push-pull stage 1 energy and change sacsa 1.3 identifies sources of energy and describes the ways in...

Push-pullPush-pull

Stage 1 Stage 1

Energy and ChangeEnergy and Change

SACSA1.3 Identifies sources of energy and describes the ways in which energy is used in daily life.1.4 Poses questions and explores the ways in which different objects move.

Moving toys Moving toys Lesson 1Lesson 1

How can the toy be moved? TRUCKHow can the toy be moved? TRUCK• •

VolunteerVolunteer

Comments:Comments:

Word wall- add new wordsWord wall- add new words

Engage

Equipment table- Equipment table- form teamsform teams

A- Equipment tableA- Equipment table Each team will have a collection of toysEach team will have a collection of toys How did the toys move?How did the toys move?

• Did the toy move the same way each time?Did the toy move the same way each time?• What made the toy move?What made the toy move?• Why do you think that?Why do you think that?

B- Managers collect 2 pieces of paper B- Managers collect 2 pieces of paper for their team.for their team.

• Choose a toy and draw it. Underneath write Choose a toy and draw it. Underneath write under the picture what you did to make the toy under the picture what you did to make the toy move eg I pulled the car. move eg I pulled the car.

Engage

‘‘Making Things Move’ Making Things Move’ tabletable

Making things moveMaking things move

on the groundon the ground in waterin water in airin air

Attach your pictures to the table on the wall.

Read your caption.

Engage

Push and pull picturesPush and pull picturesDraw arrows Draw arrows

to show to show the the

pushes pushes and pulls and pulls in these in these pictures.pictures.

Engage

Forces and their effects – PC Forces and their effects – PC DVDDVD

Pushing a door

Pushing a car

Pulling a toy

Pushing a swing

Engage

Investigating pushes and pulls at Investigating pushes and pulls at homehome

Session twoSession two Put your completed push pull sheet face Put your completed push pull sheet face

down in front of you. down in front of you. WithoutWithout saying the name of the place saying the name of the place

read the push pulls eg ‘I pushed buttons read the push pulls eg ‘I pushed buttons on the microwave and the telephone, I on the microwave and the telephone, I pulled open the drawers’. Your partner pulled open the drawers’. Your partner needs to guess the place eg ‘I think that needs to guess the place eg ‘I think that was in the kitchen’.was in the kitchen’.

Stick your sheets into your books. Stick your sheets into your books.

Explore

Investigating pushes and pulls at Investigating pushes and pulls at homehome

Lesson 2 (session 1 and 2)Lesson 2 (session 1 and 2)

Push-pull pursuitPush-pull pursuit

(session one- keep it secret)(session one- keep it secret)Place Place

(eg kitchen, (eg kitchen, backyardbackyard

PushPush PullPull

bathroombathroom

backyardbackyard starter starter

cordcord

Move box to reveal picture




Explore

Water, water everywhere – Water, water everywhere – lesson 3lesson 3 What experiences have you had with What experiences have you had with

water?water? What have you put in water? What What have you put in water? What

happened?happened? This lesson is about investigating This lesson is about investigating

water.water. Safety around water...Safety around water...You will be pushing the balls under the water You will be pushing the balls under the water

to see what happens when the balls get to see what happens when the balls get pushed under the water.pushed under the water.

Feel the upwards push of the water. Feel the upwards push of the water. What happened when you pushed? What happened when you pushed? What happened when you released?What happened when you released?What did you feel when you pushed the What did you feel when you pushed the ball down?ball down?

Remove red box to

see arrow

Explore

Force arrow diagram-Force arrow diagram- lesson 3 contlesson 3 cont

• Draw a force arrow diagram in your Science books. Draw a force arrow diagram in your Science books. • When would it be helpful to know what floats and what When would it be helpful to know what floats and what

sinks?sinks?• Eg hooks on a fishing line, an anchor for a boat, Eg hooks on a fishing line, an anchor for a boat, flotation devices for young children.flotation devices for young children.

Push of water

Push of water

Pull of gravity

Remove red box

to see arrow

Remove red box

to see arrow

Explore

Water, water everywhereWater, water everywhere – – lesson 3 lesson 3 contcont

What would if feel like to hold a heavy What would if feel like to hold a heavy

object above the water? object above the water? What would it feel like to hold a heavy What would it feel like to hold a heavy

object in the water?object in the water?

What would it feel like?What would it feel like?

What would happen if you let go?What would happen if you let go?

Why do you think this would Why do you think this would happen?happen?

The downward pull of gravity is why things fall to the The downward pull of gravity is why things fall to the ground.ground.

Does it feel the same in water as it does in air?Does it feel the same in water as it does in air?Why do you think it feels lighter in water?Why do you think it feels lighter in water?Could something be pushing up to make Could something be pushing up to make

it feel lighter?it feel lighter?

Remove red box to

see arrow

Remove when discussing the heavy object.

Explore

What sinks? What floats? What sinks? What floats? lesson lesson 44

• Why do some things float and some sink?Why do some things float and some sink?• Why can an ocean liner float?Why can an ocean liner float?• Why does a paper clip sink?Why does a paper clip sink?

Push of water Push of water

Pull of gravity

QUESTION

How can we make a boat sink?

Question

Explore

Predict , Observe, Explain-Predict , Observe, Explain- lesson 4 lesson 4 contcont

ObjectObject PredictPredict ObserveObserve Explain-Why?Explain-Why?

bottlebottle sinksink

oror

floatfloat

sinksink

oror

floatfloat

sinksink

oror

floatfloat

sinksink

oror

floatfloat

sinksink

oror

floatfloat

sinksink

oror

floatfloat

1. Choose three objects.

2. Predict whether they will sink or float by circling the word.

3. Circle what you observed – did they sink or float?

4. Explain why you think these objects sink or float?

Archimedes’ bath

Explore

Heavy/Light – Heavy/Light – lesson 4 contlesson 4 cont

• Objects that are heavy for their size SINK Objects that are heavy for their size SINK • Objects that are light for their size FLOATObjects that are light for their size FLOAT

• Lets investigate. Lets investigate.

PlasticinePlasticine PlasticinePlasticine

Will this shape Will this shape float?float?

Will this shape Will this shape float?float?

Explore

Floating on air- Floating on air- lesson 5lesson 5

Explore

• What is air?What is air?• Where is air?Where is air?• Think, pair, share.Think, pair, share.• Collecting air: our predictions and Collecting air: our predictions and

findings.findings.• Lets collect air. 2 plastic bags per team.Lets collect air. 2 plastic bags per team.

• Collect as much air as you can in any way you Collect as much air as you can in any way you can.can.

Remove to reveal activity

Collecting air: our predictions Collecting air: our predictions and findingsand findings.- .- lesson 5 contlesson 5 cont

Explore

PredictionsPredictions FindingsFindings

Floating on air- Floating on air- lesson 5 contlesson 5 cont

Container of water

Cup

Is there

air inside

the cup?

Cup

Is there

air inside

the cup?

tissue

tissu

e

Predict, Observe, ExplainThe tissue stayed dry because there

is air inside the cup that took up space.

Explore

answer

Floating on air- Floating on air- lesson 5 contlesson 5 cont

• Changing the way something looks/the shape Changing the way something looks/the shape will affect the way it falls.will affect the way it falls.

• Both pieces of paper will be dropped at the same time.Both pieces of paper will be dropped at the same time.• One crumpled and one flatOne crumpled and one flat

• Is it fair to drop the paper at different heights?Is it fair to drop the paper at different heights?• Would it be fair to drop one and then the other?Would it be fair to drop one and then the other?• Would it be fair to throw one hard and let the other drop?Would it be fair to throw one hard and let the other drop?

Explore

Sheet of paper

crumpled

Sheet of paper

Float or sink (incy wincy)Float or sink (incy wincy)Depending on the shape Depending on the shape Will make it sink or floatWill make it sink or float

Depending on the shapeDepending on the shapeWill make it sink or floatWill make it sink or float

If the shape is round If the shape is round It will likely sink or fallIt will likely sink or fall

But if the shape is flat or curved,But if the shape is flat or curved,It should float some more.It should float some more.

Push meets pull- Push meets pull- lets revisit-lets revisit- lesson 6 lesson 6

• Where have we been investigating different Where have we been investigating different types of pushes and pulls?types of pushes and pulls?

• Eg home, on the ground, in water and in airEg home, on the ground, in water and in air

• What did you feel when you pushed the What did you feel when you pushed the objects under water? What was doing the objects under water? What was doing the pushing?pushing?

• How did the object feel when you held it in How did the object feel when you held it in the air? What was doing the pulling?the air? What was doing the pulling?

• What did the object feel like when you What did the object feel like when you lowered it into the water? Why?lowered it into the water? Why?

• What happened when you dropped pieces of What happened when you dropped pieces of paper? Did the shape of the paper affect paper? Did the shape of the paper affect what happened when you dropped it?what happened when you dropped it?

Explain

Slide down to reveal more questions

Pushes and pulls all around Pushes and pulls all around us- us- lesson 6 contlesson 6 cont

• Lets act out some pushes and pulls.Lets act out some pushes and pulls.

Push a carPush a car Pull a shoe onPull a shoe on

Push a door shutPush a door shut Pull a tablePull a table

Push a remote buttonPush a remote button Pull a comb through you Pull a comb through you hairhair

Push a bowling ballPush a bowling ball Pull an elephant on a ropePull an elephant on a rope

Push a fork into foodPush a fork into food Pull a drawer openPull a drawer open

• What is another word for push

•Lets look at the list again and use the word force to describe.

•Share a new sentence with a friend.

Explain

Gravity- Gravity- lesson 6 contlesson 6 cont

• Gravity is also a force.Gravity is also a force.• The force of gravity pulls us to the ground.The force of gravity pulls us to the ground.

• Eg ‘A ball falls to the ground because of the force of gravity.Eg ‘A ball falls to the ground because of the force of gravity.• Share a sentence using gravity with a friend. Use the pictures Share a sentence using gravity with a friend. Use the pictures

below for ideas.below for ideas.

Explain

computer computer keyboardkeyboard

toothbrushtoothbrush blindblind cameracamera wheel wheel burrowburrow

lawnmowerlawnmower

Force arrows- Force arrows- lesson 6 cont lesson 6 cont

(revise from lesson 3)(revise from lesson 3)Explain

Fantastic forcesFantastic forces1.1. Use the words in the box to complete the Use the words in the box to complete the

sentences.sentences.Pushes and pulls are __________. Pushes and pulls are __________.

I use a ___________ force to take out the plug.I use a ___________ force to take out the plug.

Water_____________ up on things that float. Water_____________ up on things that float.

____________ pulls things to the ground.____________ pulls things to the ground.

2.2. Complete these sentences:Complete these sentences:I can use a push force to_push a table._I can use a push force to_push a table._

I can use a pull force to _pull an elephant.I can use a pull force to _pull an elephant.

3. Draw something floating in the tub of water and use 3. Draw something floating in the tub of water and use force-arrows to show pushes and pulls.force-arrows to show pushes and pulls.

pullforces

pushesGravit

y

Pushing and pulling: push or pull?Pushing and pulling: push or pull? Learning federation (learning object)Learning federation (learning object)

http://www.thelearningfederation.edu.au/for_teachers/sample_curriculum_content/tm_-_science.html

Use monkeys to push/pull

the animals from the

boat to the zoo

ZOO

Helicopter test flights- Helicopter test flights- lesson 7lesson 7

Elaborate

A parachute catches the air and supports the weight of the parachutist.

Push of air

Push of air

Pull of gravity

How would the following affect the speed the man falls?

•Span of parachute?

•Heaviness of the man?

•The size and shape of the parachute?

Paper helicopter- Paper helicopter- lesson 7 contlesson 7 cont

• We are going to work in teams to We are going to work in teams to explore how paper helicopters explore how paper helicopters fall. fall.

• Have a go.Have a go.• What causes the helicopter to What causes the helicopter to

spin?spin?• How is the helicopter falling How is the helicopter falling

similar to the parachute falling?similar to the parachute falling?• What things will affect how What things will affect how

quickly the helicopter falls to the quickly the helicopter falls to the ground? Lets map it on our ground? Lets map it on our investigation planning grid.investigation planning grid.

Elaborate

Investigation planning Investigation planning grid- grid- lesson 7 cont MS STEPHANIE/ NEWMANS lesson 7 cont MS STEPHANIE/ NEWMANS

CLASS 2/3CLASS 2/3

Elaborate

(S)(S)

Make a circle Make a circle with the with the wingswings

(S)(S)

Try it by Try it by dropping dropping

upside downupside down

(S)(S)

Paper clip at Paper clip at toptop

(S)(S)

Fold the Fold the bottom to bottom to make it make it shortershorter

(O/M)(O/M)

How fast it How fast it fell to the fell to the

floorfloor

(C)(C)

(S)(S)

Cut the wings Cut the wings shortershorter

(S)(S)

More than More than one paper clipone paper clip

(S)(S)

Cylinder at Cylinder at the bottomthe bottom

QUESTION: What happens to the helicopter fall time when we QUESTION: What happens to the helicopter fall time when we change the wing size?change the wing size?

QUESTION: What happens to the helicopter fall time QUESTION: What happens to the helicopter fall time when we change the wing size?when we change the wing size?

We will CHANGE: We changed the wings so that We will CHANGE: We changed the wings so that they were in a cyclinder.they were in a cyclinder.

We will OBSERVE which helicopter hits the ground We will OBSERVE which helicopter hits the ground first:first:

We will keep the SAME:We will keep the SAME:

(S)(S)

The height of The height of where the where the

helicopter was helicopter was droppeddropped

(S)(S)

The way we The way we dropped it the dropped it the same-used a same-used a

timertimer

(S)(S)

Kept the Kept the helicopters the helicopters the right way up.right way up.

Investigation planning grid- Investigation planning grid- lesson 7 cont MRS LUKERS lesson 7 cont MRS LUKERS

1/21/2

(S)(S)

Paper clipsPaper clips(S)(S)

Drop from Drop from same heightsame height

(S)(S)

Drop at same Drop at same timetime

If you have If you have twotwo

(S)(S)

Folding linesFolding lines(O/M)(O/M)

How fast the How fast the helicopter helicopter

hits the hits the ground- speedground- speed

(C)(C)

(S)(S)

Cutting linesCutting lines(S)(S)

Wings Wings (S)(S)

Change the Change the wings to wings to circlescircles


Elaborate


We will CHANGE: We will CHANGE:



(S)(S) (S)(S) (S)(S)

Investigation planning grid- Investigation planning grid- lesson 7 cont- MR BARRY lesson 7 cont- MR BARRY

1/21/2

(S)(S)

Paper clipsPaper clips(S)(S)

PaperPaper(S)(S)

WingsWings

(S)(S)

FoldsFolds(O/M)(O/M)

Time it takes for Time it takes for the helicopter to the helicopter to reach the groundreach the ground

(C)(C)

(S)(S)

CutsCuts(S)(S)

Change shape Change shape to cylinderto cylinder

(S)(S)

Position of the Position of the paper clippaper clip


Elaborate





(S)(S) (S)(S) (S)(S)

Investigation planning grid- Investigation planning grid- lesson 7 cont- MRS BRAY lesson 7 cont- MRS BRAY

1/21/2

(S)(S)

Cut the wingsCut the wings(S)(S)

Where the Where the paper clip paper clip

goesgoes

(S)(S)

Wing sizeWing size

(S)(S)

Curl the Curl the wingswings

(O/M)(O/M)

How fast the How fast the helicopter helicopter

takes to fall to takes to fall to the groundthe ground

(C)(C)

(S)(S)

Fold up the Fold up the bottombottom

(S)(S)

Amount of Amount of paper clipspaper clips

(S)(S)

Folds on the Folds on the paperpaper


Elaborate

Investigation planner-Investigation planner- lesson 7 contlesson 7 cont

Elaborate





(S)(S) (S)(S) (S)(S)

Thinking about our paper Thinking about our paper helicopters- helicopters- lesson 7 contlesson 7 cont

• What pulls the helicopter down?What pulls the helicopter down?• How does it move?How does it move?• What pushes up against the wings of the What pushes up against the wings of the

helicopter?helicopter?• How do you know?How do you know?• Have you seen examples anywhere else?Have you seen examples anywhere else?• Why does the helicopter with Why does the helicopter with

bigger/smaller wings fall more slowly/more bigger/smaller wings fall more slowly/more quickly?quickly?

Elaborate

Write and draw- Write and draw- lesson 7 contlesson 7 cont

• The thing I changed about my helicopter The thing I changed about my helicopter was…was…

• The thing I observed about my helicopter The thing I observed about my helicopter was…was…

• The things I kept the same about my The things I kept the same about my helicopter was…helicopter was…

Elaborate

Pulling it all together- Pulling it all together- lesson 8lesson 8

• Lets review our Lets review our journal, word journal, word wall and wall and ‘Making things ‘Making things move’.move’.

• We will repeat We will repeat this activity to this activity to see what new see what new things we can things we can now add.now add.

Evaluate

• Think aboutThink about– What ideas have you changed?What ideas have you changed?– What new ideas have you developed?What new ideas have you developed?– What activity or activities helped you learn these What activity or activities helped you learn these

new ideas?new ideas?

• ReviewReview– Which activity helped you to learn something Which activity helped you to learn something

new?new?– Which activity did you enjoy? Why?Which activity did you enjoy? Why?– What did you learn about working with a What did you learn about working with a

partner?partner?

Pulling it all together-Pulling it all together- lesson 8 lesson 8 contcont

Evaluate

Push-pull Push-pull WORD WALLWORD WALLpush pull

AssessmenAssessment rubrict rubric

AssessmeAssessment nt

student student listlist

push-pull stage 1 energy and change sacsa 1.3 identifies sources of energy and describes the ways in...

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