Smooth Moves
Primary Connections: / Stage 2Essential Learnings by the end of: / Year 5
Why do balls roll? Why do apples fall from trees? Why do some things slide across ice but not on carpet? What makes our bikes stop when we brake? We use all types of forces including friction, gravity and pushes and pulls when we exercise, ride bicycles and drive cars. Engineers and scientists use their knowledge of forces and motion to design things for our homes, work and school.
The Smooth moves unit provides students with the opportunity to explore forces and motion. Through hands-on activities students identify forces that act at a distance and those that act in direct contact and investigate how different-sized forces affect the movement of objects.
Primary Connections units are intended to be taught as whole units. This cross-referencing indicates how specific lessons relate to Ways of Working, within a whole unit.
A ü indicates that a Way of Working is explicit in a specific lesson.
A l indicates that a Way of Working may occur to a lesser extent in a specific lesson or is possible for the teacher to include in the lesson.
Ways of working
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ü / Lesson 1 – Games galore
Lesson 2 – Making moves
Lesson 3 – Feeling friction
Lesson 4 – Faraway forces
Lesson 6 – Catapult capers / Pose and refine simple questions and make predictions to be tested
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ü / Lesson 2 – Making moves
Lesson 3 – Feeling friction
Lesson 6 – Catapult capers
Lesson 7 – Forces finale / Plan activities and investigations, identifying and using elements of a fair test
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ü / Lesson 1 – Games galore
Lesson 2 – Making moves
Lesson 3 – Feeling friction
Lesson 4 – Faraway forces
Lesson 6 – Catapult capers
Lesson 7 – Forces finale / Collect and organise data, information and evidence
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ü / Lesson 1 – Games galore
Lesson 2 – Making moves
Lesson 3 – Feeling friction
Lesson 4 – Faraway forces
Lesson 6 – Catapult capers
Lesson 7 – Forces finale / Evaluate information and evidence to support data gathered from activities and investigations
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ü / Lesson 1 – Games galore
Lesson 2 – Making moves
Lesson 3 – Feeling friction
Lesson 6 – Catapult capers
Lesson 7 – Forces finale / Select and use tools, technologies and materials suited to the activities and investigations
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ü / Lesson 2 – Making moves
Lesson 3 – Feeling friction
Lesson 4 – Faraway forces
Lesson 6 – Catapult capers
Lesson 7 – Forces finale / Draw conclusions that are supported by evidence, reproducible data and established scientific concepts
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ü / Lesson 1 – Games galore
Lesson 2 – Making moves
Lesson 3 – Feeling friction
Lesson 4 – Faraway forces
Lesson 5 – Figuring out forces
Lesson 6 – Catapult capers
Lesson 7 – Forces finale / Communicate scientific ideas, data and findings, using scientific terminology and formats appropriate to context and purpose
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ü / Lesson 1 – Games galore
Lesson 2 – Making moves
Lesson 3 – Feeling friction
Lesson 4 – Faraway forces
Lesson 6 – Catapult capers
Lesson 7 – Forces finale / Identify and apply safe practices
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ü / Lesson 3 – Feeling friction
Lesson 5 – Figuring out forces
Lesson 7 – Forces finale / Reflect on and identify different points of view and consider other people’s values relating to science
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ü / Lesson 6 – Catapult capers
Lesson 7 – Forces finale / Reflect on learning, to identify new understandings and future applications / All lessons involve elements of reflection, sometimes coming from discussion with other students.
Knowledge and Understanding-
Science as a Human Endeavour- Science relates to students’ own experiences and activities in the community
All units / Scientific ideas can be used to explain the development and workings of everyday itemsEthics is a significant part of scientific endeavour
Science can help to make natural, social and built environment sustainable and may influence personal human activities
Use of force in games everyday, tasks, lessons. / Science can contribute to people’s work and leisure
Force and indigenous implements eg. Throwing, pushing, floating. / Cultures from around the world, including those of Aboriginal people and Torres Strait Islander people, have contribute to scientific understanding
Knowledge and Understanding-
Earth and Beyond- Changes and patterns in different environments and space have scientific explanations.
The earth, solar system and universe are dynamic systems.Changes to the surface of the earth or the atmosphere have identifiable causes, including human and natural activity.
Knowledge and Understanding-
Energy and change- Actions of forces, and forms and uses of energy are evident in the everyday world.
Whole unit / The greater the force of an object, the greater the change in shape or motionWhole unit / Forces may act at a distance or may need to be in contact with an object to affect it
Whole unit / Energy can be transferred from one object to another
Different forms of energy used within a community have different sources
Knowledge and Understanding-
Life and Living- Living things have features that determine their interactions with the environment.
Living things can be grouped according to their observable characteristics.Structures of living things have particular functions.
Reproductive processes and life cycles vary in different types of things.
Living things have relationships with other living things and their environment.
Natural and Processed materials- Properties, changes and uses of materials are related.
Materials are composed of smaller parts, some of which may be visible to the naked eye, while others are too small to be seen.Materials are used for a particular purpose because of their specific properties
The properties of an object can differ from the properties of its component parts.
Properties of materials are affected by processes of change.
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Document shows actual links between Primary Connections and Essential Learnings