'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.
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.
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.
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.
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.
Lesson 6 • Flying toys
Students explore how to change the way an object moves.
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.
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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
Explore the ways people make and use observations and questions to learn about the natural world
Science understanding
Describe how objects move and how factors including their size, shape or material influence their movement
Science inquiry
Pose questions and make predictions based on experiences
Engage in investigations safely and make observations using their senses
Represent observations in provided templates and identify patterns with guidance
Compare observations with predictions with guidance
Share questions, predictions, observations and ideas with others
Australian Curriculum content links
| Science understanding core concept: Forces affect the motion and behaviour of objects |
| Sub-strand | Content descriptor | AC code | Achievement Standard | How the sequence addresses this content |
|---|---|---|---|---|
| SHE: Use and influence of science | Explore the ways people make and use observations and questions to learn about the natural world
| AC9SFH01 | Identify examples of people using observation and questioning to learn about the natural world. | Observe how different objects move when they are passed between students. (Lessons 1-4) Observe how their bodies move, both intentionally and involuntarily. (Lesson 2) Identify how objects move in games and consider how changes might make games harder or easier to play. (Lessons 3, 7) |
| SU: Physical Sciences | Describe how objects move and how factors including their size, shape or material influence their movement | AC9SFU02 | Identify factors that influence the movement of objects. | With support, investigate how the shape of an object affects its ability to roll. (Lesson 4) With support, investigate how the material of an object affects its ability to slide. (Lesson 5) With support, investigate how the size of an object affects its ability to glide through the air. (Lesson 6) |
| SI: Questioning and predicting | Pose questions and make predictions based on experiences
| AC9SFI01 | Pose questions and make predictions based on their experiences. | Predict what will happen when objects are rolled down a ramp (Lesson 4), slid across a table top (Lesson 5) and thrown through the air (Lesson 6) and relate their predictions to their past experiences. |
| SI: Planning and conducting | Engage in investigations safely and make observations using their senses
| AC9SFI02 | Engage in investigations and make observations safely. | With support, plan and carry out fair test investigations. (Lessons 4-6) With support, make observations about how things move. (Lessons 2-6) With support, measure how far things move. (Lessons 4-6) |
| SI: Processing, modelling and analysing | Represent observations in provided templates and identify patterns with guidance
| AC9SFI03 | With guidance, represent observations and identify patterns. | With support, measure and record how far things move when changing one variable, making visual representations and considering why certain outcomes occurred. (Lessons 4-6) |
| SI: Evaluating | Compare observations with predictions with guidance | AC9SFI04 | With guidance, compare observations with predictions. | With support, compare observations and results to their predictions. (Lessons 2-6) Participate in discussion to generate explanations, compare ideas and relate evidence to explanations about movement. (Lessons 2-6) |
| SI: Communicating | Share questions, predictions, observations and ideas with others | AC9SFI05 | Share questions, predictions, observations and ideas about their experiences. | Use language to report on observations, comparing how some changes affect the way things move. (Lessons 2-6) Communicate about movement in games to a selected audience (their classmates), explaining/ demonstrating how objects move. (Lesson 7) |
Science journals
Create a class science journal, either in hard-copy or digitally. You might:
- use/create a large scrap book or flip chart.
- use poster/butchers’ paper so learning can be displayed in sequence on the wall.
- create a digital journal using your platform/ technology of choice.
- any combination of the above.
Plan for students’ creation of an individual science journal, either in hard-copy or digitally. They might:
- use an exercise book, scrap book or flip chart to record their thinking and gather resource sheets together.
- use a folder to store and collate resource sheets, diagrams, photographs etc.
- use a digital folder to store work samples, images and videos.
- any combination of the above.
See Using a science journal throughout inquiry for more detailed information on the importance of science journals.
General preparation
- Read through the teaching sequence.
- Note any adaptations you would like to make to suit your school’s and students’ context. This is particularly important for this sequence as it explores human movement. Consider any adjustments that might need to made for students who move differently.
- Prepare a marble run for students to explore before Lesson 4 takes place.
Simple marble runs can be purchased inexpensively at toy stores. Otherwise, you can make your own version of a marble run using paper tubes, objects that can act as a ramp, and any sized balls (as long as they fit inside any paper tubes used). - Prepare demonstration copies of Resource sheets as required.
- Source and gather the resource you will need for the activities in the sequence. Much of the equipment should be able to be sourced from the school sports shed/store cupboard, however some supplementary equipment may be required.
Determining a design challenge for the Act phase
In this sequence students learn about movement, with a focus on the movements required for games and activities.
To suit all students and the different needs and capabilities they may demonstrate throughout their first year of formal schooling, we have suggested three options for how they might demonstrate their knowledge and understanding at the end of the sequence.
Students might:
- Model, draw, describe, or explain 3 movements from a popular game for someone who has never played it before. They might record this using photos, video, drawings, words, etc.
- Modify an existing game in order to make it easier/harder to play (related to size, shape, material of objects, or required movements).
- Design their own game where people and/or objects are moving.
Select the design challenge that is most appropriate for your students and their stage of development.
'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!