Science

Mr Barwa and Ms Semler 

Term 1

Physical Science

Students will explore push and pull examples in familiar environments and investigate how a push or pull can start or stop an object’s motion, change the direction an object is travelling in and change the shape of an object. Students identify when we use pushes and pulls in our everyday lives. They will explore, through investigation, that not all push and pulls occur from human contact, and develop an understanding that gravity, wind and water can push or pull objects. Students will plan, predict, and follow safe procedures to investigate the effect the strength a push or pull may have on the distance an object will travel. Students will make connections between the mass of an object and the strength of a push or pull required to change the motion of the object. 

 

Learning intentions

In this unit, students will:

  •  explore pushes and pulls to elicit prior  understanding 
  • understand pushes and pulls can start or stop the movement of an object 
  • recognise pushes and pulls in everyday situations 
  • recognise wind and water can push and pull objects, and gravity pulls objects towards the Earth 
  • understand that pushes and pulls can change the direction an object is travelling 
  • understand the stronger a push or pull action, the greater the distance an object will travel 
  • recognise the relationship between the weight of an object and the strength of a push or pull required to move the object 
  • apply their understanding to identify the strength and direction of pushes and pulls and predict the effect of these forces on the object’s motion.

Term 2

Chemical Science

Students will identify and investigate different types of physical changes by exploring and recording how everyday objects can be physically altered without changing the material it is made from. Students will investigate the different physical changes that can be applied to play dough and paper, and record observations in provided tables. Students will investigate to determine whether folded or scrunched paper towel is more effective at absorbing liquids. During the investigation, students will make and evaluate predictions, follow safe procedures, make and record observations, and provide an evidence-based conclusion. Students will explore the physical changes made to paper during the process of recycling paper and make their own samples of recycled paper. They will use their senses to make observations about the properties of recycled paper compared to photocopy paper.

 

Learning intentions

In this unit, students will:

  •  think and act scientifically to elicit prior knowledge and misconceptions related to materials and the different physical actions used to change them 
  • investigate to understand how to physically change a specific material
  • explore and understand the differences between materials when they have been physically changed 
  • investigate how modifying a material through a physical change can affect its absorbency 
  • make predictions based on experiences
  • follow safe procedures to complete investigations 
  • make and record observations, using informal measurements and digital tools 
  • record data in provided tables 
  • compare observations with predictions 
  • explore and understand that paper recycling involves making physical changes to the paper 
  • apply their understanding of paper recycling and observe the properties of both recycled paper and photocopy paper using their senses 
  • apply and demonstrate their understanding of how materials can be physically changed.

Richard Barwa (Early Years Science)

M1, M3, M4, M5

Richard.Barwa911@schools.sa.edu.au

 

Bec Semler  ( Early Years Science)

M2

Bec.Semler759@schools.sa.edu.au