SCIENCE AND TECHNOLOGY UNIT: Push and Pull. Stage: 1 Year: 1 Term 2. Syllabus Outcomes. Big ideas. Indicators

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1 SCIENCE AND TECHNOLOGY UNIT: Push and Pull. Stage: 1 Year: 1 Term 2 Syllabus Outcomes PP S1.4 Identifies and describes different ways some forms of energy are used in the community. INV S1.7 Conducts guided investigations by observing, questioning, predicting, collecting and recording data, and suggesting possible explanations. DM S1.8 Develops and implements own design ideas in response to an investigation of needs and wants. UT S1.9 Selects and uses a range of equipment, computer- based technology, materials and other resources to undertake an investigation or design task. Comment: Element This document is the first 5 lessons in a Science and Technology unit of work. It is evidence that I have designed lesson sequences using the NSW syllabus documents. I also implemented lessons 1 and 2 during my last prac with Year 1. (See page 5 of this document) Big ideas Indicators VA1 Demonstrates confidence in their own ability and a willingness to make and implement decisions when investigating, designing, making and using technology. VA2 Exhibits curiosity and responsiveness to scientific and technological ideas and evidence. VA3 Initiates scientific and technological tasks and challenges and perseveres with them to their completion. VA4 Gains satisfaction from their efforts to investigate, to design, to make, and to use technology. VA5 Works cooperatively with others in groups on scientific and technological tasks and challenges. The Natural Environment Physical Phenomena - Changes in movement and shape are caused by pushes and pulls (forces). - A large push or pull will make an object move further or faster than will a small push or pull. Investigating Scientifically - Responds to stimulus material by asking simple questions such as How Why What will happen if? - Follows instructions to experience success and to ensure own safety and the safety of others. - Helps to make decisions about ways to investigate. - Suggests evidence needed to answer each question using a variety of collected data (drawings, photographs, video, digital camera, survey of others). - Organises the data previously collected and works out trends or patterns. - Writes reports, using simple factual texts modelled by the teacher. - Justifies why an investigation was conducted in a particular way (using firsthand data or the data of others or a combination of both). Designing and Making - Develops design concepts through drawing and modelling. - Shares design ideas with others and responds to feedback. - Works cooperatively and safely to develop and implement own design ideas. - Suggests how products could be improved to better meet the needs of users. Lesson 1: Toys Explores and describes how pushes and pulls can make toys move, e.g. pushing a ball or toy car makes it move Collects toys that move and classifies them according to their type of movement, e.g. roll, spin, slide, fly, float Lesson 2: Everyday push and pull Comment: Element These syllabus outcomes come from the NSW BOS Science and Technology Curriculum. Comment: Element These indicators are mostly from the NSW BOS Science and Technology Curriculum and some were designed by me.

2 With teacher assistance, downloads images from a digital camera for classroom display Explores and describes how pushes and pulls can make things move and occur in everyday activities around the classroom, home, and playground Uses force arrows to demonstrate the direction of pushes and pulls Lesson 3: Floating - What sinks? What floats? Tests and records with various materials and forms to observe and report on floating or sinking Identifies ways to change an object that sinks into one that floats. Investigates that the shape of an object influences whether it will sink or float. Lesson 4: Pushing and pulling it all together Describes their understanding of push, pull, floating and sinking Creates force- arrow diagrams to indicate push and pull forces Lesson 5: Designing a floating boat Working in pairs, develops a plan with a drawing and some labels for making a floating device Identifies and collects materials and resources that could be useful for making a floating device Develops a plan with a drawing and labels for making a floating device Rationale: The Science and Technology Syllabus aims to develop students skills and confidence in science and technology so they have an enriched view of themselves, society and the environment. It also aims to develop an enthusiasm for future learning by providing rich and engaging learning experiences. This unit of work, Push and Pull, uses engaging learning experiences that are relevant to students everyday lives to help them better understand the world around them. Students explore how forces occur in everyday situations, in the classroom, in play situations, and in different forms through investigating floating and sinking. The concepts of Push and Pull are part of the real world because humans are constantly moving things. It is also part of the natural world in terms of the constant pull of gravity and the way air and water can push. Providing students with opportunities to explore the way science is used in the real world is an important component in developing students scientific literacy, as they come to understand and appreciate the way in which science influences society (Australian Academy of Science, 2007). The Push and Pull unit builds on students prior exploration of forms of energy, in Early Stage 1, and equips them with the new scientific vocabulary to be able to describe their observations and explanations. During this Science & Technology unit the students will not only enhance their scientific knowledge but will use technology in a variety of ways to enhance their learning. Students evaluate and choose different materials when designing their boat which helps to develop a greater appreciation of the decision making involved in designing and making and also develops their critical thinking skills. Students use the internet to complete the Push and Pull learning path from the Learning Federation throughout the unit (when finish their work, for homework or with the class on Smartboard) and digital cameras have been incorporated into the second lesson to familiarise students with this everyday piece of technology. The five lessons in this unit of work follow the Primary Connections (2007) 5E s teaching and learning model. We begin with an Engage lesson to spark students interest and curiosity, raise questions for inquiry and find out what they already know. This is followed with two Explore lessons that provide students with hands- on experiences and introduces them to the predict, observe and explain method of recording observations. At the fourth lesson the teacher takes time to Explain what students have been observing and has them using the scientific terms to describe forces. Lessons five is the first stage of a design and make task - part of the Elaborate phase. This inquiry- oriented teaching model ensures a logical progression of ideas and

3 skills, maximising student success and confidence in the unit. Perspectives Environmental: The main environmental issue in this unit of work is water wastage. Teachers need to establish rules when using water to prevent wastage and to keep students safe. Therefore some clear guidelines and rules must be established with the children when using water. During the lesson the teacher should discuss environmentally friendly water disposal with the students, for example, tip water onto plants in the garden. Another environmental issue looks at the three R s; Reduce, Reuse and Recycle. In the unit students will need to test a variety of materials for floating and use some for designing and making a boat. To incorporate the three R s values, the materials used should be recyclable or previously used things from home, for example, milk and juice containers, corks, polystyrene cups and trays, rubber bands, bottle tops and rocks. Inclusiveness: It is recognised that a wide variety of students learn at different rates, have different needs and come from a variety of cultures that needs to be catered for when teaching and developing units or work. Fleer, Jane and Hardy, 2007 state that within Australia s multicultural society, teachers should acknowledge and think about children s views- not simply from a Western point of view, but from local Indigenous or other cultures. This is outlined in this program by encouraging all students to bring in toys from home so we experience a range of toys from different cultures. None of the activities are gender discriminate. This program also caters for students of different learning abilities by incorporating whole class activities and group work. Those students who are either the fast finishers and/or gifted and talented have extra work they are able to complete (Learning Federation activities). All activities in the unit are open- ended which encourages gifted and talented students to extend their investigations and results. The unit includes students with learning disabilities to actively participate with hands on activities and by providing simple worksheets for recording results. Summary showing how lessons link to outcomes and/or big ideas Lesson 1: Ss are given time to play with some toys and exploring the different ways they move. Ss become familiar with words from the unit but placing toys under labels push, pull, slide, float etc. Through play and the teacher s questioning Ss notice that a large push or pull will make an object move further or faster than will a small push or pull. Ss investigate scientifically by responding to the stimulus material (toys) and by asking questions such as How Why What will happen if? Lesson 2: This lesson aims to link the unit to Ss everyday lives. Ss need to pay closer attention to actions they do everyday and identify that they use forces. Ss learn that changes in movement and shape are caused by pushes and pulls (forces) performed by them. The teacher introduces force arrows to help Ss understanding of the directions of forces placed upon an object in order for it to move. Ss work scientifically by following instructions to experience success and to ensure own safety and the safety of others and help to make decisions about ways to investigate. Ss use computer- based technology, digital photos, to undertake and record an investigation. Lesson 3: Ss learn that pushes and pulls are what make things float and sink. Ss investigate scientifically by collecting and recording data: they predict whether an object will sink or float, observes it in the water and suggests possible explanations as to why it floats or sinks. In discussing what is considered floating/sinking, Ss suggest evidence needed to decide what category their object goes in. Ss investigate by testing and recording various materials and work cooperatively with others in groups on this scientific challenge. The class organises the data they have collected and works out any trends or patterns in the objects that float/sink. Lesson 4: This explain lesson consolidates the observations and explanations that Ss have put forward in the previous lessons.

4 Predicted student prior ideas from literature With more of a scientific literacy focus in this lesson, Ss learn how to describe what they have observed about forces. This lesson builds experience in using scientific terms such as gravity and force that will be used again in future lessons covering the Big Idea about Ss writing reports using simple factual texts modelled by the teacher. Lesson 5: Ss design a boat that floats to be made in the next lesson. Ss develop and implement their own design ideas in response to a design brief: Design a boat to carry a Lego man across water. In class discussion, they also investigate the needs and wants of their Lego man client. Ss apply their knowledge of sinking and floating and use their previously collected data to select appropriate materials. Ss work collaboratively in pairs for this scientific and technological challenge. Before starting school, students have developed their own ideas, thoughts and explanations as to how and why certain things happen. However this does not stop children asking questions and exploring their curiosity towards the world around them. Pushing and pulling, sinking and floating are concepts which the children will have previously experienced in some form in their daily lives (Pine, Messer and St John, 2001). It is the teacher s role to organise student s basic ideas of push, pull, floating and sinking, into coherent concepts. However the research is contradictory as to whether the child s incorrect knowledge is abandoned in favour of the teacher s more correct concept (Posner et. Al., 1982) or whether as learning is a gradual process involving the child s pre- existing knowledge of everyday physical phenomena that is gradually enriched and reconstructed in the classroom (Clement et al., 1989; Vosniadou & Ionnides, 1998). In regards to Push and Pull, many misconceptions that children bring into the classroom have been identified. Pine, Messer and St John (2001) surveyed teachers in primary schools about the common misconceptions children bring to the classroom across the science curriculum. Children believed that Forces can make things go faster and teachers identified that the area of floating and Sinking/density was another common area where children had many misconceptions. This same study found that children had the most difficulty when learning the area of physical phenomena, and another misconception of the term force was brought to light as most children only understood the term in context of forcing someone to do something. Students misconceptions about sinking and floating are largely that; big or heavy things sink and small and light objects float (Australian Academy of Science, 2007). This is due to their lack of knowledge and understanding of the forces (gravity and object mass) that contribute to an object s ability to float. Common generalisations that students bring to the classroom in regards to how objects stay afloat include: balance, no holes or cracks, air and it not being heavy. The Australian Academy of Science (2007) also identifies that children s misconceptions of forces are limited to only living things exert force. This once again highlights students lack of understanding of the role gravity when regarding force.

5 SCIENCE AND TECHNOLOGY MINI-UNIT Push and Pull. Stage: 1 Year: 1 Term 2 LESSON NUMBER & TITLE EXPLANATION OF CONTENT ACTIVITIES RESOURCES AND REFERENCES Toys Lesson 1: Toys Engage An object moves when a push or pull (a force) is applied to it. Gravity and friction are both forces which act upon moving objects. Moving objects slow down and come to a stop because the force of friction pushes against the object. A large push or pull will make an object move faster and father than will a small push or pull. Teacher introduces push and pull unit and demonstrates an example of pushing and pulling a toy. T: What is pushing? What is Pulling? In groups, Ss play with toys and categorise them into toys we Push or Pull. Teacher moves between groups asking questions to prompt exploration How do you make it move? Will it work differently if you pushed or pulled your toy harder or softer? When does your toy stop? Why do you think this is? Groups report back to class. How many of each type of toy they had Groups play with toys again and decide whether their toys roll, slide, fly, spin, or float and place them under correct signs stuck around room. Ss are given time to move around the room and explore the toys that have been put under the signs. Teacher leads discussion: Asks Ss to explain their choices, talk about their observations, and make any suggestions about moving any toys to different categories. Push and Pull cards (see appendix 1) Labels on wall in the classroom: Roll, Slide, Fly, Spin and Float. Comment: This lesson sequence was designed using the 5E s Teaching and Learning model suggested by the Australian Academy of Science. ing-and-learning/ This helped me to design a Science and Technology learning sequence that helps students to make connections between new information and their prior knowledge. Extension/early finishers: complete Learning Federation activities. Lesson 2: Everyday push and pull Explore An object moves when a push or pull (a force) is applied to it. We use pushes and pulls around the home, school, school yard, sporting fields etc. Force arrows allow understanding of the directions of forces placed upon an object in order for it to move. Whole class brainstorms pushes and pulls we perform during everyday activities. T introduces force arrows, Primary Connections Resource sheet 1 completed as a class on the Smartboard. Ss are given time to explore pushes and pulls in the classroom (if time allows they can also explore outside). Teacher can assist with clues such as go and sit at your desk, do you have to push or pull Smartboard: Primary Connections Resource sheet 1 (see appendix 2) Digital cameras.

6 Lesson 3: Floating - What sinks? What floats? Explore Use computer to loading digital pictures onto a Microsoft Word document, write a caption underneath and print. Objects float due to a balance between the downward pull of gravity and the upward push of water. When these are balanced the object will float, if the downward pull of gravity is greater the object will sink. The strength of the downward pull of gravity is determined by the mass of the object and the upward push of water is determined by the volume of the object. Objects that are heavy for their size sink and objects that are light for their size float. Things sink or float in water depending on their size, their shape and the material they are made from. anything to do that? Teacher takes a photo of each student pulling or pushing something in the classroom. Upload photos onto computer and each student types a caption to go with their photo e.g. I am pulling the door handle. T: what force are you applying in your photo? A push or a pull? Whilst Ss are waiting for their turn on the computer, they can think about and/or write down what their caption will be. Print photos with captions and display in classroom. Extension/early finishers: complete own copy of Resource sheet 1 and Learning Federation activities. Introduction to floating. Discussion and questioning where teacher and Ss jointly identify and label force arrows on ship picture on Smartboard. T is there anything pushing or pulling the boat? How is it staying afloat? Is there anything pulling it down and/or pushing it up? Teacher introduces recording sheet What Sinks? What floats? (See worksheet) and models how to use the Predict, Observe, Explain strategy. Discuss what we will consider floating and sinking to be. Ss work in small groups with a container of water and some objects. Conduct investigations and fill in What Sinks? What floats? recording sheet. Teacher reminds Ss of water wastage and asks them to not pour their water down the sink and whilst conducting the activity think of ways to recycle it at the end of the lesson. Ss share findings and identify similarities and differences (patterns) between objects that float and sink. T: what do you notice about all the objects that float and all the objects that sink? Was Computers (may need to book computer lab). Blue tack. Primary Connections Resource sheet 1 (see appendix 2) Smartboard Ship picture What Sinks? What floats? recording sheet. Objects that sink and float include big and light (e.g. polystyrene tray, air filled ball, empty plastic bottle), small and light (e.g. paper clip, elastic band, cork, bottle top or lid) big and heavy (e.g.

7 Lesson 4- Pushing and pulling it all together Explain Lesson 5- Designing a Floating Device Elaborate Force arrows allow understanding of the directions of forces placed upon an object in order for it to move. Objects float due to a balance between the downward pull of gravity and the upward push of water. When these are balanced the object will float, if the downward pull of gravity is greater the object will sink. The strength of the downward pull of gravity is determined by the mass of the object and the upward push of water is determined by the volume of the object. Objects that are heavy for their size sink and objects that are light for their size float. Things sink or float in water depending on their size, their shape and the material they are made from. Objects float due to a balance between the downward pull of gravity and the upward push of water. When these are balanced the object will float, if the downward pull of gravity is greater the anyone surprised by the results? Teacher asks Ss to predict whether a ball of plasticine will sink or float and then instructs Ss to test their ball of plasticine. Ss are given the challenge of making their plasticine float. Ss present their floating plasticine and class discusses possible explanations for this. Dispose of water responsibly recycled on plants around the school not down the sink. Extension/early finishers: complete Learning Federation activities. Teacher leads class discussion revising activities they have performed in the previous lessons and what they discovered. For example, discuss what affects an object floating, what things floated and what didn t, the shape of the objects etc. Revision of force arrows. T: What do force arrows tell us? When we pushed at pulled toys, what did the force arrows look like? How were they different for our floating force arrows? Formally introduce terms gravity and force and discuss how to use them in sentences appropriately. T models writing some sentences using these terms. Ss complete gravity/forces cloze passage worksheet. Extension/early finishers: complete Learning Federation activities. Teacher gives Ss a design brief: Design a boat to carry at least 1-2 Lego people across water. Discuss the needs and wants of the Lego man T: How will you make the Lego person stay dry? Is it important for them to be comfortable? How many Lego people will your boat carry? Discuss design ideas: What materials will you use? How long does the boat need to float for? metal tools, a rock, a plastic bottle filled with water), small and heavy (e.g. a sinker, nuts and bolts, a ball of plasticine). Plasticine Smartboard copy of What Sinks? What Floats? Worksheet Smartboard / whiteboard Gravity/forces cloze passage worksheet (see appendix 5) Lego people

8 object will sink. The strength of the downward pull of gravity is determined by the mass of the object and the upward push of water is determined by the volume of the object. Objects that are heavy for their size sink and objects that are light for their size float. When will you test it? How are you going to build your boat? What will you do first? In pairs, Ss sketch their design and label it; including force arrows and the materials they will use. Ss are encouraged to revisit their worksheets and test potential materials in a bucket of water in the wet area. Design worksheet (see appendix 6), lead pencils and rubbers Tub of water and class science tub of materials. Reference list Clement, J., Brown, D.E. & Zietsman, A. (1989) Not all preconceptions are misconceptions: finding: anchoring conceptions for grounding instruction on students intuitions. International Journal of Science Educations (11) p Fleer M., Jane B. & Hardy T. (2007) Science for Children: Developing a personal approach. 3 rd Ed. Pearson Education Australia, Frenchs Forest. The Learning Federation Schools Online Curriculum Content Initiative. (2004) Pushing and Pulling: Push or Pull? Learning object L Pennigton, B. (2008) Science Out of a Box: Energy and Forces. Macmillian Teacher Resources, South Yarra. Pine, K., Messer, D. & St John, K. (2001) Children s Misconceptions in Primary Science: a survey of teachers views. Research in Science & Technological Education, (19) 1. Primary Connections (2008) Push- Pull, Stage 1: energy and Change. Australian Academy of Science. Vosniadou, S. & Ionnides, C. (1998) Cognitive Changes During Conceptually Based Instructions of Decimal Fractions. Journal of Educational Psychology. (81) pg

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