Push-pull

1. Push-pull Stage 1 Energy and Change SACSA 1.3 Identifies sources of energy and describes the ways in which energy is used in daily life. 1.4 Poses questions and explores the ways in which different objects move.

2. Engage Moving toys Lesson 1  How can the toy be moved? TRUCK  Volunteer  Comments:  Word wall- add new words

3. Engage Equipment table- form teams  A- Equipment table  Each team will have a collection of toys  How did the toys move? • Did the toy move the same way each time? • What made the toy move? • Why do you think that?  B- Managers collect 2 pieces of paper for their team. • Choose a toy and draw it. Underneath write under the picture what you did to make the toy move eg I pulled the car.

4. Engage ‘Making Things Move’ table • Attach your pictures to the table on the wall. • Read your caption.

5. Engage Push and pull pictures Draw arrows to show the pushes and pulls in these pictures.

6. Engage Forces and their effects – PC DVD Pushing a door Pulling a toy Pushing a car Pushing a swing

7. Explore Investigating pushes and pulls at home • Session two • Put your completed push pull sheet face down in front of you. • Without saying the name of the place read the push pulls eg ‘I pushed buttons on the microwave and the telephone, I pulled open the drawers’. Your partner needs to guess the place eg ‘I think that was in the kitchen’. • Stick your sheets into your books.

8. Move box to reveal picture Move box to reveal picture Move box to reveal picture Move box to reveal picture Explore Investigating pushes and pulls at homeLesson 2 (session 1 and 2)

9. Remove red box to see arrow Explore Water, water everywhere – lesson 3 • What experiences have you had with water? • What have you put in water? What happened? • This lesson is about investigating water. • Safety around water... • You will be pushing the balls under the water to see what happens when the balls get pushed under the water. • Feel the upwards push of the water. • What happened when you pushed? • What happened when you released? What did you feel when you pushed the ball down?

10. Push of water Push of water Remove red box to see arrow Remove red box to see arrow Pull of gravity Explore Force arrow diagram-lesson 3 cont • Draw a force arrow diagram in your Science books. • When would it be helpful to know what floats and what sinks? • Eg hooks on a fishing line, an anchor for a boat, flotation devices for young children.

11. Remove red box to see arrow Remove when discussing the heavy object. Explore Water, water everywhere – lesson 3 cont What would if feel like to hold a heavy object above the water? • What would it feel like to hold a heavy object in the water?  What would it feel like?  What would happen if you let go?  Why do you think this would happen? • The downward pull of gravity is why things fall to the ground. • Does it feel the same in water as it does in air? • Why do you think it feels lighter in water? • Could something be pushing up to make it feel lighter?

12. Explore What sinks? What floats? lesson 4 • Why do some things float and some sink? • Why can an ocean liner float? • Why does a paper clip sink? Question QUESTION How can we make a boat sink? Push of water Push of water Pull of gravity

13. Explore Predict , Observe, Explain-lesson 4 cont • Choose three objects. • Predict whether they will sink or float by circling the word. • Circle what you observed – did they sink or float? • Explain why you think these objects sink or float? Archimedes’ bath

14. Explore Heavy/Light – lesson 4 cont • Objects that are heavy for their size SINK • Objects that are light for their size FLOAT • Lets investigate.

15. Remove to reveal activity Explore Floating on air- lesson 5 • What is air? • Where is air? • Think, pair, share. • Collecting air: our predictions and findings. • Lets collect air. 2 plastic bags per team. • Collect as much air as you can in any way you can.

16. Explore Collecting air: our predictions and findings.- lesson 5 cont

17. Cup Is there air inside the cup? Container of water tissue tissue answer Explore Floating on air- lesson 5 cont Cup Is there air inside the cup? Predict, Observe, Explain The tissue stayed dry because there is air inside the cup that took up space.

18. Sheet of paper crumpled Sheet of paper Explore Floating on air- lesson 5 cont • Changing the way something looks/the shape will affect the way it falls. • Both pieces of paper will be dropped at the same time. • One crumpled and one flat • Is it fair to drop the paper at different heights? • Would it be fair to drop one and then the other? • Would it be fair to throw one hard and let the other drop?

19. Float or sink (incy wincy) Depending on the shape Will make it sink or float Depending on the shape Will make it sink or float If the shape is round It will likely sink or fall But if the shape is flat or curved, It should float some more.

20. Slide down to reveal more questions Explain Push meets pull- lets revisit- lesson 6 • Where have we been investigating different types of pushes and pulls? • Eg home, on the ground, in water and in air • What did you feel when you pushed the objects under water? What was doing the pushing? • How did the object feel when you held it in the air? What was doing the pulling? • What did the object feel like when you lowered it into the water? Why? • What happened when you dropped pieces of paper? Did the shape of the paper affect what happened when you dropped it?

21. Explain Pushes and pulls all around us- lesson 6 cont • Lets act out some pushes and pulls. • What is another word for push • Lets look at the list again and use the word force to describe. • Share a new sentence with a friend.

22. Explain Gravity- lesson 6 cont • Gravity is also a force. • The force of gravity pulls us to the ground. • Eg ‘A ball falls to the ground because of the force of gravity. • Share a sentence using gravity with a friend. Use the pictures below for ideas.

23. Force arrows- lesson 6 cont (revise from lesson 3) Explain forces pull pushes Gravity

24. Pushing and pulling: push or pull?Learning federation (learning object) Use monkeys to push/pull the animals from the boat to the zoo ZOO http://www.thelearningfederation.edu.au/for_teachers/sample_curriculum_content/tm_-_science.html

25. Push of air Push of air Helicopter test flights- lesson 7 Elaborate • How would the following affect the speed the man falls? • Span of parachute? • Heaviness of the man? • The size and shape of the parachute? Pull of gravity A parachute catches the air and supports the weight of the parachutist.

26. Paper helicopter- lesson 7 cont Elaborate • We are going to work in teams to explore how paper helicopters fall. • Have a go. • What causes the helicopter to spin? • How is the helicopter falling similar to the parachute falling? • What things will affect how quickly the helicopter falls to the ground? Lets map it on our investigation planning grid.

27. Elaborate Investigation planning grid- lesson 7 cont MS STEPHANIE/ NEWMANS CLASS 2/3 QUESTION: What happens to the helicopter fall time when we change the wing size?

29. Investigation planning grid- lesson 7 cont MRS LUKERS 1/2 Elaborate QUESTION: What happens to the helicopter fall time when we change the wing size?

31. Investigation planning grid- lesson 7 cont- MR BARRY 1/2 Elaborate QUESTION: What happens to the helicopter fall time when we change the wing size?

33. Investigation planning grid- lesson 7 cont- MRS BRAY 1/2 Elaborate QUESTION: What happens to the helicopter fall time when we change the wing size?

34. Investigation planner-lesson 7 cont Elaborate

35. Thinking about our paper helicopters- lesson 7 cont Elaborate • What pulls the helicopter down? • How does it move? • What pushes up against the wings of the helicopter? • How do you know? • Have you seen examples anywhere else? • Why does the helicopter with bigger/smaller wings fall more slowly/more quickly?

36. Write and draw- lesson 7 cont Elaborate • The thing I changed about my helicopter was… • The thing I observed about my helicopter was… • The things I kept the same about my helicopter was…

37. Pulling it all together- lesson 8 Evaluate • Lets review our journal, word wall and ‘Making things move’. • We will repeat this activity to see what new things we can now add.

38. Pulling it all together-lesson 8 cont Evaluate • Think about • What ideas have you changed? • What new ideas have you developed? • What activity or activities helped you learn these new ideas? • Review • Which activity helped you to learn something new? • Which activity did you enjoy? Why? • What did you learn about working with a partner?

39. Push-pull WORD WALL push pull

40. Assessment rubric

41. Assessment student list