OverviewThis task card is about push and pull and completing activities to explore these different forces. This task is to be carried out over two lessons. At the end of this card there is a challenge section for the learners that finish early.
We have designed the activities included in the digital task card to suit the ability level of an average student. |
Prior Knowledge
This task card would be presented to the learners half through the unit after they have created clear and precise definitions of what and push and pull is. These students are experiencing push and pull every day when they are asked to open and close a door.
Link to
the Curriculum
Science / Year 2 / Science Understanding / Physical sciences
A push or a pull affects how an object moves or changes shape. (ACSSU033)
Science / Year 2 / Science Understanding / Physical sciences
A push or a pull affects how an object moves or changes shape. (ACSSU033)
Declaratives Knowledge
Learners will know: DK 1 What the differences are between a push and a pull? DK 2 How do the different strengths of a push affect the movement of objects? DK 3 How do the different strengths of a pull affect the movement of objects? |
Procedural Knowledge
The learners will be able to: PK 1 Identify the strength needed to move an object. PK 2 Compare what a push and a pull is. PK 3 Discuss the characteristics of each force. |
In the classroomFocus Question: What is the difference between push and pull and how do they and the amount of force affect the movement of objects?
Lesson One 1. During lab time, the children are to access and view a short song and complete activities related to pish and pull. 2. After that the learners are to print out "Max's Worksheet" and play "Rock and Roll" 3. Then complete the worksheet. Lesson Two 1. Have the students investigate the push and pull simulation. And answer the following questions. - What are the differences between a push and pull? - Why did car three move the furthest? - Why didn't car one move? |
Teacher Links for this unit.
DifferentiationTo cater for the diverse range of ability levels of the learners the needs of the students need to be catered for through differentiation. We have designed our digital task cards to cater for all the learners in the classroom. We have done this by including extension activities for learners who have a higher ability level and are early finishes. We also suggest teacher instruction for the students with lower ability levels.
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where to next
To further expand the learners knowledge have the students read through the text in the link below. The information provided covers a broader range of topics that more in depth about forces. It covers gravity, mass and weight, balanced and unbalanced forces and springs.
http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/forces/read/1/
http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/forces/read/1/
References
http://www.youtube.com/watch?v=FOcY37oGhj8
http://www.bbc.co.uk/bitesize/ks1/science/forces/play/
https://hwb.wales.gov.uk/cms/hwbcontent/Shared%20Documents/VTC/push_pull/eng/Introduction/MainSession.html
http://www.scootle.edu.au/ec/viewing/L700/index.html
http://bodybalance4you.files.wordpress.com/2013/01/31.gif
http://www.australiancurriculum.edu.au/science/Curriculum/F-10
http://www.bbc.co.uk/bitesize/ks1/science/forces/play/
https://hwb.wales.gov.uk/cms/hwbcontent/Shared%20Documents/VTC/push_pull/eng/Introduction/MainSession.html
http://www.scootle.edu.au/ec/viewing/L700/index.html
http://bodybalance4you.files.wordpress.com/2013/01/31.gif
http://www.australiancurriculum.edu.au/science/Curriculum/F-10