Teaching and Learning progression of

lessons created for Science and

Technology for stage 2 year three
class.
These activities are going to cover the
topic of Force and Motion including
Simple Machines, through a series of
lesson plans which promote and
engage in sensory play and
exploration.

Amanda Kershaw
18593437
101583 Primary Science and Technology

ASSIGNMENT 2: A PLANNED SEQUENCE

OF LEARNING EXPERIENCES
Teaching and Learning Activities based on Primary Science and Technology

Developed by: Amanda Kershaw

School: Eastern Creek Public School
Target Class: Year Three
Target Stage: Stage 2
Topic:
Our Force in Motion
School Context- Eastern Creek Public School
Significant facts, features and influences on the
school and the class.
Demographics:
Eastern Creek Public School-
Small school located in Greater Western
region of Sydney, NSW.
Total population 21,257
Females; 50.5%, Males 49.5%
A suburb that is well developed with
access to doctors, schools and
employment.
References:
Eastern Creek Public School, Annual Report 2015
Australian Bureau of Statistics, 2011
Cultural Diversity:
A total of 47.3% of people in Minchinbury
were born overseas
High percentage of birth place is South
East Asia with 15.7%.
High percentage of population speaking
LOTE at home (42.2%), with a small
minority of people located in this area
are of Indigenous background (2%).
References:
Eastern Creek Public School, Annual Report 2015
Australian Bureau of Statistics, 2011
Socioeconomic and Employment Status:
The unemployment percentage for the
area of Minchinbury stands at 6.4%
The Median total income (excl.
Government pensions and allowances)
for the population of Minchinbury in
2013 was $46,849.
References:
Australian Bureau of Statistics, 2011
Staff:
Eastern Creek Public School has a total of 25
teachers. All the teachers have completed an
undergraduate degree whilst 8% have
completed a post graduate degree.
Small team consists of a SAO, SLSO,
Aboriginal Trained teacher, ESL teacher,
and a School Counsellor
Implications for teaching and learning in Stage
2 Year 3
Teachers must:
Research the local area and the
environment to gain knowledge of class
context
Use the students knowledge of area to
assist in forming lessons
Use resources from local area to plan
lessons
Plan lessons based on the local area and
community to help students understand
whats available for them in the local
area.
Teachers must:
Promote inclusive education, to build
bonds between the students from
diverse backgrounds
Design programs to develop English
literacy for those LOTE students
Work with the ESL and SLSO staff to
address the individual needs of students
Know your students and how they learn
to build a rapport with them.
Be sensitive to students cultural and
religious views
Teachers must consider:
The ability for families to contribute
financially to the school
Design a program which are considerate
of parents income in relation to
excursions
Fundraise for students so it takes
pressure off families financially.
Teachers should:
Experienced teachers should mentor
beginning teachers to uphold the
reputation of the school in delivering
quality education.
Seek advice from other teachers around
and use their support to build a
professional relationship with the staff.
 School is developing a set of core staff to
implement and lead a Performing Arts
program into the school from PreK-6.
References:
Eastern Creek Public School, Annual Report 2015
Students:
In 2015 311 students were enrolled in
the school, including 40 preschool
students.
With 11 mainstream classes with 3 being
single graded and the rest composite
classes to meet students needs.
The school has no indication of an IM
class.
Class sizes range from 19 to 29 students
References:
Eastern Creek Public School, Annual Report 2015
Available Resources:
Team of staff who are specialist in
Learning Support and Indigenous
Education
Library with literature for all ages,
including computers.
School IPad for teachers to use.
Interactive White boards in most
classrooms.
Eastern Creek Public School, Annual Report 2015
Extra-curricular Programs:
Participation in school sport and
interests groups.
Debating team, Mandarin Language
Program
Student Representative Council
Dance Troupe
Active After School Community Sports
Program
Eastern Creek Public School, Annual Report 2015
Utilise the support staff to assist in
planning for students individual needs.
Use RFF time to reflect on the teaching
styles, classroom practices and how to
improve in the classroom.
Teachers must:
Work together as a staff to promote
and provide inclusive classroom
environment for all students whether
LOTE and other individual needs.
Regularly and appropriately asses
student learning and progress.
Regularly assess teacher planning to
ensure best practices are given to the
students.
Teachers can:
Incorporate ICT when planning and
programming their lessons
Restrict handing out homework that
requires ICT as some students may not
have access
ICT work should be able to be done in
the library or class iPads.
Utilise spaces such as the library for
research
Teachers should:
Understand that a lot of students
participate in extra-curricular
commitments
Promote this participation in these
activities
Work with P & C and the SRC to be able
to create a more inclusive and fair
community within the school
Core Concepts for Science and Technology Topic:
Concept Definition: Science Online Dictionary
Acceleration The act of accelerating; increase of speed
or velocity.
Force A dynamic influence that changes a body
from a state of rest to one of motion or
changes its rate of motion.
Friction The act, effect, or an instance of rubbing
one object against another
Gravity The fundamental force of attraction that
all objects with mass have for each
other.
Incline To deviate or cause to deviate from a
plane, esp. a vertical or horizontal plane;
slope or slant
Inertia The resistance of a body to changes in its
momentum.
Mass A measure of the amount of matter
contained in or constituting a physical
body.
Momentum Force or speed of movement; impetus,
as of a physical object or course of
events:
Net Force Combination of all forces acting on an
object
Newton The SI derived unit used to measure
force.
Reaction A response to some foregoing action or
stimulus
Resistance A force, such as friction, that operates
opposite the direction of motion of a
body and tends to prevent or slow down
the body's motion.
Speed The ratio of distance travelled by and
object to the time taken.
Static A frictional force between two touching
Friction surfaces when a force is applied to one
of them but they are not moving
Tension A force that tends to stretch or elongate
something.
Velocity The speed and direction of an object.
Weight A measure of the heaviness of an object;
the amount anything weighs
Stockley, C., Oxlade, C., Rogers, K., & Wertheim, J. (2007). The Usborne illustrated dictionary of science
(1st ed.). London: Usborne.
Year Three Definition
Acceleration is another way of saying
speeding up
A push or a pull, it cannot be seen but
its effects can.
A force that exists between two
surfaces in contact.
A force of attraction between any two
bodies.
An Incline is an elevated surface, from
one level to another.
Inertia means that an object is
keeping still until force is acted on it.
Mass is a property of a body that
causes it to have weight.
Momentum is placing force or
strength on an object to continue its
movement.
Combining all types of forces on one
object.
Newton is how we measure forces.
Reaction is how an object responds to
an action or a force.
Resistance is how an object tries to
block or slow down the force that is
being placed upon it.
Speed is a rate at which something
occurs.
Friction that exists between two
surfaces that are not moving.
A distance and how fast an object
travelled
How heavy an object is, and the
amount it weighs.
Syllabus Outcomes & Indicators

The teaching and learning activities presented in this unit of work will cover in detail the
following outcomes and indicators for the new NSW K-10 Syllabus for Science and
Technology. The relevant outcomes and indictors are as follows:
Outcomes Indicators
Working Scientifically: This will be achieved when students:
ST2-4WS using curiosity, prior knowledge, experiences and scientific information with
investigates their guidance, identifying questions in familiar contexts that can be investigated
scientifically (ACSIS053, ACSIS064)
questions and
predicting what might happen based on prior knowledge in an investigation
predictions by analysing (ACSIS053, ACSIS064)
collected data, working collaboratively and individually, to suggest ways to plan and conduct
suggesting explanations investigations to find answers to questions (ACSIS054, ACSIS065)
for their findings, and safely using appropriate materials, tools or equipment to make and record
communicating and observations, using formal measurements and digital technologies as
reflecting on the appropriate (ACSIS055, ACSIS066)
processes undertaken using a range of methods to record observations and measurements with care
and honesty, including tables and formal units for length, time and mass
comparing results with predictions, suggesting possible reasons for findings
(ACSIS215, ACSIS216)
using their ideas and findings to identify what they could find out next through
the processes of Working Scientifically and Working Technologically
Working Technologically: This will be achieved when students:
ST2-5WT using creative thinking techniques, including brainstorming, mind-mapping,
applies a design process sketching and modelling
using digital technologies and multimedia for communicating design ideas
and uses a range of
exploring a range of materials appropriate for the task
tools, equipment,
safely and correctly using a range of tools and equipment, materials and
materials and techniques, e.g. cutting, combining, joining, shaping, assembling and finishing
techniques to produce materials
solutions that address using established design criteria to evaluate the process, product or solution,
specific design criteria and suggesting how their design solution could be improved
Physical World: This will be achieved when students:
ST2-7PW investigate the effect of forces on the behaviour of objects, e.g. dropping,
describes everyday bouncing or rolling objects
observe the way the force of gravity pulls objects towards the Earth, e.g.
interactions between
dropping objects from different heights
objects that result from
contact and non-contact
forces
Values and Attitudes: This will be demonstrated when students show that they:
ST2-1VA, ST2-1VA- shows an interest in and enthusiasm for science and technology,
ST2-3VA responding to their curiosity, questions and perceived needs, wants ad
opportunities.
ST2-3VA- develops informed attitudes about the current and future use and
influence of science and technology based on reason.
Concepts Map:

Learning Experience 1:
 An introduction to the Force in Motion Topic
What makes things move? How do they slow down and stop? How do forces come into
everyday life? Closely studied by Isaac Newton, force should be thought about as causing
changes (REFERENCES)

Aim:

Students will work together as a whole class to discover what prior knowledge the students
have about force and motion. The students will begin the lesson with a KWL chart that is to
be implemented throughout the duration of the topic. This introductory lesson and learning
experience will allow the students to be engaged and involved in several hands-on activities
to grasp the meaning of force and motion.

Relevant Outcomes and Indicators:

Outcomes
Working Scientifically:
ST2-4WS
investigates their questions and
predictions by analysing collected
data, suggesting explanations for
their findings, and communicating
and reflecting on the processes
undertaken
Working Technologically
ST2-5WT
applies a design process and uses
a range of tools, equipment,
materials and techniques to
produce solutions that address
specific design criteria
Physical World:
ST2-7PW
describes everyday interactions
between objects that result from
contact and non-contact forces
Indicators
predicting what might happen based on prior knowledge in an
investigation
working collaboratively and individually, to suggest ways to plan
and conduct investigations to find answers to questions
suggesting appropriate materials, tools and equipment they
could use in conducting their investigations and recording their
findings, identifying appropriate safety rule
comparing results with predictions, suggesting possible reasons
for findings
representing and communicating ideas and findings in a variety
of ways such as diagrams, physical representations and simple
reports, tables, simple column graphs, written and oral factual
texts, explanation and argument
using creative thinking techniques, including brainstorming,
mind-mapping, sketching and modelling
using digital technologies and multimedia for communicating
design ideas
safely and correctly using a range of tools and equipment,
materials and techniques, e.g. cutting, combining, joining,
shaping, assembling and finishing materials
Forces can be exerted by one object on another through direct
contact or from a distance.
investigate the effect of forces on the behaviour of objects, e.g.
dropping, bouncing or rolling objects

Organisation:
The teacher in this experience will be playing a more active role as the students do not yet
have all the necessary information at this point of the unit for it to be an autonomous
experience. Teacher will be guiding the students and explaining to the students the
terminology for the unit as well as be the facilitator for discussions about what the students
already know about force and motion and how it is used in everyday life. Some of this lesson
will be outside so teacher needs to ensure that the hall is booked, and the equipment is
ready and all students have the correct clothing on to participate.
5 Es Learning Process:
ENGAGE
This part of the framework
captures the students
interests, and allows the
students to demonstrate
their knowledge on the topic
and makes connections
between that knowledge and
the new ideas being
presented.
EXPLORE
The concept of the topic is
explored through guided and
hands on activities. These
hands-on activities help the
learners investigate the
problem in front of them in
their own words which can
help them make sense of the
new concept.
EXPLAIN
Teacher here provides the
The experience begins with the words Force and Motion on the
IWB. Students along with the teacher will begin with
construction of a KWL chart. This KWL chart is to filled out
throughout lesson.
Students will be asked to sit themselves into a circle, while the
teacher places a marble in the middle of the circle. Teacher then
poses questions such as:
How can we make the marble move?
What are the different ways we can do this?
Do we push it? Do we pull it? Can we hit it with another
marble?
Teacher encourages students to come and have a play with the
marble and different ways they can make it move.
Teacher then introduces the students to the motion wall, which
is blank now but will be filled of all the words and information
learnt along the way about force and motion. This information
will be placed on post it notes then placed on the motion wall.
Inform the students that they will be starting a new topic of
force and motion by playing with playdough.
Students will be handed a small piece of playdough each and
asked to make it into a sausage shape. Students are to think
about:
Where they are applying force
How they applied force (push, pull, twist, bend)
Was it light or heavy force?
Students have 5-10 minutes to play with the playdough and
manipulate it into as many shapes as they can and drawing each
shape and placing arrows as to where they applied force.
Once all students have had a play, get them to place equipment
back into box and return to floor for discussion. Begin wordle
online brainstorming discussion about the playdough
investigation. Encourage all students to express how they felt,
what they learnt and what they discovered during the
experiment.
Students will then gather in front of the IWB for a short video
which gives an explanation into forces and motion. This will
 student with the terms for
clarity for the students. This
then develops the students
ability to explain the
phenomenon they had just
experimented with.
ELABORATE
Students now apply
information gained to new
situations to develop their
deeper understanding of the
concept. Students will
discuss and build on
knowledge learnt within the
classroom.
EVALUATE
Students now review, reflect
and assess their own
learning, knowledge and
skills on the concept topic.
Use of Information and Communication Technology:
Interactive Whiteboard to use https://www.youtube.com/watch?v=rfeVlNL7d9U for
explanation. Wordle brainstorm online.
Recourses Required:
Dictionaries in the room
Playdough
Marbles
Balls (different sizes) gloves, goals, hall booked.
Learning Experience 2:
bring up words that the students may have not heard.
As a class students are going to write down words they are not
familiar with, and are to go use a dictionary to find the meanings
of those words to place onto the motion wall.
Students are given the opportunity to go into the hall to
experiment some more with forces with different size objects.
Students are directed to the hall with the teacher are asked to
sit in a circle around the hall. One student is asked to grab a ball
and with little force throw it to another student. Teacher
discusses with the class
Did it make it to the student? Why/Why Not?
What do we need to change so it makes it to the target?
This continues for 5 minutes then moving onto smaller objects
and different activities such as kicking (gently), rolling, walking
around the room (thinking about their foot action).
Teacher ill bring up speed and direction and how they come into
play when using a force. Students are asked to observe the balls
when throwing it upwards, what happens to the ball. What goes
up must come down. (Gravity is the next learning experience).
As a class come back together to complete the reflective
activity.
Reflective Activity: Students as a class will be asked to think
about something they earnt today throughout the experiments
about forces and motion. This will be placed on KWL chart
created earlier in the experience. Things students would like to
know or to be expanded on are to be placed into the W section
of the chart.
 Defying Gravity
Gravity holds everything together. It keeps us here on Earth and keeps the Earth revolving
around the Sun. Without it we would all be floating around. Gravity The Universal Glue.
(Loxley, et. al 2009; Peacock, Sharp & Johnsey, 2014; Rutledge & Rutledge, 2010)

Aim:
Within this learning experience students will be working collaboratively to investigate the
effects gravity has on different objects and how the mass of the objects change the
gravitational effect. Students will be using their observation, predicting, exploring, and
evaluating skills to see how gravity effects objects when dropped from heights either the
same or different. Students will be encouraged to use the schools IPads to record their
findings to be able to create a presentation of their findings.

Relevant Outcomes and Indicators:

Outcomes
Working Scientifically:
ST2-4WS
investigates their questions and
predictions by analysing collected
data, suggesting explanations for
their findings, and communicating
and reflecting on the processes
undertaken
Working Technologically
ST2-5WT
applies a design process and uses
a range of tools, equipment,
materials and techniques to
produce solutions that address
specific design criteria
Physical World:
ST2-7PW
describes everyday interactions
between objects that result from
contact and non-contact forces
Indicators
predicting what might happen based on prior knowledge in an
investigation
working collaboratively and individually, to suggest ways to plan
and conduct investigations to find answers to questions
suggesting appropriate materials, tools and equipment they
could use in conducting their investigations and recording their
findings, identifying appropriate safety rule
comparing results with predictions, suggesting possible reasons
for findings
representing and communicating ideas and findings in a variety
of ways such as diagrams, physical representations and simple
reports, tables, simple column graphs, written and oral factual
texts, explanation and argument
using creative thinking techniques, including brainstorming,
mind-mapping, sketching and modelling
using digital technologies and multimedia for communicating
design ideas
safely and correctly using a range of tools and equipment,
materials and techniques, e.g. cutting, combining, joining,
shaping, assembling and finishing materials
observe the way the force of gravity pulls objects towards the
Earth, e.g. dropping objects from different heights

Organisation:
Students will be organised into groups of mixed abilities to assist with the constructivist
approach in learning. The students will be exploring, investigating, justifying and observing
gravity and force of gravity. The teacher in this experience will be taking on the role of the
facilitator. The teacher will be guiding discussions about gravity, encouraging all students to
participate and ensuring that all children are being safe and working collaboratively in a
group.
5 Es Learning Process:
ENGAGE
This part of the framework
captures the students
interests, and allows the
students to demonstrate
their knowledge on the
topic and makes
connections between that
knowledge and the new
ideas being presented.
EXPLORE
The concept of the topic is
explored through guided
and hands on activities.
These hands-on activities
help the learners
investigate the problem in
front of them in their own
words which can help them
make sense of the new
concept.
EXPLAIN
Teacher here provides the
student with the terms for to explain in their own words what had happened in their
clarity for the students. This experiment and their findings (this can be done by filling in the
Students will begin by starting a KWL chart about gravity that is to
be completed throughout the experience as they learn and
explore new things.
Students will then be gathered in front of the interactive
whiteboard to watch a short clip on the topic gravity. Students are
reminded to listen and watch closely to the video to ensure they
grasp a full understanding.
Teacher starts discussion on topic to ensure students were
listening and have a full understanding of the topic gravity.
Questions will be asked such as:
What is gravity?
How does gravity work?
Why do we need gravity?
Can we see gravity?
Students notice the importance of gravity and how we can learn
about the gravitational force around us. (New words information
place on motion board).
Students will be given two hands on activities which are hands on
to investigate in this section.
Activity 1: Drop object from height
Students will be given 2 objects which have the same mass and
the aim is to investigate and observe which object hits the floor
first. Students in the group will take turn at dropping the objects
from the same height such as from standing, standing on a solid
block, from a new height outside. Student are required to record
each trial to keep for data purposes.
Activity 2: Weight in play
This activity is like the activity above but this time the objects are
of different weight. Students are to find their own objects around
the room and can play with how many objects are dropped at the
same time. Students are encouraged to continue recording their
finding for data purposes.
Teacher will guide discussions with the groups asking questions
about their findings, which landed to the ground first.
Students will be viewing a video explaining the experiment that
they had just discussed. Before they view this video, students are
 then develops the students KWL chart as a class). Students are encouraged to make a
ability to explain the prediction as to why they think they found what they did.
phenomenon they had just Once this video has concluded the students will be going back to
experimented with. their predictions made and compare them to the videos
explanation of the activity.
Students will learn and understand how gravity works on the
objects. They are to plan their presentation that they will be
showing to the class.
ELABORATE Students will be going back to complete a new experiment with a
Students now apply ruler to see how quickly gravity brings an item to the centre of the
information gained to new Earth.
situations to develop their Activity: Ruler drop
deeper understanding of Students will be in pairs this time with a ruler between them and a
the concept. Students will recording sheet. One student is to hold up a ruler at a height for
discuss and build on their partner to try and catch with their thumb and index finger. It
knowledge learnt within can get recorded as to what number their grip is on when caught.
the classroom. The students should be able to discuss ways that this experiment
can be changed or controlled to ensure that each student is
receiving similar results.
EVALUATE Students will now be demonstrating their experiences and
Students now review, knowledge learnt on the concept taught by completing the KWL
reflect and assess their own chart as a class. This can be assessed through oral demonstration.
learning, knowledge and Teacher will place KWL chart on the IWB, and students will be
skills on the concept topic. adding new information to the chart from what they have
explored in the learning sequence.
Students will also be asked to hypothesize how gravity and air
resistance work together, as this is going to be discussed and
explored in the next learning experiences. demonstrate their
understanding of concepts covered in the learning experience.

Use of Information and Communication Technology:

Interactive Whiteboard used for watching the educational video about gravity,
students presenting their findings in PPT and the KWL chart displayed.
Camera for the teacher to take photos of students when participating in activities

Resources Required:
Interactive Whiteboard
https://www.youtube.com/watch?v=EwY6p-r_hyU- Gravity Compilation (Crash
Course Kid, 2016)
https://www.youtube.com/watch?v=dxcx35x5L9Y Danger! Falling Objects (Crash
Course Kid, 2016)
Stopwatch to record time for item to hit ground
Camera/ IPad for recording
Objects such as- balls, cans, rocks, pens, paper clips, water bottles etc. for object
dropping.
rulers
Learning Experience 3:
I aim to fly high
Air resistance is a force that is created when objects try to push through their way through the
air. Where does air exist? Is it everywhere? (Cross &Bowden, 2010)

Aim
Students will work collaboratively to investigate through a series of practical activities on air
resistance. Students will reflect on their own individual learning, as well as putting this
information to place on the motion board. This learning experience continues from gravity as
students have just learnt about gravity. This learning experience will increase the knowledge
of gravity as well as the affect air resistance has on Earth and objects.

Relevant Outcomes and Indicators:

Outcomes
Working Scientifically:
STe-4WS
investigates their questions and
predictions by analysing collected
data, suggesting explanations for
their findings, and communicating
and reflecting on the processes
undertaken
Working Technologically
ST2-5WT
applies a design process and uses
a range of tools, equipment,
materials and techniques to
produce solutions that address
specific design criteria
Physical World:
ST2-7PW
describes everyday interactions
between objects that result from
contact and non-contact forces
Indicators
predicting what might happen based on prior knowledge in an
investigation
working collaboratively and individually, to suggest ways to plan
and conduct investigations to find answers to questions
suggesting appropriate materials, tools and equipment they
could use in conducting their investigations and recording their
findings, identifying appropriate safety rule
comparing results with predictions, suggesting possible reasons
for findings
representing and communicating ideas and findings in a variety
of ways such as diagrams, physical representations and simple
reports, tables, simple column graphs, written and oral factual
texts, explanation and argument
using creative thinking techniques, including brainstorming,
mind-mapping, sketching and modelling
using digital technologies and multimedia for communicating
design ideas
safely and correctly using a range of tools and equipment,
materials and techniques, e.g. cutting, combining, joining,
shaping, assembling and finishing materials
investigate the effect of forces on the behaviour of objects, e.g.
dropping, bouncing or rolling objects
investigate the effect air resistance has on objects and how
gravity comes into play when an object is thrown into the air.

Organisation:
Teacher will take on the tole of the facilitator for the beginning of the experience then move
more towards the role of observer. Students will be placed in mixed ability groups to learn
more from each other rather than just the teacher. Teacher will guide the discussion with the
students about air resistance, whilst students are working hands on. Teacher may need to
assist some students in the design and construction of their instrument. Teacher must have
safety on top of mind at all ties while students are using scissors and other tools.
5 Es Learning Process:

ENGAGE Teacher places information about Air Resistance up on the IWB for
This part of the students to read aloud as class. Teacher should regularly pause for
framework captures the students to ask questions, elaborate on some information
students interests, and presented and consider the needs of some students who may need
allows the students to assistance when reading. After the reading students, will be asked
demonstrate their to discuss information that came up when reading, and allowed
knowledge on the topic time to place things on the motion wall.
and makes connections What is air resistance
between that knowledge
How does it relate to gravity?
and the new ideas being
presented. What kinds of objects need air resistance?
Teacher will construct paper air plane and ask students to predict
what will happen when she lets go. This is an introduction to the
next activity.
EXPLORE Activity 1: Paper Plane
The concept of the topic is Students will be working individually to create and design their
explored through guided own paper airplane. Once student have created their airplane, they
and hands on activities. are to write down their predictions on a piece of paper and place it
These hands-on activities on the motion wall. Students will then be grouped for a group
help the learners experiment.
investigate the problem in Activity 2: Investigation planner
front of them in their own The students will be in the mixed ability groups, and are now asked
words which can help a few questions about their paper plane. These trial runs should
them make sense of the happen as a group to decide which plane will be bet for the next
new concept. experiment.
What happens when you drop your plane?
How far does it go?
How quickly does it hit the ground?
Can we change anything?
Each group is given a hand full of post it notes and an investigation
planner to work with. Each group is given the question What
happens to the paper plane if we change?
Students as a group must decide what they are going to change
from their post it notes and place it on their planner. Once this is
recorded students are to stop work ready to move on to next
activity.
EXPLAIN Students have had an experience with paper planes and
Teacher here provides the constructed their own theory as to what will happen. Students will
student with the terms for now watch a short video explaining air resistance. This video is
clarity for the students. going to help those visual learners get a grasp of how air resistance
This then develops the works instead of just listening to information.
students ability to explain Once this video has been watched students are to go back to their
the phenomenon they groups and trial their plane from their first investigation changes.
 had just experimented
with.
ELABORATE
Students now apply
information gained to new
situations to develop their
deeper understanding of
the concept. Students will
discuss and build on
knowledge learnt within
the classroom.
EVALUATE
Students now review,
reflect and assess their
own learning, knowledge
and skills on the concept
topic.
As a group students are to observe and record what has now
happened to their plane now that they have changed an aspect.
Students use their new knowledge about air resistance and their
first investigation from their planner to make any new adjustments
to their plane and record it on their planner
What they are changing?
What they are keeping the same from first run?
What they are looking for this trial?
Remind students to be recording their investigation using their
IPads and cameras around the room, so when they need to
present information they have something to refer to. Students are
to repeat this investigation 2 more times until they have tried
everything from their post it notes, and to give students a larger
range of material to analyse.
Students will now participate in a class discussion to evaluate their
understanding. Grabbing their initial predictions from the motion
wall students will be asked to come up to the front and discuss
their predictions and compare them to their findings of the
experiment. Students will then come together to create a wordle
of the information learnt today While students place information
on the motion wall.

Use of Information and Communication Technology:

Interactive whiteboard for use when playing the informational video about air
resistance and reading information on air resistance.
Camera/ Student iPads

Resources Required:
Interactive Whiteboard-
https://www.youtube.com/watch?v=RrJ1-YofCaA Astronaut Experiment (Crash Course Kid,
2015) educational video about air resistance
http://www.kidsdiscover.com/teacherresources/parachutes-gravity-air-resistance/

Paper (enough for 5 per student)

Scissors
Investigation Planner
Post it notes
Make a paper plane instruction for some students
Learning Experience 4:
What Sink? What Floats?
How do we determine whether an objects floats or sinks? Is it the downward pull of gravity or
the upward push of the water? Is it how heavy the object is? Or would it be how light the
object is? I Guess we must find out (Cross, & Bowden, 2009).

Aim:
Students will engage in collaborative learning in groups of 3 (mixed ability) to investigate the
reaction of objects in water. This will allow students to explore the push or pull affects how
an object moves in water.

Relevant Outcomes and Indicators:

Outcomes
Working Scientifically:
ST2-4WS
investigates their questions
and predictions by analysing
collected data, suggesting
explanations for their findings,
and communicating and
reflecting on the processes
undertaken
Working Technologically
ST2-5WT
applies a design process and
uses a range of tools,
equipment, materials and
techniques to produce
solutions that address specific
design criteria
Physical World:
ST2-7PW
describes everyday interactions
between objects that result
from contact and non-contact
forces
Indicators
predicting what might happen based on prior knowledge in an
investigation
working collaboratively and individually, to suggest ways to plan
and conduct investigations to find answers to questions
suggesting appropriate materials, tools and equipment they
could use in conducting their investigations and recording their
findings, identifying appropriate safety rule
comparing results with predictions, suggesting possible reasons
for findings
representing and communicating ideas and findings in a variety
of ways such as diagrams, physical representations and simple
reports, tables, simple column graphs, written and oral factual
texts, explanation and argument
using creative thinking techniques, including
brainstorming, mind-mapping, sketching and modelling
using digital technologies and multimedia for
communicating design ideas
safely and correctly using a range of tools and equipment,
materials and techniques, e.g. cutting, combining, joining,
shaping, assembling and finishing materials
identify that gravity pulls down on objects
explain that water can push up on objects in water
discuss how scientific knowledge of pushes and pulls in
water can be useful in their daily lives.

Organisation:
Teacher will take on the role of a facilitator as well as an observer in this lesson. Teacher
must ensure safety rules are followed as part of this lesson is not in the classroom, but out on
the oval where water can hit the ground without hassle. The teacher will guide discussions
with the students but observe their learning when partaking in the learning experience.
Teacher will walk around class taking photos, and orally assessing the students understanding
of content.

5 Es Learning Process:

ENGAGE
This part of the framework
captures the students
interests, and allows the
students to demonstrate
their knowledge on the
topic and makes
connections between that
knowledge and the new
ideas being presented.
EXPLORE
The concept of the topic is
explored through guided
and hands on activities.
These hands-on activities
help the learners
investigate the problem in
front of them in their own
words which can help them
make sense of the new
concept.
EXPLAIN
Teacher here provides the
student with the terms for
clarity for the students. This devices from the basket and scan the QR code which will lead
then develops the students students to a short video explaining sinking and floating. Students
ability to explain the
phenomenon they had just the chance to ask questions, write down something for the
experimented with.
Discussion with students about their experiences with water such
as a pool, a bath and in the ocean.
What happens to you when you are in the bath or the
pool?
What happens to the water?
What do you think happens to other objects in the
water?
Model: Pushing down
Teacher will demonstrate what the students will be doing.
Teacher will push down on a ball that is placed in the water,
explain to student what they need to be looking for. Mop up any
spills, ask students to get into groups of three, grab equipment
for each group and move onto oval with hats and water.
Students will complete two activities in this section.
Activity 1: Water on the ball.
In this activity students are going to explore in their groups the
demonstrated activity by the teacher using different sized balls.
Teacher will ask students, what do they fell when pushing the ball
down, what do they notice when they release the ball. WHY?
Record their findings (draw it if they need to)
Activity 2: Strings attached
Students will still be exploring with items being placed in water
but this time with a string attached to a heavy item. Students will
lower the heavy object into the water, wait a moment, and then
pull on the string to lift the object out of the water. This will help
students get a real feel for gravity. Discuss: what does it feel like,
does it feel the same in water as it does in air?
Students will be asked to record their findings and this time draw
a simple diagram outline the force arrows and the ball in the
water.
After the completion of these activities students are asked to
gather all equipment and bring down to the COLA to be reset for
the next experiment. Teacher will get students to grab out their
are to watch this in their groups. After the video, students have
motion wall and debate in their groups about the information
 learnt. Students are now asked in their teams to fill their buckets
back up ready for the next activity.
ELABORATE Students will go back to their groups, and around the COLA area
Students now apply they are to grab 5 items of different sizes that they can place into
information gained to new the water. Once they have those items, students are to collect 5
situations to develop their items from the bucket that the teacher has. Once this step is
deeper understanding of completed students are to use their iPad to create a chart naming
the concept. Students will their items and writing down Predict, Observe and Explain (POE).
discuss and build on Students are to choose one item Predict whether it will flor or
knowledge learnt within sink, place it into the water, observe what has occurred and then
the classroom. explain and compare in their own words what has happened.
EVALUATE Student are brought back into the classroom and all items packed
Students now review, up and put away. Students and teacher work together to discuss
reflect and assess their own their POE chart. Students will be asked to discuss what items
learning, knowledge and floated, what did they have in common? What items sunk? What
skills on the concept topic. did they have in common? Did the groups have any same results
or did one thing float and another sunk? Any new information is
to be written down and placed on the motion wall.

Use of Information and Communication Technology:

Interactive Whiteboard -
Camera teacher takes photos of students

Required Resources:
Interactive whiteboard https://www.youtube.com/watch?v=eQuW8G2QV_Q- Sink or
Float (SciShow Kids, 2016).
Paper towel
Mops
range of different sized balls (e.g., table tennis balls, small rubber balls, basketballs).
1 bucket or medium-sized container filled with water
a heavy object with thick string tied around it (e.g., 1L plastic bottle filled with water)
range of different items that may float or sink when placed into water.
Learning Experience 5
All force in Motion
This learning experience is placing everything students have learnt into a small assessment to
evaluate and assess their learning throughout the topic.

Aim:
The students will be creating their own parachute implicating all that they know about
gravity, forces, weight and resistance to see which parachute will have the most air time, and
the longest time that gravity forces it back down to the ground. Students will work both
individually and collaboratively to investigate and experiment with different materials to
design their own object which will have the most air resistance and take the longest time to
come down back to the ground (gravitational force). This learning experience is the students
assessment on how they work together as a group to achieve the best results as well as
individual marks on how much knowledge they have gained from the topic.

Relevant Outcomes and Indicators:

Outcomes
Working Scientifically:
ST2-4WS
investigates their questions
and predictions by analysing
collected data, suggesting
explanations for their findings,
and communicating and
reflecting on the processes
undertaken
Working Technologically
ST2-5WT
applies a design process and
uses a range of tools,
equipment, materials and
techniques to produce
solutions that address specific
design criteria
Physical World:
ST2-7PW
describes everyday interactions
between objects that result
from contact and non-contact
forces
Indicators
predicting what might happen based on prior knowledge in an
investigation
working collaboratively and individually, to suggest ways to plan
and conduct investigations to find answers to questions
suggesting appropriate materials, tools and equipment they
could use in conducting their investigations and recording their
findings, identifying appropriate safety rule
comparing results with predictions, suggesting possible reasons
for findings
representing and communicating ideas and findings in a variety
of ways such as diagrams, physical representations and simple
reports, tables, simple column graphs, written and oral factual
texts, explanation and argument
using creative thinking techniques, including
brainstorming, mind-mapping, sketching and modelling
using digital technologies and multimedia for
communicating design ideas
safely and correctly using a range of tools and equipment,
materials and techniques, e.g. cutting, combining, joining,
shaping, assembling and finishing materials
investigate the effect of forces on the behaviour of
objects, e.g. dropping, bouncing or rolling objects
observe the way the force of gravity pulls objects towards
the Earth, e.g. dropping objects from different heights
Organisation:
The teacher will play the role of the observer in this learning experience as this is the
students assessment. There is a time where the teacher is required to play a role as the
required tools that need to be used to produce the hot air is not safe for the students to use
and by having one person complete this role the experiences stay the same for every group.
The teacher will be placing a hot air machine under each parachute to heat it up before
releasing it as hot air rises. (Safety of the machine must be noted to children prior to the
commencement of the activity).

5 Es Learning Process:

ENGAGE
This part of the
framework captures the
students interests, and Teacher will mention safety of the equipment and that this is the
allows the students to
demonstrate their
knowledge on the topic
and makes connections
between that knowledge
and the new ideas being
presented.
Students are taken outdoors for this part of the lesson. Teacher
will show a short video of her prior experience completing this
same experience to show the students what they will be doing.
students assessment.
1. Get the children to describe how gravity and air resistance
work together when an object is flown into the air. Written
onto a piece of paper with names and placed on teachers
desk. Children are encouraged to use the correct
terminology learnt throughout the topic.
2. Place students into groups and assign them to a table group
each (4 to each group mixed ability). Hand out the
students instructions and get them to check that they have
all materials on the table per their instruction sheet.

EXPLORE 1. Allow students to have 10 mins planning time before

The concept of the topic is
explored through guided
and hands on activities.
These hands-on activities
help the learners
investigate the problem in
front of them in their own
words which can help
them make sense of the
new concept.
commencing the activity. This gives all students to have
their say and feed off each others ideas. Make sure
students have a table name on their design and name their
parachute so when marking it is easier to identify. Each
student must play a specific role within the activity (time
keeper, recorder, and holding of the parachute x2) This
makes students feel like that have special roles to play in
the experiment.
2. Their design must be labelled as to force arrows and their
predictions of how long it is going be in the air for, and how
long it is going to take to come back down to the ground.
3. Inform students that this activity will be completed outside
and that they are to take into place the force of the wind
outside and how it is going to affect their parachute. Let
students begin creating their parachute giving them
20mins. Teacher will be going around classroom ensuring
that all students are participating in the experiment as
marks are on participation as well.
 EXPLAIN
Teacher here provides the
student with the terms for
clarity for the students.
This then develops the
students ability to explain
the phenomenon they
had just experimented
with.
ELABORATE
Students now apply
information gained to new
situations to develop their
deeper understanding of
the concept. Students will
discuss and build on
knowledge learnt within
the classroom.
EVALUATE
Students now review,
reflect and assess their
own learning, knowledge
and skills on the concept
topic.
Use of Information and Communication Technology:
Camera/ Class iPads for recording their times, and photos of creation.
Required Resources:
Garbage Bags
Sellotape
Baskets
Instruction sheets
Machine for hot air
Bendable sticks to hold shape of parachute
Scissors
Students are now to come back to their desks working individually,
explain what they have just done as a group and their role in the
group. Did they make a good team, was there any issues within the
group? Students are to write down what they have learnt about
gravity and air resistance and how they think this experiment helps
them understand how it works. Students are encouraged again to
use correct terminology and can look onto the motion wall for
reference if need help.
1. Once parachutes have been completed each group will get
a turn outside in front t of the classroom to show off their
creation. Students of each group are asked to complete
their role as well as ensuring they are observing their
creation. Each group gets three trials of this experiment
and are to average out their best. Once each group has
participated, each student is to write a reflection on their
experiment.
Students are to go back to their groups and complete their POE
from their experiment. This POE should include the outcome of the
experiment, what type of forces and motion was involved in this
experiment and what they could change. These reflections will also
be marked as a part of their assessment. These will be placed on
teachers desks ready to mark.
A review on Primary Teachers Attitudes towards Science and Technology

The unit designed provides a series of experiences that children will be engaged in, enjoy and
show relevance to their everyday lives. Force is something we do not see but know is there,
involving students in this topic it brings together the links between science and technology
(Skamp, 2014). Making these links enhances a student-centred learning environment and
gives the students a chance for their voice to be heard amongst the class (Skamp, 2014).

Ensuring that the environment that students are participating experiments in, is engaging is
central to the constructivist approach to a science education (Skamp, 2014). Having this
approach in a classroom where learning is very hands on it makes the learning more
authentic for the students. It allows for the dialogue between students and the students and
the teacher to be a focus of the learning experience which is then consistent in Vygotskys
social constructivist approach (Woolfolk & Margetts, 2007).

Prior to undertaking a Science and Technology unit, most teachers are scared, dont have the
knowledge and are confused about the content that needs to be taught within a typical
science class (Dunne & Peacock, 2011). Teachers low confidence, self-efficacy and their
beliefs about teaching science is another reason as to why science has suffered for many
years (Preston & Mussone, 2013). Some primary teachers felt that they were unable to teach
science effectively even if they had some confidence due to the constraints place on them,
such as lack of suitable equipment, lack of interest from students, insufficient time and that
some of the content that some of the content that they are required to teach is beyond some
of the capabilities of their students (Murphy & Beggs, 2003).

Undertaking educational courses within the school, outside of the school is paramount to
ensuring that teachers are equipped and enthusiastic about delivering a positive value and
attitude towards science and technology. Equipped with the knowledge and skills from this
unit pre-service teachers are now able to successfully integrate science and technology into
their classrooms. The introduction to Bybees 5Es framework within the unit assisted
teachers understanding and their ability to engage in topics taught confidently, effectively
and operatively (Bybee, 2014).

The idea of engaging and exploring before an explanation enriches the students critical
thinking skills as well as higher order thinking skills, as the students can engage in an activity
and express their ideas and understanding of knowledge before being told the answer
(Woolfolk & Margetts, 2007). This framework promotes and encourages positive attitudes
and values towards science in primary school and in the students, everyday lives. Being
exposed to this framework within the unit, my confidence and competency to be able to
teach science and technology effectively in a classroom has heightened.

A new-found eagerness towards teaching this key learning area will benefit future students
from being disadvantaged from the lack of positivity their teacher holds towards teaching
science (Fleer, Jane, Hardy, & Beverley, 2006). The exposure to this framework in the
tutorials and within this assessment has improved the pre-service teachers understanding of
the significance of teaching Science and Technology. The practically element of the unit and
being shown how these experiences are relevant to the real world, enabled the pre-service
teachers to understand and comprehend the knowledge and skills that are crucial to the
understanding of the world around the students. This allows the pre-service teacher to gain
an insight into how they can integrate this key learning area successfully into their classroom
and give students experiences that relate to their everyday lives.

Overall, this learning experience throughout the unit has addressed the fears, a lot of pre-
service teacher held in regards to teaching Primary Science and Technology successfully in
the classroom. Throughout this unit I have actively engaged in hands on learning experiences
that have been both rewarding and enjoyable to discover science from a totally new
perspective. These experiences are ones hoped to be taken into a classroom and see the
students enjoy just as much as I did. I now have some confidence to be able to take
everything I have learnt and my new positive attitude from this unit into my classroom to
ensure that all students are learning from each other, and learning not just from listening but
doing.
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