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Australian Curriculum Connections: 4 Science Physics

This document provides information about a Year 4 science unit on forces taught through the Australian curriculum. Specifically, it focuses on physics concepts about forces exerted through direct contact or from a distance. It includes 3 key topics - forces of push and pull, friction, and gravity and air resistance. The teaching sequence outlines learning experiences such as games, videos, and investigations using objects like balls and parachutes. It provides assessment examples such as exit slips, storyboards, and an investigation workbook for a parachute test to evaluate student understanding of the forces.

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142 views12 pages

Australian Curriculum Connections: 4 Science Physics

This document provides information about a Year 4 science unit on forces taught through the Australian curriculum. Specifically, it focuses on physics concepts about forces exerted through direct contact or from a distance. It includes 3 key topics - forces of push and pull, friction, and gravity and air resistance. The teaching sequence outlines learning experiences such as games, videos, and investigations using objects like balls and parachutes. It provides assessment examples such as exit slips, storyboards, and an investigation workbook for a parachute test to evaluate student understanding of the forces.

Uploaded by

api-465449635
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Australian Curriculum Connections

Year Level Learning Area Topic


4 SCIENCE Physics
Content Descriptor: Science Understanding

Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076)
investigating the effect of forces on the behaviour of an object through actions such as throwing, dropping, bouncing and rolling

Content Descriptor: Inquiry Skills


With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based
Questioning and Predicting
on prior knowledge (ACSIS064)
With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of
Planning and Conducting
appropriate materials and equipment (ACSIS065)
Processing and Analysing
Compare results with predictions, suggesting possible reasons for findings (ACSIS216)
Data and Information

Evaluating Reflect on investigations, including whether a test was fair or not (ACSIS069)

Communicating Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS072)

Achievement Standards – Science:

By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They describe how
contact and non-contact forces affect interactions between objects. They discuss how natural processes and human activity cause changes to Earth’s
surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify
when science is used to understand the effect of their actions.
Students follow instructions to identify investigable questions about familiar contexts and make predictions based on prior knowledge. They describe
ways to conduct investigations and safely use equipment to make and record observations with accuracy. They use provided tables and column
graphs to organise data and identify patterns. Students suggest explanations for observations and compare their findings with their predictions. They
suggest reasons why a test was fair or not. They use formal and informal ways to communicate their observations and findings.
Literacy Numeracy ICT Critical and Creative Thinking
General Capabilities
Ethical Behaviour Personal and Social Intercultural Understanding

Aboriginal and Torres Strait Islander Asia and Australia’s Engagement


Cross Curriculum Priorities Sustainability
Histories and Cultures with Asia

Teaching Sequence

Learning Focus Learning Experiences Check for Learning / Assessment Main Resources

Push and Pull Intro with moving the ball.


ENGAGE:
Intro PowerPoint – videos and examples of push and pull. PowerPoint
Introduce unit Evaluation on tug of war and soccer
Forces – push and YouTube Video: Ball
pull game
https://www.youtube.com/watch?v=HCvbN2P_MCY Tug of war rope
(2 lessons)
Tug of war/soccer game and evaluation (push and pull)

Introduce Friction with example


YouTube Video:
https://www.youtube.com/watch?v=qN0V0NXV3Kw Observations of Investigation Objects to roll
EXPLORE:
Forces – Friction In groups of four, students will roll two objects on different Story boards. Story board
(2 lessons)
surfaces – analysing how different levels of force changes Exit slip template
distance covered
Introduce story board ideas using the ball scenario.
TASK – students are to create their own story board using
different objects. (extension: using different types of force)
Reflection: Exit Slip

Recap of learning
PowerPoint – gravity and air resistance definition/ videos and
examples
Gravity YouTube Video: PowerPoint
EXPLORE: https://www.youtube.com/watch?v=ljRlB6TuMOU Parachute
Gravity and Air
Parachute focus – the forces of gravity and air resistance Responses to Questions Investigation Work
Resistance
(1 lesson) working together. Book.
Parachute YouTube Video:
https://youtu.be/vZYwsAvHgVw
Introduce summative assessment: Parachute test and report
(Investigation Work Book)

Summarise Investigation Work Book.


- Ask students to choose groups and begin Work Book. Assessment Work
Students conduct experiment in groups Book
EXPLORE EXPLAIN:
Parachute Test Including the planning, building and testing of their Parachute Investigation Work Book Materials to build
(3 lessons)
parachute object. parachute
Individually students will analyse results and answer Stopwatches.
evaluation questions.
Friction Storyboard
1 2 3 4
Name: Partner’s Name:

In science, we have been learning about the different forces around us, focusing on pushing, pulling, friction,
gravity and air resistance.

Objects fall and stay towards the earth due to gravity, however, air resistances act upon the objects to
slow or stop it falling. Different materials of varying shapes and sizes can affect the strength of the air
resistance force.

In this investigation, you and a partner will be creating your own parachute and testing the effectiveness of
its air resistance against gravity. This work book is a guide for you to write down predictions, ideas, test
results, the analysis and evaluation of the investigation.

Assessment Rubric
A B C

Student uses Student shows


extensive knowledge understanding of Student guesses
Planning of forces to predict
some knowledge of the outcome of the
forces to predict investigation.
investigation. investigation.

Parachute shows good Parachute was Parachute was


craftsmanship. constructed constructed with
Design and Student was able to correctly. Extra errors. Extra
Building successfully add elements to elements were not
elements to their parachute were added to the
parachute. added. parachute.

Student conduct all


four tests, clearly Student complete Parachute testing
all tests and was incomplete,
Testing showing accurate
record their and no changes
results and changes results. were made.
to the parachute.

Formal and extensive


responses to All questions are Questions are
Evaluation answered attempted,
questions.
and Presenting a strong correctly, presenting little
Reflection understanding of the showing knowledge understanding on
topic. on the topic. the topic.
My hypothesis is…

Prediction
what do you think will happen?

Constants
what will you keep the same?

Variable
what will I change?

Materials
what will I use?

Measurements
how will I record the data?
Draw a picture of your parachute design. Include how air resistance and gravity will affect the
parachute. REMEMBER to label all parts.
Look back at the materials you recorded in the planning section.
Now that the parachute has been assembled, lets test how well it works!
One partner will be at the top with the parachute and the other partner on the floor with the
stopwatch. You will launch the parachute three times and record the information of each launch in
the table:

Launches Time

Average of 1 – 3
To calculate the average,
add all the times together
and divide by 3

Change the Variable you stated in the planning stage.


What did you change?
Once changes have been made, conduct the tests again!

Launches Time

Average of 1 – 3
To calculate the average,
add all the times together
and divide by 3
What design worked best? Why do you think that one was more successful?

Was your hypothesis correct? How do you know?

If you did this experiment again? What elements of your design would you change?

Using your knowledge of forces, explain the movement of the parachute.

What question(s) do you have?

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