Australian Curriculum:
Science
http://www.australiancurriculum.edu.au/
Science/Curriculum/F-10
Science Understanding
(select one (1) relevant statement)
Physical Sciences
Content description:
A push or a pull affects how an object
moves or changes shape (ACSSU033)
Elaborations:
exploring how different strengths of
pushes and pulls affect the movement of
objects
Common misconceptions and
alternative conceptions that
students have that are
relevant to this content
(describe two (2) relevant statements)
Students regard non-living
objects and living things at
rest as being in a natural
state where no pushes and
pulls are acting on them
(Driver, Squires, Rushworth
& Wood-Robinson, 1994,
Gunstone & Watts 1985)
Students thinking that all toys
are moved in the same way
(Department of Education and
Training, 2014)
Topic: Push - Pull
(3 weeks duration)
Science as a Human
Endeavour
(select one (1) relevant statement)
Content description:
Science involves observing, asking
questions about, and describing changes
in, objects and events (ACSHE034)
Elaborations:
describing everyday events and
experiences and changes in our
environment using knowledge of science
General Capabilities
(select one (1) statement for these three
relevant capabilities)
Critical and creative thinking:
Identify and clarify information and
ideas
Literacy:
Use language to interact with others
ICT capability:
Locate, generate and access data and
information
Year Level: Year 2
Science Inquiry Skills
(select one (1) relevant statement)
Content description:
Participate in guided investigations to
explore and answer questions (ACSIS038)
Elaborations:
manipulating objects and materials and
making observations of the results
Safety precautions
Safety with water, mop up any
water if spilt immediately to
reduce slipping risk.
Ensure students wear hats when
doing investigations outside.
When groups are moving about
the room remind them of the
classroom rules slow and steady
when moving around the
classroom. Commented [H1]: I identified the risks associated with
experiments and precautions need to keep students safe. This
demonstrates my ability to maintain student safety.
 To capture students interest and find out what they think they know about the science concept.
ENGAGE
To elicit students questions about the science concept.

Science learning experiences

Lesson 1 Lets Get moving

Remind students of classroom rules.

Set clear expectations of behaviour
Ask the students to sit in front of the interactive whiteboard
Students watch YouTube clip https://www.youtube.com/watch?v=vAThuCmwp9
Students complete a cut and paste
Place a spinning top, a small ball and a toy car in the middle of the group
Explain to the group of students that they will be observing what forces make things move
and change such as Push and Pull.
Hold up a Spinning top and ask the students
How would we make the top move?
What parts of the top move?
What action could we use in order to make the top spin?
Engage students in group discussion about the other toys and how they move.
Record some pull words on cards to add to the class display of push and pull.
Add the words to the push pull display and discuss why we have added these words and
actions. (So students can see what they have learnt about force).
Students individually search the internet on the class IPads for objects that can be pushed
and pulled. They are to select one object.
Each students is given a turn to talk about why they choose this object in in which ways can it
be moved with a push or a pull. Images are saved and printed later in the day.
Discuss why you have written down some push and pull words and engage in conversation
about why we will be adding to the push, pull display. Explain that they will be adding images
and more words as we discover more about the force of push and pull.
Using inquiry questions engage the students into discussion about what force
What would happen if I pushed or pulled the spinning top, ball and toy car harder?
Why do you think it will go slower or faster?
Children use the class IPad to access preinstalled game of sorting toys according to the way
they move (allow 10min for this activity)
http://resources.hwb.wales.gov.uk/VTC/push_pull/eng/Introduction/InteractiveWhiteboardActi
vity.htm
Students move to their and using their science journals under the heading push and pull.
They are to draw a toy and label with what push or pull force it uses to move.
Discuss with students that they will be placed in to Buzz groups (groups of students who
observe, investigate, and discuss their findings as a group).
There are 4 groups
1. Bees
2. Grasshoppers
3. Beetles
4. Butterflies
 Discuss rules for working in groups taking (egg taking turns, everyone is entitled to their opinion).
Allocate each student a group each student takes a lanyard with the picture of the animal for their
group to assist in remembering which group they belong to.
Teacher to fill in a TWLH chart with the assistance of the students to summarise the observations and
ideas of the students to add to the display and word wall
To provide hands-on, shared experiences.
EXPLORE
To support students to investigate and explore ideas.

Science learning experiences

Lesson 2 - 5,4,3,2,1, GO

Remind students of classroom rules.

Set clear expectations of behaviour
Revise previous lessons findings about push and pull.
Ask students to sit in front of the interactive white board to watch the YouTube clip about a
force is a push or pull https://www.youtube.com/watch?v=_LdcxCdB-s8
Continue adding new words to the word wall.
Students are to experiment with push and pull using an air powered balloon car.
Students are shown the equipment needed to complete the experiment.
Demonstrate and write down the steps needed for the experiment to be successful.
Students need to make predictions about what is going to happen when the balloon is
attached to the car.
How is the car going to move?
What force will it need to move?
What will happen if I let the balloon go?
Why do you think this will happen?
Each group are given a list of investigation questions they need to answer during their
experiments.
Each group is given a car, a straw, sticky tape and a balloon.
They are to tape the straw to the roof of the car.
They then need to choose one person to blow up the balloon.
They attach their balloon to the end of the straw and use stick tape to seal it so no air can
escape through the edges.
The students release their cars and see how far the car travelled using the pushing force of
air. Students experiment with different amounts of force by blowing the balloon up larger or
smaller. Measure the distance and compare results.
Students draw and record their findings in their science journal under the title 5,4,3,2,1 GO.

Lesson 3 In the water

Revisit previous lessons findings about push and pull
Ask students:
What happens when they jump into a pool?
What happens when you lay on your back and spread your arms and legs
out beside their body like a star fish?
Show students images of someone jumping into the pool and sinking and someone floating
on their back in a pool.
Ask the students why they sink and float?
Record students ideas on a large piece of paper.
Students watch https://www.youtube.com/watch?v=MBeAgqT-ehU which explains the upward
force of water on objects.
Explain to the students they will be experimenting with objects and water.
Students are reminded of safety around water.
This experiment is best suited to the wet areas at the back of the room.
Students are placed into their Buzz groups.
Explain they will be detectives during this lesson. Detectives ask lots of questions and are
very observant.
 Students will predict what will happen when the different sized submarines are pushed under
the water and released. Why do you they think this will happen? Will it create a push or a
pull?
Each student is to record in their science journal their prediction and findings using drawing
and labelling.
Using the premade submarine from an empty juice carton and 3ltr milk carton the students
push the submarines under the water and release it.
During their experiments ask the children what they are feeling when they push the
submarines under the water.
Students talk within their Buzz group what has happened and what happens when they
pushed the containers under the water and release it complete their journals.
Discuss Gravity and the down ward force on us and objects.
Students are asked

What does it feel like? (Primary Connections, 2014)

What will happen if they let it go? (Primary Connections, 2014)
Why will this happen? (Primary Connections, 2014).

Students watch YouTube clip to understand gravity

https://www.youtube.com/watch?v=ljRlB6TuMOU
Each group is given a medium rock they are to describe the weight of the rock in their hands.
Students are to hold the rock in their hands and lower it into the water.
Ask students again
What does it feel like? (Primary Connections, 2016).
Is it the same as out of the water?
Why do you think it feel lighter in water? (Primary Connections, 2016)
Could something be pushing the heavy object up to make it feel lighter?
(Primary Connections, 2016).
Students record their finding in their science journal using this image
Showing the forces on the object.

LESSON 4 Discovery time does it float or does it sink

Remind students of classroom rules.

Set clear expectations of behaviour
Explain to the students they will be discovering which object float and which objects sink.
Students watch the magic school but does it float or does it sink
https://www.youtube.com/watch?v=8-QQbD2WkRI
Students receive a Predict, observe, and explain the work sheet they need to glue this into
their science journals.
Explain to students that there are 4 stations one for each group. Each station contains 3
containers one larger one labelled Does it sink or float. This is the testing container. On either
side of this container is one smaller container labelled sink and one on the other side labelled
float. Located on the same table is a tray with a range of materials for the students to test.
And identify as sink or swim. Students are to sort the items into their correct containers. Each
table have different items to test.
Model how to use the work sheet (Primary Connections, 2014) first they need to predict if the
item will float or sink and circle the answer, then observe what happens when the object is
placed into the water and circle what happens to the item sink or float. Then they need to
explain why it sank or floated.
Assist the students into their Buzz groups on the carpet
 Students can move to the tables and begin their experiments, remind students they must
record their findings on the work sheet as they will each group will present their findings to the
class.
Allow 10 min for the experiment.
Students return and sit in their groups to the mat with their 2 containers float and sink.
Each group presents their findings to the class.
Ask the students during their presentations:
Was it light or heavy?
Do you think it made a difference as to whether it floated or sank?
Why do you think the weight of the item made a difference?
Who could we change something that sank into something that floats?
Does it need to be bigger or smaller?
Make a list on a large piece of paper of items that floated and items that sank. Add these to
the display.

LESSON 5 Flying in the sky

Review all previous experiments and investigations land and water

Ask the students if they have ever seen a piece of plastic fly on a windy day. Explain that this
is due to air pushing the plastic up.
Ask the students what is air? (Primary Connections, 2014)
Where is air? (Primary Connections, 2014)
Write down the students answers on a large piece of paper under the heading AIR.
Explain to the students that we are going to test for air in a water bottle
Gather students around the table so they can see.
Place a bottle on the desk in front of the class ask the students if they think there is air in the
bottle.
How do we know there is air in the glass?
Next place a clear bucket of water on the desk beside it.
Ask the students to predict what will happen when the bottle is placed in the bucket of water?.
Students record their predictions in their journals under the heading AIR. Students draw an
image of what they think may happen to the water bottle.
Students watch the experiment and return to their desk to and compare their prediction to
what they observed and draw and sentence explaining what happened and how it is different
to their prediction.
Have a group discussion about what happened in the bucket (e.g. air escaped in bubbles to
the top of the water). Talk about what happened to the water bottle (e.g. the bottle emptied
the air and it filled with water).
Ask the students if they have ever wondered how a kite stays in the air?
Explain when something is in the air, gravity pulls it back down again. Like a ball you can
throw it up and it comes back down again because of gravity.
Explain to the students that they will be making kites but first they need to investigate how
shape and orientation of the kite determines whether it will fly or not.
Pick up a piece of flat paper and ask the students what will happen to the paper if I dropped
it? How do you think it will move? Will it fall fast or slow? Why?
In front of the class drop the flat piece of paper, students observe how the paper moves.
Now scrunch up a piece of paper ask the students what will happen to the paper if I dropped
it? How do you think it will move? Will it fall fast or slow? Why?
Now drop the scrunched up paper in front of the class, students observe how it falls?
Why do you think the flat piece of paper took longer to fall than the scrunched up piece?
Explain that an objects size of its surface such as the paper a flat piece of paper will float as
air pushes upward against the flat surface of the paper but a scrunched up paper ball wont
because youve made the surface smaller (Highlight Children, n.d).
 Explain that the students will be creating a kite from the materials in the classroom within their
groups. They will be testing them in the playground to see if the push from the air and the
surface of the kite will make them fly.
Students are placed in their Buzz groups and asked to discuss as a group what materials
would be best to use they are to plan and draw their kite in their science journals listing all the
materials needed to create their kite and the reason for choosing them. Their planning is to
include the air pushing up onto their kite.
Student predicts if their kites will fly or fall and why they think this will happen? Record I their
Science journal.
Students test their kites in the playground
Students record their findings and answer these questions in their science journals.
Something I found out about air is(Primary Connections, 2014)
Something I found out about things falling in air is..(Primary Connections, 2014)
I wonder..(Primary Connections, 2014)

To support students to develop explanations for experiences and make representations

EXPLAIN of developing conceptual understanding.
To introduce current scientific views.

Science learning experiences

LESSON 6

Remind students of classroom rules.

Set clear expectations of behaviour

Group discussion about the experiments and observations they have done so far.
Talk about each experiment and ask students questions about each one to establish what
students know so far.
Play the hots seat game students use critical thinking skills as they ask thoughtful questions
to narrow down a large list of words to one "secret word from the word wall (Education
World, 2016).
Introduce the words Force and gravity; add these words to the word wall.
Students watch https://www.youtube.com/watch?v=LEs9J2IQIZY
Ask students to line up as they are going for a walk around the school. Along the way stop in
areas that display object that can be pushed or pulled this reinforces students concept that
force is all around them.
Ask the students to find an object that can be pushed or pulled and stand next to it. Repeat
this in 3 different areas of the school and return back to class.
Find a shady spot and ask the students to in a circle
Explain that all the objects they found around the school that required a push or a pull to
make the object move, change direction or change shape all require force (another word for
push or a pull).
Go around the circle and ask each of the students to choose one area in which they found a
push and a pull and share a sentence using the word force (The swing required force to go
back and forth).
Explain to students that gravity is also a force it is a down ward force which keeps us on the
ground so we dont float away.
Read the forces poem to the students
Using the Fantastic forces from (Primary Connections, 2014) take the students
Through step by step on how to complete the handout.
Students glue this into their science journals and complete.
Students share their findings and compare answers with peers.
 To challenge and extend students understanding in a new context or make connections to additional
ELABORATE concepts through a student-planned investigation.
To support students to plan and conduct an investigation.

Science learning experiences

LESSON 7 Build a Pirate ship - ahoy me hearties

Recap float and sink lesson.
Read who sank the boat by
Students will need to understand the concepts of buoyancy and water displacement to design a watercraft
that will support a given amount of weight.
Explain to the students that in their groups they will all be making a pirate ship from materials within the
recycling box.
Remind students of the display under the word wall of items they experiment with, which sank and which one
floated.
Model a boat made from a milk carton with a flag made from paper.
Discuss the features of the boat and ask the students what factors might affect the boats ability to float.
Write these on a large piece of paper (flag might be too heavy, the milk carton may have holes in it, the
weight of the cartoon filled with liquid is too heavy, but empty works well).
Clarify with the student that the each Buzz team is to investigate how changing the base and how much
decorations they place on the boat will affect how well it floats.
Students will use an investigation planner to guide their investigation.
Explain and demonstrate how to use the investigation planner.
Explain to the students to only change on small thing at a time.
Teams will experiment with modifications of their boat.
Allow time for the teams to collect and make their boats.
As students are trialling their boats take photos of the investigation as evidence.
Guide the students during the testing stage of the boats with questioning.
What force is being used to keep the boat floating?
Can we change something from a sinker to a floater?
How can we change it?
What could we add or take away to change this?
Students record in their science journal a short story about the journey they took to make their boat, they
must list the changes make, the things they observed, and the things they kept the same.
 To provide opportunities for students to review and reflect on their learning and represent what they
EVALUATE
know. Judy2016Sem3

Science learning experiences

LESSON 8 - Push and Pull in the right direction

Review word wall and push pull display

Students play hot seat they use critical thinking skills as they ask thoughtful questions to narrow down a large
list of words to one "secret word."
Ask the students to look back at the cut and paste they did at the beginning of the unit.
Ask the students if there is anything on their sheets that they would change?
Ask the students to put a circle around anything on the sheet they would change? And write why they would
change this on the page beside this.
This activity is an opportunity to show what they students have learned and how their ideas have changed
over the course of the unit.
Students are placed in their Buzz groups again each group is given 4 A4 sheet with their group name at the top
the following questions are placed on each sheet.
What ideas have you changed? (Primary Connections, 2014)
What new things have your learned?(Primary Connections, 2014)
What toys/objects change shape when you push or pull them? (Primary Connections, 2014)
What activity or activities helped you to learn these new ideas? (Primary Connections, 2014)
Each from the group records their answers on the sheet with their name next to it.
Allow adequate time for discussion and recording of answers.
Come back together as a whole group to discuss the students answers.
Students record in their science journal through drawing and writing, which was their favourite activity and why
and what did they learn from that activity.
If time permits the students can access the class IPads and play the push pull game
http://splash.abc.net.au/res/i/L700/index.html