Professional Documents
Culture Documents
What is the Learning?
Concept: Energy and Change Primary Connections On the move
Working Scientifically: Students will draw, classify, compare, investigate, observe and
report.
Essential Learning: Thinking and Communication
How will the students engage with this learning? Teaching Sequence 5 Es
Lesson 1 Engage (To find out what students’ know about human movement)
* Students play musical chairs. Then discuss the idea of being ‘still’ and what it means.
* Students then play musical statues in pairs – one person dances and the other one observes
and then they swap.
* Bring attention to involuntary movements by asking – did your partner move at all? Did
any part of their body move? What sorts of movements did you see?
* Play Simon Says to bring attention to the body parts that we can move.
* Play Simon Says in pairs with students taking turns to be Simon.
*Explain the unit will investigate things that move and the ways that they move. Introduce
the class Science journal which will be a record of what the class finds out and does.
Lesson 2 Explore (Finding things that move in the classroom, school grounds and outside
of the school)
* Review the last lesson. Explain they will be observing things that move in three different
places classroom, school grounds, outside the school grounds.
* Show them the ‘Things that move’ table in the class science journal and explain that
students’ ideas will be recorded using the table.
* Ask students to predict the things that they might see move in the classroom by closing
their eyes and visualising. Write the ideas down.
* Ask students to observe things that move in the classroom giving them a goal of items to
find or a time limit. Record all of the students’ observations.
* Repeat the prediction and observation activity for things that move in the school ground
and things that move outside the school ground. Record the observations when you get back
to the classroom. Discuss students’ observations and the different types of things they saw
move.
* Encourage students to describe the way things move by asking questions such as ‘How
would you describe the way an ant/tree branch/pram moves?
Record the descriptions of the ways in which things move.
* Create a word wall about movement
* Students draw a picture of something they saw moving and write a sentence about it.
Lesson 3 Explore (Looking at human movement and identifying the body parts involved
in movement)
* Review the previous lesson. Read some of the words on the word wall.
© Developed by, Kathy Paige, David Lloyd & Mike Chartres: Mathematics and Science Education UniSA: Underdale
* Explain that students are going to work in pairs. One person will move on the playground
and the other person will observe them. They will then switch roles.
*Form pairs using random grouping
* Take photos of the students moving
* Students draw a picture of their partner moving and then write a sentence about the
movement they observed e.g. ‘Zara is sliding down the slide’ or ‘Ethan is swinging on the
monkey bars’.
*Students share their drawings. Record students’ observations in a ‘Moving parts’ table.
Movement (slide, run, swing, hop) and body parts used.
* Show students how to add labels to their picture to show the parts of the body that are
moving.
* Model a type of movement and ask students when you should use it e.g. a baby is asleep,
how do you move around? Focus attention on the fact that different movements are
appropriate for different situations.
* Add new vocabulary to the word wall.
Lesson 4 Explore (Look at toys that move and the different ways that they move) Toys
that move i.e. balls, marbles, toy car, yoyo, spinning top, jackinthebox, etc
* Show students a range of moving toys. Ask them to suggest ways they can move e.g. ‘the
car can roll’ and ‘the ball can bounce’.
* Select a toy and ask students to describe the parts the observe that allow the toy to move.
* Students will work in pairs to observe a toy. They need to describe how the toy moves and
identify the parts that help it move,
* Form pairs using random grouping. Ask one member of the pair to select one toy to
observe and discuss.
* Allow time for them to observe and discuss before sharing the toy with the whole class.
* Working together the class will arrange the toys in groups according to the way they move
or the parts that allow them to move.
* Add any new words to the word wall.
Lesson 5 Explain (Look at the ‘science’ to help students explain their understandings of
movement)
* Review the previous lessons What are some ways humans can move? What are some
ways toys can move? What are the parts that help them move?
* Introduce the cube (See attached sheets) with the words push, pull, bounce, slide, roll and
spin. Roll the cube and ask a student to demonstrate the word. Invite students with different
ideas to demonstrate how they think the word is best represented. Ask students to describe
the body parts used to make the movement. STUDENTS NEED TO HAVE SPACE
* Discuss the different ways that the word has been represented (using arms, legs, arms &
legs).
* Introduce the second cube with the adverbs. Repeat the procedure to demonstrate and
explain the adverbs.
* Students play the ‘chance dance’ at first only using the first cube. When the second cube is
introduced the students perform in the way specified e.g. spin low or push fast .
Discuss with the class the activity.
© Developed by, Kathy Paige, David Lloyd & Mike Chartres: Mathematics and Science Education UniSA: Underdale
Lesson 6 Elaborate (Students conduct their own investigation on what things can roll)
Objects to roll i.e. toy car, shoe, cardboard roll, block, pencil, cork, lunch box, book, sticky
tape etc.
* Review the different ways that things can move. Focus on Rolling.
* Look at the toys that were used previously identify which ones can roll and how they can
be made to roll.
* Review the meaning of ‘rolling’. Push a ball and a book along. The ball roles, the book
slides. Repeat asking the students to watch carefully for the differences.
* Students are going to work in pairs to investigate objects that are easy to roll and objects
that are hard to roll. Each group will review three objects, one at a time.
* Each group reports back on their objects and how easily they rolled. This is recorded in the
class science journal (object, easily, not easily, why?).
*Discuss ideas as to why some objects were easy to roll and others are hard to roll.
Lesson 7 Evaluate (Students represent what they know about movement and reflect on
their learning)
* Review the activities students have participated in. Read the word wall.
* Play the chance dance game with two dice to revise students’ understanding of push, pull,
bounce, slide, roll and spin.
*Students now show what they have learnt. Divide a page into four boxes. In each box the
student illustrates one movement and labels the parts that help it move. Allow students to
share their drawings with other class members.
* Review the unit asking questions such as – which activity did you enjoy doing? What new
things have you learned?
How will you know what the students have learnt?
What will you assess? How will you assess? When will you How will you record
assess? your assessments?
Students’ Through observation During the activities Anecdotal notes and a
understanding of and product analysis and the product checklist/comments
movement from lesson 7 for lesson 7
Links with the SACSA Framework
Strand: Energy Systems
Outcome: 1.4 Poses questions and explores the ways in which different objects move.
Key Idea: Children pose questions, investigate and share ideas about the different ways in
which simple devices operate.
Standard: towards standard 1
© Developed by, Kathy Paige, David Lloyd & Mike Chartres: Mathematics and Science Education UniSA: Underdale