SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame

CONCEPT MAP
(option 1) Maths
English

Students will be recording their
Word wall for all the Science / Technology & Enterprise results into different tables.
terminology that is used for
push and pull lessons: Design Brief – Create a push or pull toy
- Gravity
- Forces
- Push
- Pull
- Movement Concept: Push & Pull Term: 3
Weeks: 6-10


©The University of Notre Dame 2010 developed by C McGunnigle

Text within videos for Health & Physical Education

recording observations.
Discuss how we experience push and pull in our daily
lives such as gravity pulling us towards earth. How to
keep our bodies safe.
History
The Arts
Research who came up with the idea of Push/ Pull/
Gravity and create a poster on them. Students create a ghost Pom Pom Popper when completing the
experiment. They also create their own toy for their design brief.

Research report on different objects that were used
Blow to paint: Student put drops of paint onto paper and blow
to push a pull. How have they changed over time? using a straw.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC:

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

• To capture student interest and find out what they know about XXXXX
• To elicit students’ questions/ prior knowledge about XXXXX
• Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. This will allow you to take account of students’ existing ideas when planning learning
experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as a Science
Understand Human Inquiry
ing Endeavour Skills

Wk Science Students are to DIAGNOSTIC Introduction: What do we Toys:

Understanding: discuss and The worksheet Before students enter the classroom, the think it -Skateboard
6 record what toys teacher is to set up a ‘toy shop’ display in means to -Balls
A push or a pull is used to
they think can be record the toys the classroom with different push and pull toys push -Rope
affects how an object
pushed, pulled or that students may have seen at home. Teacher something? -Pull truck
Les moves or changes that the
both. students think is to split the students up into groups of three What do we -Cars
son shape (ACSSU033)
they can push, and give each student a roll. Either collector, think it
1 Students work the toys they recorder or scientist. Using a KWL chart on means to Toy shop
Science as a Human collaboratively in the board, teacher is to record some ideas of pull display
think they can
Endeavour: their small groups pull or if they what the students think a push or a pull may something?
Science involves think that they be. Do we think Push and Pull
observing, asking can push and we can intro
questions about, and pull the toy. Body: push and worksheet
describing changes in, Each group is to get their collector to collect pull some
one toy to start with. Together the group is to toys? Question box
objects and
try and work out whether we can push or pull and slips
events (ACSHE034) Design brief is
the toy, with the scientist taking the lead of
to be introduce
the group. After 2 minutes with the toy, the Large KWL
in this lesson
students are get the recorder of their group to chart
however does
record in their sheet what toy it was and
not start until
whether they think they can push, pull or both.
later in the
Groups are to repeat this with another 5 toys,
term. Remind
students to with a timer set for each switch. Teacher is
keep thinking to collect the worksheets from each group.
about how toys
can be a push Conclusion:
or pull toy. Teacher is to discuss with the class what they Discussion:
learnt from that lesson. What toys
A question box is to be set up at the front were we
of the class for students to submit one able to pull
question that they have about push a pull. and what
toys were
Safety: Only the collector can come up to the we able to
toy shop to select a toy for the group to push today.
avoid to many children up at once. Students
are reminded to treat the toys how they would
treat a friends toy and make sure that they
are all sharing.
 5E’s- EXPLORE (2-3 lessons)
• To provide hands on, shared experiences of XXXXX
• To support students to investigate and explore ideas about XXXXX
• Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as a Science
Understand Human Inquiry
ing Endeavour Skills

Wk Science Understanding: Students to FORMATIVE Introduction: What toys Padlet

7 A push or a pull discuss whether Students Class discussion to start the lesson on what did we pull? (Link)
affects how an object objects on land, recording sheets we learnt last week about toys and how they What toys
moves or changes in the water and will be are push or pull toys. After discussion, students did we Group cards –
Less shape (ACSSU033) in the air can be are to use Padlet to record what they push? lesson 2
collected to
on 2 pushed or pulled? make notes on remember from last week and what they found
Science as a Human and Padlet will interesting. Teacher is to introduce that today Do we think PowerPoint –
Endeavour: Students work be used to we are going to be looking into pushes and that we can Lesson 2
Science involves collaboratively in assess the pulls in the water, in the air and on the land. still push
observing, asking their small groups knowledge of and pull in Recording
questions about, and the students. Body: the air and sheet –
describing changes in, Students will be broken up into three groups, water like Lesson 2
objects and one group will receive a water drop, another we did on
events (ACSHE034) group will receive a camping scene and land?
another group will receive a cloud. This will
determine whether the students will be looking
Science Inquiry Skills:
at the water, air or land pushes and pulls.
Pose and respond to
Teacher is to go through the PowerPoint with
questions, and make
the students, explaining what they will do at
predictions
each station.
about familiar objects
Station 1 – Water:
and events (ACSIS037)
Student will have a tub of water at their
station and they are to test whether items float
or sink. Students are to record whether items
were pushed, pulled or both and consider why
there is a push or pull.

Items for group 1: Ping-Pong ball, tennis ball,

rock, bar of soap, a paper clip and a rubber
duck.
Station 2 – Air:
Students will have different items and they are
to test whether the items are pulled or pushed
in the air. Students ae to record whether the
items were pushed, pulled or both and
consider why there is a push or pull.

Items for group 2: Sheets of paper, scrunched

paper, balloons, and a paper airplane.

Station 3 – Land:
Students will have different items and they are
to test whether the items are pulled or pushed
on land. Students are to record whether the
items were pushed, pulled or both and
consider why there is a push or pull.

Items for group 3: Toy truck, ball, rope, chair,

classroom door and a skateboard.

Conclusion:
Students are to bring to the front of the class
their sheets that they used to record their
findings on. They are to present to the class
what items they looked at and why they
thought that it was pushed, pulled or both.
Students are to return to Padlet and write
what they have learnt during the lesson and
what questions they now have about push and
pull forces.

Safety Considerations:
Students are to be reminded that they are
using water in this lesson and we need to be
safe and not silly around water. They also
need to treat all objects carefully and kindly to
make sure they are returned in the same
condition.

Each group will get a go at each station over

the next few lessons to start to build an
understanding of push and pull in all
environments.
 5E’s- EXPLAIN (1 lesson)
• To support students to develop explanations for experiences and make representations of developing conceptual understandings
• Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as a Science
Understand Human Inquiry
ing Endeavour Skills

Wk 8 Science Understanding: Students will FORMATIVE Introduction: Does https://www.y

A push or a pull define what push Teacher is to Students will watch the first YouTube video to everyone outube.com/wa
affects how an object and pull is. take photos of understand what a push and pull looks like think they tch?v=mEg5G
Less
moves or changes the class and why it moves and object. know what a OVpUlE
on 3 shape (ACSSU033) Students will Students are to brainstorm with the teacher force is?
definitions and
explore the idea create a what it means to pull and what it means to
Science as a Human that gravity is a display with push and then create a class definition for Do you think Push and
Endeavour: pull force. this for the each. Introduce the idea that this is what a that gravity
Pull card
Science involves classroom. force is. (something that can make an object may be a
observing, asking Students move or change shape) force?
sort –
questions about, and experiment if all Body: Lesson 3
During the
describing changes in, objects are pulled experiment, So we all now know that push and pull are Do you think
objects and by gravity record forces! Do we think that gravity may be a gravity would
events (ACSHE034) anecdotal notes force? How do we stay on the ground and push us or
of students not float in to space? pull us?
Science Inquiry Skills: explaining how (Gravity pulls us and everything on earth
Pose and respond to gravity is towards the ground). How do we
questions, and make working on Using a ball in a bucket, swing the bucket think gravity
predictions each object. around fast to show that the ball does not fall pulls us?
about familiar objects May want to out of the bucket.
and events (ACSIS037) record answers Class discussion: Why do you think the ball
as a video. isn’t falling out of the bucket. (The force of
the bucket moving is keeping the ball in the
bucket.)
What do you think will happen if we slow the
bucket down?
(The ball will fall out)
This is gravity pulling the object towards the
ground.
Students make a class prediction of whether all
objects are pulled to the ground by gravity.
Class then decides on objects they would like
to test this out on, that are able to fall to the
ground and not break.
Students are to test different objects and drop
them from the top of the staircase to see if
all objects are pulled to the ground by gravity?

Conclusion:
Students are given a set of images of objects
and are to sort them in to pushes or pulls.
 5E’s- ELABORATE (1-2 lessons)
• To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
• To use investigative/ inquiry skills
• Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as a Science
Understand Human Inquiry
ing Endeavour Skills

Wk Science Understanding: Students SUMMATIVE- What https://www.y

A push or a pull investigate how a Science Inquiry Introduction: movement outube.com/wa
9 affects how an object Pom Pom moves Discuss what we have been learning about the could we tch?v=1DwZo
Skills
moves or changes when a push Students record forces of push and pull and also about gravity. see in the dQFxXU
shape (ACSSU033) force is applied. Introduce the idea of completing an experiment Pom Pom?
Les their findings
on how the in class today to test what it looks like for
Pom Pom
son Science as a Human Students observe object moved Pom Pom’s to be pushed. Did the
Popper:
4 Endeavour: and describe when the push movement
Science involves these changes in force was Body (Experiment): change? -Plastic cup
observing, asking the movement of used. They are Students in this lesson will be creating pom with bottom
questions about, and the object (first it to describe the pom poppers to test how push can move Does the already cut
describing changes in, was still then it changes of the objects like pom poms and investigate this. Pom Pom
off.
objects and moved forward movement of Discuss the students the importance of a fair keep moving
events (ACSHE034) when it was test, making sure they test multiple times and or does it
-Balloons
the Pom Pom’s
pushed) and describe record what they see each time. stop? -Pom Poms
what they Students are to watch the second YouTube -Paper
Students keep the observed during video on how to make the popper and then When is the -Sticky tape
test fair (3 tests the experiment. be split of into small groups of three. Each Pom Pom
-Markers
of the push) group is to come up to the front station, one not moving?
Videos are at a time, to collect the items that they need
submitted to the for the activity. When does iPad
teacher and Each student makes a prediction on what they it start
understanding is think will happen to the pom poms in the cup moving? Quick
ranked on scale when they pull the balloon back and let it go.
below: Each student creates their own Pom pom
1.No popper. Students are to then test what
understanding happens to the pom poms when the force of
push is used and record their findings in a
2.Little video on Quick to be shared to the teacher.
understanding,
but struggled to Conclusion:
describe Class discussion on what students found in this
observations. experiment and if their predictions were correct.

3.Understood Students will be made aware that they must be

clearly why the careful of their surroundings and others when they
object moved fire their Pom Pom’s.
and could
explain
observations.

4.Clearly
explained
observations
and could
describe the
change of
movement.
 5E’s- EVALUATE (1 lesson)
• To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
• Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as a Science
Understand Human Inquiry
ing Endeavour Skills

Wk Science Understanding: Students will SUMMATIVE- Introduction: What have iPad

10 A push or a pull demonstrate their Science Students will have a class discussion on what we been
affects how an object knowledge of the Understanding pushes they have seen and done in class and looking at in
Quick
moves or changes science what pulls they have seen and done in class. the last few
Less shape (ACSSU033) understanding. Consider water, air and on land. weeks?
In the video,
on 5 students are to Discuss what force gravity is and how it works Marking
They will create a show examples on earth. Is push and rubric –
video to show the of push and pull How do these make the objects move? pull a force? lesson 5
definitions and and also define
examples. what push and Body: What is an
pull means to Make students aware that while it is fun to example of
them. make videos, this is an assessment to test push and
how much they have learnt over the last few pull?
Students may weeks. They must not share or help others
also be able to out. If someone is using a toy they wish to
explain how use, find another one or come back to it later.
objects move in While students already know how to use the
different forces app Quick, ask students to explain to a
and show arrows partner how we can add video and text to our
to represent the videos. Students will need to make a video on
force. their iPads using the app Quick to show and
example of and define a push and pull on
The videos will land and in the air. They may consider adding
be submitted to arrows to show what force is used and also
the teacher and describe how the object moves.
marked against They will need to use video to show their
a rubric for final examples and text to type their definitions and
understanding. understanding.
For students who struggle with writing, they
 may want to record themselves talking out their
explanations instead.
Get each student to watch their video back to
make sure it makes sense and they have all
the information that they can think of.

Conclusion:
Students will send their final copies to the
teacher for marking and then show their
movies in small groups of 4.

Red = Safety Considerations