Teaching, Learning and Assessment Activities

5E
component

Activities

Domains
Dimensions
Key elements of standards (or progression
points). Students can:

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Lesson1-Intro: Introduce the topic forces. Create a

whole class poster with the title forces in the
middle.
Have a colour symbolising what we know about
forces. Then another colour symbolising about
what we have learned.
Ask students to gather in a circle place a soccer ball
and other objects in the circle ask a student if they
know away of moving the ball.
Body: divide class into groups of 4/5 every person
within the group gets a role writer, speaker, fetcher,
demonstrator and all rounder. Have four
activities/games for groups to complete each
displaying different types of forces. Worksheet
Attached
Conclusion: ask speaker to read out their findings.
Ask students to find their own space and perform
role plays.
Add to what we learned brainstorm poster.

Assessment
Criteria
(based on standards
and/or progression points)

English- writing, speaking

and listening:
Use comprehension strategies to
build literal and inferred
meaning and begin to evaluate.
-Write using joined letters that
are clearly formed and
consistent in size.
-Listen to and contribute to
conversations and discussions to
share information and ideas and
negotiate in collaborative
situations.
- Use interaction skills,
including active listening
behaviours and communicate in
a clear, coherent manner using a
variety of everyday and learned
vocabulary and appropriate
tone, pace, pitch and volume

Science- physical, predicting

and communication: Students
make predictions to a range of
different activities, whilst
communicating to group
members on the responses to the
task.

Interpersonal developmentstudents working in

groups/teams taking on different
roles.

Assessment routines and records

(Strategies and Evidence)

Students are
critiqued and
assessed on
their abilities to
Contribute to
class discussion
and the
continuous
classroom
brainstorm on
forces.

Diagnostic: To capture students interest

and find out what they think they know about
Forces this is capture through whole class
discussions and brainstorms.
Summative: Whole class brainstorm that is
added to after each lesson to show learning
progression.
Formative/summative: As the teacher
addresses students contribution to the
ongoing forces brainstorm it is also an
ongoing progression to rectify the students
learning pathway.

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Lesson2-Intro: Take students outside ask them to

sit down, explain to them that we are going to be
doing a couple of walk/jog and run throughs and
when we are completing these Im going to blow
my whistle that means you are going to stop where
you are. The teacher then asks students to gather in
a circle and ask questions: when was it hardest to
stop? When was it easiest? Why was it hardest
when sprinting? Why was it easy when walking?
Return students back to the classroom.
Body: Enlighten students on the activity they just
completed is now going to be done but with the use
of cans (different weights, make predictions). Ask
students while performing the task to think about
the amount of force you have to use to make it go
further, is it more or less? How did you get the
most distance?
Once completed ask students to transfer what they
learnt into a storyboard (the teacher will explain
and model a story board)
Conclusion: students share their storyboards to the
class, explaining and justifying their pictures.
(5minutes at the end to add to the what we learned
on the brain storm)

English- writing, speaking,

literacy and listening: Use comprehension strategies to
build literal and inferred
meaning and begin to evaluate.
-Write using joined letters that
are clearly formed and
consistent in size.
-Listen to and contribute to
conversations and discussions to
share information and ideas and
negotiate in collaborative
situations.
- Use interaction skills,
including active listening
behaviours and communicate in
a clear, coherent manner using a
variety of everyday and learned
vocabulary and appropriate
tone, pace, pitch and volume
-Learn extended and technical
vocabulary

Sciencephysical, predicting and

communication:
- Students make predictions to a
range of different activities,
whilst communicating to group
members on the responses to the
task.
Planning and conducting:
- Suggest ways to plan and
conduct investigations to find
answers to questions
Physical: Forces can be exerted
by one object on another
through direct contact or from a
distance.

Students are to
create a story
board of the
activity they
have completed
and show within
the diagram
how they used
force to make
the can move.
Also students
are encouraged
to provide
participation in
tasks and class
discussions as
an evaluation of
the activities.
Predominately
the tasks are all
to be included in
the ongoing
science journal.

Formative: Teacher observations and

records of student contributions to class
discussion.
Formative: The storyboard creations are
viewed and marked on visual
representations, but also are a part of the
ongoing science journal.

Summative: Whole class brainstorm that is

added to after each lesson to show learning
progression.

Formative/summative: As the teacher

addresses students contribution to the
ongoing forces brainstorm it is also an
ongoing progression to rectify the students
learning pathway.

Lesson3- Intro: Run through the progress made on

the class brainstorm. Take students outside and
divide them into two even teams. Have both the
teams pick up a rope and explain how the rope is
balanced within a line of the centre. Then explain
to students that now they are going to play a game
of tug of war and well see which team can pull the
other team across the line or cone marked on the
ground. The class will then sit in a group together
and the teacher will ask questions; What made it
hard to pull the other group across the line? What
did the rope feel like on your hands?
Ask the team that lost to put disposable gloves on
and retry the game of tug of war. Once completed
ask students to describe the difference from having
gloves on and not having gloves on. Provide gloves
to the other group and ask everyone to rub their
hands together. Ask students to describe what it
feels like and why. Once discussed apply detergent
to the gloves and ask the same questions.
Body: Introduce and discuss the terms, friction
(gravity) and forces (push and pull) and relate it to
the activity just performed.
Students will be then each given a weight where
they are to find three different surfaces and pull that
weight across the surface and evaluate it out of 10
on the amount of friction involved. (Worksheet
provided and glued in science journal), note on the
same sheet students will be asked to construct a
labelled drawing of something being pulled across
the surface.
Conclusion: discuss about the different surfaces
and show some diagrams. Add to the brainstorm.

English- writing, speaking,

literacy and listening: Use comprehension strategies to
build literal and inferred
meaning and begin to evaluate.
-Write using joined letters that
are clearly formed and
consistent in size.
-Listen to and contribute to
conversations and discussions to
share information and ideas and
negotiate in collaborative
situations.
- Use interaction skills,
including active listening
behaviours and communicate in
a clear, coherent manner using a
variety of everyday and learned
vocabulary and appropriate
tone, pace, pitch and volume
-Learn extended and technical
vocabulary
Science- physical, predicting
and communication: Students
make predictions to a range of
different activities, whilst
communicating to group
members on the responses to the
task.
Physical: Forces can be exerted
by one object on another
through direct contact or from a
distance.

Interpersonal developmentstudents working in

groups/teams taking on different
roles.

Personal learning-

Students
demonstrate
their knowledge
by contributing
in class
activities and
discussions, as
they perform
tasks they will
become to
establish new
words and
phrases within
the learning
context.
As students
actively engage
with tasks they
will explore
different areas
of the topic
forces.

Formative: Teacher observations and

records of student contributions to class
discussion.
Formative: Students provide hands on
learning experiences to the phenomenon.

Summative: Whole class brainstorm that is

added to after each lesson to show learning
progression.
Summative: Students continue to add to
their ongoing science journal.
Formative/summative: As the teacher
addresses students contribution to the
ongoing forces brainstorm it is also an
ongoing progression to rectify the students
learning pathway.

They begin to use various tools,

such as portfolios to implement
their learning journey and
reflect on tasks.
Lesson4-Intro: Recap on the progress made on the
unit, by going over the class brainstorm. Divide
students into groups and explain to them the rules
of the game going up.
After the game the teacher will ask questions; why
did you have to continue to hit the balloon up?
What would happen if you didnt continue to hit
the balloon?
Body: Introduce a world globe to the class; discuss
different countries that people live in around the
world, asks a student to find Australia. Ask
students if they have friends or family that live in
different countries around the world. Ask students
if they think they experience gravity in those parts
of the world.
Ask students to draw a circle world and place four
people around the world. Then ask students to draw
arrows to show and predict where they think the
balloons would go if they dropped them.
Once drawn discuss the meaning of gravity and
how it pulls everything to the centre of the earth.
Then discuss as a whole class; how do we know
gravity exists? What effects of gravity can we see
or experience? What did the balloon game show us
about gravity? (What come up must come down)
what would happen if there was no gravity? (the
moon)
Conclusion: Ask students after discussion if they
would like to make changes to their picture if so do
so now. Add new information to the whole class
brainstorm.

English- writing, speaking,

literacy and listening: Use comprehension strategies to
build literal and inferred
meaning and begin to evaluate.
-Write using joined letters that
are clearly formed and
consistent in size.
-Listen to and contribute to
conversations and discussions to
share information and ideas and
negotiate in collaborative
situations.
- Use interaction skills,
including active listening
behaviours and communicate in
a clear, coherent manner using a
variety of everyday and learned
vocabulary and appropriate
tone, pace, pitch and volume
-Learn extended and technical
vocabulary

Interpersonal developmentstudents working in

groups/teams taking on different
roles.

Personal learningThey begin to use various tools,

such as portfolios to implement
their learning journey and
reflect on tasks.
Science- Physical: Forces can
be exerted by one object on

Students
participate in
activities to
collaborate
knowledge and
workout the
different effects
gravity has on
objects.
Student grasp a
new concept of
the topic forces
as they are ask
to reflect on the
activity and
make any
required
changes, which
demonstrates
that learning
was present as
students correct
a common
misconception.

Formative: Teacher observations and

records of student contributions to class
discussion.
Formative: Students provide hands on
learning experiences 1to the phenomenon.
Summative: Students continue to add to
their ongoing science journal.

Formative/summative: As the teacher

addresses students contribution to the
ongoing forces brainstorm it is also an
ongoing progression to rectify the students
learning pathway.

another through direct contact

or from a distance.

English- speaking and

Lesson5- Intro: ask students about what they

know about aeroplanes, create a Brainstorm. What
makes a good aeroplane?
Body: Show pictures of different paper aeroplane
models and then show the type of aeroplane we are
going to be making today for us to conduct a fair
test. Inform students that in the future they will be
giving the chance to make their own aeroplanes.
Take students through the step by step method to
create the aeroplane. Take students outside to throw
the aeroplane record and measure the results of
each student throw.
Conclusion: Ask students to in their science
journals to create a diagram of them throwing the
plane labelling the different parts of the plane
throw (gravity, force, friction)
Then revisit whole class brainstorm.

Listening: Understand that

social interactions influence the
way people engage with ideas
and respond to others for
example when exploring and
clarifying the ideas of others,
summarising their own views
and reporting them to a larger
group.

Students are
given insight in
designing a
plane, and
collaborate
knowledge on
what they think
makes up a
good plane.

Design, creativity and

Technology- Students learn to

Students also
are given the
opportunity to
fly the plane
where results
are measured,
students are
then asked to
label and create
a diagram of
them throwing
the plane using
appropriate
terminology of
what happen
from when they
through it to
what happened
when it landed.

describe ideas and concepts

about
design, materials/ingredients
and technological systems in
simple terms.

Mathematics- Measurement
and geometry: Use scaled
instruments to measure and
compare lengths, masses,
capacities and temperatures.

Science- Physical: Forces can

be exerted by one object on
another through direct contact
or from a distance.

Diagnostic: Students thought on what makes

the perfect plane.
Formative: Teacher observations and
records of student contributions to class
discussion.
Formative: Students provide hands on
learning experiences 1to the phenomenon.
Formative: The diagram of the plane throw
shows students understanding of
terminology visually.
Summative: The beginning of the design
brief, evaluated within the last lesson.
Formative/summative: As the teacher
addresses students contribution to the
ongoing forces brainstorm it is also an
ongoing progression to rectify the students
learning pathway.

Lesson6- Intro: create discussion as a class about

the topic graphs. Ask students what is required
within a graph? Ask students if they know when
graphs could be useful? Can we use graphs to find
out knowledge?
Body: The teacher will then provide each student
with some grid paper where the students are to
construct a graph using the results from the
aeroplane throws. The students will then be ask to
find out:
Who provided the most force behind their
aeroplane? The least? And what was the average?
Students will then be asked to paste the graphs into
their science journals.
Conclusion: A reflection of the results, and adding
to the class brainstorm.

English- speaking and

Listening: Understand that
social interactions influence the
way people engage with ideas
and respond to others for
example when exploring and
clarifying the ideas of others,
summarising their own views
and reporting them to a larger
group.

Mathematics- Data
representation and
interpretation: Construct
suitable data displays, with and
without the use of digital
technologies, from given or
collected data. Include tables,
column graphs and picture
graphs.

Science- Physical: Forces can

be exerted by one object on
another through direct contact
or from a distance.

Students use the

data collected
from the
aeroplane
graphs and use
it to construct a
graph and seek
answers from
questions.

Formative: Teacher observations and

records of student contributions to class
discussion.
Summative: Graph is added into the science
journal.
Formative/summative: as the teacher
addresses students contribution to the
ongoing forces brainstorm it is also an
ongoing progression to rectify the students
learning pathway.

English- writing, speaking,

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Lesson7-Intro: Run through the whole class

brainstorm. Highlighting keywords push, pull,
friction, gravity, force, etc. Then explain to
students that in small groups you are going to be
creating a real life situation story that will include
the key terms we have learnt. And then one
member of the group will read out the story and
the others will be acting it out. (The teacher will
provide an example for students to be involved in)
Body: once teams are prepared their role plays,
allow each team to present their plays. After each
presentation informal assessment will be given to
the students from their peers by picking out what
key terms they used within their play. Think pair
and share can be done after each play.
Conclusion: Once completed students will then get
back in their groups and draw a diagram of their
role plays, labelling all types of forces and using
arrows to represent big and small pushes or pulls.
Then as a group they can then represent their
diagram to the class to further justify their
understanding of the forces in use.

literacy and listening: Use comprehension strategies to

build literal and inferred
meaning and begin to evaluate.
-Write using joined letters that
are clearly formed and
consistent in size.
-Listen to and contribute to
conversations and discussions to
share information and ideas and
negotiate in collaborative
situations.
- Use interaction skills,
including active listening
behaviours and communicate in
a clear, coherent manner using a
variety of everyday and learned
vocabulary and appropriate
tone, pace, pitch and volume
-Learn extended and technical
vocabulary.
Science- Use and influence of
science: Science knowledge
helps people to understand the
effect of their actions.
The arts- They apply and
develop their arts knowledge by
exploring arts processes and
ways to communicate concepts
arising from their personal
experiences and from the world
around them.

Interpersonal developmentstudents working in

groups/teams taking on different
roles.

Throughout the
lesson students
construct a
writing piece as
a group that
incorporates key
concepts of the
topic forces, this
is then
presented and
acted out in
front of their
peers which acts
as a visual
representation
of the different
forces that
occur in day to
day life.
The students
then construct
in groups
visual diagrams
of their role
plays to further
justify their
knowledge on
forces.

Formative: Teacher observations and

records of student contributions to class
discussion.
Formative: The teacher evaluates the
students ability to participate within tasks
and work cooperatively in groups.
Informal assessment: Students are given the
opportunity to pick out the different types of
key terms used.

Lesson8-Intro: Ask students to log onto their

computers and then provide the instructions to visit
the website. Imply to students that whilst
completing the online activities. Inform students
they have to be thinking about what they see
because they will be set a task after completion.
Body: students are to examine a scenario within the
online activities and within their science journals
they are to firstly draw and label using key terms
and then they are to in a couple of sentences write
what was occurring for example; The man had to
use a push force to get the bolder into a hole. The
force had to be used with a lot of effort as the
surface was rocky and up a hill and with gravity
pulling it to the centre of the earth and friction
being of a high level it made it hard to move.
Conclusion: Students will form a doughnut sharing
circle where they will share their discoveries, and
each student will take one dot point and write it in
their science journal. Add to the brainstorm poster.
http://interactivesites.weebly.com/physics-andmotion.html

English- writing, speaking,

literacy and listening: Use comprehension strategies to
build literal and inferred
meaning and begin to evaluate.
-Write using joined letters that
are clearly formed and
consistent in size.
-Listen to and contribute to
conversations and discussions to
share information and ideas and
negotiate in collaborative
situations.
- Use interaction skills,
including active listening
behaviours and communicate in
a clear, coherent manner using a
variety of everyday and learned
vocabulary and appropriate
tone, pace, pitch and volume
-Learn extended and technical
vocabulary.
Science- Physical: Forces can
be exerted by one object on
another through direct contact
or from a distance.
Information and
Communications TechnologyWorking in all areas of the
curriculum, students explore a
range of ICT tools and websites.

Students
familiarise
themselves with
a website to
help engage
them with their
learning.
Students also
have to obtain
knowledge from
this website to
construct a
short paragraph
using key terms
to explain what
was happening
within the
online activities.

Formative/summative: As the teacher

addresses students contribution to the
ongoing forces brainstorm it is also an
ongoing progression to rectify the students
learning pathway.

English- writing, speaking,

Lesson9-Intro: Run through key words and
definitions from the brainstorm. Inform students
that they are going to be divided into groups and
each group is going to be given a key word. Push,
pull, gravity, friction, little force and big force.
Inform students that the scientist Isaac Newton has
to remove one of the key terms as there is too
many.
Body: Students are then expected to write a letter
justifying that key term needs to still exist, students
will be highlighting the importance of the term.
Conclusion: Letters are read out aloud from groups
and students are given the opportunity to generate a
debate.
Class brainstorm

literacy and listening: -Write using joined letters that

are clearly formed and
consistent in size.
-Listen to and contribute to
conversations and discussions to
share information and ideas and
negotiate in collaborative
situations.
- Use interaction skills,
including active listening
behaviours and communicate in
a clear, coherent manner using a
variety of everyday and learned
vocabulary and appropriate
tone, pace, pitch and volume
-Learn extended and technical
vocabulary.
Science- Physical: Forces can
be exerted by one object on
another through direct contact
or from a distance.
Communication- they listen
attentively when required and
learns to respond and interject
appropriately.
- Students learn how to identify
the main message, develop their
own interpretation, and provide
evidence to support it. They
learn to respect the right of
others to express opinions.

Interpersonal developmentstudents work cooperatively in

groups.

Students are to
work in groups
and they are to
construct a
letter to magnify
why their key
term needs to
still be around.
Day to day life
experiences
should be
incorporated
into the letter to
help with
justification.

Formative/summative: As the teacher

addresses students contribution to the
ongoing forces brainstorm it is also an
ongoing progression to rectify the students
learning pathway.
Formative: The letter is a physical

representation of their knowledge on a given

term associated with forces as they have to
highlight its importance in daily life.

Science- Physical: Forces can

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Lesson10-Intro: Recap on what makes a good

aeroplane as a class then explain that they are going
to design their own aeroplane to what they think
will help make it fly the best and allow for optimal
force to gain the most distance. Ask students to in
their science journals draw the plane they are
thinking of creating, and list included features.
Body: Students construct and make their designs
using their choice in materials. Test the flight by
putting it in between to fans to see the balance.
Make final alternations before having a test fly.
Conclusion: After test flight students are given a
worksheet that has; Materials used? What went
well? What needs improvement? How would you
achieve this? What effect did gravity have on your
plane? What effect did the push/throw force have
on your plane? Students then leave their science
journals and planes on their tables and a walking
parade/show and tell will commence so some
students get ideas for their next design.

be exerted by one object on

another through direct contact
or from a distance.

Design, creativity and

Technology- Students learn to
describe ideas and concepts
about
design, materials/ingredients
and technological systems in
simple terms.
- Students investigate what
products and simple
technological systems can do.
- Students make decisions
about, and assess, design ideas
by experimenting with
materials.
-With assistance, they learn to
plan basic steps in production.
-They develop skills in the use
of a variety of simple
production techniques, such as
cutting, mixing, shaping, joining
and assembling and a range of
materials/ingredients to produce
products.
- They identify what has led to
improvements and describe
what they consider to be the
strengths and drawbacks of their
design

Students are
assessed on
their abilities to
design and
implement
aeroplane by
experimenting
with a range of
different
resources and
materials.
Students are
then to note any
adjustments to
make during the
future for their
next model
make.

Formative/summative: As the teacher

addresses students contribution to the
ongoing forces brainstorm it is also an
ongoing progression to rectify the students
learning pathway.
Summative: Adjustments altercations and
what went well are added to the science
journal.

Lesson11-Intro: Reflect on the whole class

brainstorm. Discuss the impact of different size
forces can have on different objects. Introduce the
matchbox and elastic band to students.
Explain that students are going to use the elastic
band to generate force in order to move the
matchbox. Discuss how you could make it go
further or shorter. Ask students what things or
variables might affect the performance of force.
Brainstorm these down on the board. Display on
the board an enlarged copy of an investigation
planner complete together as a class.
Body: Divide class into groups of three and get
them to complete the work sheet and rubber band
catapult activities and recording the distance from
each point of a, b and c and then graph it on the
sheet.
Conclusion: Discuss trends stories and results of
the graphs fill out the explaining and evaluating of
results worksheet. Whole class brainstorm.

Science- Physical: Forces can

be exerted by one object on
another through direct contact
or from a distance.

Mathematics- Data
representation and
interpretation: Construct
suitable data displays, with and
without the use of digital
technologies, from given or
collected data. Include tables,
column graphs and picture
graphs.

Interpersonal developmentstudents work cooperatively in

groups.

English- speaking and

Listening: Understand that
social interactions influence the
way people engage with ideas
and respond to others for
example when exploring and
clarifying the ideas of others,
summarising their own views
and reporting them to a larger
group.

Students work in
teams to
complete set
tasks and then
construct a
graph to
represent the
results.
As a class
students
construct an
investigation
planner in order
to get an idea to
what they are
investigating.
Students then
reflect on the
results and
activities by
providing an
educated
response to a
series of
questions.

Formative/summative: As the teacher

addresses students contribution to the
ongoing forces brainstorm it is also an
ongoing progression to rectify the students
learning pathway.
Formative: Whole class investigation
planner, graph and reflection questions.

Design, creativity and

Technology- Students learn to

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Lesson12 - Intro: Discuss Aeroplane models made

previously, ask students to design and label a new
design by reflecting on what they said they would
change in the future from their previous design.
Body: Design plane, fly plane measure distance.
Conclusion: students are to construct a writing
piece that shows the steps they took to create their
plane and modifications made along the way.
Students must also include how the effects of
forces affected the flight of the plane; this can be
done in diagram form or simply verbally talked
about. (students will be graded in this area on a
class test)
Whole class brainstorm. Students are then
congratulated and awarded certificates of unit
completion.

describe ideas and concepts

about
design, materials/ingredients
and technological systems in
simple terms.
- Students investigate what
products and simple
technological systems can do.
- Students make decisions
about, and assess, design ideas
by experimenting with
materials.
-With assistance, they learn to
plan basic steps in production.
-They develop skills in the use
of a variety of simple
production techniques, such as
cutting, mixing, shaping, joining
and assembling and a range of
materials/ingredients to produce
products.
- They identify what has led to
improvements and describe
what they consider to be the
strengths and drawbacks of their
design
Science- Physical: Forces can
be exerted by one object on
another through direct contact
or from a distance.
Science- Use and influence of
science: Science knowledge
helps people to understand the
effect of their actions.

The students
complete their
final design of
the aeroplane
this is then
evaluated by the
students ability
to perform a
written piece of
the steps they
did to create
their designs.
Then the
students are to
highlight how
forces can affect
an aeroplane.
Students will be
given a multiple
choice test to
complete in
formal
conditions.

Formative/summative: As the teacher

addresses students contribution to the
ongoing forces brainstorm it is also an
ongoing progression to rectify the students
learning pathway.
Formative/summative: Science journals will
be marked and graded.
Summative: Multiple choice test.