K-6+SCIENCE+T4+2014 

Physical World- Science

identifies that the way objects move depends on a variety of factors STe-6NE
 * Early Stage 1**


 * The way objects move depends on a variety of factors, including their size and shape.
 * Students:
 * observe the way a variety of familiar objects move, eg sliding, rolling, spinning and bouncing on the ground
 * identify that the way an object moves depends on its size and shape, eg tennis balls and blocks

describes some sources of light and sound that they sense in their daily lives ST1-6PW describes effects of pushes and pulls on objects they encounter ST1-7PW
 * Stage 1**

Content
 * Light and sound are produced by a range of sources and can be sensed.
 * Students:
 * share their observations and ideas about different sources of light and sound encountered in their daily lives and their senses that detect them
 * produce different sounds from familiar objects using actions, eg striking, blowing, scraping or shaking
 * use their sense of touch to feel vibrations from familiar objects and infer that sound is made when an object vibrates, eg vocal cords, a stringed instrument or a rubber band
 * explore how the loudness and range of types of sounds are related to the action used to produce them
 * compare the range of types of sounds produced by musical instruments used by people from different cultures, eg didgeridoo or sitar
 * A push or a pull affects how an object moves or changes shape.
 * Students:
 * describe the effects of pushes and pulls on familiar objects, including moving, stopping and changing direction, changing shape or breaking
 * explore how different strengths of pushes and pulls affect the movement of objects on land and through water and air
 * demonstrate some ways that people use pushes and pulls in their everyday life, eg sweeping with brooms or riding skateboard

identifies ways heat is produced and that heat moves from one object to another ST2-6PW describes everyday interactions between objects that result from contact and non-contact forces ST2-7PW
 * Stage 2**
 * Heat can be produced in many ways and can move from one object to another.
 * Students:
 * identify in their environment some different ways in which heat is produced, eg by electricity, burning (chemical) and friction (motion)
 * observe the effects of heat moving from one object to another, eg the feeling when hands are placed in warm or cold water
 * describe how people use scientific knowledge in their work and everyday life to control the movement of heat from one object to another, eg a pot holder, insulated bags or thermos
 * Forces can be exerted by one object on another through direct contact or from a distance. (ACSSU076)
 * Students:
 * investigate the effect of forces on the behaviour of objects, eg dropping, bouncing or rolling objects
 * observe the way the force of gravity pulls objects towards the Earth, eg dropping objects from different heights
 * observe everyday situations where the direct contact force (friction) affects the movement of objects on different surfaces, eg a bike or skateboard
 * carry out tests to investigate the forces of attraction and repulsion between magnets

describes how scientific understanding about the sources, transfer and transformation of electricity is related to making decisions about its use ST3-6PW uses scientific knowledge about the transfer of light to solve problems that directly affect people’s lives ST3-7PW
 * Stage 3**
 * Electrical circuits provide a means of transferring and transforming electricity.
 * Students:
 * identify potential risks and demonstrate safe use when using electrical circuits and devices
 * demonstrate the need for a circuit to be complete to allow the transfer (flow) of electricity
 * construct simple circuits incorporating devices, eg switches and light globes
 * observe and describe how some devices transform (change) electricity to heat energy, light, sound or movement, eg hair dryers, light globes, bells and fan
 * Energy from a variety of sources can be used to generate electricity and this knowledge can inform personal and community-based decisions about using these sources sustainably.
 * Students:
 * research and present ideas about the different ways electricity can be generated, eg burning coal or natural gas; solar, hydroelectric, geothermal, wind and wave-generated electricity
 * describe how scientific knowledge can be used to inform personal and community decisions about the use and conservation of sustainable sources of energy
 * Light from a source forms shadows and can be absorbed, reflected and refracted.
 * Students:
 * classify materials as transparent, opaque or translucent, based on whether light passes through them, is absorbed, reflected or scattered
 * observe and describe how the absorption of light by materials and objects forms shadows, eg building shading
 * gather evidence to support their predictions about how light travels and is reflected
 * research, using secondary sources to gather information about science understandings, discoveries and/or inventions that depend on the reflection and refraction of light and how these are used to solve problems that directly affect people's lives, eg mirrors, magnifiers, spectacles and prisms

- think of examples for each
 * **Week** || **Outcomes** || **Learning Plan** || **Assessment** ||
 * 2 ||  || Baldry Shield ||   ||
 * 3 ||  || All: - discuss what are the different ways we can move objects: push, pull, roll, blow, slide, fly, spin, turn

Students are going to conduct an experiment in groups to see what objects roll the fastest. They need to determine what things will roll and then time each rolling down the ramp.

Discuss, model and students complete the following scientific experiment proforma hypothesis: aim: method: results: conclusion: ||  || http://www.mrsrussellsclassroom.com/physical-science.html
 * 4 ||  || Discuss: what is light? where does it come from? - go through powerpoint on the following website and discuss each section.

Complete activity and quiz- (must get over 7/10- if not they need to redone the lesson and quiz) 3-6 http://www.bbc.co.uk/schools/scienceclips/ages/10_11/see_things_fs.shtml K-2 http://www.bbc.co.uk/schools/scienceclips/ages/5_6/light_dark_fs.shtml ||  ||
 * 5 ||  || Revise: what is light? where does it come from? what does man made and artificial mean? Give examples for each.

3-6 In their science books students look at the powerpoint of 45 different light sources. They draw a table in their science books with man made and artifical as the headings, they then write what the light source is for each image in the correct column. http://www.mrsrussellsclassroom.com/physical-science.html

K-2 Workbook activities: K: pg 67 & 68 (Science F) 1 & 2: Pg 63, 64 (Science 1) ||   || Stage 2 and 3- research and present ideas about the different ways electricity can be generated, eg burning coal or natural gas; solar, hydroelectric, geothermal, wind and wave-generated electric. Students work in groups, choosing one method. ||  ||
 * 7 ||  || - Discuss what is electricity, what do we need it for and how can it be generated
 * 8 ||  ||   ||   ||
 * 9 ||  ||   ||   ||
 * 10 ||  ||   ||   ||

3-6 - students list artificial and natural light sources

https://www.youtube.com/watch?v=iletCKDCt_0 - discuss artificial and natural light and the differences between