Assessment three: science and technology in the Primary classroom

Year 2: physical sciences

Lesson sequence
Activities, resources and
experiences
(use dot points) approx. 400 words
Introduction
Video (3 minutes)
Students will be watching a 2.44 minutes
60 minute lesson
interactive YouTube video about push and
pull. They will be moving around like the
icon singing in the video.
See appendix 1

Explain activity (5 minutes)

Graphic organizer will be displayed on
the board (appendix 2) and will be
discussed through and explained by the
teacher. Students will be instructed on
what their upcoming tasks will be. Firstly,
divide themselves into 4 groups of 4
students and 3 groups of 3 students for
small group activities. Next, take places
at one of the 7 activity stations set up

Justification for choices made

(include reference to academic readings) approx.
600 words
Since the students will be back from recess this video
will help students settle down quicker as they will be
too energized from their break so it will help them refocus and get straight into the class if it is a movement
based exercise (Van,2012). Movement based exercised
can improve concentration, attention and performance.
It helps learners absorb more knowledge, it increases
blood and oxygen flow to brain which activates more
brain activity which provides more efficient learning
(Van, 2012).
Using the body to learn is a simple yet efficient way to
encourage students to learn and more importantly to
remember the content (Lengel and Kuczala, 2010).
Multimedia learning has found to be more beneficial for
learning rather than verbal messages sued alone
(Mayer, 2009). Since the students have a strong focus
on science and arts this activity could be linked back to
the arts curriculum.
This lesson fits the 5Es inquiry unit, this lesson based
on the 2nd stage, explore, this is also the second lesson
on this unit as student have already undertaken
engage or lesson one previously. Reintroducing the
push and pull as a concept the video would be a great
way to recap what they have learnt. This is aimed at
covering content descriptor (ACSSU033) (ACARA, n.d.)

Assessment three: science and technology in the Primary classroom

around the classroom.

Ask for any questions or queries

Body
Small group work activities (45 minutes)
Students will be given a worksheet which
contains questions about each activity to
complete within their group (see
appendix 3)
Activity 1- soda-bottle bowling: students
will align plastic bottles and bowl with a
ball given.
Activity 2- sink or swim: students will be
given a series of objects and they need
to test which objects will swim and which
will sink.
Activity 3- ICT corner
Complete interactive games online on
computers
Activity 4- Hula hoop labelling
Set out 3 hula hoops (like Venn Diagram)
and sort out words given in correct hulahoop
Activity 5- Ramps and Matchboxes
Student will create tramps with a wooden

Since the students are used to having graphic

organizers, it could be beneficial to keep that going.
Graphic organizers have also been found to reduce
cognitive demand on the learner, it doesnt require the
learner to process excess semantic information to
understand. It helps learners remember what is
required of them more and increase learners to become
strategic learners (Mastermind,2001), for example to
know how much they will need to allocate on what
task, which tasks are more important to do, what is
expect of them. Tasks that are clearly understood
enhance learning (MyRead, 2002).
Multiple hand-on activities as firstly this is the explore
part of the 5es and also students have already
engaged in multiple hands-on science investigations so
it would be good to reinforce those skills where you
can.
Multiple activities were chosen as the students are
confident science learners so they may easily be able
to get through all of the exercises within this lesson.
Hands-on activities allows students to directly

observe and understand what is happening. This is

a particularly successful way to teach kinesthetic
learners. It encourage students to be responsible
for their own learning, they learn by doing things
and finding out for themselves (Teachnology, n.d.)
This part of the lesson aims at covering content
descriptor ACSHE034 and ACSIS038 (ACARA, n.d.).

Assessment three: science and technology in the Primary classroom

flat rectangle block, and Lego bricks.

Students will then run a car down and
see how height can change speed.
Compare distance and speed of car on
ramps to using n ramps.
Activity 6- Identifying technology that
uses movement
Activity 7- Chair Pulley2 chairs will have

Conclusion

a light rope or string looped around

the back of it with a basket hanging
on it. The students are required to
send the basket back and fourth.

If students finish early a work sheet has

been prepared to keep them occupied
class discussion (8 minutes)
Next students will be asked to grab their
worksheet and sit at their desks with
their team. A class discussion will now
take place. Students will be asked at
random to report their findings and share
their thoughts with the class.

Student will engaging in and acquiring a variety of

inquiry skills such as asking questions, observing,
experimenting, exploring, manipulating materials,
testing ideas, answering questions and describing
changes (ACARA, n.d.).
Activity 6 in particular is aimed at including technology
links ACTDEK002 (ACARA, n.d.).
Activity 3 incorporated cross curriculum subject of
digital technologies by using ICT as a method of
enhancing learning.
All activities are guided by the point made by Stahl
(1997) students will become more academically
successful working in groups and through discussion
than working alone. So inquiry, cooperative learning
and small group work at the main pedagogies behind
this lesson. Using small group work minimizes teachers
assistance and constant instruction. It helps students
develop a deeper engagement with the task, develop
social skills, learn to work collaboratively, share and
respect different perspectives, widen understanding via
productive interactions (Johnson, Johnson and Stanne,
200; Killen, 2013; Abramhi and Chamber, 1996).
Helps students act as researcher and active
investigator, small group exercises provide authentic
learning experiences for students and having a wide
range of activities increases students learning as the
student is stimulated in different ways (Wilson and
Murdoch,2012).
To keep students engaged in work and more
importantly catering for different needs such as a

Assessment three: science and technology in the Primary classroom

having a learning experience ready for more advanced

students (Chessman,2007).
Students will be informed of what their
next class will entail. They will be going
on a scavenger hunt with the high school
students in order to find things in our
natural environment that can be moved
by force.

Class discussions are a nice way to tie all the students

have done together. Class discussions are aimed at
encouraging students to share ideas, listen to a variety
of perspectives, explore and reflect on own
understanding as compared to others (Killen, 2013).
They also help clear or overcome misconceptions they
may have had (Gooding and Stacey, 1993). It will help
students to think more widely and consolidate their
thinking further by listening to different and similar
opinions (Brookfield, 1990 in Killen, 2013).
This can also help the teacher see where the class is ta
in terms of understanding how much work is needed on
this particular topic. Hence the teacher may prepare
classes to follow more strategically.
Since the school has a formalized partnership with a
local high school it will be good to utilize this and
encourage students to learn with older students who
may add to their understanding.

Appendix 1:
Peter Weatherall.(2010). A push or pull. Retrieved from: https://www.youtube.com/watch?v=FOcY37oGhj8
Appendix 2:

Assessment three: science and technology in the Primary classroom

APPENDIX 3:

Assessment three: science and technology in the Primary classroom

ACTIVITY 1: Soda-bottle bowling

What force was required?
Which force made the ball go faster?
What happened when the ball collided with the bottles?
Did it change motion?
During which force did the least and most amount of bottle fall?
ACTIVITY 2:
Record which object sank and which swam up
Swim

sink

Why do you think this happened?

What sort of force is being used here?
Draw at least one item that sunk and one item that floated, label with arrows
ACTIVITY 3: ICT corner
Complete the following actiives:
Piggy push
Hook the fish
Rock and roll
ACTIVITY 4: hula hoop labelling

Assessment three: science and technology in the Primary classroom

Put these words in either push (pink hula) or pull (purple hula) or both (blue hula)
Pram
Wheel barrow
Tie shoe laces
Vacuuming
Weeding
Sawing
Flying kite
Walking dog
Zipping
Climbing
Opening door
Moving Luggage
Playing basketball
Scrubbing the floor
Moving boxes
ACTIVITY 5: Ramps and matchboxes
Create a ramp with 6 lego block and a flat wooden rectangle blank, and see how far and fast the car goes?
Which force is being used?
Now make the ramp again but now with 5 blocks, then 4, then 3 , then 2 then 1
Observe the difference this makes to the cars speed
When does the car stop more quickly? Why is this so?
ACTIVITY 6: Technologies that use movement
Thinking back to our previous class, what were some of the things around our class room we identified as being
made by the use of technologies?
Name at least 3
Lets name a few to help you get started:

Assessment three: science and technology in the Primary classroom

Ball
Yo-yo
Stapler
Now your turn
ACTIVITY 7:
ACTIVITY 7: Chair Pulley
What force was being used?
Which pull moved the basket the farthest?
Did it change in motion?

Appendix 2

Assessment three: science and technology in the Primary classroom

Assessment three: science and technology in the Primary classroom

REFERENCES:

Abrami, P.C.& Chambers, B.(1996). Research on co-operative learning and achievements: comments on Slavin. Contemporary

educational Psychology, 21,70-79 in Killen, R. (2013). Effective teaching strategies: lessons from research and practice (6th
Edn.). South Melbourne, Vic: Cengage Learning Australia. retrieved from: http://reader.eblib.com.au.ezproxy.lib.swin.edu.au/
%28S%28edgpren3nwp3x20bitsbu4fg%29%29/Reader.aspx?p=1696408&o=132&u=WU9vSq1OPwgnthy6P0QaMw%3d
%3d&t=1440941253&h=9F6874C0A686DAA2FD14A195FE7480561B8C43B7&s=20933162&ut=405&pg=245&r=img&c=1&pat=n&cms=-1&sd=1

Australian Curriculum, Assessment and Reporting Authority. (n.d.). Australian Curriculum: Curriculum Browser. Retrieved from
http://www.australiancurriculum.edu.au/health-and-physical-education/cross-curriculum-priorities
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Assessment three: science and technology in the Primary classroom

BBC. (2014). Bite size science games- rock and roll. Retrieved from
http://www.bbc.co.uk/bitesize/ks1/science/forces/play/

Brookfield, S. (1990). The skillful teacher. On technique, trust, and responsiveness in the classroom. San Francisco: Jossey- Bass
Discovering democratic units (n.d.).Which symbols represent our democratic nation. Retrieved from
http://www1.curriculum.edu.au/ddunits/units/mp3fq2acts.htm

Chessman, A.(2007). Catering for difference: institutionalising a program for gifted students in a NSW
comprehensive high school. NSW
Department of Education and Training, 2007. Retrieved from:
http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/csccu712gtprog.pdf

11

Assessment three: science and technology in the Primary classroom

Constructive media. (n.d.). Coolmaths games. Retrieved from http://www.coolmath-games.com/0-piggy-push

Cookie.(2015). Hook the fish. Retrieved from http://www.cookie.com/kids/games/hook-the-fish.html

Enhanced learning. (2003). Graphic organizers. Retrieved from http://www.enchantedlearning.com/graphicorganizers/star/

Erin Bittman.(n.d). pull forces and interaction push. We are teachers. Retrieved from
http://www.weareteachers.com/blogs/post/2014/09/16/simple-physics-experiments-for-kids-pushing-and-pulling

Johnson, D.W., Johnson, R.T., & Stanne, M.B.(2000). Cooperative learning methods: A Meta analysis in Killen, R. (2013). Effective

12

Assessment three: science and technology in the Primary classroom

teaching Strategies: lessons from research and practice (6th Edn.). South Melbourne, Vic: Cengage Learning Australia. In
Killen, R. (2013). Effective teaching strategies: lessons from research and practice (6th Edn.). South Melbourne, Vic:
Cengage Learning
Australia. retrieved from: http://reader.eblib.com.au.ezproxy.lib.swin.edu.au/%28S%28edgpren3nwp3x20bitsbu4fg
%29%29/Reader.aspx?p=1696408&o=132&u=WU9vSq1OPwgnthy6P0QaMw%3d
%3d&t=1440941253&h=9F6874C0A686DAA2FD14A195FE7480561B8C43B7&s=20933162&ut=405&pg=245&r=img&c=1&pat=n&cms=-1&sd=1

Killen, R. (2013). Effective teaching strategies: lessons from research and practice (6th Edn.). South Melbourne, Vic: Cengage
Learning Australia. retrieved from: http://reader.eblib.com.au.ezproxy.lib.swin.edu.au/%28S%28edgpren3nwp3x20bitsbu4fg
%29%29/Reader.aspx?p=1696408&o=132&u=WU9vSq1OPwgnthy6P0QaMw%3d
%3d&t=1440941253&h=9F6874C0A686DAA2FD14A195FE7480561B8C43B7&s=20933162&ut=405&pg=245&r=img&c=1&pat=n&cms=-1&sd=1

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Assessment three: science and technology in the Primary classroom

Lengel, T., & Kuczala, M. (2010). The kinaesthetic classroom: teaching and learning through movement. Thousand
Oaks, Calif.: Corwin.
Retrieved from: http://digitalcollections.sit.edu/cgi/viewcontent.cgi?article=1544&context=ipp_collection

Masterminds (2001). Using graphic organizers to make sense of the curriculum. Retrieved from
http://www.calhoun.k12.al.us/makes%20sense/adobe%20reader/do%20not%20open%20program
%20files/using%20gos/program%20files/GOs/FAQ@GOs.pdf

Mayer, R.(2009). Multimedia learning. Cambridge University press. Retrieved from:

https://books.google.com.au/books?
hl=en&lr=&id=5g0AM1CHysgC&oi=fnd&pg=PR1&dq=visual+technology+enhanced+primary+learning&ots
=T90uApc_AV&sig=HKSdF46l2g29a9LfKHBvFn0d_ok#v=onepage&q&f=false

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Assessment three: science and technology in the Primary classroom

Stahl, R.J.(1997). Using cooperative learning not just cooperative groups to enhance geographic competence: incorporating the
essential Elements to maximize optimal cooperative learning. Paper presented at the connections 97 international social
study conference,

Teachnology (,n.d). The online teacher resource. Retrieved from

http://www.teachnology.com/teachers/methods/theories/handson.html

Van, M. (2012). Movement in Learning.: Revitalizing the classroom. MA TESOL Collection. Retrieved
from:http://digitalcollections.sit.edu/cgi/viewcontent.cgi?article=1544&context=ipp_collection

Wilson, J., & Murdoch, K. (2009). Learning for themselves (2nd ed.). Carlton South, VIC: Curriculum Corporation. Retired from

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Assessment three: science and technology in the Primary classroom

http://reader.eblib.com.au.ezproxy.lib.swin.edu.au/%28S%285zgazrwof12ldlgz2zpszbzs%29%29/Reader.aspx?
p=987983&o=132&u=WU9vSq1OPwgnthy6P0QaMw%3d
%3d&t=1440943825&h=9DC702C79A627C2A70F865C548FE06ED4B9331FC&s=20932918&ut=405&pg=68&r=img&c=1&pat=n&cms=-1&sd=1

YEAR 5- BIOLOGICAL SCIENCES

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Assessment three: science and technology in the Primary classroom

Lesson sequence

Activities, resources and

experiences
(use dot points) approx. 400 words

Justification for choices made

(include reference to academic readings) approx.
600 words

2 45 minute lessons=
90 minutes

Ask students to bring homework research

task on Aboriginal astronomy out, Play
astronomy photos (see appendix 1) till
then.
Divide students in 4 teams with 6 and
one with 7. Give them all one topic each
(see appendix 2) and ask them to
synthesize and sort information
according to topic to create a short
power-point presentation.
(20 minutes)

This is the evaluate stage of the 5 Es model that was

being followed. The work concerning content descriptor
ACSHE082 is coming to and end. The ability of the

Ask students to present their power point

(10 minutes)

Video: 3 minutes
Play you-tube video http://www.youtube.com
/watch=cuosh9RlkfI

On the Simpson desert

Brainstorm words that come to mind
when hear desert and also which animals

17

students is being assessed as well as their

understanding and abilities (enhancing education,
2002)
The inquiry skill focused in this lesson is
communication. Hence the students are required to
make their PowerPoint in a way that they maybe able
to communicate their main points clearly both digitally
and verbally while presenting.
This will also exercise other inquiry skills, getting
students to narrow down their information (sort and
classify). Planning, conducting and reflecting on
investigations, processing, analyzing and interpreting
evidence, and communicating findings (Australian
curriculum: science, 2014).

Give students a break as they watch video

This will draw the students attention and allow them to
get an idea and to get thinking about the lesson topic
It creates a common experience for all students to
experience, even though it would be difficult to take

Assessment three: science and technology in the Primary classroom

would they expect to find in desert

Explain how when it gets hot, due to
technology we are able to stay indoors
and turn on our fans and air conditioners,
drink cool water however animals
especially those animals who live in
deserts have to come up with their own
ways to stay cool and hydrated. Hence
animals need to adapt to their
environment to help them survive.
(5 minutes)

Next divide students intro groups of 5

(since 25 students), give a list of desert
animals (see appendix 3) and ask them
to decide as a team which animal they
would like to find out about.
Students will then need to research about
their adaption techniques and creates a
web-based information site for example a
blog, website or online learning space
(40 minutes)

Have students come back to the class

and report findings and display their webpages to the class

18

the students to the Simpson desert they can get a feel

of what it would be like (national teacher training
institute, nod)
Brainstorming is an effective skills building technique it
helps start up an initial topic and allows students minds
to think deeper about the topic. It is also a great way to
gauge where the students are at in terms of their prior
knowledge (Orlich, D; Harder, R; Callahan, R;
Trevisan, M & Brown, A, 2012). It is always good to
have the class contribute to each others learning,
As this is an initial lesson in covering content descriptor
ACSSU043 this lesson aims to include the engage and
explore stages of the 5 ES.
The discussion will help student engage with the topic
more deeply as it is being related to them and also
foster appreciation for technology we have. Help
students think from an animals perspective.
Group work is important as they can help students

develop a host of skills that are increasingly

important in the professional world (Caruso &
Woolley, 2008; Mannix & Neale, 2005). Positive
group experiences, moreover, have been shown to
contribute to student learning, retention and
overall college success (Astin, 1997; Tinto, 1998;
National Survey of Student Engagement, 2006).
Plan and manage time more efficiently develop
stronger communication skills, refine understanding
through explanation and group discussion. ( Teaching

Excellence & Educational Innovation, n.d.).

Assessment three: science and technology in the Primary classroom

Students will take turns and ask other

students for any further questions
(15 minutes)

Students are confident digital learners and have

accesses to I-pads good to utilize those skills.
Creating web-based information sites is linked to the
technology curriculum more specifically ACTDIP022
(ACARA, n.d.)
Again, our inquiry skills focus of communication is
being executed.
Oral presentation skills are vital learning tool (Carbone,
2009). Presentations are a great way to increase and
improve as well as provide alternative learning
opportunities for students to learn from one another.
The benefits of immediate feedback is also a valuable
opportunity that comes with presenting (Haber, 2008).
Students are able to ask immediate questions which
will help clarify things that perhaps were unclear, it is
also a great way to encourage the class to actively
participate and help other (Haber, n.d.). Importantly it
will provide students the chance to gain insight into
various new areas of information, rather than knowing
about own topic solely (Haber, n.d.). This will also help
prepare students for future workforce skills, built
confidence and skills in oral communication as well as
in written and presenting skills.
Technology link has been incorporated within this
lesson as it is important to equip and prepare students
in becoming technologically literate. These skills will
help students to actively and successfully participate in
a world which is surrounded by technology (ACARA,
2012).

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Assessment three: science and technology in the Primary classroom

APPENDIX

Appendix 1
Google (n.d.) astronomy. Retitved from https://www.google.com.au/search?
q=ASTRONOMY&biw=1366&bih=659&bav=on.2,or.r_cp.&bvm=bv.103627116,d.dGY&noj=1&um=1&ie
=UTF-8&hl=en&tbm=isch&source=og&sa=N&tab=ni&ei=CnIKVszFDYaxmAXBgprwCw

Appendix 2: Topics

20

Assessment three: science and technology in the Primary classroom

Food gathering
Ceremonies
Creation stories
Seasonal stars
Famous aboriginal astronomers/ scientists
Appendix 3: Desert Animal List:
Living things have structural featires and adaptiations that help them survive in their enironments :
Thorny devil
Red kangaroos
Camels
Dingoes
African pyxie
Cape ground squirrels
Sand grouse
Fennec fox
Gila monster
Emus

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Assessment three: science and technology in the Primary classroom

REFERENCES:

ACARA (n.d.). Cirriculm Browser. Retrieved from

http://www.australiancurriculum.edu.au/Browse?
a=E&a=M&a=S&a=H&a=G&a=ENB&a=CNC&a=da&a=dr&a=ma&a=mu&a=va&a=DI&a=DE&a=HPE&y=5
#page=2
ACARA. (20120. The shape of the Austtalian curriculum: technologies. Retrirved from
http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum_-_Technologies__August_2012.pdf
Astin, A. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.
Australian Curriculum: Science (2014). Retrieved from: http://tinyurl.com/lpu958w

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Assessment three: science and technology in the Primary classroom

Baker, C. (2014). 20 Amazing Animal Adaptations for Living in the Desert. Retrieved from:

http://mentalfloss.com/article/57204/20-

amazing-animal-adaptations-living-desert

Carbone, V. (2009). Applied Behavior Analysis with an Emphasis on Verbal Behavior (ABA/VB), Tampa, Florida. Paper Presented. College in Haber, G (n.d.).
benefits of student verbal presentation to the class. English teachers network. Retrirved from http://www.etni.org.il/etnirag/issue9/gilda_haber.htm

Caruso, H.M., & Wooley, A.W. (2008). Harnessing the power of emergent interdependence to promote diverse team collaboration. Diversity
and Groups. 11, 245-266.
Enhancing education (2002). The 5 ES. Retrieved from http://enhancinged.wgbh.org/research/eeeee.html

Haber, Gilda (2008 Spring). "The Benefits of Peer Review," Focus on Faculty, Montgomery College in Haber, G (n.d.). benefits of student verbal presentation
to the class. English teachers network. Retrirved from http://www.etni.org.il/etnirag/issue9/gilda_haber.htm

Mannix, E., & Neale, M.A. (2005). What differences make a difference? The promise and reality of diverse teams in organizations.

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Assessment three: science and technology in the Primary classroom

Psychological Science in the Public Interest, 6(2), 31-55.

National Survey of Student Engagement Report. (2006). http://nsse.iub.edu/NSSE_2006_Annual_Report/docs/NSSE_2006_Annual_Report.pdf.

National teacher training institute. (n.d.). Video technologies. Retrieved from

http://www.thirteen.org/edonline/ntti/resources/video1.html

Orlich, D; Harder, R; Callahan, R; Trevisan, M & Brown, A.(2012). Teaching strategy: A guide to effective instruction.
Cengage Learning.
Retrieved from: https://books.google.com.au/books?
id=DQ0KAAAAQBAJ&dq=brainstorming+effective+teaching+strategies&lr=&source=gbs_navlinks_s
Teaching Excellence & Educational Innovation (n.d.). Group Projects. Retrieved from
https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupprojects/benefits.html

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Assessment three: science and technology in the Primary classroom

Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press.

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