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OneSchoolUnit Plan

Name: Unit 2 - Science Year 2 (V8)Duration: 10 Weeks

Year Level: Year 2

Applicable LearningAreas/Subjects: Science

Unit Plan

Toy factoryIn this unit, students will understand how a push or pull affects how an object moves or changes shape. They understand that science involves asking questions about and describing changes in the way an object moves or can be moved and how this knowledge is used in their daily lives. They pose questions and make predictions about changes that can affect how an object moves, and investigate and explain how pushes and pulls cause movement in objects, comparing their observations with predictions. They use informal measurements to make and compare observations about movement and sort information about the way toys move. They then apply this science knowledge in explaining how pushes and pulls can be used to change the movement of a toy or object they create.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

SafetyTeachers need to identify safety issues and conduct risk assessments. For this unit teachers should:

refer to the Health and Safety http://education.qld.gov.au/health/safety/index.html policy pertaining to schools consult the Curriculum Activity Risk Management Guidelines http://education.qld.gov.au/curriculum/carmg/index.html

use Chemwatch GoldFFX http://jr.chemwatch.net/chemwatch.web/ to consult the safety data sheets (SDSs) for chemical safety information pertaining to craft glue ensure students wear personal protective equipment.

In addition to the teacher's risk assessment, students are required to complete risk assessments for their own projects, under the guidance of their teacher. Schools should consult the Guideline for Managing Risks with Chemicals in DET Workplaces http://education.qld.gov.au/health/pdfs/healthsafety/guideline-managing-chemicals.pdf

The document Chemwatch GoldFFX FAQ Factsheet http://education.qld.gov.au/health/pdfs/chemwatch-gold-ffx-faq.pdf contains information relating to the Department's online subscription to Chemwatch GoldFFX.

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 21

Unit Plan Plan Name: Unit 2 - Science Year 2 (V8)

Year: 2Learning Areas/Subjects: SCIENCE

Duration: 10 Weeks

Detailed instructions are available to assist schools when registering for the first time, in the document Registering for Chemwatch GoldFFX online http://education.qld.gov.au/health/pdfs/chemwatch-registration-instructions.pdf

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX.




Duration: 10 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Designing a toy (Yr 02)Students design a toy that will move with a push or pull, and describe a change to the toy and how it affects the toy's movement. They pose an investigation question and make a prediction about the toy's movement. Students represent and communicate observations and ideas.

Experimental investigation

Science Unscheduled

Investigation: Parachute (Yr 02)Students investigate how a parachute affects the movement of an object when it is dropped. Students pose a scientific question and make a prediction about the movement of the object with a parachute. Students use science knowledge of pushes and pulls to explain what happened. Students label a drawing and use arrows and scientific language to communicate ideas.

Monitoring Science Unscheduled

Investigation: Rolling toy (Yr 02)Students investigate how different surfaces affect and object's movement. Students pose a scientific question and make a prediction about how different surfaces affect an object's movement and use science knowledge of pushes and pulls to explain results. Students use scientific language to communicate ideas.

Monitoring Science Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Exploring pushes and pulls Factors that influence

movement Assessment Presentation Factors that influence change

of shape

Resources Attachments Plan Resource Bank

Assessment Experimental investigation - Designing

a toy (Yr 02) Monitoring - Investigation: Parachute

(Yr 02) Monitoring - Investigation: Rolling toy

(Yr 02)




Duration: 10 Weeks

Australian Curriculum

Science – Year 2

Year 2 Achievement StandardBy the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people's daily lives.

Students pose and respond to questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They record and represent observations and communicate ideas in a variety of ways.

Content Descriptions

Science as a Human Endeavour Science Inquiry Skills Science Understanding

Use and influence of science

People use science in their daily lives, including when caring for their environment and living things (ACSHE035)

Nature and development of science

Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034)

Planning and conducting Participate in guided investigations to explore

and answer questions (ACSIS038) Use informal measurements to collect and

record observations, using digital technologies as appropriate (ACSIS039)

Evaluating Compare observations with those of others

(ACSIS041)

Communicating Represent and communicate observations and

ideas in a variety of ways (ACSIS042)

Questioning and predicting Pose and respond to questions, and make

predictions about familiar objects and events (ACSIS037)

Processing and analysing data and information Use a range of methods to sort information,

including drawings and provided tables and through discussion, compare observations with predictions (ACSIS040)

Physical sciences

A push or a pull affects how an object moves or changes shape (ACSSU033)




Duration: 10 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following:

Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE021) People use science in their daily lives, including when caring for their environment and living things (ACSHE022) The way objects move depends on a variety of factors, including their size and shape (ACSSU005)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Science involves making predictions and describing patterns and relationships (ACSHE050) Science knowledge helps people to understand the effect of their actions (ACSHE051) Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating




Duration: 10 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy Estimating and calculating with whole numbers Using measurement

Information and communication technology (ICT) capability Creating with ICT Communicating with ICT Managing and operating ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-management Social awareness Social management

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction and the Learning area specific advice http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-specific-advice

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support. https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx

Assessing student learning




Duration: 10 Weeks

Assessment name: Designing a toyAssessment description: Students design a toy that will move with a push or pull, and describe a change to the toy and how it affects the toy's movement. They pose an investigation question and make a prediction about the toy's movement. Students represent and communicate observations and ideas.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people's daily lives.Students pose and respond to questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They record and represent observations and communicate ideas in a variety of ways.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needsEach lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:Monitoring activityActivity name: Investigation: Parachute (Lesson 5)Activity description: Students investigate how a parachute affects the movement of an object when it is dropped. They pose a scientific question and make a prediction about the movement of the object with a parachute. Students use science knowledge of pushes and pulls to explain what happened. They label a drawing and use arrows and scientific language to communicate ideas.Activity name: Investigation: Rolling toy (Lesson 6)Activity description: Students investigate how different surfaces affect and object's movement. They pose a scientific question and make a prediction about how different surfaces affect an object's movement and use science knowledge of pushes and pulls to explain results. Students use scientific language to communicate ideas.

FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include students thinking that:

all toys are moved in the same way. Provide opportunities for students to explore and differentiate actions for moving toys (e.g. pushes and pulls). only living things can push and pull objects to make them move. Remind students of examples where objects can be moved by pushes and pulls from other things (e.g. wind moving

flags, water in the bath moving toys towards the drain). an arrow does not show a particular direction. Provide opportunities for students to understand that an arrow is used to show a particular direction. the strength of pushes and pulls is always the same. Model how an object can be moved using different forces of different strengths. all objects fall to Earth in the same way. Explain to students that an object's size and shape affect the way it falls. Provide students with opportunities to test and compare objects of

different sizes and shapes and how they fall. objects move in the same way on all surfaces. Provide students with opportunities to observe the effect of different surfaces on the movement of different objects. pushes and pulls are used separately to move objects. Provide opportunities for students to move objects that require a combination of pushes and pulls (e.g. using a duster to wipe a

whiteboard clean). when an object's shape is changed it becomes a new object. Provide opportunities for students to change the shape of familiar everyday objects.




Duration: 10 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

3 Lessons Exploring pushes and pulls Lesson 1: Engaging with moving toys Lesson 2: Exploring pushes and pulls of familiar objects Lesson 3: Identifying the direction of pushes and pulls

3 Lessons Factors that influence movement Lesson 4: Exploring strength of pushes and pulls Lesson 5: Investigating the influence of shape on an object's movement Lesson 6: Investigating surfaces and rolling objects

2 Lessons Assessment Lessons 7-8: Assessing student learning

1 Lesson Presentation Lesson 9: Presenting the toy

1 Lesson Factors that influence change of shape Lesson 10: Exploring the effects of pushes and pulls on an object's shape

10 Lessons Total Unit




Duration: 10 Weeks

Teaching Sequence

Topic Exploring pushes and pulls Topic Duration 3 Lessons

Overview In this lesson series, students engage with moving toys to observe the way familiar objects move and understand that pushes and pulls can be used to move objects

Lessons Teaching and Learning Sequence Resources

Lesson 1

Engaging with moving toys

Lesson objectivesStudents will:

Observe the way familiar objects move. Observe the effect of different factors such as size, shape and

material on a toy's movement.Evidence of learningCan the student:

Describe how a familiar object moves? Describe the effect of different factors on a toy's movement?

Example learning sequence Discuss unit intention and context for learning Sort toys according to the ways they move Draw a toy and describe its movement Investigate and describe how familiar toys move Observe that a toy's movement depends on a variety of factors

Resources Supporting learning resource - C2C: Science glossary Supporting learning resource - Materials and equipment list Supporting learning resource - Context for learning and assessment: Toy factory Sheet - How toys move: Drawing and observations Sheet - Question bubble Supporting learning resource - Exploring toys that move by pushing and pulling Sheet - TWLH chart Supporting learning resource - How to use a word wall

Helpful information Website - Science contemporary practice resource

https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html

Website - Pushing and Pulling (NGfL/GCaD Cymru) https://hwb.wales.gov.uk/cms/hwbcontent/Shared%20Documents/vtc/push_pull/eng/Introduction/default.htm

Learning object - Graphic organiser (digital TWLH chart) https://learningplace.eq.edu.au/cx/resources/items/e1273d35-645a-463e-f5cb-cd81bb0feace/0/viewIMS.jsp

Attachments Lesson plan

Teaching Sequence







Duration: 10 Weeks

Teaching Sequence




Lesson 2

Exploring pushes and pulls of familiar objects


Understand that pushes and pulls can move objects.Evidence of learningCan the student:

Identify simple pushes and pulls involved in moving familiar objects?

Example learning sequence Explore how familiar objects move by pushing or pulling Investigate toys that move by spinning

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Spinning toys Sheet - My question and prediction Sheet - Investigation: Spinning toy Slideshow - Making a mammandur

Helpful informationFor more information on Aboriginal peoples' and Torres Strait Islander peoples' traditional games, refer to:

Website - Yulunga: Traditional Indigenous Games (Bunbuja) (Australian Sports Commission) https://www.sportingschools.gov.au/resources-and-pd/schools/yulunga

Text - Halling, H (ed.) 1999, From ochres to eel traps: Aboriginal science and technology resource guide for teachers, Science Educators Association of the ACT, Canberra

Text - Haagen, C 1995, Bush toys: Aboriginal children at play, Aboriginal Studies Press, Canberra


Lesson 3

Identifying the direction of pushes and pulls


Understand how to represent pushes and pulls.Evidence of learningCan the student:

Label a drawing to represent pushes and pulls?Example learning sequence

Review understanding of pushes and pulls to move objects Represent the direction of pushes and pulls Apply arrows in another context

Resources Supporting learning resource - Materials and equipment list eBook - The Enormous Turnip Sheet - The enormous turnip Video - Pushes and pulls at the park (select each image to see the videos) Sheet - Playground equipment: How it is used Sheet - Direction arrows





Duration: 10 Weeks

Teaching Sequence

Topic Factors that influence movement Topic Duration 3 Lessons

Overview Throughout this lesson series, students will investigate factors that influence movement, including the strength of pushes and pulls used, materials used to make objects and surfaces on which objects move.


Lesson 4

Exploring strength of pushes and pulls


Understand that the strength and type of push or pull can affect an object's movement.

Evidence of learningCan the student:

Describe changes to an object's movement depending on the strength or type of push or pull used?

Example learning sequence Investigate changing the strength or type of pushes and pulls Draw and label an activity using pushes and pulls

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Push and pull circuit Sheet - Question bubble: strength Sheet - Push and pull circuit: Investigating strength

Helpful information Sheet - Kelereng - a traditional Indonesian game of marbles

https://learningplace.eq.edu.au/cx/resources/items/5b475310-23b8-4090-b77d-f7f55ff6d831/0/Sci_Y02_U2_SH_Kelereng.docx


Lesson 5

Investigating the influence of shape on an object's movement


Understand the relationship between the movement of an object and its size and shape.


Describe how an object's movement is affected by its size and shape?

Example learning sequence Understand that an object's size and shape affects the way it

moves Explore the use of parachutes

Resources Supporting learning resource - Materials and equipment list Sheet - Question bubble: size and shape Sheet - Parachute jumper Sheet - Investigation: Parachute

Helpful information Sheet - Make a paper plane https://learningplace.eq.edu.au/cx/resources/items/8c750bed-

35f6-492c-b49a-7d03c4b72201/0/Sci_Y02_U2_SH_MakePaperPlane.docx


Teaching Sequence


Overview In this lesson series, students will investigate factors that influence movement, including the strength of pushes and pulls used, materials used to make objects and surfaces on which objects move.




Duration: 10 Weeks

Teaching Sequence


Overview Throughout this lesson series, students will investigate factors that influence movement, including the strength of pushes and pulls used, materials used to make objects and surfaces on which objects move.



Lesson 6

Investigating surfaces and rolling objects


Understand that an object's movement can change depending on the surface.


Describe how an object moves on different surfaces?Example learning sequence

Investigate the effect of different surfaces on the movement of toy cars

Apply science understanding to the real word

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Teacher notes: Testing a rolling toy Sheet - My question and prediction Sheet - Investigation: Rolling toy

Helpful informationNote: For this investigation, students may use a store-bought toy, a constructed toy or a toy made from recycled materials as demonstrated in the slideshow.

Slideshow - Make a rolling toy https://learningplace.eq.edu.au/cx/resources/items/3d6aa93c-9e39-4390-bc8c-81c9d7fba342/0/Sci_Y02_U2_SS_MakeRollingToy.pptx





Duration: 10 Weeks

Teaching Sequence

Topic Assessment Topic Duration 2 Lessons

Overview Throughout this lesson series, students will design a toy that moves with a push or pull, and describe a change to the toy and how it affects the toy's movement. They will pose an investigation question and make a prediction about the toy's movement. Students will represent and communicate observations and ideas.


Lessons 7-8

Assessing student learning

Assessment purposeTo design a toy that will move with a push or pull, and describe a change to the toy and how it affects the toy's movement.To pose an investigation question and make a prediction about the toy's movement.To represent and communicate observations and ideas.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards Conduct the assessment

Resources Assessment task - Designing a toy Assessment task - Designing a toy: Teaching notes Assessment task - Designing a toy: Model response Supporting learning resource - Materials and equipment list





Duration: 10 Weeks

Teaching Sequence

Topic Presentation Topic Duration 1 Lesson

Overview Throughout this lesson, students present their toy to others and explain how their toy moves by using pushes and pulls. They demonstrate understanding of pushes and pulls used in familiar activities


Lesson 9

Presenting the toy


Communicate their ideas and observations of pushes and pulls to others.


Explain their ideas and observations about pushes and pulls?Example learning sequence

Present and demonstrate toys to an audience Identify pushes and pulls of familiar activities

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Teacher notes: Push and pull mime Sheet - Push or pull cards Sheet - Mime labels

Helpful information Supporting learning resource - Teacher notes: Toy fair

https://learningplace.eq.edu.au/cx/resources/items/c827412d-bd9d-48cc-9683-fee57831b6f7/0/Sci_Y02_U2_SLR_ToyFair.docx





Duration: 10 Weeks

Teaching Sequence

Topic Factors that influence change of shape Topic Duration 1 Lesson

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. They understand that the shape of some objects may be changed by pushes and pulls.


Lesson 10

Exploring the effects of pushes and pulls on an object's shape


Understand that pushes and pulls can change an object's shape.Evidence of learningCan the student:

Describe ways that pushes and pulls can change an object's shape?

Example learning sequence Explore how pushes and pulls can affect the shape of some

materials and objects Consider how science knowledge is used every day

Resources Supporting learning resource - Materials and equipment list Sheet - Question bubble: Shape Supporting learning resource - Teacher notes: Changing shapes

Helpful information Supporting learning resource - Teacher notes: Sample slideshow format

https://learningplace.eq.edu.au/cx/resources/items/0dd210b8-4f47-4783-ae2b-bf87e5a453fb/0/Sci_Y02_U2_SLR_SlideshowSampleFormat.docx





Duration: 10 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Exploring pushes and pulls

Lesson plan - Sci_Y02_U2_LP01.docx



Sequence - Factors that influence movement




Sequence - Assessment Lesson plan - Sci_Y02_U2_LP07_08.docx

Sequence - Presentation Lesson plan - Sci_Y02_U2_LP09.docx

Sequence - Factors that influence change of shape Lesson plan - Sci_Y02_U2_LP10.docx

Sequence eBook - The Enormous Turnip Learning object - Graphic organiser (digital TWLH chart)https://learningplace.eq.edu.au/cx/resources/items/e1273d35-645a-463e-f5cb-cd81bb0feace/0/viewIMS.jsp

Sheet - Direction arrows

Sheet - How toys move: Drawing and observations

Sheet - Investigation: Parachute

Sheet - Investigation: Rolling toy

Sheet - Investigation: Spinning toy




Duration: 10 Weeks


Sheet - Kelereng - a traditional Indonesian game of marbles https://learningplace.eq.edu.au/cx/resources/items/5b475310-23b8-4090-b77d-f7f55ff6d831/0/Sci_Y02_U2_SH_Kelereng.docx

Sheet - Make a paper plane https://learningplace.eq.edu.au/cx/resources/items/8c750bed-35f6-492c-b49a-7d03c4b72201/0/Sci_Y02_U2_SH_MakePaperPlane.docx

Sheet - Mime labels

Sheet - My question and prediction

Sheet - Parachute jumper

Sheet - Playground equipment: How it is used

Sheet - Push and pull circuit: Investigating strength

Sheet - Push or pull cards

Sheet - Question bubble

Sheet - Question bubble: Shape

Sheet - Question bubble: size and shape

Sheet - Question bubble: strength

Sheet - The enormous turnip

Sheet - TWLH chart Slideshow - Make a rolling toy https://learningplace.eq.edu.au/cx/resources/items/3d6aa93c-9e39-4390-bc8c-81c9d7fba342/0/Sci_Y02_U2_SS_MakeRollingToy.pptx

Slideshow - Making a mammandur

Supporting learning resource - C2C: Science glossary Supporting learning resource - Context for learning and assessment: Toy factory




Duration: 10 Weeks


Supporting learning resource - Exploring toys that move by pushing and pulling

Supporting learning resource - How to use a word wall

Supporting learning resource - Materials and equipment list

Supporting learning resource - Push and pull circuit

Supporting learning resource - Spinning toys

Supporting learning resource - Teacher notes: Changing shapes

Supporting learning resource - Teacher notes: Push and pull mime Supporting learning resource - Teacher notes: Sample slideshow format https://learningplace.eq.edu.au/cx/resources/items/0dd210b8-4f47-4783-ae2b-bf87e5a453fb/0/Sci_Y02_U2_SLR_SlideshowSampleFormat.docx

Supporting learning resource - Teacher notes: Testing a rolling toy Supporting learning resource - Teacher notes: Toy fair https://learningplace.eq.edu.au/cx/resources/items/c827412d-bd9d-48cc-9683-fee57831b6f7/0/Sci_Y02_U2_SLR_ToyFair.docx

Text - Haagen, C 1995, Bush toys: Aboriginal children at play, Aboriginal Studies Press, Canberra

Text - Halling, H (ed.) 1999, From ochres to eel traps: Aboriginal science and technology resource guide for teachers, Science Educators Association of the ACT, Canberra

Video - Pushes and pulls at the park (select each image to see the videos) Website - Yulunga: Traditional Indigenous Games (Bunbuja) (Australian Sports Commission) https://www.sportingschools.gov.au/resources-and-pd/schools/yulunga

Website - Pushing and Pulling (NGfL/GCaD Cymru) https://hwb.wales.gov.uk/cms/hwbcontent/Shared%20Documents/vtc/push_pull/eng/Introduction/default.htm

Website - Science contemporary practice resource https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html

Assessment Planner - Designing a Assessment task - Sci_Y02_U2_AT_DesignToy.docx




Duration: 10 Weeks


toy Assessment task - Sci_Y02_U2_AT_MR_DesignToy.docx

Assessment task - Sci_Y02_U2_AT_TN_DesignToy.docx

Assessment Assessment task - Designing a toy

Assessment task - Designing a toy: Model response

Assessment task - Designing a toy: Teaching notes




Duration: 10 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Designing a toy (Yr 02)Type Experimental investigation

Date

Description Students design a toy that will move with a push or pull, and describe a change to the toy and how it affects the toy's movement. They pose an investigation question and make a prediction about the toy's movement. Students represent and communicate observations and ideas.

Learning Area Science

Science understanding Science inquiry skills

Describe changes to objects. Pose and respond to questions about their experiences and predict the outcomes of investigations.Represent observations and communicate ideas in a variety of ways.

A ◄ Explains how a change to a toy will affect its movement using science understanding ◄

Justifies prediction using science understanding.Represents and communicates observations and ideas clearly, using scientific language.

B ◄ Identifies how a change will affect a toy's movement ◄Poses a question based on scientific understanding.Represents and communicates observations and ideas with some scientific language.

C ◄ Describes a change to a toy that will affect its movement ◄Poses and responds to questions about how the object will move.Makes a prediction about how the object will move.Represents and communicates observations and ideas in a variety of ways.

D ◄ States a change to a toy ◄States a question.Communicates observations and ideas with guidance.

E ◄ Identifies how a toy moves ◄States a prediction.Communicates ideas or observations when directed.




Duration: 10 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

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The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

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