6172RB Science a STEM approach Year 2 low res watermark

More documents

Recommendations

Info

Lesson 2 Physical sciences FORCED TO MOVE Teacher notes Science inquiry focus: What is the difference between a push and a pull? Science Inquiry Skills: • Questioning and predicting QP • Planning and conducting PC • Processing and analysing data and information PA • Evaluating E • Communicating C Science as a Human Endeavour: • Students identify how we use pushes and pulls in our everyday lives and how we position our body to apply a push or a pull. Technology/Engineering/Mathematics links: • participating in online interactive games • using mathematical knowledge of relative positions and directions to move an object from a given starting position to a finishing position Background information • A push is a force that moves an object away from that which is applying the force. If the force is being applied to an object by a person, the object will move away from the person. If the force is being applied to an object from another object, such as when basketballs collide, the objects will move away from each other. • A pull is a force that moves an object towards that which is applying the force. If the force is being applied by a person, the object will move towards the person. If the force is being applied by an invisible force, such as gravity, the object will move towards the object that is applying the invisible force, such as the Earth. • When changing the position of objects, the position of the person applying the force, the type of force and the amount of force used will affect the direction and speed the object travels. • When pushing an object to change its position, the person stands behind the object and pushes it in the direction of the finish line. • When pulling an object to change its position, the person stands between the object and finishing line and pulls it in the direction of the finish line. • When changing an object’s position, it is important that students identify what is applying the force, the type of force used and the finishing position. Assessment focus: • Use page 121 to assess the student’s understanding of relative positions and directions, and the forces used to move an object in a given direction using a given force. Resources • A digital copy of the table on page 120 • An A3 copy of page 121 for each student • Online interactive game— Push and pull blocks at (computer only) • Online image —Forces in action playground scene at • Online interactive game— Rock and roll (medium) at (computer only) © R.I.C. Publications Low resolution display copy 118 Science: A STEM APPROACH YEAR 2 978-1-925431-95-7 R.I.C. Publications® – www.ricpublications.com.au
Physical sciences FORCED TO MOVE Lesson 2 Lesson plan Introduction: 1. Display a digital copy of page 120 on the interactive whiteboard. Students compare the examples of forces in the first column and contrast them to the examples in the second column to identify a heading for each column. Students brainstorm other examples of pushes and pulls that can be added to each column. QP PC PA Development: 2. Give each student an A3 copy of page 121. For each scenario, students look at the starting position of the trolley and where the food will be delivered to (finishing position). Students identify where they would need to stand to move the trolley to the finishing position using a given force, and draw a picture of themselves in that position. Students then add an arrow to the diagram to show the direction the trolley will move. QP PC PA 3. Individually or in pairs, students play the online game Push and pull blocks at . Students follow instructions to either push or pull blocks to cover a dot. The game gets progressively harder. QP PC PA 4. Students compare what they have learnt from the game about how to position a block correctly to use the right type of force, to the position a person would need to be to push a cart. PA E 5. As a class, view the Forces in action playground scene at . Divide the class into twelve groups (groups of 2–3 students) and allocate each group a letter from A–K. Students find their letter in the scene and discuss the forces in action for their particular image. QP PC PA C Differentiation • Less capable students may be grouped together and given an easier example of forces in action, such as the boy pulling a wagon (J) or the mum pushing a pram (K). • More capable students may be given harder examples of forces in action, such as the man leaning against the wall (C) or the boy using a bow and arrow (F). Reflection: 6. Individually or as class, students play the interactive game Rock and roll (medium) at . Note: Students must be limited to the medium version of the game as the other versions include more complex aspects of forces that will be covered in subsequent lessons. Students decide if Max needs to push or pull the boulder to move it to an identified position. Students will need to look at Max’s position and the position of the boulder to see which force is needed. PA C © R.I.C. Publications Low resolution display copy R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-95-7 YEAR Science: 2 A STEM APPROACH 119
Page 1 and 2:
© R.I.C. Publications Low resoluti
Page 3 and 4:
Introduction.......................
Page 5 and 6:
Unit description Lessons The lesson
Page 7 and 8:
Biological sciences GROWING AND CHA
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Chemical sciences LIVING IN A MATER
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74: Chemical sciences LIVING IN A MATER
Page 81 and 82: Earth and space sciences OUR RESOUR
Page 117 and 118: Physical sciences FORCED TO MOVE fo
Page 119 and 120: Physical sciences FORCED TO MOVE Un
Page 121 and 122: Physical sciences FORCED TO MOVE Le
Page 123: Physical sciences FORCED TO MOVE Tr
Page 127 and 128: Physical sciences FORCED TO MOVE Ho
Page 133 and 134: Physical sciences FORCED TO MOVE Ap
Page 137 and 138: Physical sciences FORCED TO MOVE Th
Page 141 and 142: Physical sciences FORCED TO MOVE Cl
Page 143 and 144: Physical sciences FORCED TO MOVE As
Page 145 and 146: Physical sciences FORCED TO MOVE ST
Page 151 and 152: Physical sciences FORCED TO MOVE Gr
show all

6172RB Science a STEM approach Year 2 low res watermark

Create successful ePaper yourself

Delete template?

Save as template?