EDUC3625 Numeracy and ICT Assignment 3 IWB Lesson Plan

Lesson Plan.
On the Move: Pushes and Pulls.
Name: Myriah Smith (2108100), Denielle Atkin (2107113) & Taylar Cox
(2083213)
Year Level: Reception
ACARA Science Content Descriptor:
Science Understanding > Physical Sciences > The way objects
move depends on a variety of factors, including their size and
shape (ACSSU005).
Science as a Human Endeavour > Nature and development of
Science > Science involves exploring and observing the world
using the senses (ACSHE013).
Science Inquiry Skills > Planning and conducting > Explore
and make observations by using the senses (ACSIS011).
Science Inquiry Skills> Processing and Analysing data and
information > Engage in discussions about observations and
use methods such as drawing and representing ideas
(ACSIS233).
Science Inquiry Skills> Communicating> Share observations
and ideas (ACSIS012).
ACARA ICT Content Descriptor:
Select and use hardware and software: Identify and safely
operate ICT systems to complete relevant, simple, specific
tasks, and seek help with encountering a problem.
Identify the impacts of ICT in society: Identify how they use
ICT in multiple ways on multiple devices.
ACARA Numeracy Content Descriptor:
Estimate and Measure with metric units: Measure by comparing
objects and indicate if these measurements are the same or
different.
Interpret data displays: Recognise how to ask and answer simple
data questions and interpret data in drawing or picture graphs.
Recognise and use patterns, and relationships: Describe and
continue patterns.
Required Resources:
- Primary Connections On the Move.
- SMART Notebook.
- BBC Interactive Learning Game:
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pu
lls.shtml.
Inquiry Question: How far do things roll with a soft and hard push?

EDUC3625 Numeracy and ICT Assignment 3 IWB Lesson Plan

Inquiry Learning Stage: Finding out.

Lessons number in this stage: 1

EDUC3625 Numeracy and ICT Assignment 3 IWB Lesson Plan

Connect/Starter
This part of the lesson should take 5 minutes.

5 min

How far do things roll with a soft and hard push?

Learning Objectives:

All students will...

- Understand that a push is a type of force that involves moving
something away from you and a pull is a type of force that involves
moving something towards you.
- Participate in investigation where students observe and gather evidence
about moving objects and explore the idea of fair testing.
- Use ICT to record and display results of a push or pull experiment.

Most Students will...

- Understand that why and how things move depends on a variety of
factors, including their shape and size.
- Begin to understand how and where pushes and pulls are used in their
everyday life.

Some Students will

- Begin to understand that Scientists use these concepts to design toys,
cars, and space craft, and to study human movement and athletic
performance.

This part of the lesson plan involves making learning personal and creating a
learning climate. Objectives are clearly defined, with connections between what
they already know and what they will know and have learnt by the end of the
lesson. Whole class discussion, interactive activities are used to stimulate
memorization of prior knowledge.
Lesson Steps:
1. Introduce and play the interactive game Pushes and Pulls using the IWB:
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml.
2. Help students become aware of prior knowledge by facilitating discussion,
pointing out key words students are using and asking questions such as:
- Why does that object move?
- What is a push? What is a pull?
- What do you think will happen if we do a hard push instead of a soft
push?
- Why is there a difference?
3. Discuss the idea that pushing is moving something away from you, and
pulling is moving something towards you.
4. Participate in the Interactive game using Smart Notebook. Students are to
match pictures of a movement to the correct word (push/pull).
Teaching strategy: Questioning.
The teacher is to use class discussion and the use of questioning to facilitate
learning. Using questions can help students to identify the numeracy and then
to apply the mathematics. The use of open questions can also provide

EDUC3625 Numeracy and ICT Assignment 3 IWB Lesson Plan

Activa te
This part of the lesson should take 20 minutes.

20 min This part of the lesson plan is where students begin to explore new knowledge, with
students engaging in investigations for them to experiment with themselves.
1. Word wall:
-

Ask students to describe the ways things move, and to recall key words they
have used in discussion.

Begin to create a word wall, to be added to throughout the topic.

2. Explain in this unit students will investigate things that move and how
they move:
-

Discuss students experiences of pushing toy cars. Introduce the question

How far do things roll with a soft and a hard push?.

Explain students will investigate how far a toy car will go using both a hard
and a soft push. Introduce the investigation equipment. Ask students to
predict what will happen with a soft push, and what will happen with a hard
push.

Model how to set up a starting line to test the soft and the hard push. Model
how to use the starting line (by placing the toy car up against the starting
line) and demonstrate a push.

Discuss the differences between a soft push and a hard push. Record
predictions and reasoning on SMART board.

Model an unfair test by placing the toy car over the starting line to begin the
push. Discuss what is meant by the word fair in science (that the same
things are to be kept the same) for example, releasing the object from the
same point every time.

Discuss that only one thing is changed during the experiment to keep it fair.
For example, the soft and hard push of the toy car.

Model how students will record videos, similar to previous lessons. Review
how to open the camera and select video mode. Model how to record a
video by pressing record and pointing the camera at the object in which
they wish to record. Explain this will be used to share their observations
with their classmates.

EDUC3625 Numeracy and ICT Assignment 3 IWB Lesson Plan

D emonstra te (Assessment for Learning)

This part of the lesson should take 20 minutes.

20 min This phase is where students demonstrate and share their new knowledge as
they head into deeper understanding. Students have activated knowledge and
are beginning to form conclusions.

Explain that the students will push their toy cars and use streamers, string or
Lego to measure how far they go. Demonstrate this with a streamer, by placing
one end of the streamer at the starting line, and tearing the other end where the
toy car landed, at the front of the car.

Explain the students will measure one hard and one soft push to record on the
class table on the SMART board.

Review how students will conduct fair tests. For example, the measurement is
from the starting line to the front of the car.

Allow students to measure their streamer against a ruler to get a centimeter

answer. They will then record this onto the SMART board. Ask the students
questions, such as how can we measure a streamer? to prompt thinking and
allowing them to work it out for themselves.

Students will chose a video of both a soft and a hard push to share with another
group.

Students will now share their videos with another pair. Explain they will need to
discuss, what they did, what they observed, what they changed and how they
measured.

Teaching strategy: Allowing them to work it out

Provide students with both individual and collaborative opportunities to work things out
for themselves and engage with the numeracy demands. This is done by allowing
students to explore different ways of measuring. They then need to convert their
measurement to centimeters. Students will be asked questions to prompt their learning,
however they are encouraged to work it out for themselves.

EDUC3625 Numeracy and ICT Assignment 3 IWB Lesson Plan

Consolidate / Plenary
This part of the lesson should take 10 minutes.

10 min

This phase is where students reflect on what they have learnt, and to evaluate
their new knowledge. They start to make connections to the content and what
they might do with it elsewhere; in other subjects or in real life. The learning
learnt today is used to create the learning objectives for the following lesson.

Invite the students to a class discussion about what they discussed in their
pairs.

Students will review the collected data in the table. Prompt the students to see
and understand the patterns that have emerged, for example the soft push is
always a smaller number than the hard push.

Discuss questions relating to the investigation:

- Did the soft of the hard push go the furthest? Why?
- What was the measurement for the furthest/shortest distance?
- What did that group do to make that happen?
- What do you think would happen if we used a soft and a hard pull?

Discuss words that were used throughout the investigation and add to the word
wall

Teaching strategy: Questioning

Facilitate discussion and support students deliberations by asking questions about their
handling of the task. Questioning can help students identify the numeracy and then use
their mathematics. Try to keep the questions open to encourage a willingness to
participate.
This is done by the teacher posing questions the students in the discussion. The
questions are designed to prompt and guide the students thinking, to an end result.
How will this lesson cater for the needs of all students?
Use multiple means of representation:
Interactive activities have been incorporated to suit both visual learners and kinesthetic
learners.
The use of the SMART board allows for all students to read and see what is happening.
Use multiple means of action and expression:
The iPads will have the video recorder ready to use to save them time searching, so they
can concentrate on the task at hand.
Use multiple means of engagement:
The students have the use of the SMART board to actively engage them. They participate
in two interactive games introducing them to the pushing and pulling of objects.
The teacher will engage in questioning to restate the aims and outcomes of the activities
throughout the lesson.
What questions will you ask to evaluate students learning, the design of the lesson and your
teaching effectiveness?

EDUC3625 Numeracy and ICT Assignment 3 IWB Lesson Plan

Student
-

questioning:
What is a push? What is a pull?
What have you learnt about pushes/pulls?
How are you feeling about what you have learnt/done so far?
What do you know now that you didnt before?
What would you still like to find out?

Lesson design and teaching pedagogy:

- Was my questioning and prompting relevant to the knowledge, skills and
understanding of the lesson and unit?
- Did I provide relevant feedback?
- Did I allow students time to reflect on their knowledge skills and
understanding?
- Did the students achieve success?
- Are the students prepared for the next lesson in the sequence?
- What worked/what didnt?
- Did this lesson relate to the students? And can it be connected to the real
world?

EDUC3625 Numeracy and ICT Assignment 3 IWB Lesson Plan