Foundation
Act
Make it move!

Lesson 7 • Playing, modifying and designing games

Students consolidate their learning by writing instructions for, modifying, or designing a game with a focus on the movements that occur in that game.

Make it move!

View Sequence overview

Students will:

  • be guided through the design process to support them to explain, modify and/or design a game that involves movement.

Students will represent their understanding as they:

  • create an annotated diagram to explain how objects move in a game.
  • communicate about their game to a selected audience (their classmates), demonstrating how the moving object’s movement can be changed.

Lesson

What have we learned?

Re-examine the data and ideas collected in the class journal over the course of the teaching sequence. Discuss what factors influence how things move.

You might also revisit/replay any activities and games students have participated in, and discuss which investigations they enjoyed and why.

Discuss what students have learned about movement. Make a list of all of the students’ discoveries. To promote creativity, accept all responses but challenge the students to share evidence, e.g. "We found out...", or "We know this because...".

Estimated time
15 minutes
Lesson type
Class

How can we use our learning?

Discuss with students how they learn to play games like some of the ones they have played throughout the sequence and record their ideas in the class science journal. For example, they might:

  • watch someone play the game.
  • listen to the rules/instructions.
  • look at and test the equipment needed to play the game.
  • practice different parts of the game.

Explain to students that, as discussed in Lesson 1, they are going to explain, modify or design a game (depending on what is deemed suitable for your students’ needs and level of development) for other students to play.

List and discuss some of the games and activities students played/participated in over the course of the sequence, the equipment they used, and how people and objects move in the game.

Estimated time
10 minutes
Lesson type
Class

Explaining the game

Define

Define the challenge for students in an appropriate way. For example:

  1. How could we model, draw, describe, or explain 3 movements from a popular game for someone who has never played it before?
  2. What modification/s could you make to a game you know that would make it easier/harder to play (related to size, shape, material of objects, or required movements)?
  3. Design your own game where people and/or objects are moving.

Ideate

Brainstorm students’ suggestions to their design challenge and record the ideas in the class science journal. The prompts you might use, and the ideas students offer will depend upon the design challenge students are presented with.

To encourage creative thinking at this stage, every idea offered by the student should be recorded in the class science journal. No idea is discounted.

Then, at the end of the brainstorming, revisit the list and discuss opportunities / challenges of making these changes with the available materials.

Plan/Prototype

Students use the My moving game Resource sheet to outline the details of the game that they will model, explain, and play with their peers. Support them to record their ideas by modeling and scribing as required.

Estimated time
Variable
Lesson type
Collaborative team and class

Playing the game

Pair/group students to share their explanations/modification to existing games or the game they designed. They should be encouraged to use key vocabulary that they have learned throughout the sequence when describing the movements that happen in their game.

Consider recording students explaining how their selected game is played for assessment purposes.

 

Reflect on the sequence

You might:

  • consider what students have learned about how things move.
  • discuss why it is important to understand how we can test and change different things to make things move in different ways.
    • Discuss kinds of jobs that would need to use this understanding.
    • Discuss how this understanding might apply to everyday life and how it might help you plan/choose how to move something depending on its size, shape or material.
  • challenge the students to explain/play their games with family and friends at home.
Estimated time
Variable
Lesson type
Collaborative team and class
Previous lesson

Our design decisions

Select a lens below to see the design decisions behind each step. Understanding our decisions can give you insight to teach, adapt, and differentiate this task.

Foundation
Inquire
Make it move!

Lesson 6 • Flying toys

Students explore how to change the way an object moves.

Make it move!

View Sequence overview

Students will:

  • identify and describe some things that move, the way they move and the parts that help them to move.
  • describe the effect of shape, size or material on the way things move.
  • predict, reason, observe and explain what will happen when small changes are made to each moving object.

Student will represent their understanding as they:

  • use language to report on observations, comparing how some changes affect the way things move.
  • represent their understanding about movement through drawing, writing and using their bodies.

Lesson

Re-orient

Watch the video The Swish Machine: 70 Step Basketball Trickshot (Rube Goldberg Machine) (3:19).

With students, create a list of the objects they noticed and details about how the objects moved e.g. The rake rolled slowly down the ramp.

If students are ready, you can also ask them to name some factors that might have impacted the movement e.g. The handle of the rake is round, so it rolled.

Estimated time
10 minutes
Lesson type
Class

Changing movement

Show the students the moving (a loop glider and/or a paper aeroplane) toy/s they are going to make. Demonstrate how to make and move the toy/s.

Pose the question: Can you change the way these toys move?

Estimated time
10 minutes
Lesson type
Class

Making the toys

Working with a partner, students create two different versions of the same toy, either:

  • Two paper aeroplanes, one made from an A4 sheet of paper and one made from an A3 sheet of paper.
  • Two loop gliders, one made using a long straw and one made using a short straw. Alternatively, the size of the loops can be changed: one glider made using a large and small loop, the other made with two large loops or two small loops.

Teams complete the Predict and Reason sections of a PROE (either verbally or written), describing how they think both toys will move. Written responses can be recorded/scribed onto the Toy investigation Resource sheet.

Alternatively, you can record students’ ideas as a class on a demonstration copy of the Toy investigation Resource sheet.

They then test each design, flying them both from the same spot and seeing where they land.

They complete the Observe and Explain sections of the PROE (either verbally or written) to name which design flew further and why they think that, making explicit reference to their size. For example, The smaller aeroplane flew further because it was light, or The loop glider with the short straw flew further because it was lighter. Whilst students' observations should be accurate here (i.e. they should be correct in noting which flying toy went further) their reasoning will likely not be. That is because there are many factors that will impact how far the flying toy travels. This experience is valuable however as it supports students to start linking observations to reasoning and it allows them another opportunity to experience a fair test.

If appropriate you might get students to measure the distance each toy moved using a streamer, handprint measures, or using some other form of informal measurement tool such as blocks, pencils, glue sticks, books etc.

You might also take a photo as evidence of which toy travelled further.

Estimated time
15 minutes
Lesson type
Collaborative team

Explaining results

In this Integrate step, guide students to link their experiences during this investigation, and previous ones, to the concepts about movement being explored.

  • The size and shape of an object affects the way it moves.

Teams explain to the class what happened in their investigation. Encourage them to share their evidence by asking which toy moved further, and sharing their photographs and/or measurements if they were taken.

Ask students if they think the size and/or shape of their toy changed the way it moved and how.

Students complete the relevant sentence stem:

  • The (smaller/bigger, lighter/heavier) paper moved further.
  • The (shorter/longer, lighter/heavier) loop glider moved further.

Jointly construct a sentence about how the size of an object changes how it moves. Students can add more examples from personal experience.

Compare the teams’ results with the results of other teams that made the same toy to see if they found the same things. Discuss why they may or may not have happened.

Ask students if they can think of any other activities they've done during the sequence where the size of an object affected the way it moved. For example, when playing T-ball in Lesson 3, a larger, heavier ball might have need to be hit harder to travel as far as a smaller, lighter ball.

Estimated time
15 minutes
Lesson type
Class
Science content

Size and shape

How does size and shape affect movement?

Previous lesson Next lesson

Our design decisions

Select a lens below to see the design decisions behind each step. Understanding our decisions can give you insight to teach, adapt, and differentiate this task.

Foundation
Inquire
Make it move!

Lesson 5 • Slip and slide

Students are supported to conduct a fair test investigation that explores how the materials that objects are made from can affect how far they slide.

Make it move!

View Sequence overview

Students will:

  • investigate how material can affect how far an object can slide.
  • optionally determine a fair and accurate way to make informal measurements.
  • measure and record how far an object slides when changing one variable.

Students will represent their understanding as they:

  • participate in discussion to generate explanations, compare ideas and relate evidence to explanations about movement.
  • use language to report on observations, e.g. the shiny object slid further.

Lesson

Re-orient

Review the previous lesson, where the class conducted an investigation into whether the shape of an object affected its ability to roll. If, during that investigation, students made any observations or comparisons about the materials that the objects were made out of, draw attention to these. If not, display the items that were tested in the previous lesson and discuss the materials they’re made of and how they are different.

Estimated time
10 minutes
Lesson type
Class

Examining materials

Ask students to describe again the movement of rolling, and how it is different to sliding. Make an obvious mark on an object and watch that mark as the item slides across a surface. Define sliding with or for students as appropriate (moving smoothly along a surface whilst staying in contact with that surface).

Examine the different objects that students will slide across the table or other smooth surface, with a focus on the different materials they are made of/covered in. Allow students to feel and examine each material and describe how they look and feel. Construct (with guidance if needed) comparative statements about them such as, "The _____ is smoother that the _______".

Ask students if they think one objects will slide further than the other, and why they think that.

Pose the question: Will changing the material (of/on) an object affect how far it can slide across the surface of a table?

Using the demonstration copy of the Sliding investigation Resource sheet complete the Predict and Reason sections of the PROE (Predict, Reason, Observe, Explain), based on the earlier discussion and any new ideas students would like to add. You can support students with this by making connections between their previous experiences of using a slide, or sliding across a slippery floor.

Estimated time
10 minutes
Lesson type
Class
Science content

Materials and friction

Why is it easier for some materials to slide than others?

How far will it slide?

Discuss how the class will test whether different materials affect how far an object will slide across a table/surface.

With students, determine:

  1. What will be changed in the investigation (the material on the sliding surface).
  2. What will be measured in the investigation (the distance the object slides).
  3. What will stay the same in the investigation (the standing starting point when sliding the object, who slides the object, the surface/table etc.).

Each of the variables that need to be kept the same can be discussed as is appropriate for your students. In particular, it is likely that all students will want an opportunity to slide the objects across the surface of the table. This can be done if time and resources allow, however, measuring and recording the distance of each student’s attempts will take a significant amount of time. Consider if this is right to do in your context. Alternatively, you might allow all students the opportunity to slide the objects, but only record the measurements of one or a few students.

Next, determine a suitable way of measuring the distance of each slide. If your students are ready for complexity, the following steps describe a new measuring technique which will demonstrate the importance of using standard units of measurement. Alternatively, you may choose to use the streamer method from the previous lesson.

  1. Explain that you will begin with a ‘test’ slide. Mark a start line on a table or other smooth flat surface.
  2. Conduct the test slide and mark the final location of the object on the table/surface.
  3. Optional: Suggest counting how many ‘hands’ between the start line and final location and ask students if they think there might be any problems with this method.
  4. Select as many students as needed to place both hands on the table/surface to fill the distance between the start line and the object’s final location. Don’t give any direction as to how they might place their hands. Record this measurement.
  5. Next, select different students to measure the same distance by placing their hands in a row with each fingertip touching the bottom of the palm/wrist of the next hand. Record this measurement.
  6. Model critical thinking by wondering aloud if the measurements were fair and how to make them so. Discuss with students if the size of the hands would make a difference (small hands will allow for short measurements) or if the way the hands are placed (spread fingers measuring thumb to pinky can vary in how far they are spread each time) would change the measurement. Look at how the different way of placing the hands also affects the measurement.
  7. Next, introduce standard ‘handprint measurements’ created using the Hand measures Resource sheet.
  8. Determine which direction you'll agree to use (bottom of palm to fingertip, or thumb to pinky).
  9. Measure the distance of the test slide with the handprint measurements and record it.
  10. Shuffle the handprint measurements around, measure the distance again, and record the measurement. It should be the same distance.
  11. Discuss and determine with students why using the handprint measurements is more accurate than using their own hands: the measurements are all the same size, so it’s more fair to compare them.

Use the appropriate measurement tool to complete the investigation as either a whole class, in collaborative teams with an adult or older student helper, or in collaborative teams that work independently if students are ready. 

If investigating as a whole class, you may choose to:

  • have only one student undertake the slides that are measured.
  • measure the tests from multiple students.
  • allow all students to slide and measure. 
Estimated time
Variable
Lesson type
Class and individual
Pedagogical tools

History of ‘hand’ measurements

How big is a hand?

What did we find out?

In this Integrate step, guide students to link their experiences during the investigation to the concepts about movement being explored.

Through questioning and discussion, students should come to a consensus that:

  • some materials slide more easily than others. These materials can sometimes feel ‘slippery’.
  • the material that an object is made from/covered in affects the way it moves.

Make a simple column graph for students by placing the streamers next to each other, or make a bar graph by placing the correct number of handprints from the end of the palm to the fingertip on a labelled axis.

Discuss and compare the results shown on the graph with students’ predictions made earlier in the lesson about which object might slide the furthest.

Present students with the statement: objects made of different materials move in different ways. Ask students if they agree with this statement or not, and why. Ask students to draw on examples they have seen over the course of the sequence to support their ideas.

You might prompt their thinking with the following examples:

  • think back to some of the objects passed around the circle in Lesson 1. Were they easy or hard to move in different ways, and why?
  • consider the different movements made with the equipment used when students played the playground games.
  • consider how far different objects rolled in the previous lesson, and if the material they were made of affected how far they rolled.
  • consider how some materials were able to slide more easily than others.

 

Reflect on the lesson 

You might:

  • ask students to think about which other factors may influence how far something is able to slide.
  • add to the class word wall any vocabulary related to materials, fair testing, investigations, etc.
  • re-examine the intended learning goals for the lesson and consider how they were achieved.
  • discuss how students were thinking and working like scientists during the lesson. Focus on the importance of having a fair and accurate way of taking measurements.
Estimated time
15 minutes
Lesson type
Class
Previous lesson Next lesson

Our design decisions

Select a lens below to see the design decisions behind each step. Understanding our decisions can give you insight to teach, adapt, and differentiate this task.

Foundation
Inquire
Make it move!

Lesson 4 • Marble runs

Students are supported to conduct a fair test investigation that explores how changing the shape of an object affects how far it rolls.

Make it move!

View Sequence overview

Students will:

  • investigate how the shape of an object affects its ability to roll.
  • investigate how far things roll on different surfaces.
  • measure and compare, with assistance, how far objects roll.

Students will represent their understanding as they:

  • participate in discussion to generate explanations, compare ideas and relate evidence to explanations about rolling.
  • represent their understanding of rolling using informal measurements.

Lesson

Re-orient

In the days/weeks leading up to this lesson, set up a marble run in the classroom (see the List of materials for details). Allow students time and opportunity to interact with it and make observations about what happens.

To begin this lesson, replay the passing game played in Lesson 1, and re-enacted in Lessons 2 and 3. Explain to students that this time, when they play the game, they will only pass the objects by rolling. Before they roll, they need to select an object they think will roll well and explain why they selected it.

Estimated time
10 minutes
Lesson type
Class

Rolling, rolling, rolling

Model the movement of rolling objects with students in various ways, for example, by rolling arms/hands over each other, or by rolling an object.

Make an obvious mark on a large ball and watch the mark as the ball rolls, so students can see that the ball is ‘going around and around’. Compare it to the movement of sliding something across the floor or a table, and discuss how rolling and sliding are different.

Define the movement of rolling in simple terms, for example: something turning over and over again, or going around and around as it moves.

Optional: If developmentally appropriate, you might also discuss the difference between spinning and rolling: spinning tends to occur on the same spot, while rolling involves moving along a surface.

Discuss students’ experiences and observations interacting with the marble run in the lead up to the lesson.

Examine and discuss what is happening in the cartoon found on the Marble run concept cartoon Resource sheet. Discuss students’ recent experiences using the marble run (that was set up prior to this lesson), what they’ve learned, and any problems they encountered.

Pose the questions: What might make it easy for something to roll down a ramp? What might make it harder? Record students’ ideas in the class science journal.

Next, pose the question: Does the type of ball used change how far the ball will roll down a ramp?

Estimated time
10 minutes
Lesson type
Class

On a roll

Explain to the students that scientists ask questions, test their predictions, plan and carry out tests to find things out. Tell them that they will be working like scientists to find out if changing the object being rolled will affect how far it will travel.

Show students an appropriate number of different spherical objects. The number of objects you select will be determined by the readiness of your students to deal with complexity. The more objects you look at, the more complex the comparisons and investigation will be.

Give students the opportunity to make observations about each object and together construct some comparative statements about the differences between them, like the materials they are made from, their weights, or their shape. For example: The cricket ball is heavier than the tennis ball, The marble is made of glass and the ping pong ball is made of plastic, or The baseball is more round than the kiwifruit.

Using the demonstration copy of the Rolling investigation planner Resource sheet, as a class complete the Predict and Reason sections of the PROE (Predict, Reason, Observe, Explain), with students nominating which object they think will roll the furthest and why they think that. You might make a tally of the number of students that think each object will roll the furthest, then record the reasons of a few students. You can support students reasoning by making connections between their previous experiences of playing different games/sports or playing with the marble run.

Next undertake the investigation as a whole class.

First, with or for students (as appropriate) list in the class science journal:

  1. What will be changed in the investigation: the object being rolled.
  2. What will be measured at the end of the investigation: the distance the object rolls.
  3. What will stay the same in the investigation: the height of the ramp, what the ramp is made out of, how we measure how far each object rolls. 

Show students the streamers or other method for measuring the distance, and explain how measurements will be taken:

  1. The end of the streamer will be placed at the top of the ramp next to the item to be rolled.
  2. After the item has been rolled, you will unravel enough of the streamer to reach where the object stopped, and cut the streamer off.
  3. The length of the streamer will show how far the object rolled.

Emphasise that the ramp gives all the things the same, fair start—just place and then let go! You might also model the difference between simply letting the item go and giving it a ‘push’ start, and discuss why this would not be fair.

Roll each item you have selected for testing, and measure the distance rolled as described above.

Estimated time
20 minutes
Lesson type
Class
Pedagogical tools

Predict, Reason, Observe, Explain

What is PROE and how will it benefit your students?

Explaining results

In this Integrate step, guide students to link their experiences during the investigation to the concepts about movement being explored.

Through questioning and discussion, students should come to a consensus that:

  • objects that are rounded roll more easily than objects that are not.
  • the shape of an object can affect the way it moves.

Make a simple column graph for students by placing the streamers next to each other.

Together, complete the Observe and Explain sections of the PROE by recording which object rolled the furthest, in reference to the graph, and why students think this happened. Students’ explanations may not be scientifically accurate—the purpose of the activity is simply to provide opportunities for them to experience this type of scientific analysis.

Referring to the definition of rolling earlier in the lesson, present students with the statement: Round things roll better because it’s easier for them to turn over and over again. Ask students if they agree with this statement or not, and why. Consider if the data on the graph proves this statement—did the objects that were ‘more round’ roll further than the ones that were ‘less round’.

Discuss why it’s easier for round things to roll over and over. You might look at how corners of square objects ‘catch’ on the ground and stop objects from rolling, or how round objects have less contact with the ground as compared to square ones. Demonstration using spherical and cuboid objects is a good way to establish this.

Ask students to name the materials that the objects were made of, and if they think the materials had any impact on the object’s ability to roll. You might draw attention to texture here as well, for example that a tennis ball is ‘furry’ whilst a ball-pit ball is smooth. Discuss and record any relevant ideas for reference in the next lesson.

Ask students if they have any other questions they might like answered as a result of the investigation.

 

Reflect on the lesson

You might:

  • ask students to think about what other factors may influence the movement of a ball rolling down a ramp.
  • add to the class word wall any vocabulary related to rolling, fair testing, investigations, etc.
  • re-examine the intended learning goals for the lesson and consider how they were achieved.
  • discuss how students were thinking and working like scientists during the lesson. Focus on looking at data to provide evidence.
Estimated time
20 minutes
Lesson type
Class
Previous lesson Next lesson

Our design decisions

Select a lens below to see the design decisions behind each step. Understanding our decisions can give you insight to teach, adapt, and differentiate this task.

Foundation
Inquire
Make it move!

Lesson 3 • Playground games

Students experience common schoolyard games that involve moving objects. They make observations about how the objects move during these games, and how the game changes if the movement or objects are changed.

Make it move!

View Sequence overview

Students will:

  • predict and observe the movement of objects in games.
  • identify factors that affect the way objects move, including their size and shape.

Students will represent their understanding as they:

  • participate in discussion to recount observations and experience relating to the ways in which things move.
  • ask questions and make predictions.
  • record ideas in a science journal.

Lesson

Re-orient

In a circle, replay the passing game played in Lesson 1 and re-enacted in Lesson 2. Pass the objects around again, but this time ask students to describe how they are going to move each object before they do it. Ask them to include as much detail as they can. There is no need to correct students or add more detail at this point.

Record some students’ descriptions in the class science journal, with a focus on recording those with an increasing level of detail.

For example, you might record “I'm going to roll the ball to Aiden” early on, then “I'll use my hands to push the ball so it rolls to Abhidi”, then “I will use my hands and arms to push the ball hard so it rolls fast towards Mariama”.

Estimated time
15 minutes
Lesson type
Class

Games we play

Students brainstorm a list of games they play at school that involve equipment that moves, and describe what moves are made during each game. You might also prompt their thinking by naming some games for them and asking them to describe the equipment and movements involved.

List these in a table in the class science journal, using whatever level of detail students provide. Students will have a chance to add to this table later in the lesson.

Pose the questions: How do objects move in these games? Can we change this movement?

Estimated time
10 minutes
Lesson type
Class

Playing the game

Play a variety of games with students where objects move. During the game, swap out the objects typically used in the game for others that are different in size, shape, and material.

Examples are given below, selected for their accessibility and wide appeal. They are not a definitive selection of the games that can/should be played with students for this investigation. Select games that are appropriate for your students’ needs and context. The games should involve objects whose movement is central to the activity, and where a change to that object might affect how the game is played. For example, playing tunnel ball with an AFL or rugby ball will make the game more difficult, or playing skittles with a very large ball will make the game easier.

Tunnel ball

In this game, teams of students stand behind each other (close together without touching) with their feet spread apart to create a tunnel between their legs. The student at the front rolls a ball, typically a large ball such as a basketball, netball, or similar, through the tunnel. The student at the rear picks up the ball, brings it to the front, and rolls the ball through the tunnel again. The game is complete when the student who began the game at the front of the line is back at the front.

Modify the game by changing the ball students are required to roll. For example, you might use an AFL or rugby ball, a beach ball, or a tennis ball.

Skittles

In this game, a ball is rolled or thrown underarm with the aim of knocking down the pins, or skittles. The materials used for the ball and skittles can vary. Often, wooden pins will be paired with a smallish wooden ball, and plastic pins designed for younger children will be paired with a larger plastic ball. To modify this game, you might pair wooden pins with a plastic or light foam ball, or a large beach ball with smaller plastic pins. You might also change the distance between students and the pins. The ball would then need to be rolled with more force because it is further away.

Kickball or T-ball

In these games, a ball is placed on a stand and students either kick the ball off the stand or hit it off with a bat. In kickball, the stand is typically low to the ground and a large ball, such as a soccer ball, is kicked. In T-ball, a higher stand is typically used with a smaller ball, and students hit the ball off the stand with a bat. The size/style of the ball and bat can be selected to suit the motor skills of students.

Similar to baseball, if appropriate, students might also run between bases after kicking/hitting the ball out of the stands in order to score runs for their team.

These games can be altered in several ways. If playing T-ball, you might alter the size of the ball and the bat. If playing kickball, you might use a lighter, softer ball that is more likely to travel through the air and go further. A soccer ball might hit the ground and roll from much closer to the stand, while an AFL/rugby ball might bounce once kicked.

 

Optional: Learn about and experience some aspects of Aboriginal and Torres Strait Islander cultures by playing modified versions of traditional games that involve the movement of people and objects.

The Yulunga Traditional Indigenous Games booklet available from the Australian Sports Commission website describes many examples. A simplified version, containing fewer, but still many suitable options, is also available from the NSW Government Office of Sport website.

Some suggestions suitable for Foundation students include:

  • Borna Jokee (throwing/dodging game)
  • Diyari Koolchee (ball-throwing and target game)
  • Juluhya (rolling objects through a tube game)
  • Kai Wed (keeping the ball in the air game)
  • Tambil Tambil (throwing/dodging game)
  • Koolchee (rolling ball game)
  • Nanyima (throwing and catching game)
  • Wana (throwing/rolling/target game)

Yulunga means “playing” in the language of the Kamilaroi (Gamori) people of northern-western New South Wales.

Estimated time
Variable
Lesson type
Collaborative team and class
Science content

Movement in ball games

How does shape affect the way a ball moves?

How things move

In this Integrate step, guide students to link their experiences of movement during the games to the concepts about movement being explored.

Through questioning and discussion, students should come to a consensus that:

  • peoples’ actions can make objects move.
  • different actions lead to different types of movement.
  • objects move in different ways.

Ask students to name the objects that were used for each game they just played, which objects moved, how they moved, and if the students’ actions made them move. You might look at photographs or watch videos to jog students' memories of playing the games.

Information can be added to the table that was used at the beginning of the lesson. Consider adding a column to the table to include how people made the objects move.

Discuss how people make the objects move in games, and that they usually want the objects to move in a specific way or direction.

Record any ideas that seem relevant/interesting in the class science journal.

In their science journal, students draw a picture of them participating in one of the games, including a written description of what the picture is showing. Use a scribe if needed.

 

Reflect on the lesson

You might:

  • review the class science journal.
  • add any relevant vocabulary to the class word wall.
  • discuss the movement involved in any games/activities students know and/or participate in outside of school.
Estimated time
15 minutes
Lesson type
Class
Previous lesson Next lesson

Our design decisions

Select a lens below to see the design decisions behind each step. Understanding our decisions can give you insight to teach, adapt, and differentiate this task.

Foundation
Inquire
Make it move!

Lesson 2 • People can move

Students explore the difference between moving and being still, and how people can move part or all of their body from one place to another.

Make it move!

View Sequence overview

Students will:

  • explore the difference between moving and being still.
  • identify and describe various voluntary and involuntary human movements.
  • identify and describe body parts that move and the different results of that movement.

Students will demonstrate their understanding as they:

  • share observations and reflections on their experience of human movement.
  • contribute ideas for the class science journal.

Lesson

Re-orient

Review the definition of the term move explored in the previous lesson: a change of position from one place to another.

In a circle, students reenact the movements that were performed when passing objects around the circle in the previous lesson. For example, students role-play the movements they would make to roll, bounce or spin something.

List the body parts that were used to perform these movements, and discuss the similarities and differences between the way the body moves during them. For example, to roll something we might hold it in our hands and drop/push it outwards, away from the body. Whereas to bounce something, we might hold it in our hands and push it towards the ground.

Optional: Discuss how the movements might change if you wanted to change the speed or strength of the movement. For example, a slow gentle roll compared to a hard, fast roll.

Estimated time
15 minutes
Lesson type
Class

Still moving

Discuss the parts of their bodies that students moved the most when they were passing objects around the circle, and why that was. Answers will depend on how the circle was organised. For example, if students were sitting in a circle, they will observe that mostly their arms/hands were moving. If they were standing in the circle, they might include that their legs and feet were moving too. Students might not nominate the ‘less obvious’ parts of their bodies as moving too, such as fingers, toes, elbows, knees, eyes.

Pose the questions: What parts of our bodies move? Can they all move the same way? Do different things happen when different parts move?

Estimated time
Variable
Lesson type
Class

Keep on moving

Combining the Investigate and Integrate steps allows students to experience short investigations about the ways their bodies move, interspersed with discussion to make sense of these investigations. The discussion after each short investigation should link what students have experienced with the relevant science content.

Each small investigation supports students to understand that:

  • people are always moving, even when they are staying still. These movements are ones we can't control, but help us stay alive and healthy, like breathing.
  • people can choose to move parts of their body from one place to another, or their whole body from one place to another.
  • people can move their bodies in many ways, including walking, running, spinning, jumping, hopping etc.

Play a game of musical statues, in which students move freely to music and attempt to stand still when the music stops. Modify the rules of musical statues as necessary for students who have different movement capabilities. If students have played the game before, get them to describe what it means to be ‘still’ when the music stops. Add additional discussion prompts to suit the needs of your students.

After a few rounds, ask students to watch a partner during the ‘still’ time to see if their partner is being completely still. Allow enough observation time so students have the opportunity to observe and experience some of the movements that are not consciously controlled, such as breathing and blinking.

Discuss how easy or hard it is to be completely still, and if students are sometimes moving even if they are trying not to.

Optional: Make a distinction for students about voluntary and involuntary body movements—that is, body movements that happen without us thinking about them (such as breathing, blinking, swallowing, coughing, and sneezing), and body movements we make purposefully (like walking, running, and dancing). Record this in the class science journal for the word wall.

As the game of musical statues progresses, encourage students to move only specific parts of their bodies. For example, they might only move parts of their bodies above their belly button, or ‘dance’ only with their head or face. After these rounds of the game, discuss how easy or difficult they found it to only use that part of their bodies.

Finally, complete the game by asking students to make sure that as they dance, they move from where they started, to a different part of the classroom to the other. Repeat this a few times, asking students to move in a different way each time. Give some examples if required, such as walking, jumping, hopping, skipping.

Discuss the different types of movements and the body parts/movements involved.

Refer back to the definition of move as previously discussed, and consider it in terms of the types of movement students have experienced in this lesson (both in terms of body parts moving from place to place and their entire body moving from place to place). Jointly compose sentences to explain these movements and record them in the class science journal. For example, I moved my hands from one side of my head to the other, or I opened and closed my mouth, or I was standing near the sink, and now I am near the door.

 

Reflect on the lesson

You might:

  • review the class science journal.
  • add any relevant vocabulary to the class word wall.

review the movements that people make without trying and ones they make on purpose. Consider if sometimes you can make some of these movements on purpose when you think about them. For example, we blink naturally, but you can also make yourself blink.

Estimated time
25 minutes
Lesson type
Class
Science content

Human movement

How do humans move?

Previous lesson Next lesson

Our design decisions

Select a lens below to see the design decisions behind each step. Understanding our decisions can give you insight to teach, adapt, and differentiate this task.

Foundation
Launch
Make it move!

Lesson 1 • Making things move

Students observe the movement of things in their environment and identify the ways they move.

Make it move!

View Sequence overview

Students will:

  • predict what objects might move and how they will move (including cause and/or style of movement).
  • identify objects that move.
  • observe and describe causes and ways of moving.

Students will represent their understanding as they:

  • identify the broad purposes and features of a data table.
  • ask questions and make predictions.
  • record ideas in a science journal.
  • participate in discussion to recount observations and experiences relating to the ways in which things move.

Lesson

Introducing movement

Before beginning this sequence

This sequence explores the movement of both body parts/people and objects. It is important to remember that some students may have different needs and might not always be able to move or participate in activities in the same way as others. Adaptions should be made to suit the needs of your individual students.

If appropriate, you might discuss with students how everyone’s body works differently, and the goal for this sequence is for everyone to learn, have fun and feel included.

 

Ask students to roll their bodies across the ground in different ways, with one person rolling and a partner observing before switching roles. You might choose to add mats or cushioning to soften the surface for students.

Discuss the shapes that students could make with their bodies that might make it easier or harder to roll. Ask them to try out different body shapes when rolling.

Challenge students to roll with their bodies in a ‘star’ shape, that is, with their arms and legs outstretched at an angle.

Discuss what students experienced/observed.

Estimated time
15 minutes
Lesson type
Collaborative team and class
Science content

Core concepts and key ideas

Where does this sequence fit into the larger picture of science and the science curriculum?

Science content

Alternative conceptions

What alternative conceptions might students hold about movement? How does this sequence address them?

Movement detectives

Play the following game:

  1. Students sit in a circle around a collection of objects. See advice in the List of materials about object selection.
  2. Explain that during the game students will select one object and, after returning to their place in the circle, pass it to another student in the circle by moving it in an interesting way.
  3. Ask students to name and describe each object. Some prompts might include asking them to describe its shape or size, whether it’s hard or soft, heavy or light, or the material it’s made of.
  4. Next discuss interesting ways they could move the object to another person, ensuring that everyone on the circle stays safe. A prompt for discussing safety might be to ask students if it would be safe to throw something that was really hard across the circle, and why that might not be safe.
  5. Pick a student to begin the game, asking them to select an object, return to their original spot in the circle, name who they are passing their object to, and then pass the object.
  6. The receiving student then passes the object to someone else, or chooses a new object to pass to someone else.
  7. Continue this until all students have had an opportunity to select and pass an object.
  8. As the game progresses, introduce an oversized die with the faces labelled with different movements, such as slide, roll, push, pull, bounce, and spin. Students then roll the dice and pass the object in the way described.
  9. Optional: Add a second die with words such as hard, soft, fast, slow, close, far, and have students use both dice to determine the method of passing the object.

As the objects are selected and passed around, stimulate students' thinking and a class discussion, and gather diagnostic data, in any of the following ways:

  • Ask students why they selected the object to pass that they did, and if they think it was/will be easy/hard to pass.
  • Ask the student who received the object to describe how the object moved as it made its way to them.
  • Ask the student passing the object to describe how they made the object move.
  • Ask students to predict how the object will move when a certain action is taken. For example, How will the object move if I push it just with my pinky finger? or How will the object move if I stand up and drop it towards the floor?
  • Ask students if their predictions matched what happened.
  • Discuss the movements students were required to make to move the object in the way indicated by the die. For example, to bounce something, you typically raise it off the ground then drop or push it towards the ground.
  • Discuss if any items were/would be difficult to move in a certain way. For example, a soft toy might bounce once or twice and travel a short distance, but it’s difficult to make it bounce a long way. Ask students to discuss why they think this is.

Record any words students use relating to movement, force, speed etc. for the class word wall.

Estimated time
20 minutes
Lesson type
Class

What rolls?

Explain to the students that throughout the next lessons, they are going to work like scientists to make observations of things that move, think about how they move, and ask questions about what might change those movements. At the end of the sequence they are going to use what they have learned to explain, modify or design a game for other people to play. See Preparing for this sequence for more information.

Define the term move—a change of position from one place to another—in a manner appropriate for your students. For example, you might like to give them the definition and then model/experience movement again by moving body parts and objects around. Alternatively, you could construct a definition with students by modelling/experiencing movement and asking them to describe what is happening.

Optional: Model writing a sentence in the class science journal about something that happened during the lesson. For example:

  • Swetha rolled across the floor.
  • Amir slid the box to Mia.
  • Curt tried to roll the cotton ball, but it didn’t move very far.

Challenge pairs of students to verbalise a sentence to describe something they did during the lesson. These could then be written in the class science journal, or written and/or illustrated in students’ individual science journals (with the assistance of a scribe as required).

 

Reflect on the lesson

You might:

  • review the class science journal.
  • add any vocabulary to the class word wall that students are likely to use often during the course of the sequence.
  • re-examine the intended learning goals for the lesson and consider how they were achieved.
Estimated time
Variable
Lesson type
Class and individual
Next lesson

Our design decisions

Select a lens below to see the design decisions behind each step. Understanding our decisions can give you insight to teach, adapt, and differentiate this task.

Credits for Make it move!

Credits for work used in the Make it move sequence

The following images have been used in the Make it move! sequence:

ImageAttribution
A young guy in a full-face helmet is riding on a country road at high speed in the rainStock photo ID: 840899172
where do the children play?Gustty, CC BY 2.0, via Flickr
A bike that can only run on special roadsMichael Vroegop, CC BY 2.0, via Flickr
1885 FacileDeMille Productions, CC BY 2.0, via Flickr
Oldreive's New Iron Horse tricycle, ca. 1882trialsanderrors, CC BY 2.0, via Flickr
TricycleAslak Raanes, CC BY 2.0, via Flickr
Apple tree, Apples, Nature imageKookay, via Pixabay
Apples, Apple tree, Ripe applesjhenning, via Pixabay
Apple, Newton, Naturemrlong8989, via Pixabay
Earth, World, Planetqimono, via Pixabay
Question Mark, Balloongeralt, via Pixabay
Full length profile shot of a female student in jeans and gray hoodie walking with a backpackStock photo ID: 1319591139
Boy, Girl, ChildrenKrólestwo_Nauki, via Pixabay
Hand, Print, PalmClker-Free-Vector-Images , via Pixabay
Dancing ShoesPhil Roeder, CC BY 2.0, via Flickr
A Crumpled Paper BallTurinboy, CC BY 2.0, via Flickr

 

Foundation

Make it move!

Students learn about movement, including how they can move, how they can make objects move and how the size, shape and material of an object can affect the way it moves.

'Make it move' IS ONE OF OUR NEW TEACHING SEQUENCES FOR V9

  • On the 'Sequence overview' tab you'll find all the lessons in this sequence and curriculum alignment.
  • The 'Our design decisions' tab shows how key scientific ideas develop over the sequence, and shows how the sequence addresses curriculum achievement standards.
  • The 'Preparing for this sequence' tab guides you through important information and considerations for this sequence.
  • Have you taught this sequence? Use the Feedback button to let us know how it went!

Launch

Lesson 1 • Making things move

Students observe the movement of things in their environment and identify the ways they move.

Launch
Make it move!
Students in action

Inquire

Lesson 2 • People can move

Students explore the difference between moving and being still, and how people can move part or all of their body from one place to another.

Inquire
Make it move!
Students holding objects

Lesson 3 • Playground games

Students experience common schoolyard games that involve moving objects. They make observations about how the objects move during these games, and how the game changes if the movement or objects are changed.

Inquire
Make it move!
Students playing games

Lesson 4 • Marble runs

Students are supported to conduct a fair test investigation that explores how changing the shape of an object affects how far it rolls.

Inquire
Make it move!
Different types of balls

Lesson 5 • Slip and slide

Students are supported to conduct a fair test investigation that explores how the materials that objects are made from can affect how far they slide.

Inquire
Make it move!
Student smiling at camera

Lesson 6 • Flying toys

Students explore how to change the way an object moves.

Inquire
Make it move!
Students throwing paper gliders

Act

Lesson 7 • Playing, modifying and designing games

Students consolidate their learning by writing instructions for, modifying, or designing a game with a focus on the movements that occur in that game.

Act
Make it move!
Student writing

The Australian Academy of Science supports and encourages broad use of its material. Unless indicated below, copyright material available on this website is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) licence.

Credits for work used in this sequence
Credits & acknowledgements

Curriculum and syllabus alignment

Achievement standards

By the end of Foundation students identify factors that influence the movement of objects. They identify examples of people using observation and questioning to learn about the natural world.

Students pose questions and make predictions based on their experiences. They engage in investigations and make observations safely. With guidance, they represent observations and identify patterns. With guidance, they compare their observations with their predictions. They share questions, predictions, observations and ideas about their experiences with others.

Australian Curriculum V9 alignment

Science as a human endeavour

Science understanding

Science inquiry

sidebar graphic

'Make it move' IS ONE OF OUR NEW TEACHING SEQUENCES FOR V9

  • On the 'Sequence overview' tab you'll find all the lessons in this sequence and curriculum alignment.
  • The 'Our design decisions' tab shows how key scientific ideas develop over the sequence, and shows how the sequence addresses curriculum achievement standards.
  • The 'Preparing for this sequence' tab guides you through important information and considerations for this sequence.
  • Have you taught this sequence? Use the Feedback button to let us know how it went!
Year 3
Act
Making sense of changes

Lesson 7 • Delighting the senses

Students consolidate their learning by designing and creating a sensory experience for others, using a combination of solids, liquids, melting or freezing.

Making sense of changes

View Sequence overview

Students will:

  • review and discuss what they have learned about solids, liquids, melting and freezing.
  • be guided through the design thinking process to select materials to create a sensory experience for others.

Lesson

What have we learned?

Discuss what conclusions students have drawn about solids and liquids, adding and removing heat, and the resulting processes of melting and freezing.

Estimated time
10 minutes
Lesson type
Class

Sensing our world

Refer to some of the sensory reels viewed in the Launch phase.

Reels used in Lesson 1 to focus on the senses included:

Reels that included melting or freezing included:

Discuss which of the experiences shown in the reels would be suitable for a sensory experience related to solids, liquids, melting, and freezing, which would not be, why and if the ideas could be modified to be included. For example, the reel of the person smelling flowers is a good example of the senses of sight, smell and touch, but it doesn't explore anything to do with solids and liquids, or melting or freezing. However, you could explore the ideas by getting ‘solid’ flowers and the scent in liquid form (essential oils, a candle) and explore the differences between the two. You might even freeze a flower to see if the scent is affected, or see if the essential oil or wax freezes and how it affects the scent. 

Discuss when it is and isn’t safe to taste items during a science investigation, and determine why it would not be appropriate to include taste as a part of the sensory experience they will be designing.

Optional: Distribute the mystery substance from last lesson and discuss the senses that students used while investigating to determine whether it was solid or liquid.

Estimated time
15 minutes
Lesson type
Collaborative team and class

Designing and building a sensory experience

Using the steps of the design thinking process, students use their understanding of solids, liquids, and adding or removing heat from materials, to design a sensory experience for a specific person or audience. You might present students with a design brief to outline what you would like them to do. Consider if you will add some parameters around the design (for example, requiring students to incorporate a material that can melt and/or freeze, or using a melted/frozen or solid/liquid sample of the ‘same’ thing—like honey, and a honey-scented/flavoured item). Consider if the sensory experience should adhere to a specific theme related to your school or community context.

Define

Outline the problem in a simple manner such as:

How can we … (add or remove heat from solid and liquid materials) ... to ... (design a sensory experience)…for…(students)?

Ideate

Brainstorm ideas related to the design of the sensory experience. At this stage, to support creative thinking, every idea offered by students should be recorded in the class science journal. No idea is discounted, as the practicality/possibility of each idea will be considered later.

As students offer ideas, ask probing questions (Why do you think… or How do you know that…) to draw out the reasoning and evidence behind the idea.

Once all ideas are listed, discuss which ideas might be easy to include in a design and which ones might not be. Introduce the criteria by which the designs will be assessed. Invite students to add to these criteria if appropriate.

Potential criteria might include:

  • the person experiencing the sensory experience uses two or more of the main senses.
  • the materials are safe for people to use.
  • it is not too hot or too cold for people to use.
  • it has some of the properties of either/both a solid or a liquid.
  • the students can explain the properties of the materials used and relate them to solid, liquid, melting and freezing.
  • it is fun to do the experience.
  • the experience can be easily and safely cleaned up.

Prototype

Students draw a design of their sensory experience using the Sensory experience design Resource sheet. Their design should include clear labels stating the materials used and if/how they will change from solid to liquid, or liquid to solid.

Optional: Model for the students how to draw and label their design using the demonstration copy of the Sensory experience design Resource sheet.

Conduct a gallery walk for students to share and explore design ideas.

After the gallery walk, decide whether students will proceed with their own designs or select a range of experiences to proceed with as a class.

Estimated time
Variable
Lesson type
Class and individual
Science content

Adapting to your context

How might I adapt this task to suit my students and context?

A sensory experience

Test and share

Students share their sensory experience with a selected audience.

You may choose to have students share their designs including explaining how the science concepts they have explored in this sequence are demonstrated in the experience. Alternatively you might allow students the opportunity to create part or all of the components of their sensory experience, and invite students to take part before school, during lunchtime, or in any other way that suits the context of your school.

Optional:

  • Record video of students discussing their design.
  • Take photographs of each sensory experience for students to annotate what is shown/happening in the experience they designed.
  • Create a book with photos of the sensory experience and the designers.

 

Reflect on the sequence

You might:

  • refer back to the list of student questions asked in the Launch phase. Determine which questions have been answered over the course of the learning sequence, what the ‘answers’ to the questions are, and the evidence that supports these claims. Address questions that have not been answered during the learning sequence, discuss why they might not have been addressed and potential investigations that might support students to answer them.
  • consider what students have learnt about solids and liquids and how adding and removing heat can change the state of solids and liquids. Ask students to represent this learning in words, symbols and pictures.
  • discuss why it’s important to have a good understanding of solids, liquids, melting and freezing. What kinds of jobs would require you to understand this? What about in your everyday life?
Estimated time
Variable
Lesson type
Collaborative team and class
Previous lesson

Our design decisions

Select a lens below to see the design decisions behind each step. Understanding our decisions can give you insight to teach, adapt, and differentiate this task.

Subscribe to