brainstorming
Students share their ideas
and discuss concept map/
word wall.
PHASE/LESSON ACTIVITIES LITERACY FOCUSES/ COOPERATIVE ASSESSMENT FOCUS
PRACTICES LEARNING

ACTIVITIES
. Class discussion . Written visual and oral . Working buddies . Summative
EXPLAIN Conduct a review of unit to language skills (Pairs or groups of 3)
date, asking students to . Communication . Students work in Class discussion
share what they have learnt . Participate in Classroom collaborative Force-Arrow diagrams
Extreme Physics and demonstrate discussions partnerships to create Word wall
Rollercoaster understanding. Revisit the . Demonstrate a visual resource
= Mass x main learning areas and understanding of key . Class discussion
Acceleration concepts to reinforce learning areas and/or . Unit review to
(Full-on Force) student understanding. concepts relating to Force reinforce learning,
. YouTube rollercoaster and Motion with Force- appraise
video Arrow diagrams understanding and
After viewing video engage identify student
students in discussion about . Word Wall misconceptions
the types of forces at work Continue to promote and
in a rollercoaster or emphasise key words
amusement park ride? relating to Force, Motion
. Extreme Physics and the physical sciences
Rollercoaster
Students work in pairs or
groups of (no more then) 3
to construct their own
rollercoaster ride using foam
pipe. Pairs/Groups draw on
their learning over the
summation of the lesson to
create a visual
representation of force in
action Using Force-arrow
diagrams students label the
force; its direction and
magnitude.
PHASE/LESSON ACTIVITIES LITERACY FOCUSES/ COOPERATIVE ASSESSMENT FOCUS
PRACTICES LEARNING

ACTIVITIES
. Written and oral . Collaborative . Summative
ELABORATE Chicken Chuckers language skills groups
. This activity looks at force . Communication Class Discussions
By Carlee Hume
and motion in the context of Exploration is the basis of All students are Forces Investigation
simple machines. Using a constructivist inquiry expected to take an planner
Chicken Chuckers wooden tongue depressors, approach. All students are active role in the Activity table
Classroom rubber bands and plastic expected to take an active learning process. As Activity Graph
Catapults: spoons, students construct role in the learning both a learner and a
Newtons Laws a simple catapult in which to process. As both a learner team member each
launch their poultry and a team member each student must:
of Motion 1-3
projectiles from. student must: Contribute
(Joining Forces) Students discuss variables, Contribute thoughts thoughts and
make predictions and and ideas ideas
Participate in Participate in
discussions relating discussions
to inquiry relating to
Play an active role inquiry
in problem solving Play an active
and decision role in problem
making solving and
. Graphs & Tables decision making
Graphs and tables aide
inquiry and help formulate
a hypothesis
Students will record inquiry
processes and table their
results. Students
organise their data and
prepare a brief
presentation, with a visual
representation (graph) of
their findings.

PHASE/LESSON ACTIVITIES
. Class discussion
EVALUATE . Unit Review, Word Wall
and class reflection.
. Ultimate Jedi Challenge
Classroom Quest In this activity students work discussion
Ultimate Jedi together in teams of 5 to
Challenge Successfully complete
(Unload what you have a challenge that relates to
learned you must) the content of the unit.
Challenges reflect the
diversity of both students
and learners. Challenges
incorporate elements of
Blooms Taxonomy and
Gardners theory of multiple
intelligences.
LITERACY FOCUSES/
PRACTICES
. Written, visual and oral
language skills
Participate in class
groups and support
Participate in role play
challenges to explain
forces
Use oral and visual
language to explain
phenomenon covered in
this unit
Use oral, written and visual
language to describe
concepts relating to force
and motion.
COOPERATIVE ASSESSMENT FOCUS
LEARNING
ACTIVITIES
. Collaborative . Summative
groups
Class discussions
Students work in small Word wall contributions
Class Activity
one another through
diverse range of
experiences and
challenges
May the Force be with you Assessment Overview

Phase Assessment Description



Type

ENGAGE Diagnostic In this lesson I will elicit what students already know
assessment about how a force exerted on an object, either
Game On: Play in
Motion through direct contact or from a distance, can affect
(Forces at work) the movement of the object, making predictions and
recording observations of the effect that different-
sized forces have on objects, and representing and
communicating their findings in the form of an
annotated drawing

EXPLORE Formative During this lesson I will monitor students

assessment development and understanding of the topic whilst
Facts and Friction:
giving feedback that extends their learning. In this
Newtons 1st and lesson I will monitor students developing
2nd Law. understanding of how the movement of a toy car can
(Driving Forces 1) be affected by different surfaces. Students will be
predicting and recording their answers as well as
answering inquiry questions.

EXPLORE Formative Formative assessment is an ongoing aspect of the

assessment Explore Phase. In this lesson students will develop
Blimp Rocket:
the word wall from the classroom wall to their
Thrust or Bust! individual learners. It involves
Newtons 2nd & 3rd Monitoring students developing understanding and
Law giving feedback that extends their learning. In this
(Driving Forces 2) lesson you will monitor students developing
understanding of:

How different-sized balloons (direct contact

forces) affect actions, and explain what causes
the balloon move.
Students will also monitor their developing
science inquiry skills.
Build up their vocabulary and write in their list,

(Primary Connections, 2012)



 Phase Assessment Description
Type

EXPLAIN Formative Observation of students inquiry skills. Monitoring

assessment depth of scientific understanding regarding forces in
Extreme Physics
real world situations. Knowledge of key concepts
Rollercoaster = identified through representation of ideas, group
Mass x discussion, word wall etc.
Acceleration
(Full-on Force)

Elaborate
Summative Evidence of organization of ideas and scientific
reasoning. Demonstration of understanding function
and purpose of a graph or table.

Evaluate Summative assessment of scientific understanding.

Summative Monitor evidence of the extent to which students
assessment understand:

How they identify forces in everyday scenarios

and build their own definition beyond their prior
knowledge

(Primary Connections, 2012)
 May the Force be with you - Alignment with Curriculum ACARA/AusVELS

Strand Sub-Strand Code Content Descriptions Lessons

Science Physical sciences (ACSSU076) Forces can be exerted by one
object on another through 1-6
Understanding direct contact or from a
distance
Nature and (ACSHE061) Science involves making
development of predictions and describing 1-6
science patterns and relationships

Science as a Use and influence (ACSHE062) Science knowledge helps

of science people to understand the effect 3,4,5
Human of their actions
Endeavour
(ACSIS064) With guidance, identify
Questioning and questions in familiar contexts 2,3,5
predicting that can be investigated
scientifically and predict what
might happen based on prior
knowledge

Science Planning and

Processing and (ACSIS065) Suggest ways to plan and
conducting
analyzing data conduct investigations to find 3,5
Inquiry Skills and information answers to questions

(ACSIS066) Safely use appropriate

materials, tools or equipment 2,3,5
to make and record
observations, using formal
measurements and digital
technologies as appropriate
(ACSIS068) Use a range of methods
including tables and simple
column graphs to represent 5
data and to identify patterns
and trends
(ACSIS216) Compare results with
predictions, suggesting 2,3,5
possible reasons for findings
Evaluating (ACSIS069) Reflect on the investigation;
including whether a test was 5
fair or not
Communicating (ACSIS071) Represent and communicate
ideas and findings in a variety 1-6
of ways such as diagrams,
physical representations and
simple reports

(Primary Connections/AusVELS,/ACARA 2013)

May the Force be with you Key Learning Outcomes

ENGAGE
Game On: Play in Motion
(Forces at work)

Science Literacy

Students will be able to represent their Students will be able to:

current understanding as they:
Students will be able to:
- Describe forces and motion
- Observe the effect the different-sized forces
have on objects
- Caption their annotated drawing with
descriptions of the forces used in their game
Students will be able to:
Contribute ideas to a class
Create an annotated drawing of their
game
Use talk to describe their game and
contribute to a team discussion about
forces
Contribute to the class word wall

(Primary Connections, 2012)

EXPLORE
Facts and Friction:
Newtons 1st and 2nd Law.
(Driving Forces. 1)

Science Literacy

Students will be able to: Students will be able to:

Observe, compare and record the
distance travelled by a toy car over
different surfaces
Make predictions and give reasons for
the differences in the distance travelled
Answer certain inquiry questions about
how friction works
Represent their predictions and findings
on a worksheet
Contribute their findings to the class
Write about friction and how they think it
works

(Primary Connections, 2012)


EXPLORE
Blimp Rocket: Thrust or Bust!
Newtons 2nd & 3rd Law
(Driving Forces. 2)
Science
Students will be able to:
Students will be able to:
Discover that the forces around their
lives.
Observing the each materials and
exploring more different types of forces
are in the each actions/ experiments
Investigate and question their own ideas
about how the forces are working.
Develop their interest of learning science.
EXPLAIN
Extreme Physics Rollercoaster = Mass x Acceleration
(Full-on Force)
Science
Students will be able to:
Use different sized arrows to represent
different sized forces
Identify and explain the role of forces
present in a real-world scenario
Literacy
Students will be able to:
Contribute to whole class discussions.
Respond to prompting questions.
Share knowledge in a whole group
situation.
Generate ideas and questions to
investigate
Critically analyse their perceptions and
thoughts of the book funny bones.
Literacy
Students will be able to:
Understand the purpose and features of a
force-arrow diagram
Contribute to a class discussion about
forces and motion
Create an annotated drawing of a
rollercoaster and contribute to a team
discussion about forces
(Primary Connections, 2012)
ELABORATE
Chicken Chuckers Classroom Catapults:
Newtons Laws of Motion 1-3
(Joining Forces)
Science
Plan and conduct an investigation of the
effect of different-sized forces on the
movement of an object
Construct a graph to represent results
Summarise and compare results of the
investigation
EVALUATE
Science
Discover the forces around their lives.
Observing the each materials and exploring
different types of forces that are in the each
action/ experiments
Investigate and question their own ideas
about how the forces are work.
Develop their interest of learning science.
Discover the forces around their lives.
Literacy
Understand the purpose and features of a
table
Understand the purpose and features of a
graph
Use written language to represent and
record findings using a table and column
graph
Record observations and measurements
(Primary Connections, 2012)
Literacy
Contribute to whole class discussions.
Respond to prompting questions.
Share knowledge in a whole group situation.
Generate ideas and questions to investigate
Critically analyse their perceptions and
thoughts of the book funny bones.
May the Force be with you Reference List

Referees

The Australian Curriculum v6.0. (2014, April). Retrieved from

http://www.australiancurriculum.edu.au
AusVELS - Home. (n.d.). Retrieved April 2014, from http://ausvels.vcaa.vic.edu.au
Chiappetta, E. L. (1997). Inquiry Based Science - Strategies and techniques for encouraging
inquiry in the classroom. Retrieved from
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.112.7930&rep=rep1&type=pdf
Deakin University | Melbourne, Geelong and Warrnambool, Australia. (n.d.). Retrieved April 2014,
Fitelle, D. (2010). Inquiry-Based Science in a Primary Classroom. Retrieved from Queensland
University of Technology website: http://eprints.qut.edu.au/37633/1/David_Fittell_Thesis.pdf
Gordon, K. (2000). Inquiry Approaches in Primary Studies and Environment Key Learning Areas.
Queensland School Curriculum Council.
National Science Education Standards. (n.d.). Retrieved from
http://www.nap.edu/openbook.php?record_id=4962
Latham, G., Blaise, M., Dole, S., Falkner, J., & Malone, K. (2011). Learning to Teach - New
Times, New Practices (2nd ed.). Melbourne, Victoria: Oxford University Press.
Skamp, K., & Cory, S. (2012). Teaching Primary Science Trial-teacher feedback on the
implementation of Primary Connections and the 5E Model.
Chambers, C., & Hartman, H. (2002). Multi-Curricular Inquiry-Based Learning (0500). New York:
University of New York.
Skamp, K. (2011). Teaching primary science constructively. South Melbourne, Vic: Cengage
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