SCIENCE

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

Recording of results, presenting them in

English Religious Education / Spiritual Education tables and graphs.

Written report, describing the aims, How to calculate gravity.
methods and results of the experiments.

Word wall/list of new scientific words.

Concept: Gravity
Term: 2 Weeks: 1-10
©The University of Notre Dame 2010 developed by C McGunnigle

Health & Physical Education

Influence of force, gravity and air resistance on objects in different
sports.
How different forces in batting influence the trajectory of the ball -
Geography batting & fielding sports.

The difference in air resistance and
gravity systems in different parts of History The Arts
the world.
The discovery of gravity and the changing Drawing/painting of what the world would look
“Gravity free” locations. understandings of physical science over like without gravity.
time.
Decoration of roller coaster made in Elaborate
Isaac Newton – apple falling. lessons.

 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Physical Science

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
Understa Human Inquiry
nding Endeavour Skills
1 (ACSS (ACSHE (ACSIS0 Students Diagnostic - Sitting in a circle, students place a marble in the centre and What does it Student
U076) 061) 64) demonstrate their assessment – test different ways of moving it – hit it, blow it, roll it, drop it. mean to push or science
st
1 content Assessing - Students record the different ways they could move it on pull? journal
Engage understanding by: understanding of
stickie notes, placing them on the board and engaging in
lesson - Describing how a force What influences Whiteboard -
group discussion to group the methods.
forces and exerted on an the way an object word wall
object (direct or - Discuss the terms ‘push’ and ‘pull’ & record on the board. moves?
motion.
indirect) can affect - Explain that students will be working in groups to play a game, Stickie notes
- Observe the
the movement of observe the different pushes and pulls that might be used in How are indirect
effect that the object. and direct forces Student roles
the game and create an annotated drawing of their game,
different sized different? chart
captioned by descriptions of pushes and pulls that occurred.
forces have on Assessed through –
- Form teams and allocate roles (based on student
objects. - Group Where do you see Student role
ability/competency). Ask Managers to collect equipment for push and pull badges
- Caption their discussion,
their team game. Allow time for each team to play their forces in the
annotated written
allocated game and complete their drawing. world? Marbles (2 per
drawing with predictions &
- Have speakers share their team’s game with the class and group of 3-4)
descriptions of observations of
their ideas about the pushes and pulls that were used in the
the forces findings
game and the motion that occurred.
used in their
- Record team responses and drawings in the science journal.
game.
- Begin a class word wall and discuss its purpose, inviting
students to contribute words of different languages.
 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
2 (ACSSU (ACSHE (ACSIS0 Students Formative - Watch - https://www.youtube.com/watch?v=dxcx35x5L9Y (0- Why do some Student
076) 061) 64) demonstrate their assessment – 0.45) objects fall faster science
nd
2 content Assessing - Discuss ideas as to why objects fall at different speeds. than others? journal
Explore understanding by: understanding of
- Explain that students will work in groups to conduct an
lesson - Creating a how gravity and air What makes an Whiteboard -
resistance experiment looking at the speed of falling objects. object fall slowly? word wall
prediction
influences the - Form groups and allocate roles (based on student
about which
falling speed of ability/competency). Ask Managers to collect equipment for Stickie notes
resource will How does gravity
objects. their group.
fall to the effect the speed
- Allow time for each group to plan their experiment and
ground the of objects falling? Student roles
Assessed through – produce their predictions.
fastest and chart
- Predictions
- Have speakers share their results with the class and how
slowest made on What other
accurate their predictions were – what surprised them? Student role
- Investigate worksheet objects can you
- Watch - https://www.youtube.com/watch?v=dxcx35x5L9Y badges
and assess the - Whole class think of that fall
(1.45-2.13) very slowly?
time it takes and individual
- Record team responses and drawings in the science journal. Why is this? Objects to
for the student drop –
- Add to the class word wall
resources to discussion Marbles

reach the Cotton wool
ground Balloons
- Participate in Paper
collaborative Spoons
Pens
learning
groups and
make Stop watches
observations
 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

3 (ACSSU (ACSHE (ACSIS0 Students Formative - Watch - https://www.youtube.com/watch?v=n2gQs1mcZHA What does Student
076) 061) 64) demonstrate their assessment – - Discuss ideas about friction. friction actually science
content Assessing o Why are roads made from rough materials? mean? journal
understanding by: understanding of
o How is carpet different to wooden floors?
- Creating a the impact of Why do some Whiteboard -
o Where else is friction?
prediction friction on an materials make word wall &
object and how it - Explain that students will work in groups to conduct an the car travel stickie notes
about how the
can alter the effects experiment looking at the speed a toy car travels on ramps of slower?
materials will
of gravity. different textures.
influence the Student roles
- Form groups and allocate roles (based on student What is it about
speed of the chart
Assessed through – ability/competency). Ask Managers to collect equipment for the material that
car
- Predictions effects the speed
their group. Student role
- Investigate of the car?
made on - Allow time for each group to plan their experiment and badges
and assess the
worksheet produce their predictions.
time it takes What other
- Whole class Cardboard
- Have speakers share their results with the class and how materials might
for the car to and tape for
and individual accurate their predictions were – what surprised them? slow the speed of
descend the ramps
student - Students record in their science journal: the car?
ramp on the
discussion o Prior predictions
Chairs/desks
different How does friction
o Drawings of each different ramp with the toy car on it to prop up the
surfaces impact gravity?
and arrows representing the size and direction of the ramps
- Participate in
friction in comparison to the speed and direction of
Would the speed
collaborative Stopwatches
the car of the car change
learning
o Definition of friction in their own words and an if the car was
groups and Toy cars
example of friction from their life heavier?
make

- Add to the class word wall Multiple
observations
materials

 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
Understa Human Inquiry
nding Endeavour Skills

4 (ACSS (ACSHE (ACSIS0 Students Summative - Recap on the first lesson of planning and creating the Why do some Student
U076) 061) 64) demonstrate their assessment – rollercoasters. materials make science
nd
2 science inquiry Assessing - Discuss the presentation and testing aspect o the lesson. the marble go journal
Elaborate skills understanding of faster than
- Discuss the importance of a fair test and what that means,
lesson understanding by: how to form others? Whiteboard -
brainstorming ideas on the white board for students to
- Working predictions, work word wall &
appropriately safely and conduct consider throughout the lesson. Why did you stickie notes
a fair test. - Allow students to continue work, finishing the building of their choose that
in a group,
rollercoasters. material? Rollercoaster
evenly dividing
Assessed through – - Utilise the time students are working in their groups to assess. building
the work load How does the materials
- Predictions - Presentation of the roller coasters
and shape influence
made on o One group presents at a time, explaining why they
completing the the speed of the Stopwatch
worksheet designed their rollercoaster in that way
tasks required marble?
- Observation of o Images are taken for the student’s written reports
for their role Ipad/camera
students o Each rollercoaster is tested, with the group releasing Why is it
- Engaging in
working the marble and one student allocated as the important to run
safe practises
collaboratively designated timer a fair test?
and following
and safely o Times are written on the board
the science What makes a
- Written work - Conduct a group discussion addressing the pros and cons of
classroom test fair?
and class each rollercoaster and discussing why the fastest rollercoaster
rules
discussion of produced the best time. How can we make
- Demonstrating
how to ensure - Students record in their science journal: sure our test is
their
a fair test o Official test time for their rollercoaster fair?
understanding
o Pros and cons of their rollercoaster
of how to
conduct a fair o Diagram (add in the photo later)
test and why it o Ideas of improvements and adjustments they could
is important make to their rollercoaster
- Add to the class word wall

 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

5 (ACSSU (ACSHE (ACSIS0 Students Summative - Recap previous lessons, facilitating class discussion of the What influences Student
076) 061) 64) demonstrate their assessment – topics covered and content learnt the way an object science
content Assessing - Introduce and explain the poster assignment moves? journal
understanding by: understanding of
- Students are to create a poster explaining and showing the
- Producing an the influence of How do gravity, Whiteboard -
effects of gravity, air resistance and friction on individuals
accurate and gravity, friction and air resistance and word wall &
air resistance on completing an activity, some activity examples are: friction influence stickie notes
detailed post
aspects of everyday o Jumping our daily
on the
life. o Riding a bike activities? Poster
influence of materials
o Running
gravity in In which direction
Assessed through – o Throwing a ball
everyday life. does the force of
- Engagement in - Students are provided the with required resources and are
- Engaging in friction go?
class discussion given planning time to come up with their poster topic and
group
- Production of information Which direction
discussions.
poster - The poster requirements are written on the board and does the force of
depicting the discussed gravity go?
role of gravity, o Title
air resistance o Activity – written and drawing How can you
and friction in show the forces
o Arrows to show gravity/air resistance/force
on your diagram?
an aspect of o What is gravity, air resistance & friction?
life. - Students work on their poster with assistance from the
teacher, helping them to ensure they cover each requirement
and assisting students of lower ability and those at
educational risk.
- Posters are finished at a later date (at home or in art lessons,
depending on the class schedule)
- Discuss the finished class word wall
- Students add new words to their science journal