CCGS

YEAR 2 UNIT OF INQUIRY TERM 3

PEOPLE APPLY THEIR UNERSTANDING OF FORCES
TO INVENT AND CREATE MACHINES!
By Fiona Duthie, Lindsay Ralph and Brendon Peisley

Central Idea (What do we want our children to understand?):

People apply their understanding of forces to invent and create machines.

National Curriculum Achievement Standards (What and how do we assess?):

Achievement Standard Statements (Where do they overlap?)
Science
History
Geography
By the end of year two,
By the end of year two,
By the end of year two,
students can:
students can:
students can:
Describe changes to objects,
materials and living things

Compare objects from the

past and present

Describe examples of where

science is used in peoples
daily lives

Analyse aspects of daily life to

identify how some have
changed over recent time
while others have remained
the same

Pose questions about their

experiences

Pose questions about the past

and use sources provided
(physical, visual, oral) to
answer these questions

Predict the outcomes of

investigations

Use informal measurements

to make and compare
observations

Interpret geographical
information to draw
conclusions

Follow instructions to record

and represent their
observations

Communicate their ideas to

others

Develop a narrative about the

past using a range of texts

Present findings in a range of

texts

Summative Assessment
How will we assess
student understandings
and skills?
Test assessing the
knowledge component of
the unit
Push and Pull Pictures
where students identify
forces acting on everyday
objects
Venn Diagram of two
objects compared
according to forces applied
and changes over time

KWHL Chart where
students pose questions
related to forces and find
answers to their questions.

Investigation Rubric using
a 5 point scale to assess
inquiry skills students will
complete a fair test. They
will investigate the factors
that affect the fall of a
paper helicopter,
identifying variable to
change and keep the same,
recording observations and
showing on a diagram
where pushes and pulls act
on a falling paper
helicopter.

Describe how people in

Test assessing the
different places are
knowledge component of
connected to each other and
the unit
identify factors that influence

these connections.

National Curriculum Content Descriptors (What knowledge/skills do we need to teach?):

Strand
Science
Understanding
(SU)
Science as a
Human
Endeavour
(SHE)

Sub-strand
Physical
Sciences
Nature and the
development of
science
Use and
influence of
science
Questioning and
predicting

Code

Lessons

ACSU033

A push or a pull affects how an object moves or changes

shape

1-17

ACSHE034

Science involves asking questions about, and describing

changes in objects and events

1-17

ACSHE035

People use science in their daily lives, including when caring

for their environment and living things

1-17

ACSIS037
ACSIS038

Planning and
conducting
ACSIS039
Science Inquiry
Skills
(SIS)

Science
Year 2 content descriptions

Processing and
analysing data
and information

ACSIS040

Evaluating

ACSIS041

Communicating

ACSIS042

ACSIS214

Respond to and pose questions, and make predictions about

familiar objects and events
Participate in different types of guided investigations to
explore and answer questions, such as manipulating
materials, testing ideas, and accessing information sources
Use informal measurements in the collection and recording
of observations, with the assistance of digital technologies as
appropriate
Use a range of methods to sort information, including
drawings and provide tables
Through discussion, compare observations with predictions
Compare observations with those of others
Represent and communicate observations and ideas in a
variety of ways such as oral and written language, drawing
and role play

1, 12, 13,
14
4, 5, 6, 12,
13
4, 5, 6, 12,
13
1-17
1, 12, 13,
14
1, 12, 13,
14
1-17

Strand
Historical
Knowledge and
Understanding
(HKU)

Historical Skills
(HS)

Sub-strand
The past in the
present
Chronology,
terms and
concepts
Historical
questions and
research
Analysis and use
of sources
Explanation and
Communication

Code

History
Year 2 content descriptions

The impact of changing technology on peoples lives (at home

and in the ways they worked, travelled, communicated and
ACHHK046
played in the past)
Distinguish between the past, present and future
ACHHS048
Pose questions about the past using sources provided
ACHH049
ACHHS050
ACHHS051
ACHHS053

Explore a range of sources about the past

Identify and compare features of objects from the past and
present
Use a range of communication forms (oral, graphic, written,
role play) and digital technologies

Lessons
10, 15, 16,
17
10, 14, 15,
16, 17
1, 10, 14,
15, 16, 17
10, 16
10, 16
1-17

Strand

Sub-strand

Code

Geography
Year 2 content descriptions

Geographical
Knowledge and
Understanding
(GKU)

The influence of purpose, distance and accessibility on the

frequency with which people visit places

Connection to
other places

ACHGK013

Geographical
Inquiry Skills

Collecting,
recording,
evaluating and

Collect and record geographical data and information, for

ACHGS014 example, by observing, by interviewing, or from sources such
as, photographs, plans, satellite images, story books and films

Lessons

10, 11, 15,
16, 17
10, 11, 15,
16, 17

representing
Interpreting,
analysing and
concluding
Reflecting and
responding

Draw conclusions based on the interpretation of geographical

ACHGS016 information sorted into categories
ACHGS018

Reflect on their learning and suggest responses to their

findings

10, 11, 15,

16, 17
10, 11, 15,
16, 17

Enduring Understandings (What do our students need to know/understand?):

Learning Area
Science

History
Geography

Enduring Understanding
An object moves when a push or pull (force) is applied to it
Motion is opposed by a force called friction
Moving objects slow down because the force of friction pushes against the object and slows it down
Objects move if the force applied is greater than the force of friction that opposes its movement
Our understanding of forces has affected the development of technologies such as the aeroplane,
car and other forms of transport.
Changes in transport have made distant places more accessible and made it possible for us to visit
faraway places more frequently.

Inquiry Questions (What questions guide the inquiry?):

Learning Area
Science
History
Geography

Guiding Question(s)
1. What is a force?
2. How does a push or pull affect the way an object moves or changes shape?
3. What is the relationship between forces and movement?
4. How have inventions that use force changed?
5. How have inventions that use force impacted on our lives?
6. How has our understanding of forces affected our connection to other places?

Key Concepts (What vocabulary do students need to know?):

Vocabulary

Definition

Accessibility
Effort

In transportation, accessibility refers to the ease of reaching destinations.

The force needed to move a load.
A force is a push or pull upon an object resulting from the object's interaction with another object.
Whenever there is an interaction between two objects, there is a force upon each of the objects. When
the interaction ceases, the two objects no longer experience the force. Forces only exist as a result of an
interaction.
Force from two objects rubbing against each other.
The force that attracts a body toward the centre of the earth, or toward any other physical body having
mass.
A property of all objects that is related to its mass - moving objects tend to stay moving and motionless
objects remain motionless.

An object that requires force to be moved over a distance.
A mechanical device that transmits modifies, or changes the directions of force in order to help people
do work.
The action or process of moving or changing place or position; movement.
Exert force on (someone or something), typically by taking hold of them, to move or try to move them
toward oneself
Something that moves things away from you.
A force such as wind resistance or friction acting against another force.
Speed in one direction.

Force
Friction
Gravity

Inertia
Load
Machine
Motion
Pull
Push
Resisting force
Velocity

Learning Experiences (What learning engagements will guide the inquiry?):

Phase

Engage

Lesson
Sequence

Using a KWHL students think about what they already know Diagnostic:
about forces and motion and what they want to find out
KWHL Chart

Lesson 2
Moving toys

Students play with toys and make observations about how a

push or a pull affects how an object moves or changes shape
A word wall is explained and setup where children contribute
words they used to describe how they moved their toys
Using arrows, students show/draw the direction of forces
applied to objects shown in pictures and describe them as a
push or pull
Using a chart, students investigate pushes and pulls around
the home
Share their findings by playing a guessing game in groups

Pre- test:
Push and pull
pictures

Using hands-on experiences students push air-filled objects

(balls) under water to experience the push of water
Observe/feel the difference between a heave object
suspended in air and then in water
Create a labelled force-arrow diagram to indicate the push or
pull forces
Work in teams to investigate objects that sink or float
Investigate how to change an object that sinks into one that
floats

Formative:
Force-arrow
diagram

Explore

Lesson 5
What sinks?
What floats?
Lesson 6
Floating on air

Elaborate

Assessment

Lesson 1
KWHL Chart

Lesson 3
Investigating
pushes and pulls
at home
Session 1
Push-pull pursuit
Session 2
Guessing game
Lesson 4
Water, water
everywhere

Explain

Learning Engagement

Explore where air can be found

Observe and discuss the result of placing a glass containing a
tissue upside down in a container of water
Observe and discuss the difference in the fall of a crumpled
sheet of paper and a flat sheet
Lesson 7
Use a dictionary to find the scientific definition of words
Force vocabulary
related to force
Lesson 8
Reflect on their observations and experiences of pushes and
Push meets pull
pulls
Discuss the terms force and gravity
Represent push and pull forces using force-arrow diagrams
Lesson 9
Read the story Archimedes Bath by Pamela Allen
Archimedes Bath Represent the push and pull forces in the story using force
arrow diagrams
Lesson 10
Model how to create a Venn Diagram
Then and Now Create a Venn Diagram comparing machines from the past
Machines
and present (e.g. toys, transport) and the forces they apply
or that can be applied on them
Lesson 11
Using geographical data related to distance, students
Around the World
compare how travel times have changed to different places
in 24 hours!
with the invention of machines (transport) and our
understanding of force and motion
Lesson 12
Work in teams to investigate what factors affect the distance
Marble/car Ramp
a car/marble will travel down a ramp
Test (Friction)
Identify things (variables) to change and keep the same in an
investigation
Record and discuss observations
Show on a diagram where pushes and pulls act on a rolling
car/marble

Formative:
Push-pull pursuit
chart

Formative:
What sinks? What
floats? Record
sheet
Formative:
Force-arrow
diagram

Formative:
Vocabulary
Formative:
Force-arrow
diagram
Formative:
Force-arrow
diagram
Formative:
Venn Diagram

Formative:
Class discussion

Formative
Investigation
planner

Lesson 13
Helicopter Test
Flights

Evaluate

Lesson 14
Pulling it all
together
Lesson 15
KWHL Chart
Lesson 16
Venn Diagram
Lesson 17
Test

Work in teams to investigate what factors affect the fall of a

paper helicopter
Identify things (variables) to change and keep the same in an
investigation
Record and discuss observations
Show on a diagram where pushes and pulls act on a falling
helicopter
Review the class science journal, word wall, and Making
things move class table
Repeat the Push and pull pictures assessment task
Reflect on learning during the unit
Reflect on learning during the unit
Complete the How can I find out and What did I learn
columns of the KWHL Chart
Complete a Venn Diagram comparing transport from the
past and present that has changed identifying forces that can
be applied to it
Complete a test assessing the knowledge component of the
science, history and geography strands of the curriculum

Summative:
Investigation
Rubric

Summative:
Push and Pull
Pictures
Summative:
KWHL Chart
Summative:
Venn Diagram
Summative:
Test

Resources (What resources are available?):

Resource
Primary Connections
Year 2 Push-Pull
Primary Connections
Year 2 Push-Pull
Assessment Rubrics

Website
http://primaryconnections.org.au/curriculum-resources/push-pull.html
http://primaryconnections.org.au/curriculum-resources/resource-sheets/push-pull/pushpull-rubrics.pdf

Reflection (To what extent did we achieve our purpose?):

Did we achieve our purpose?

Was the unit relevant, engaging, challenging and significant?

Were the resources adequate?

Were the concepts, skills and attitudes addressed?