Push and Pull Science Unit of Work – Grades F/1/2

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Summary of Unit of Work:

This unit of work focuses on learning about different pushes and pulls and how students can identify these within different contexts. Students experience an Introduction to Pushes and Pulls, Forces on Land and Water, Toys and Motion, Machines and Sinking and Floating.

Australian Curriculum Links:

English:

Foundation:

  • Share feelings and thoughts about the events and characters in texts, Identify some familiar texts and the contexts in which they are used, Explore the different contribution of words and images to meaning in stories and informative texts. http://ausvels.vcaa.vic.edu.au/Foundationlevel?layout=1&d=E

Grade 1:

  • Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences, Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features. http://ausvels.vcaa.vic.edu.au/Level1?layout=1&d=E

Grade 2:

  • Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures, Listen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions. http://ausvels.vcaa.vic.edu.au/Level2?layout=1&d=E

SCIENCE

Foundation:

  • The way objects move depends on a variety of factors, including their size and shape, Respond to questions about familiar objects and events, Engage in discussions about observations and use methods such as drawing to represent ideas. http://ausvels.vcaa.vic.edu.au/Foundationlevel?layout=1&d=S

Grade 1:

  • 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. http://ausvels.vcaa.vic.edu.au/Level1?layout=1&d=S

Grade 2:

  • A push or a pull affects how an object moves or changes shape, Respond to and pose questions, and make predictions about familiar objects and events. http://ausvels.vcaa.vic.edu.au/Level2?layout=1&d=S

INTERPERSONAL DEVELOPMENT:

Foundation:

  • With teacher support, students begin to identify and develop the skills required to work together in a group, including taking turns, and sharing and caring for equipment and resources. Through supported reflection on their own experiences of working with a partner, in small group and whole-class situations, students share their thoughts on group collaboration and learn to describe and practice skills that contribute to the formation of positive relationships, and explain why these skills are desirable. http://ausvels.vcaa.vic.edu.au/Foundationlevel?layout=1&d=id

Grade 1:

  • Students learn to work in teams to complete structured activities within a set timeframe (the teacher may select the teams and allocate roles and responsibilities). Students learn to stay on task and share resources fairly. In response to questions and prompts, they learn to reflect on the team’s challenges and successes and their contribution to the team’s effectiveness. http://ausvels.vcaa.vic.edu.au/Level1?layout=1&d=id

Grade 2:

  • Students learn to work in teams to complete structured activities within a set timeframe (the teacher may select the teams and allocate roles and responsibilities). Students learn to stay on task and share resources fairly. In response to questions and prompts, they learn to reflect on the team’s challenges and successes and their contribution to the team’s effectiveness. http://ausvels.vcaa.vic.edu.au/Level2?layout=1&d=id

DESIGN, CREATIVITY & TECHNOLOGY

Foundation:

  • Students independently, or in collaboration with peers or adults, explore the use of common materials such as paper, cardboard, glue, fabric, wood, soil and plants, plastic containers, string, paddle-pop sticks and food ingredients. They develop skills in the safe use of basic tools and equipment, such as safety scissors, mixing bowls, cups and rulers, to cut, join, shape, mix and follow instructions to construct simple products or models based on their design ideas. http://ausvels.vcaa.vic.edu.au/Foundationlevel?layout=1&d=dct

Grade 1:

  • In response to simple design briefs, students develop basic design ideas based on their experiences of working with materials/ingredients and components. They talk about their design ideas and thought processes and start to represent these visually by using models, pictures and words. They consider that more than one solution may be possible and begin to give reasons for changes in their thinking. http://ausvels.vcaa.vic.edu.au/Level1?layout=1&d=dct

Grade 2:

  • In response to simple design briefs, students develop basic design ideas based on their experiences of working with materials/ingredients and components. They talk about their design ideas and thought processes and start to represent these visually by using models, pictures and words. They consider that more than one solution may be possible and begin to give reasons for changes in their thinking. http://ausvels.vcaa.vic.edu.au/Level2?layout=1&d=dct

 

Download the full unit and resources below:

Push and Pull – Science Unit for Years 1 and 2 (PDF)

Push and Pull – Science Images (PDF)

 

 

 

 

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