Appendix+2+-+Unit+Overview

Included in this unit are integrated key learning areas of English, Studies of Society and Environment, The Arts and Cross Curriculum priority of Information and Communication Technologies. Smooth Moves- Stage 2, focused on Energy and Change is a Science unit established through the Australian Academy of Science Education and the Primary Connections Project; linking science with literacy. **(AustralianAcademy of Science, March 2009)** This unit is in conjunction with this terms theme of Robots in Motion with ICT being integrated into the majority of lessons.
 * __Unit Overview – Year 4 – KLA – Science – Smooth Moves__**

**Engagement Theory** **Dimensions of Learning** || **Learning Experiences**  ||  **Information & Communication Technologies integral to learning**  ||  **Assessment**  ||
 * **Week – Unit focus/5E’s & ** **Lesson topic** ||  **__Frameworks__**  **Blooms’ Taxonomy**
 * Week 1

Engage – Games galore || Experiment & find value Collaborative learning Relevance

Connects & links to real world || * Learners engage in what it is to know and learn about forces and motion
 * (**x6 groups**) playing games of; down ball, marbles, twister, Jenga, dominoes, balloons
 * Each group took turns and captured (x6) playing images || **Digital Camera-c**andid **images**

x6 images from each group

Informative
 * Operate a digital camera
 * Images were uploaded into unit image bank (by LM) || Diagnostic &

Observe learner participation in photography activity ||
 * Week 2

Explore – Making moves || Experimental enquiry Team efforts Compare/contrast

Problem solve Analyse

Produce and design Creative thinking Symbols Construct steps || * Exploring in a hands on activity (**x6 groups**) of learners investigated and wrote the micro steps of different force impacts (by pushing a can or cylinder) and distance of movement **Storyboard**
 * From these findings learners (**think pair share**) created a story board in sequential order
 * Designed representation of objects, force and distance, including a written caption || Microsoft office – **power point**

x5 slides, text, colour, clip art, shapes
 * converted to slide images
 * copied and pasted into word document
 * orientation=landscape
 * selects printing options=quality, colour and how many copies || Formative

evidenced findings in a story board design, context & final layout ||
 * Week 3

Explore – Feeling friction || Experimental enquiry Team efforts Hypothesising Testing Critical thinking Graphic representation chart and report || * Exploring in hands on activities (**x6 groups**) of learners identified, observed and investigated different frictional forces between objects and surfaces [|www.bubbl.us.com]
 * Grouped learners record and brainstorm word associations from their experiences || Bubbl.us – **mind map**

x6 mind maps created by each group
 * Using an on-line digital tool to construct a mind map with a title and related words
 * executed downloading and saving a group jpeg into group file
 * demonstrate printing || Formative

Brainstorm activity – word map on Friction ||
 * Week 4

Explore – Faraway forces || Collaborative learning

Complex thinking Checking

Descriptions (vocab and facts) Connectedness & Relevance Self-regulated thinking || * Pre lesson group rotations watch a video on gravity to construct meaning and relate to Isaac Newton
 * Explores and identifies gravity within our solar system and its effect on objects
 * Watch video and answer questions and give examples on gravity research worksheet || Teacher Tube/on-line **video research**

Gravity Controls Solar System Objects []


 * Turn on class computers and execute log on
 * Demonstrate topic search on Google and open web page
 * Click on expand icon for full screen viewing
 * Close web page and shut down computers || Formative

Observation of computer operations

Evidenced findings on gravity research worksheet ||
 * Week 5

Explain – Figuring out forces || Collaborative learning Creative thinking Problem solve Produce & make

Paraphrase Mnemonics Connectedness || * Invent a real life scenario which includes applied forces on objects that generate motion
 * Groups plan and create a role play with physical representation using actions, gestures, oral narrative (fictional or actual) and objects to enact a story or event || **Video recording** – role play

Each group has a turn of recording another groups role play


 * Distinguish a zoned stage for role plays
 * Set up tripod and video recorder
 * Practise functions
 * Produce a video recording
 * Recording is uploaded by (LM) || Formative

Evidenced content recorded in a video role play ||
 * Week 6

Elaborate – Catapult capers || Interactions Complex thinking

Planning Decision making Inductive reasoning

Graphs Cause & effect || * Groups investigate variables of different sized forces of pulling an elastic band on a match box weighted with a specific number of paper clips **Bar graph**
 * Each group constructs a graph with different variables, weight, length of stretch and type of surface effecting the matchbox (object)
 * These are added to a whole class bar graph for comparing and contrasting different weights used in each group with same variables || Microsoft office – **Word/Excel**


 * Each group transfers worksheet graph into a digital bar graph
 * Use x3 bar variables
 * Input text in excel for group title, weight used, objects and variables description
 * Input group information into a whole class bar graph
 * Execute saving graphs in group file || Summative assessment

Observe forces investigation

Results evidenced in bar graph ||
 * Week 7

Evaluate – Forces finale || Critical Thinking Purposeful Activity Develop conceptual understanding Explaining & naming Vocabulary activities Practice for speed and accuracy Mentally rehearse Graphic representation || * Review unit lessons, word wall, class science book, information wall
 * describe another game from lesson 1 which they did not play in a classroom discussion
 * Evaluate, synthesis and test knowledge learnt using a interactive science game on-line || (Forces & Motion) **on-line Interactive game**-

Brave the rides with Park World Pilot [] __resources/parkworldplot.htm__

Each learner interacts and finds value in an on-line computer game || Summative Assessment

Observe & note classroom discussion

Check and observe interactive game tests for learning ||