Lesson title: Bounce and Fall: We made it!

KLA: Science Strand: Physical World Stage: 3 Year: 6 (10-12yrs) Timing: 60 mins Objectives: - To bring together the units scientific concepts (gravity, balance, potential and kinetic energy), as students identify and graph the elements in the falling and bouncing of an object. - To apply graphing skills to a diagram of an object falling and bouncing. Outcome: - ST3-4WS: Investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence-based conclusions and develop explanations. - SC4-10PW1: Change to an objects motion is caused by unbalanced forces acting on the object. - SC4-10PW2: The action of forces that act at a distance may be observed and related to everyday situations. - SC4-10PW3: Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems. Indicators: - See Links to Curriculum: gravity, balanced/unbalanced forces, potential and kinetic energy Resources: Key Scientific Knowledge: - IPads - As this is consolidating the unit content, it is - App: Explain Everything based on all key scientific knowledge - Bouncing balls enough for 1 between covered throughout the unit, therefore see 2/3 Key Scientific Knowledge tab Lesson overview: 15 min: Start the lessons be reviewing content covered throughout the unit. Review scientific concepts: gravity, balanced forces, kinetic and potential energy, air resistance etc. Refer back to brainstorming webs from lessons on gravity and work from balance. 35 min: In small groups, students are required to conduct an experiment that illustrates how all the concepts come together in the simple action of knocking a bouncy ball off a table. Students will use IPads to film the action of a ball being knocked, falling and bouncing. The film will then be imported into Explain Everything where students will annotate the video, develop a graph of the movement and highlight when the different scientific concepts are illustrated. 10 min: Groups can present their presentation to other groups, explaining their understanding of the concepts and processes. Integrated KLAs/Skills: ST3-5WT: Plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints. MATHS: Data 1: Uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and twoway tables. - Constructs line graphs with the use of digital technologies

Support: Extension: Ensure groups are developed to allow for peer Students expand develop their presentation to tutoring and support. Scaffold students include definitions of the concepts, examples from identification of the scientific concepts. Engage in their investigations and explorations, to develop a verbal discussion as a focus, to ensure the concepts presentation that provides an overview of the topic. are grasped, and leave the presentation as secondary. Evaluation/Follow up: Review the presentations put together by groups, this can be used as summative assessment. Listen and observe closely to see who contributes to the group discussions and what they understand. This is the final lesson in the unit, and should be a revision of concepts covered. There will not be opportunity to review with students in this unit, however it provides opportunity to evaluate teaching and the success of the unit.