LESSON SEQUENCE 1- Introductory Lesson to Forces and Movement

Content Time Teaching Strategies / Learning Experiences: Syllabus Link

INTRODUCTION (Engage) 25 mins
Pretest 10 min Pretest (Diagnostic Assessment): - (Ss) are to work in groups of four (randomly allocated groups) to write in ST1-7PW Describes effects
Answer Garden on an iPad (specific page on Answer Garden pre-made and displayed on the iPads by the (T)) of pushes and pulls on
words and ideas that come into their mind when asked the question why do things move?. This will result in a objects they encounter
class idea wall which can be displayed on the SmartBoard. Following on (T) will guide a discussion of common
thoughts, and will note to themselves (Ss) misconceptions to be addressed during the unit.
Engage-
Picture Book 15 min (T) reads the picture book Newton and Me by Lynne Mayer to the class, engaging the class in a discussion of the
and Discussion forces introduced in the book.
DEVELOPMENT (Explore Explain) 25 mins
Exploratory 15 min Introductory Investigation - (Ss) are split into mixed ability groups of 4-5 people and each group is given the ST1-4WS Investigates
Investigation- following materials: wooden block, small toy wheel and ball. In groups they need to brainstorm how many questions and predicts by
ST1- 7PW. 1 different ways they can move each object displaying their ideas on a piece of Butchers paper. (T) tells (Ss) that collecting and recording
ST1-1VA.1 they can draw, label and write descriptions (differentiation) for each movement. The (T) enforces the pass the pen data, sharing and
rule so all (Ss) are involved in recording the results and ensures positive group coordination. reflecting on their
experiences and comparing
Explain- 10 min T asks each group to present their findings to the class, asking each group to describe one method of movement what they and others know.
Presentation they discovered for each object.
Formative Assessment: (T) will note the contributions of each group member in exploring and discussing each
object, their contributions to the brainstorm and their explanations during the presentation. (T) will also use the
brainstorm sheets as an indicator of class understandings.
CLOSURE (Elaborate Evaluate) 10 mins
Elaborate- 5 min (T) leads the class in a discussion of the work presented introducing the terms push, pull and force and using
Discussion them to describe the movements identified by the (Ss). The (T) extends the discussion by considering the dropping
ST1- 7PW. 1 of an object, providing the high achieving (Ss) with the opportunity to demonstrate their knowledge and leading
into a discussion gravity.

Evaluate - 5 min (T) guides a discussion as to the importance of learning about movement and forces. (Ss) are to reflect on the
Discussion lessons content and relate it to their everyday lives. (Example Question: Why should we learn about forces and
ST1-2VA.1 motion?)
ST1-3VA.1
Assessment: Records taken of (Ss) contributions to discussion to check that they have understood the basic concept
of forces and that forces are constantly at play in their everyday lives.
 LESSON SEQUENCE 2 - Forces Activity Stations
Content Time Teaching Strategies / Learning Experiences: Syllabus
INTRODUCTION (Engage) 10 mins
Engage- 10 min (Ss) to watch the following video and observe as many forces as they can - thinking about the forces acting on the ball, the ST1- 7PW
Video - Forces racket and Roger Federer. https://www.youtube.com/watch?v=mKXtVQnqhB4 Describes effects
in Tennis of pushes and
(T) asks the (Ss) for their ideas of the forces involved and draws a diagram of the ball, racket and Federer on the board. Using pulls on objects
Discussion & labels and arrows T shows the forces (including their direction) involved as dictated by the class. they encounter
Diagram
DEVELOPMENT (Explore Explain) 40 mins
Explore- 35 min (T) explains the stations activity for the lesson, providing each (S) with the worksheet to be completed; for each station (Ss) are ST1-4WS
Stations to do the activity and draw the what happens, labelling the forces involved using arrows and annotations. (T) divides (Ss) into Investigates
Activity mixed ability groups of 4-5 and assigns each group to a different starting station from which to rotate questions and
Stations:(5 mins per station) predictions by
1. Bouncy Ball vs. Hard Ball - what happens when each ball hits the floor? collecting and
ST1- 7PW. 1 2. Play dough- what happens when you pull vs. push the ends of the playdough? recording data,
3. Plastic Windmills - how can you make them spin? do you have to physically touch the turbines? sharing and
4. Bouncy ball - what happens when you bounce the ball onto land vs. onto water? reflecting on their
ST1- 7PW. 2
5. Toy car - what happens when you push the car softly vs. strongly? experiences and
6. Toy car over distance - what happens when you push the car on a smooth vs. rough surface? comparing what
7. Force Concentration - what happens when you push on your stomach with your finger vs. with you whole hand? they and others
Explain- know.
- Formative Assessment: Worksheet - (Ss) draw, label and further explain the forces involved in each stations
Discussion 5 min individually this provides the (T) with a record of their developing understanding of the indicators addressed. The
ST1-VA.1 multimodal nature of explanation allows (Ss) of varied literacy abilities to demonstrate their understanding.
- Class discussion about the forces involved in each station (no content based input from (T)).
CLOSURE (Elaborate Evaluate) 10 mins
Elaboration 5 min (T) guides class discussion into more complex ideas brought up in association with the stations including friction, force
on Discussion strength and the spread of force.
ST1-VA.1
Evaluation 5 min (T) guides class discussion towards the importance of these forces and how we can relate them to daily life, for example the
and link to teacher asks the (Ss) about the impact of different surfaces when riding their bikes (friction). T additionally scaffolds a
next lesson discussion about the windmills, and the class suggest ways in which windmills can be used (link to sustainability).
ST1-2VA.1
Assessment: (T) takes notes during the class discussions to determine each (Ss) individual understanding of the concepts
discussed. Additionally over the course of the entire lesson the (T) purposefully roves around the classroom to assess (Ss)
ability to contribute effectively in the group context.
 LESSON SEQUENCE 3 LESSON 1 - Scientific Investigation into the Effects of Air, Water and Land on Forces
Content Time Teaching Strategies / Learning Experiences: Syllabus
INTRODUCTION (Engage) 15 mins
Engage- 5 min 1. T Demo - Paper Drop (scrunched and flat sheet dropped simultaneously) - Class discussion of observations and possible ST1- 7PW
Forces & Air explanations (no (T) explanation) Describes effects of
Experiment 5 min 2. Watch Video - shows forces involved in parachuting- gravity and drag (movement through air): pushes and pulls on
ST1- 7PW. 2 https://www.youtube.com/watch?v=qEWCRKxhEZo objects they
5 min 3. Discussion of paper drop by (Ss) relating it to the content of the parachute video (Drag vs. Gravity). encounter
Lesson outline (T) emphasises to (Ss) that as a class they have just investigated forces at play when moving in the air and that now in small
groups they will investigate and compare the effects of water and land on forces.

DEVELOPMENT (Explore Explain) 35 mins

Explore- 5 min (T) provides (Ss) with a w/s to scaffold their experimental design for this investigation and asks class to recall fair scientific ST1-4WS
Water and experimental practice and the steps involved. (T) shows the (Ss) the set up for their experiment (ramp leading down to a plastic Investigates
Land tray and a container of water (to add to tray for movement through water).(T) guides class discussion to come up with the questions and
Experiment following experimental design- gravity pulls the car down ramp then moves across a flat surface (plastic tray at the bottom- predictions by
ST1- 7PW. 2 compare when tray is wet and dry - multiple trials to increase reliability)) collecting and
recording data,
Group Activity 25 (Ss) complete experiment in mixed ability groups of four, filling in their worksheets individually. sharing and
min reflecting on their
Formative Assessment - Worksheet - (Ss) complete the worksheet writing in their predictions, method and results and answer experiences and
Explain- questions to explain their interpretation of the results, including what forces they believe are involved. The w/s provides the (T) comparing what
Discussion 5 min with a record of the (Ss) developing understanding of the content and skills indicators addressed. they and others
ST1-VA.1 know.
Class discussion about (Ss) results and explanation (no (T) explaination, (T) only guides the discussion)
CLOSURE (Elaborate Evaluate) 10 mins
Elaboration - 5 min Once Ss have expressed their understandings and explanations the (T) guides the discussion towards one of how surfaces affect
Link to Next friction. (T) guides discussion towards question formation,with (Ss) questioning if the type of surface effects the movement of
Lesson 5 min objects on them ((T) records (Ss) questions for next lesson). (T) informs (Ss) that next lesson they will explore this further by
ST1-1VA.1 designing their own investigation to test the effects of different surfaces.

Evaluation- (T) asks the class why it is important to understand the way different surfaces affect movement and guides the class towards a
ST1-2VA.1 conversation about bike riding and driving in different conditions (e.g. wet vs. dry day).
Assessment - (T) takes notes during the class discussions to determine each (Ss) individual understanding of the concepts
discussed. Additionally over the course of the entire lesson the (T) purposefully roves around the classroom to assess (Ss)
ability to contribute effectively in the group context.
LESSON SEQUENCE 3 LESSON 2 (Elaboratory Lesson) - Scientific Investigation into the Effects of Air, Water and Land on Forces
Content Time Teaching Strategies / Learning Experiences: Syllabus
INTRODUCTION (Engage) 10 mins
Engage - 5 min (T) guides a class discussion about what they did last lesson, recalling how the surface (wet vs dry) affected the movement of the ST1-7PW
-Last Lesson car, and recalling the term friction. (T) then displays the (Ss) questions from last lesson on the board and discusses with the Describes effects of
Discussion (Ss) how they can design and experiment to discover the answers. pushes and pulls on
and Qns (T) shows (Ss) the materials that they will have available to them for their investigations - ramp, toy car, plastic tray (same as objects they
-Group last lesson), and squares of carpet, sandpaper, smooth tile and floorboard. encounter
Method 5 min (Ss) are then split into mixed ability groups of 4 and sent to tables to plan their investigation on the provided w/s (one w/s per
Formulation student)
DEVELOPMENT (Explore Explain) 40 mins
Explore - 35 - (T) purposefully roves around the room observing the groups in their method construction, once the (T) has approved of ST1-4WS
Student min a group's method and they have written down a prediction on their w/s they are able to begin their experiment. Investigates
Driven - Groups complete their experiments recording their results on their w/s and then answering the questions on their questions and
Investigation worksheet to explain their results. predicts by
ST1- 7PW. 2 collecting and
recording data,
Explain - - Formative Assessment - Worksheet - (Ss) complete the worksheet writing in their predictions, method and results and sharing and
Worksheet answer questions to explain their interpretation of the results. The w/s provides the (T) with a record of the (Ss) reflecting on their
developing understanding of the content and skills indicators addressed. experiences and
Class comparing what
Discussion 5 min - Class discussion about (Ss) results and explanation (no (T) explaination, (T) only guides the discussion) they and others
ST1-1VA.1 know.
CLOSURE (Elaborate Evaluate) 10 mins
Elaborate - 5 min Once (Ss) have shared their explanations of their results the (T) guides the discussion towards a more formal discussion of the
Class results, guiding the (Ss) to use the word friction in the explanation of their results. The (T) then guides the class discussion
Discussion towards how (Ss) could do more friction experiments at home e.g. rolling a ball across carpet, wood, tile and grass. (T)
ST1-1VA.1 encourages the class to do these experiments and share their results during news.

Evaluate - 5 min
(T) guides class discussion towards the importance of learning about the effects of different surfaces on movement (friction) and
Class
relates it to real life examples - riding a bike (on gravel, road, wet ground etc.), running in different conditions, driving on
Discussion -
different surfaces (and in the rain), animals moving in their environment (e.g. seal moving on ice, turtle walking across sand
Relevance to
etc.) (Example Question: How will what you learnt today affect your decisions when riding your bike on different surfaces?)
Real Life
Assessment -(T) takes notes during the class discussions to determine each (Ss) individual understanding of the concepts
ST1-2VA.1
discussed. Additionally over the course of the entire lesson the (T) purposefully roves around the classroom to assess (Ss) ability
to contribute effectively in the group context.

LESSON SEQUENCE 4- Investigation about ways that people use pushes and pulls
Content Timing Teaching Strategies / Learning Experiences: Syllabus Link
INTRODUCTION (Engage): 5 mins
Engage: 3 mins (T) to ask (Ss) to stand up behind their chairs and push chairs in. Ask students to pull chair back out. Ask student to ST1-7PW
- Push and pull forces walk to another table group and push a chair back in. (This will be their new group for the treasure hunt). Describes
- Individual (T) to (Ss) what happened when they pushed the chair? (chair went further away from them), and pulled the effects of pushes
observation activity chair? (chair came closer to them). and pulls on
(T) can introduce opposites (run/ walk, open/close, push/pull) objects they
- Lesson outline 2 mins (T) to explain (Ss) are going on a treasure hunt around the school to find what objects we push and pull encounter
(playground, library, school hall etc)

DEVELOPMENT (Explore Explain): 45 mins

Explore: 25 mins (Ss) (in mixed ability groups of 4) are to follow the map of the school provided and draw the objects that they had to ST1-4WS
- School treasure hunt push or pull. Investigates
- Forces: Push and (Ss) are to draw arrows to show the direction of movement. (Push or pull a door, pull a book from a shelf, push it questions and
pull back in place, pull a chair, push on a swing, pull yourself up the stairs using the hand rail, push of the ground on the predictions by
ST1-7PW. 3 see-saw etc.) (T designates an area of the school in which Ss are to complete this activity to ensure line of sight) collecting and
ST1-4WS.1 10 mins Back inside Ss create a Venn diagram or T-Chart (write or draw) that categorising all of the objects innto push, recording data,
pull or push & pull sharing and
reflecting on
Explain: 10 mins In a class discussion (Ss) are to explain what they found during their treasure hunt. their
Class discussion A. What the object was experiences and
B. What force was applied (push or pull) comparing what
C. What happened to the object they and others
Formative assessment: (Ss) answers to the Venn Diagram or T-Chart allows (T) to monitor (Ss) knowledge and know.
understanding about the topic of forces and provide feedback that will extend learning.
CLOSURE (Elaborate Evaluate): 10 mins
Elaborate: 5 mins Application in everyday life questions for (Ss) to answer in their workbooks:
Questions and A. How does pushing something help us in our daily life?
discussion B. How does pulling something help us in our daily life?
C. Can you give examples of these?
D. Extension Questions (for early finishes): Can you think of an occupation/job that involves using many
forces? Name the job and describe the forces involved.
Evaluate: Class discussion: Importance of these movements (makes daily life easy, need to move objects to use them, we move
Class discussion 5 mins things in different ways, we can change how something is moving by pushing or pulling it)
ST1-2VA.1
ST1-3VA.1 Assessment: (T) takes notes during class discussions to determine individual understanding of (Ss). (T) is also
questioning (Ss) throughout the lesson to extend their critical thinking skills.
 LESSON SEQUENCE 5: Floating and sinking Investigation
Content Time Teaching Strategies / Learning Experiences: Syllabus Link
INTRODUCTION (Engage): 15 mins
Engage: 5 mins 1. (T) demo of floating and sinking items in a clear tub of water at the front of the room. (Ss) to predict what will happen ST1-7PW
- Teacher demo to this object. Describes effects
and class POE (Ss) observe what they have seen and explain why they think this is the case. (T) to let (Ss) explain and only guide the of pushes and
- Floating and discussion. pulls on objects
sinking (gravity 5 mins 2. Class discussion about what floating and sinking is (Relationship between buoyancy and gravity) they encounter
and buoyancy) Diagnostic test: (T) to observe and record (Ss) answers during class discussion about their prior understanding of
floating and sinking.
5 mins 3. Youtube clip of Archimedes' principle: buoyant forces:https://www.youtube.com/watch?v=nMlXU97E-uQ
Discussion Questions: a) What did you observe in the video that sinks? b) What did you observe that floats? c)
How did the concept of buoyancy come about?
DEVELOPMENT (Explore Explain)
Explore: 5 mins (T) to provide (Ss) with a scaffolded worksheet that allows them to predict, observe and explain when investigating what ST1-4WS
- Student objects might float or sink. Investigates
investigation 25 mins (T) assigns groups (of 3-4) and allows each group to explore the objects and materials using a tub of water. questions and
ST1- 7PW. 1 (Ss) to fill in their worksheet during their process. (T) to answer (Ss) questions with more open ended questions to elicit predictions by
ST1- 7PW. 2 deeper thinking. . collecting and
ST1-4WS.1 Extension: Students are to list reasons for why they think the object sinks or floats (materials, size, shape) recording data,
sharing and
Explain: 10 mins
(T) to guide class discussion on the (Ss) observations. It is to be student led, explaining what they saw and if this matched reflecting on their
- Class their predictions. experiences and
discussion Formative assessment: (Ss) to complete the worksheet during their investigation to provide the (T) with their comparing what
understanding of the activity and the content and skills being covered. (T) can also gain insight from the class discussion they and others
of the (Ss) observations. know.
CLOSURE (Elaborate Evaluate): 10 mins
Elaborate: 5 mins (T) to guide more formal discussion of floating and sinking, how it is applied in everyday life; boats, cruise ships, how the
materials contribute to an object floating or sinking. T ensures (Ss) are using the terms gravity and buoyancy to
ST1-3VA.1 explain how objects float or sink and where the forces are being applied.
(T) asks (Ss) for examples that they have seen either at home, school or in the media about objects that float or sink. (T)
Evaluate: 5 mins
encourage (Ss) to explore further at home with objects in the kitchen sink or bath.
(Ss) are encouraged to express how their ideas and predictions at the beginning of the lesson have changed after
investigating how objects float and sink due to gravity and buoyancy.
Assessment: (T) observations and notes of student responses during the elaborate and evaluate stages to assess (Ss)
understanding and of the topic and how they can apply it to their everyday experiences.
 LESSON SEQUENCE 6 Lesson 1: Design and make
Content Timing Teaching Strategies / Learning Experiences: Syllabus Link
INTRODUCTION (Engage): 10 mins
Engage: 5 mins (T) arranges a table in the centre of the classroom that has recycled materials arranged on it. (T) to prompt ST1-7PW
Class observation (Ss) to look only. Describes effects
(T) explains that (Ss) are going to be completing a design and make activity over the next two lessons. of pushes and
5 mins Design brief: Design and make a boat that floats on water and can carry at least 3 marbles. pulls on objects
(T) split class up into mixed ability pairs for the design and make project. they encounter

DEVELOPMENT (Explore Explain): 45 mins

Empathise and define: 10 mins Pairs are to investigate and brainstorm the characteristics that their boat will need to carry the marbles ST1-5WT
Group brainstorm across the water: Uses a structured
ST1- 7PW. 1 (T) to scaffold these discussions with prompts: design process,
ST1- 7PW. 2 - How will you keep them dry? everyday tools,
ST1-5WT.1 - How will you ensure that the weight of the marbles is not too great? materials,
ST1-1VA.1 - Requirements: Must keep them dry, must float, must be strong enough to carry 3 marbles equipment and
(Ss) are shown images of different boat designs- including designs from other eras and cultures (including techniques to
ATSI boat designs) to inspire their design process. produce solutions
that respond to
Ideate: 20 mins (Ss) are to move onto the design process, (Ss) are to make a list of materials they wish to use, draw an identified needs
Student driven design process annotated sketch of their boat identifying the materials to be used and where the forces will be acting and wants.
(arrows). (T) can scaffold discussion and investigation with questions: What materials will you use? What
shape will you use? How are you going to build it? What steps will you do first?
The (T) will set up a bucket in the wet area so (Ss) can test out their materials (supervised).

Prototype: (Ss) are to start making their prototype with the materials they have selected from the table and mentioned
Create design and problem 20 mins in their sketches.
solve (T) to assist (Ss) in the problem solving process by asking questions about their prototype, materials,
process etc. Ensure (T) does not give them the answers, but allows (Ss) to problem solve and use critical
thinking skills
(T) ensure continual feedback is provided for ideas, problem solving and critical thinking skills.
CLOSURE (Elaborate Evaluate): 5 mins
Questions and Link to next 5 mins (T) to allow time for questions about design and make, clarification from (Ss) about where they are up to,
lesson and what problems they may need to solve in the next lesson.
ST1-1VA.1 Assessment:(T) is able to assess students during the empathise, define and ideate stages, by keeping a
written record and through observations of (Ss) responses on their scaffolded worksheet, group discussions,
questioning and feedback. (T) can observe (Ss) problem solving skills through purposeful roving and
questioning.
 LESSON SEQUENCE 6 Lesson 2 : Design and make & revision
Content Timing Teaching Strategies / Learning Experiences: Syllabus Link
INTRODUCTION (Engage): 5 mins
Engage: 5 mins
(T) to remind (Ss) what they have achieved so far in their design and make task. Ask (Ss) to recall what ST1-7PW
Student presentation of ideas forces are involved, what the design brief is asking for. Describes effects
for design and make project (T) to demonstrate how to test their designs (with a pre made example) with the marbles and show how of pushes and
things may need to be modified in the testing stage. pulls on objects
(T) to explain that (Ss) have 25 mins to finish making their boats, test their design, make modifications and they encounter
problem solve if necessary, before the boats are tested in front of the whole class.
DEVELOPMENT (Explore Explain): 40 mins
Prototype: (Ss) are to continue making their prototype with the materials they have selected from the table and ST1-5WT
Create design and problem 25 mins mentioned in their sketches. Uses a structured
solve (T) to assist (Ss) in the problem solving process by asking questions about their prototype, materials, design process,
ST1- 7PW. 1 process etc. Ensure (T) does not give them the answers, but allows (Ss) to problem solve and use critical everyday tools,
ST1- 7PW. 2 thinking skills materials,
ST1-5WT.1 During the construction of their boats the (Ss) can test their designs using the water tubs and marbles set equipment and
ST1-4WS.1 up in the wet area. (Ss) are to modify their design as a result of these initial tests. techniques to
(T) ensures continual feedback is provided for ideas, problem solving and critical thinking skills. produce solutions
that respond to
Final Test: 15 mins When they have completed their boats (Ss) are to take turns in testing their design projects in the large tub identified needs
Explain and observe their (rest of class observes each test). (Ss) are to observe what happens to their boat and explain how their and wants.
design and make design, materials and concept have met the design brief.
(T) to observe and supervise testing ensuring that the discussion and questions are led by the (Ss).
After all boats have been tested the (T) asks the class what characteristics made some boats more
successful, and asks the (Ss) why they think this is the case.
Formative assessment: (T) observation and notes about (Ss) design and make process, problem solving
strategies and their explanations as to why/why not their final projects met the original design brief . (Ss)
answers to questions and discussion provide (T) with insight into their understanding of the concept and
how it relates to forces. (Please Note: the (T) is not assessing the (Ss) based on their actual end product,
they are assessing them based on their design process and understanding of the concepts involved)
CLOSURE (Elaborate Evaluate)
Revision of Unit 15 mins (T) to explain that (Ss) are going to complete a worksheet on the forces learnt during the unit in order for
ST1-1VA.1 them to display what they have learnt. (Ss) are to complete the worksheet that involves both written and
ST1-PW1.1 drawn responses to cater to the classes needs, and to provide the (T) with a holistic view of each (Ss)
ST1-PW1.2 understanding.
ST1-PW1.3
Summative assessment: Revision worksheet to assess the (Ss) overall understanding of the unit. (T) can
determine what (Ss) have understood and can determine if any additional revision lessons are required.