Year 2 SCIENCE

Planning
Document
Primary
University of
Notre Dame

Science Understanding
BIOLOGICAL SCIENCES
Living things grow, change and
have offspring similar to
themselves
CHEMICAL SCIENCES
Different materials can be combined
for a particular purpose
EARTH AND SPACE SCIENCES
Earth’s resources are used in a
variety of ways
PHYSICAL SCIENCES
A push or a pull affects how an
object moves or changes shape
Year 2 science curriculum overview
Science as a Human Endeavour
NATURE AND DEVELOPMENT OF
SCIENCE
Science involves observing, asking
questions about, and describing
changes in, objects and events
USE AND INFLUENCE OF
SCIENCE
People use science in their daily lives,
including when caring for
their environment and living things
Science Inquiry Skills
QUESTIONING AND PREDICTING: Pose and
respond to questions, and make predictions
about familiar objects and events
PLANNING AND CONDUCTING: Participate
in guided investigations to explore and answer
questions
Use informal measurements to collect and
record observations, using digital technologies
as appropriate
PROCESSING AND ANALYSING DATA AND
INFORMATION: Use a range of methods to
sort information, including drawings and
provided tables and through discussion,
compare observations with predictions
EVALUATING: Compare observations with
those of others
COMMUNICATING: Represent and
communicate observations and ideas in a
variety of ways
Year 2 Achievement Standard
Science Understanding
At Standard, students describe
changes to materials and living things,
and how a push or a pull affects an
object’s behaviour. They identify that
certain materials and resources have
different uses.
Science as a Human Endeavour
Students describe examples of where
science is used in people’s daily lives.
Science Inquiry Skills
Students pose and respond to
questions about their experiences and
predict outcomes of investigations.
They use informal measurements to
make and compare observations.
Students record and represent
observations and communicate ideas
in a variety of ways.
 English
Listen for specific purposes and information, including instructions, and CONCEPT MAP
extend students’ own and others' ideas in discussions (ACELY1666)

Use interaction skills including initiating topics, making positive

statements and voicing disagreement in an appropriate manner, speaking
clearly and varying tone, volume and pace appropriately (ACELY1789)
Both of these can be linked to the various activities throughout the unit

Concept: Physics: forces push and pull

Create short imaginative, informative and persuasive texts using growing
knowledge of text structures and language features for familiar and some
less familiar audiences, selecting print and multimodal elements Term: 3 Weeks: 1-9
appropriate to the audience and purpose (ACELY1671). This was seen in
the explain lesson when students will research and create poster about a
particular movement.

Rehearse and deliver short presentations on familiar and new

topics (ACELY1667). This was seen in the explain lesson when students
will present this information to the class and students presenting lessons
about the result of their experiment.
Humanities and social sciences
Design and technology
Reflect on current understanding of a topic (e.g.
Forces create movement in objects (ACTDEK002) This is linked to
think-pair-share, brainstorm) (WAHASS13). This is
activities in all movements and the STEM activity.
connected to the evaluate lesson regarding with a
brainstorm of the lesson.
Develop, communicate and discuss design ideas through describing,
drawing, modelling and/or a sequence of steps (WATPPS12). This is Pose questions about the familiar and unfamiliar
can be linked to the STEM activity of designing a boat that float on the (WAHASS14). The students will pose many
water carrying a little doll. predictions and outcomes of unfamiliar and familiar
objects as well as their movements.

Maths Health & Physical Education

Identify a question of interest based on one categorical variable.
Simple games that use a combination of movement skills (ACPMP027)
Gather data relevant to the question (ACMSP048). This can be connected
This can be found in the engage lesson of the simple games played as
to the evaluate lesson as the students are asked to graph the distance the car
hook for the students’ interest and the evaluate lesson playing
travelled with or without an extra force.
parachute games.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC:

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding
Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1 lesson)

 To capture student interest and find out what they know about pushes and pulls
 To elicit students’ questions/ prior knowledge about objects that push and pull and change shape
 Diagnostic assessment used- in this lesson you will find out what the students already know about pushes and pulls and objects that change shape. This will allow you to take account of students’ existing ideas when planning learning
experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCE
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS S
(include learner diversity)
Science Science as a Science
Understandi Human Inquiry Skills
ng Endeavour
A push Science Pose and Students will at the DIAGNOSTIC
or a pull involves respond end of the lesson be Explain to the students that today our topic for this term what do you know Bouncy
Week,
affects observin to able to: will be pushes and pulls. Asking key questions. Then the about pushes and pulls, Ball
Lesson how an g, asking question
1 Observation annotations students will fill out their what they know on the KWLH any examples for
object question s, and Describe prior (see appendix A) about pushes and pulls. pushes and pulls? Rope
moves s about, make knowledge A KWLH sheet
or and predictio regarding what What happens to the Tape to
changes describin ns these concepts are Worksheet of drawing Students will then gather on the mat and sit in a circle. ball when it is pushed? place on
shape g about fa arrows on picture of The teacher will grab a medium bouncy ball out, the floor
(ACSSU033)
changes miliar Explain what is objects to observe how explaining that they will roll the ball to someone What are we doing to
in, objects meant when an the students believes opposite to them. Till everyone has had a go. the ball?
objects and object is the objects move KWLH
and events pushed/pulled What changed when chart one
events (ACSIS037)
(ACSHE034)
Homework explaining Then the teacher rolls the ball to person next to you the ball was pushed to student
Gives at least two pushes and pulls in their ___? each
examples of both own home Then tell one of the students to roll the ball as fast as
forces they can back to the teacher When___ pushed the Worksheet
ball with all their might form
Is able to draw to me what happened? primary
arrows on pictures Then gather them on the mat and show them a diagram connectio
to show the of the push of the ball with arrows and how the stronger ns
movement of force the ‘force’/ the harder ___ pushed the ball the faster it https://w
rolled and the closer the ball was the less time it took to ww.primar
get to ___. yconnectio
 ns.org.au/
Draw a diagram of two other objects that push with the curriculum
arrows that move What other objects can -
you push? resource/p
The students then are taken to an open area where ush-pull
there is two lines laid out and six volunteers one on
each team and students will play a round of tug-o-war. Homewor
Safety considerations, students will work in an open What happened when k sheet
space, and they cannot pull to hard and the rope must team A tugged on the each
be soft (maybe a skipping rope) rope?

Then gather them on the mat and show them a diagram What do you think
of the pulling a dog on the lead with arrows and how would have happened
the stronger the pull___ the closer the dog will come to if only one person was
them. Students think of two other examples of pulls and versing three?
the teacher writes them on the board with the arrows.
What would happen if
The students then do some running and they talk about floor was slippery on
how running uses both forces pushing and pulling. one side?

The students were informed that these three words will

be going on the physics section of the word wall/ Re-
explaining what physics is and what our word wall is
about.

The students were then being given a worksheet of

different objects moving and draw arrows to show their
movements? (see Appendix B)

The students then filled in three things they would like

to know about pushes and pulls.

Students for homework will find pushes and pulls in

their own house (see Appendix C)
 5E’s- EXPLORE (1 lesson)
 To provide hands on, shared experiences of what certain objects sink and what objects float
 To support students to investigate and explore ideas about push and pulls regarding whether objects sink or float and how they can be manipulated to sink or float
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as a Science Inquiry
Understanding Human Skills
Endeavour
lesson A push or Science Pose and Lesson objectives: FORMATIVE Previous lesson: we have covered engage and two
4 Week a pull involves respond to Make predictions The student should other explore lessons. Materials:
4 affects observing, questions, about whether 6 be able to:
how an asking and make different objects will State their prior Showing pictures of different scientists then What does a scientist
object questions predictions sink or float in water. knowledge of pulls, showing the students a mirror stating today you look like?
moves or about, and about familia pushes and gravity- are going to be the scientists (referring to the word Pictures of
scientists
changes describing r objects and Record observations, Observation wall).
shape changes in, events did the objects sink or anecdotes and use Mirror
(ACSSU033) objects (ACSIS037) float? of the Venn Intro and recap of pushes and pulls
and diagram and take a Pushes and pulls exploring prior knowledge via word wall
events Participate in Identify if objects can picture of the Venn Venn diagram on the white board. Where does running science sheet
(ACSHE034) guided be changed from one diagram Examples: fit into pulls and
investigation that sinks into one Running in the middle pushes
s to explore that floats and vis-a- pushing a bouncy ball
and answer versa (Did changing Predict whether 6 opening a door Bouncy the ball
questions the shape of an object objects sink or float talking about some objects found in the where does a fit?
(ACSIS038)
affect the outcome?) Record scientifically homework last week
the outcomes of the Opening a door
Use informal where does that fit?
Discussion at the end experiment_ these Asking where does gravity fit and objects in water
measuremen
State their prior will be assessed via
ts to collect What about gravity
knowledge of pulls, science worksheet The students will the fill in the first part of the
and record which we discussed
pushes and gravity science journal Recording sheet (see Appendix D). (This will be
observations last week where does
Predict whether 6 placed in their science journals). Predict whether
, using digital gravity fit in this
objects sink or float the objects sink or float, refer to the word wall
technologies Venn diagram?
Record scientifically Explain how when definition.
as
the outcomes of the some objects
appropriate What is a prediction?
(ACSIS039)
experiment change shape The children are then grouped referring to the last
whether they will lessons reading ‘Who sank the boat’ by Pamela
Explain how when sink or float- will be Allen What about water
Use a range
some objects change assessed as does water push an
of methods
shape whether they anecdotes and They will then be sent (with their worksheet and object or pull an 5 buckets of
to sort
will sink or float science worksheet pencil) to the five stations that have a picture on it object? water
information,
including that will go into that matches the groups animal
drawings and student’s science 5 balls of
provided journal On the desk, there will be lanyards discussing the What is a prediction? plastcine
5 pieces of
tables and roles, a bucket and the five objects listed
play dough
through 5 rocks
discussion, Discuss the roles of each member of the 3 5 gum nuts
compare members of the 5 groups referring the sheets near paper clips
observations the word wall appendix blue tack
with tin foil
word wall
predictions Speaker- asks the teacher for help, share Role lanyards
information with your team and present the
(ACSIS040)
information found Picture
grouping
Compare
Director-Ensure everyone understands the What objects sank cards- 5
observations images of
with those of investigation and encourage and support each and floated?
each
others member of the team
Were these the same Activity sheet
(ACSIS041) Manager- Collects and looks after equipment and as your prediction x 25
tells the teacher if equipment is missing or broken why do think they
were the same or
Science
The students were then instructed to take out the different? journal
objects out of the box and to place them in the
water to see if they sink or float and record it Were yours results
the same?
They were then told to use the sentence instructed
to fill in the blanks through working out whether
the 5 objects can be changed to sink or float if they Did everyone get the
can be changed at all. same results for this
object? Who got
They were then asked to go back to their desks in different results?
their groups they discuss their results if they all got
the same. What do you think
made these objects
Then the speaker from each group will present the float?
results of one object whether it sank or floated
compared to their predictions and whether these What made them
objects could be changed to sink or float. sink?

The students turn to a partner and talk about three What do you think
things they learnt from this lesson changing them did?
Health and safety: as the students, will be working Turn to partner and
with water a larger container should be placed ask three things you
under the one filled with water to prevent spillage learnt from this class
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as a Science
Understandin Human Inquiry Skills
g Endeavour
Week 6 A push or Science Represent Students will at FORMATIVE This will be after the STEM Lesson which will explore the
Lesson a pull involves and the end of the student making a sail boat exploring the various pushes and
6 affects observing, communic lesson be able to: pulls that a boat experiences (See appendix E). This can be QR Codes to the
how an asking ate
Observation of extended for children through having the children use the What did we following
object questions observatio
Understand the questions asked materials and paper or a napkin to make sailboat. learn from our websites
moves or about, and ns and
changes describing ideas in a various concepts annotations experiments?
shape changes in, variety of explored in The lesson will begin with reviewing the science experiments
(ACSSU033)
objects ways previous classes completed over the last few weeks that are in the students’
and (ACSIS042) These are science journals. The students will be assigned into groups How did the
events  Pushes and will discuss the outcomes of these experiments. objects move
(ACSHE034)
 Pulls Group assignment: within these
 How objects Poster defining a The teacher will then go through the concepts on the word experiments? Card sheets with
with force particular force wall formed from previous lessons (push, pull, sink, float, QR codes
(push, pull gravity, objects in the air and gravity)
change move
float, sink) Books on forces
or change In their groups, they will be given a card with an object on it,
and movement:
shape a concept below it (e.g. gravity) and a QR code to a video of
 Gravity the explaining the concept (see appendix F) and an iPad to
watch the videos
Worksheet of
Create a poster of various forces: The groups will have the roles of the
one of the Gravity Speaker Poster paper
following Pushes Director
concepts diagram Pulls Manager Different toys
Forces change  Toy boat
The students will be asked to make a poster of:
motion and shape
The name of the topic given to them  Car
A definition of the topic  Ball
Who had the
Examples objects that move this way  Yoyo
same/different
A drawing of any of the following toys on the table
definition?  Spinning top
with arrows about how it changes or moves.  Toy soldier
The teacher will explain that each of these definition falls with
under ‘forces’ defining forces and placing this on the word parachute
wall
Students who find this task easy can research a toy from Worksheet on
their HASS lessons using the iPad and create a poster about different
how the toy moves definitions of
forces
The speaker will each present their poster to the class and
the teacher will hang them on the wall next to their word
wall.

The students will then fill out a worksheet about each of the
forces shown and put this in their science journals (see
appendix G)
 5E’s- ELABORATE
 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS LESSON (what & how) EXPERIENCES QUESTIONS
OBJECTIVE (include learner diversity)
Science Science as a Science Inquiry Skills
Understandi Human
ng Endeavour
A push or Science Pose and respond Students will SUMMATIVE- Introduction:
Week 7 a pull involves to questions, and at the end of Science Inquiry Skills Reflect on previous lessons objects movements
affects observing, make predictions Who likes toy cars?
lesson 7 the lesson be writing them up on the white board. Turning to Toy cars
how an asking about familiar (1 for every group)
able to: Planned fair testing your partner and ask them how do objects move? Thinking back from
object questions objects and events
Determine a investigation planner Toy fan
moves or about, and (ACSIS037) The teacher will explain that today the students previous lessons
dependent, that will be placed Blocks and a plank
changes describing Participate in are to be car scientists who are going to what makes the
shape changes in, independent into their science of wood
guided experiment how you can make this model of a new object move?
(ACSSU033)
objects and and control book? This will be (to make a ramp)
investigations to car go faster.
events explore and answer variable for a placed into their Smaller toy cars
(ACSHE034)
What is an Fly swatters
questions fair testing science journals and Students will be put into small groups. And be experiment?
(ACSIS038) experiment will assessed via assigned their experiment roles: Little hairdryers
Use informal rubric Speaker- ask questions and present the What do we do in
measurements to Predict the results Paper streamer
an experiment each measured at
collect and record outcome of a Assessment using the Director first?
observations, physics observation sheet Manager one metre (one
using digital assessment Independent variable Re-explain each of the roles person each)
technologies as
appropriate Masking tape to
(ACSIS039)
Observe Dependent variable- Demonstrate the toy car being pushed along the
measure and what to measure one metre and how you will measure the activity mark the distance
Use a range of How did I Observe
record results using the masking tape to measure how far the car how far the car
methods to sort Role lanyards
information,
in an effective Variables to keep the went. It will start of the top of the paper streamer. went?
including drawings manner same
and provided tables The students can select one object to compare Experiment
and through Hypothesis/predictio with that one movement with no object to observation sheets
What do think (one for every
discussion, compare n measure how far the car moves. might make the toy
observations with student)
predictions
car move faster
Results Explain how they are going to fill in the worksheet, discuss in your
(ACSIS040)
how you are going this force to make the car move groups which two
Represent and further using the objects on the table.
communicate objects do you
observations and think will move
faster and have the
ideas in a variety of Students will run the experiment and record it on manager select
ways their worksheet (see Appendix H) them?
(ACSIS042)
The Manger of each group then put the object What object will
back and selects another object and the you change?
experiment is run again

What object now

The students will then go back to their desks and will we change?
discuss the outcomes of their experiment with
another group a then the speaker of each group Do you predict
will tell the results of their experiment with the whether this object
class will be faster or
slower?

What will other

parts will you keep
the same?

Which force did you

use that is most
effective? Why do
you think that?
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about forces, and represent what they know about forces: pushes, pulls, gravity, how objects sink and float, how objects move thought he air and in water and on land,
 Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as a Science
Understandin Human Inquiry Skills
g Endeavour
A push or Science Represent Students will at SUMMATIVE- I would like to
a pull involves and the end of the Science know what you
Week 9 Whiteboard
affects observing, communic lesson be able to: Understanding Getting the students into groups with their science journals now know
lesson
how an asking ate
9ek and ask them to discuss what they have learnt over the pass about forces- Markers
object questions observatio
Define the Filling the rest of pushes and
moves or about, and ns and
changes describing ideas in a following terms: their KWLH Writing forces on the boards pulls?
Push worksheet on what Then brainstorm as a class what they now know about Their KWLH chart
shape changes in, variety of
(ACSSU033)
objects ways Pull they have learnt pushes and pulls having them come to board and write their Look at your
and (ACSIS042) Force and how answers. chart: Copies of the mini
events Gravity Have you learnt test of forces
(ACSHE034) Sink or Float Their mini test of Going over what they learnt from each previous lesson what you
Use a
range of And what they their knowledge through them filling in the what have learnt and How have I wanted to iPad
methods do? regarding pushes learnt it? know?
to sort and pulls Parachute
informatio Be able to draw The students then will do a mini test reviewing what they What is the
n, arrows correctly now know about pushes and pulls that will be glued into difference Soft toys
including
on most objects Full evaluation of their science journals (Appendix I) between what
drawings
and
arrows given to science journal with you knew
provided show their a checklist of before and
tables and movement different factors Have the students if they finish early in pairs (or teacher what you know
through achieved lead) they will record on the iPad two things they learnt now?
discussion, The student can about forces over this term and what was their favourite
compare interpret correctly
observatio
science class this term and why?
information
ns with associated with
predictions Optional fun activity to end the unit:
terms
(ACSIS040)
Take the students to an open space and play a parachute
game with them. Have the students explain the objects
movement (the students pull the parachute to keep
balanced) when the parachute pulled up if fly up in the air
and gravity makes it fall and how you must push the objects
off. Asking the students what makes the object fall?
References:
Amy. (2019). Push pull. Retrieved from https://www.primaryconnections.org.au/curriculum-resource/push-pull.

K-10 Outline. (2019). Western Australian Curriculum. Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser

Fitzgerald, A. (2013). Learning and teaching primary science. Cambridge;Port Melbourne, Victoria;: Cambridge University Press.
Appendix A: KWLH chart

Name: ___________________________________ Date: _____________________

What do I KNOW? What do WANT to What have I HOW have I learnt

know? LEARNT? this information?
Appendix B: Primary connections worksheet that will be used in the Engage class
 Appendix C: Homework from the engage lesson
Name: ________________________________ Date: _________________
Objects to Push and pull in my home
Due: Next class
In our science class, we have been looking at pushes and pulls forces in class that make things move. We
are going to find to areas in the home that contains objects that push or pull.

Area
(for example
kitchen, living
Task Push Pull
room, backyard)

Draw it
(don’t forget
arrows)

Movement

Draw it
(don’t forget
arrows)

Movement
Appendix D: Worksheet for the Explore lesson
Name:
Push and Pull Experiment-Sink or swim
Step 1: Predict whether the object will sink or float by circling the word in the prediction column.
Step 2: Take each item, one at a time, and place in the water.
Step 3: Circle what you observed happening, did it sink or float, in the observation column.
Step 4: Change the shape of one item at a time and place the changed item into the water.
Step 5: Record your observations in the final box by choosing the best sentence starter and completing it for each item.
I could not change the shape of the………. OR
MATERIAL PREDICTION OBSERVATION
I changed the shape from……………. to………………and then it………….
sink sink
Tinfoil or or
float float

sink sink
Plasticine or or
float float

sink sink
Playdough or or
float float

sink sink
Gumnut or or
float float
sink sink
Paperclip or or
float float
sink sink
Stone or or
float float
Appendix E: STEM worksheet

SHIPWRECKED!
From out last class of changing objects to make them
Float and our physics unit about pushes and pulls.
Problem
Your doll was on a boat fishing when a big storm hit causing them to be thrown from
the boat. Your doll is now shipwrecked on a desert island with no way of escape as
your boat sank. However, a package of objects washed up the shore that could be used
to make a raft.
Can you help your doll to make a boat to escape from the deserted island?
Instructions
You together you must:
1. Brainstorm it: how you will make the boat. So, you will have to consider:
The size of the boat
The weight of your doll
The shape of the boat
How you will make it float
2. Brainstorm your ideas on the A3 sheet given to you
3. Design it- list your materials you will use for your boat
4. draw and label the design of your boat.
5. Create it-use the various materials given you have to put together a floatable boat
6. Test and improve it -your boat out. What changes can you make to the Boat?
Goal
To make your boat float for 5 minutes with your doll in it
Materials for each group Time

 Plastic bottles 20 minutes for

 stopwatch planning
 Lackey bands
 Straws 20 minutes for
 Paper constructing the
 Modelling clay boat
 Coffee filters and/or cards
 Foil and/or wax paper 10-minute boat
 Scissors floating
 Masking tape competition!
 Popsicle sticks
 Rules
1. You can only use the materials given to you
2. Each member of your team must contribute and you must respect each other’s
ideas
3. You must plan the design of your boat carefully
4. Be careful with the scissors
Name____________________________________
Date______________

_______SHIPWRECKED! activity Our ship_______

1. Our materials
List of the materials we will use for our boat;

2. Our boats design (labelled):

Here is a drawing of our boat which is called __________________________________________

3. Our Results (fill in the blank)

Our boat _______________ after 5 minutes

4. Name three ways we could make our boat better

1.
2.

3.
 Appendix F: Worksheet

QR Would be here
QR Would be here QR Would be here Here is the link to video
Here is the link to video Here is the link to video

https://www.youtube.com/watch?v=suQDw https://www.youtube.com/watch?v=LEs9J2 https://www.youtube.com/watch?v=E-

ZcnJdg IQIZY SnC_WKsCg&t=57s

Pushes
Gravity Pulls

QR Would be here
QR Would be here QR Would be here Here is the link to video
Here is the link to video Here is the link to video

https://www.youtube.com/watch?v=Ab_g5s https://www.youtube.com/watch?v=pAen26 https://www.youtube.com/watch?v=pAen26

LoXoY sVIOQ sVIOQ

Sink
Pushes of the air Float
Appendix G
Appendix H: Racecar experiment
Name___________________________________
Date______________
Making a car race experiment
Follow the following instructions:
Choose it- chose one object that you can use to make you can go faster
Plan it- predict what you think will happen, what you can change, what you will keep the same and how you can
record it.
Try it- set up your materials and run one trial without the push and with the force
Record it- Describe and graph what happened in the trial.
Trial 1 Plan it
What do you
predict/guess I predict __________________ will make the toy car go faster.
will happen? Because

What will we
change?
How will it be
recorded?
What will same? List three things

Results

What
happened?
Create picture
graph of how

Starting point
far the car
went on the
streamer with
and with the
change

Trial 2

I Predict that

What do you will make the toy car go faster/slower (circle which one)
predict/guess
will happen?
than used in trial one. Because

What will we
change?

How will it be
recorded?
What will same? List three things

What
happened?
Create picture

Starting point
graph of how
far the car
with and
without the
change
Draw what happened

Extension: design and label a racing car using your knowledge of how a car can move faster
Appendix I:

Name of the student: ________________________________________________________

Needs work Good Excellent

How well the students There was an absent or incorrectly The prediction was stated correctly Good predictions of the out of the
predicted the outs stated for only one of the trials experiments

How the students stated the The students did not or incorrectly The students did state what was to The student correctly stated all of the
variables state what was to change, be measure change, but struggled regarding what variables
What was changed, what was and stay the same for the experiment was to be measured and what
variable stay the same for the
measured and what stayed the experiment
same
Stating and graphing the The students graphing and statement The students graphing and statement The students graphing and statement of
results of the outcomes was poor with many of the outcomes was fair with some the outcomes was accurate and the
mistakes regarding labelling mistakes regarding labelling student effectively explained the
outcome of the experiment

Scientific diagram
How well the students use
their conceptual know ledge of
motion, friction and force
Working in a team
The students diagram was not labelled
and was poorly drawn.
The students selected a random object
that had little effects on the outcome
The student struggled to fulfil their
role in the team and had issues
working collaboratively and
contributing to scientific discussion.
The students diagram was drawn
well but not labelled.
The students placed some thought
into the first object but not the
second object.
The student was able to fulfil their
role in the team but had some issues
working collaboratively but still
contributed to scientific discussion.
The students diagram was drawn and
labelled clearly and effectively
Applied the effects of motion well to
the selection of both objects to change
in the experiment
The student was able to fulfil their role
in the team worked collaboratively
contributing to scientific discussion
and giving effective ideas.
Appendix J: Force test score out of 20 marks_____________
Name___________________________________
Date______________

My Forces quiz
Question 1: Match the term to the definition:

To rest or move on or near

Push the surface of

The act of using a force on

Pull an object to move it away
from you or the object.

The force that pulls objects

Float to the centre of the earth

The act of using a force on

Sink an object to move it
towards you or the object.

The force of resistance that

occurs with the object
Gravity when it moves on the
surface.

Friction To move below the surface

Question 2: Draw arrows to show the movement in the following pictures

Question 3: Fill in the blanks for the definition of force:

The effect that one____________ has on another.

_____________can have effects such as a change to an object’s

state of _______________ and _______________.

Force object
shape motion
Question 4: Draw a picture of an object moving (with arrows to show how the
object moves)
Question 5: Cut out the pictures on the next page and glue the onto the Venn diagram

Pull
Push
Appendix K: Assessment of science Journal
Name of the student: ________________________________________________________
1- Needs work
How well the students The student had struggled
use their conceptual understanding of the
concepts and their work
know ledge of motion, displayed an insufficient
friction and force, answer to the questions and
gravity and buoyancy activities
Working in a team The student struggled to
fulfil their role in the team
and had issues working
collaboratively and
contributing to scientific
discussion.
Diagrams Limited amount of drawings
is effectively labelled and
marked with the arrow
How the work is The work is disorganised and
displayed with missing titles shown and
some of the work is missing
for no reason
Effective use Students struggled with the
experiments experiments and gave
insufficient predictions as
well as explanations
2-
The student displayed some
understanding the concept
but showed some insufficient
answer to the topic to the
questions and activities.
The student was able to fulfil
their role in the team but had
some issues working
collaboratively but still
contributed to scientific
discussion.
At least 45% of all drawings
are effectively labelled and
marked with the arrow
The work is somewhat
organised with some of the
titles shown and most of
work completed displayed in
the file
Students work was fair
regarding the experiments
and gave some insufficient
predictions as well as
explanations
3-
The student displayed good
understanding the concept
and few errors regarding the
answers to the topic to the
questions and activities.
The student was able to fulfil
their role in the team worked
collaboratively contributing
to scientific discussion and
giving effective ideas.
At least 70% of all drawings
are effectively labelled and
marked with the arrow
The work is sufficiently neat
and organised with all the
titles shown and 90% of
work completed displayed in
the file
Students work was good
regarding the experiments
and gave some errors
predictions, planning as well
as explanations and display
of the results
4- excellent
Excellent application of all
factors of the topic and had a
strong conceptual
understanding to the
questions and activities.
The student fulfilled their
role in the team well and
worked collaboratively
contributing to scientific
discussion and giving
effective ideas as well as
being open minded and
respectful of the groups ideas
At least 85% of all drawings
are effectively labelled and
marked with the arrow
The work is neatly and
organised with all the titles
shown and 90% of work
completed displayed in the
file
Students work was excellent
regarding the experiments
and gave some errors
predictions, planning as well
as explanations and display
of the results