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FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2. YEAR LEVEL: Four LEARNING AREA/TOPIC: Science / Friction


Week 1-5
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science as Science
Understan a Human
Inquiry
ding Endeavour
Skills
(ACSSU0 ACSHE (ACSI Students list What are Blocks, objects of
76) 062) S065) different shapes.
1. several objects Introduction/ Engage some of the Objects of same
(ACSIS Teacher to begin discussion about friction and reassess and
Students are able that can move reinforce prior knowledge (ACSSU005), (ACSSU033). Engage things that shape at a heavier
216)
to state more than (prior knowledge students with similar knowledge that they already understand can affect the weight. Similar
before, exploring the topic of friction. shaped objects made
one object that can reaffirmed) way in which of different surfaces.
Teacher should use this time to identify any gaps in the different
move. levels of knowledge in the class. an object Students Science
portfolios
moves? Stop watches
Engage: Ask students to draw objects that can move. After
Students are able students likely draw circles and objects that they would think of
to list at least two at first. Discuss with students what objects can move, if all the What are
factors that can answers are ‘circles/balls’. Ask students whether a square CAN some of the
move?
affect the way in Ask students to write their own prediction on what object will ways an
which an object move the fastest. Numeracy link, predictions linked to maths. object can
Catering for diversity – ensure students are given adequate time
moves. to think outside the box and use questions to provoke their own move?
thinking (explore). Teacher visits students by themselves and Team leader uses
ensured they had enough time to think of their own. desk iPad to take
photos of the
Activity One- begin the explore of friction topic – prior experiments
knowledge activity, getting thinking going for friction.
Organise students into groups of four with a reporter, collector,
equipment manager and team leader. Teacher walks around What are
classroom organising students so there is no opportunity for some of the
bullying and ensuring that the roles are shared around (one things that
student is not always grabbing the leader etc). Collector retrieves
the pack of Lego blocks from the front. Students in their groups affect the
are to make their way through the objects they have been way an object
allocated and test how they ‘move’ down the ramp.
STEM activity. Questions explore the ways in which some object’s moves?
travel faster/ slower down the ramp. See design brief attached
Other than
Activity two- the objects
Identify forces that Teacher picks the same can for all groups to use for the second shape, are
activity and instructs students to put the rest of the materials to
act in direct Students trial the side and sets the height ramp to 5cm. The aim of the second there other
contact and error a range activity is to get the can to take as long as possible to roll down things that
of surfaces to the ramp. By more putting the least amount of force behind the affect the
can and/or increasing the friction of the ramp to slow it down.
Investigate the test the impact Students must explore potential ways to change the time it takes way an object
different level of and write for the object to roll down the ramp without changing the object. moves?
friction and/forces answers in their Conclusion
between an object science journal. Ask students to write in their journals the types of objects that Why do some
when on differing can move. And some of the things that can influence the way they objects of the
move.
surfaces. Students will then have this to refer back to while also presenting same shape
a safe situation for all students to answer the question. Teachers move faster?
should attempt to make their way around In the classroom, while
Team leader uses
keeping their journal a safe place where they can write anything desk iPad to take
they truly think in. This allows for it to be an authentic photos of the
assessment tool when looking into the progress of students. If a What else experiments
student does have the incorrect answer they can see how their could we
knowledge progresses throughout the term. change about
the
(ACSSU0
76) (ACSIS Introduction: environment
069) Teacher recaps on last lesson on the types which objects can
(ACSH move and/or what kind of surface. for the
2. E062)
(ACSI
Elaborate. objects to
S065)
Students will be Activity one – students in their groups will have to move one move
(ACSI student in their group from one end of the classroom to another
S068) able to list two on a ‘matt’. After subjects attempt the exercise inside the faster/slower?
directions in which classroom. Take students outside to be able to change
environmental factors as well.
objects can move Range of different
(pull/push) Part 2 –Elaborate, bringing it together so far. matts available
When students get outside, discuss the ways in which they have Rope
trailed to shift their team member across the distance so far.
Students begin to Bring up whether there are any other ways to generate force.
develop their Discuss whether all students have been pushing. Allow students
enough time to trial and error a ‘pull’ while testing some of their
knowledge of a recently affirmed knowledge of changing the environmental
range of things that factors to increase / decrease friction and / or generate more/less
can affect the way force.
Did students pick a shorter student who was smaller /less force to
an object moves. pull/push? What sort of
surface will
Safety considerations
Remind students to be gentle with their partners on the matt the student
We are working with our own precious class mates so it is move fasted
important you are responsible and consider the force you are down?
using.

Conclusion What sort of


Ask students, why they choose the matt they choose and whether
they choose to push and/or pull their team mate. Discuss what matt worked
matts went the fastest and why and/or why did all teams use to best for the
push their team member, didn’t anyone trial pulling? Is pulling student to be
typically more work than pushing? Why? Explain to students
that there is a range of factors affecting how the student on the pulled/pushed
matt moves. on?

Using pear deck, on their desk iPad, submit answers to the


What students question on the board.
are able to make
Teacher puts all answers onto a wordelle to generate a visual
(ACSSU0
(ACSH their peers move representation of what words come up most to cater for visual
76)
E062) (ACSIS Students identify the furthest? learners to understand some of the key take home messages.
Key question – are these the most important factors? What one’s
069) that an object can resemble friction
generate it’s own Rice
Soap
3. force through Sand
Introduction to lesson. Teacher recaps last lesson over the range
friction of things that can impact the way the matt moves on the surface.
Focus on the surface and ways in which we can increase/
decrease friction on a surface.
Students are able
to explain why an
object moves better Activity one
Students are given a small shoe box lid (with walls on it to hold Team leader uses
on a surface with substance/ material inside and on the track). Students are also desk iPad to take
less friction given a wind up car to use on the track. Students will alter the photos of the
track by adding a substance to the shoe box lid. experiments

Students write a hypothesis in their science journals as to what


surface the car will go the most on what surface and what
surface it will travel the least on.

Catering for Diversity.


Advanced – if students use the wind up in the car, (when power
is generated in the car by dragging it backwards on a surface it
connects) with then they will leave it in a state without anything
in their. Some students may forget about the wind up and this
will be discussed in the conclusion of the lesson about ways
power can be generated and how much power needs to be What happens
generated to over power a bad environment. Explain how this when rice is
can relate to real life, when we need to work harder/ use more
added to the
force/ energy to over come environmental circumstances.
Conclusion environment?
Teacher checks students understanding and ties it all together in (car can’t
a group discussion.
generate
Introduction force, too
Teacher inputs Recapping on previous lessons and the ways in which we can much friction Rice
increase the speed at which an object moves on a surface by
answers into either changing the surface area or changing the amount of force for the car to Jar
Pencil
wordele to show in the object. move
how the class has smoothly
Safety considerations for the following experiments, teacher
gone demonstrates. Keep students at a safe distance and if any class is across the
understanding smashed the teacher will clean it up immediately. surface)
the assessment Students are to use their group iPad to take photos and possibly
videos of the exeperiments. Inform students that we will be
making a book next week that will be an assessment piece so it is
important they have some quality images if they have been slack.

Activity One -
Friction rice experiment, using rice stick a pencil in and out of
the container to increase the friction in the container between the
rice and the pencil. Ask students to predict what they think will
happen when, I attempt to use the pencil to pick up and move
the container. Cork
Glass bottle
Do students think that the rice will drop and spill and/ or that Napkin
the pencil will get stuck or that the friction will be strong enough
to hold the pencil in place and hold the weight of the container.
Hypothesis
All groups must write a prediction on the pear deck.
knowledge will be How does the
assessed in pencil stay in
Activity two-
science journals the jar?
Cork in a bottle.
Place a cork into a bottle as pictured and ask students whether Did you think
they think we will be able to get it out without smashing the the pencil
bottle. Allow students adequate time to think of possible ways in
which we could take the cork out of the bottle and submit their would drop
answers using the desk ipad’s to pear deck open on prediction out?
slide.
As the cork is inserted into the bottle like so. Teacher places the
end of a napkin into the bottle to ‘catch’ the cork and release the
friction. Demonstrating how friction can work with and against
in holding and letting things go.

Conclusion. Friction can hold things together and also remove


then when we remove it. Can you think of when things get stuck
Is there times
in real life because of friction?
when we are
relying on
(ACSI Introduction to the final lesson of friction. Focusing on drawing friction to
S065) all the information together and evaluate the concept at a whole. keep things
(ACSIS Friction is a force that opposes the movement of one surface
together?
216) across another. The force of friction acts by direct contact
between two surfaces.

(ACSSU0
76) Friction occurs between all types of materials whether they are
solids, liquids or gases caused by the interaction between
(ACSH
surfaces causing them to ‘stick’ together. To make something
E062)
move, we need to apply enough force (transfer enough energy to
the object) to overcome the force of friction opposing that
4. How can we
movement. Moving objects slow down and stop because the force
of friction acts against the movement (changes the movement use friction
energy to heat, and sometimes sound energy) and slows the to our
object to a stop. advtage?

Students using the photo’s taken on their iPad for the friction
activity
Activity One
Phone book activity, while recapping on the topic of friction. Teacher
keeps referring to how strong do we think friction can be? While
recapping over the subject, the teacher will use the activity as a
Students can list bribery to get students to participate and answer. Giving the teacher
the opportunity to assess all students in the class and their
one way in which understanding of the topic. Students will place an object in the
friction can hold bucket to attempt to pull the phone book apart.
things in place
The phone book is pre-folded and prepared with the pages
interlocked to increase the friction of the phone book. As
Students are able students add weights to the buckets to attempt to pull the phone
booked apart for every correct answer. Teacher is able to check
to list one way in students understanding. Give students a turn at attempting to
which we can use pull the phone book apart.
friction to remove a
Activity Two
‘stuck’ object Using the ipad’s students create an iBook of their friction
(removing it) experiments from the last five weeks. Teacher sets out questions
on the board for teacher to directly check assessment and what
students have learned.

Students must create a book

Pages/ Key Questions


Examples of the effects friction can have?
What is friction?

Conclusion: Bring all students together as a class and have one


table at a time come to the front and present their book. This is
Students will hiow the teacher is able to assess the extent to which the
debrief by adding assessments and lesson goals have been met.
their answers to
pear deck
presentation.
(ACSI
S065)
(ACSIS
216)

(ACSSU0
76)

(ACSH
E061)

5.

What is
friction?
Students are able
to understand how
strong friction can
be

Students are able


to list more than
two examples of
friction in the real
world

Students are able


to do define friction

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