Push pull

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```					                          Push-pull
Stage 1
Energy and Change
SACSA
1.3 Identifies sources of energy and describes the ways in which energy is used in
daily life.
1.4 Poses questions and explores the ways in which different objects move.
Moving toys    Lesson 1

 How can the toy be moved? TRUCK
•
•

 Volunteer
 Word wall- add new words
Equipment table-                 form teams

 A- Equipment table
 Each team will have a collection of toys
 How did the toys move?
• Did the toy move the same way each time?
• What made the toy move?
• Why do you think that?
 B- Managers collect 2 pieces of paper
for their team.
• Choose a toy and draw it. Underneath write
under the picture what you did to make the toy
move eg I pulled the car.
‘Making Things Move’                           table

Making things move
on the ground     in water                        in air

 Attach your pictures to the table on the wall.
Push and pull pictures
Draw arrows
to show
the
pushes
and pulls
in these
pictures.
Forces and their effects – PC DVD

Pushing a door    Pulling a toy

Pushing a car      Pushing a swing
Investigating pushes and pulls at home

 Session two
 Put your completed push pull sheet face down
in front of you.
 Without saying the name of the place read
the push pulls eg ‘I pushed buttons on the
microwave and the telephone, I pulled open
the drawers’. Your partner needs to guess the
place eg ‘I think that was in the kitchen’.
Investigating pushes and pulls at home
Lesson 2 (session 1 and 2)

Push-pull pursuit
(session one- keep it secret)
Place                     Push                    Pull
(eg kitchen, backyard

bathroom
Move box to            Move box to
reveal picture         reveal picture

backyard                                    starter
cord
Move box to            Move box to
reveal picture         reveal picture
Water, water everywhere –                   lesson 3
 What experiences have you had with
water?
 What have you put in water? What
happened?
 This lesson is about investigating water.
 Safety around water...
You will be pushing the balls under the water to
Remove
see what happens when the balls get pushed red box
under the water.                                to see
Feel the upwards push of the water.             arrow

What happened when you pushed?
What happened when you released?
What did you feel when you pushed the
ball down?
Force arrow diagram-                              lesson 3 cont

Remove red box                     Remove red box
to see arrow                       to see arrow
Push of                            Push of
water                              water

Pull of gravity

• Draw a force arrow diagram in your Science books.
• When would it be helpful to know what floats and what sinks?
• Eg hooks on a fishing line, an anchor for a boat,
flotation devices for young children.
Water, water everywhere                      – lesson 3 cont
What would if feel like to hold a heavy
object above the water?
What would it feel like to hold a heavy
object in the water?
 What would it feel like?
Remove
 What would happen if you let go?            red box
 Why do you think this would happen?          to see
arrow
The downward pull of gravity is why things fall to the
ground.
Does it feel the same in water as it does in air?
Remove when discussing the heavy
Why do you think it feels lighter in water?
object.
Could something be pushing up to make
it feel lighter?
What sinks? What floats?                                   lesson 4
• Why do some things float and some sink?
• Why can an ocean liner float?
• Why does a paper clip sink?

QUESTION
Question
How can we
make a boat
sink?

Push of water                     Push of water
Pull of gravity
Predict , Observe, Explain-                                      lesson 4 cont
1. Choose three objects.
2. Predict whether they will sink or float by circling the word.
3. Circle what you observed – did they sink or float?
4. Explain why you think these objects sink or float?
Object                Predict       Observe               Explain-Why?

bottle                  sink           sink
or             or
float          float
sink           sink
or             or
float          float
sink           sink
or             or
float          float
Heavy/Light –          lesson 4 cont

• Objects that are heavy for their size SINK
• Objects that are light for their size FLOAT
• Lets investigate.

Plasticine           Plasticine
Will this shape      Will this shape
float?               float?
Floating on air-              lesson 5

•   What is air?
•   Where is air?
•   Think, pair, share.
•   Collecting air: our predictions and findings.
Remove to reveal activity
•   Lets collect air. 2 plastic bags per team.
• Collect as much air as you can in any way you can.
Collecting air: our predictions and
findings.- lesson 5 cont
Predictions     Findings
Floating on air-                             lesson 5 cont

Cup                            Cup
Container                                 Is there                       Is there
of water                                air inside        tissue       air inside
the cup?                       the cup?

Predict, Observe, Explain
The tissue stayed dry because there is air inside

tissue
the cup that took up space.
Floating on air-                      lesson 5 cont

• Changing the way something looks/the shape will
affect the way it falls.
• Both pieces of paper will be dropped at the same time.
• One crumpled and one flat

• Is it fair to drop the paper at different heights?
• Would it be fair to drop one and then the other?
• Would it be fair to throw one hard and let the other drop?

Sheet of                       Sheet of
paper                         paper
crumpled
Float or sink (incy wincy)
Depending on the shape
Will make it sink or float

Depending on the shape
Will make it sink or float

If the shape is round
It will likely sink or fall

But if the shape is flat or curved,
It should float some more.
Push meets pull-           lets revisit- lesson 6
• Where have we been investigating different
types of pushes and pulls?
• Eg home, on the ground, in water and in air
• What did you feel when you pushed the objects
under water? What was doing the pushing?
• How did the object feel when you held it in the
air? What was doing the pulling?
• What did the object feel like when you lowered
it into the water? Why?
• What happened when you dropped pieces of
paper? Did the shape of the paper affect what
happened when you dropped it?
Pushes and pulls all around us-
lesson 6 cont
• Lets act out some pushes and pulls.

Push a car                         Pull a shoe on
Push a door shut                   Pull a table
Push a remote button               Pull a comb through you hair
Push a bowling ball                Pull an elephant on a rope
Push a fork into food              Pull a drawer open

• What is another word for push

•Lets look at the list again and use the word force to describe.
•Share a new sentence with a friend.
Gravity-                lesson 6 cont

• Gravity is also a force.
• The force of gravity pulls us to the ground.
• Eg ‘A ball falls to the ground because of the force of gravity.
• Share a sentence using gravity with a friend. Use the pictures
below for ideas.
computer   toothbrush      blind        camera        wheel      lawnmower
keyboard                                             burrow
Force arrows-                      lesson 6 cont
(revise from lesson 3)
Fantastic forces
1.   Use the words in the box to complete the sentences.
forces
Pushes and pulls are __________.
pull
I use a ___________ force to take out the plug.
pushes
Water_____________ up on things that float.
____________ pulls things to the ground.
Gravity

2.   Complete these sentences:
I can use a push force to_push a table._
I can use a pull force to _pull an elephant.
3. Draw something floating in the tub of water and use force-
arrows to show pushes and pulls.
Pushing and pulling: push or pull?
Learning federation (learning object)

Use monkeys
to push/pull
the animals
from the
boat to the
zoo

ZOO
http://www.thelearning
federation.edu.au/for_t
eachers/sample_curric
ulum_content/tm_-
_science.html
Helicopter test flights-                           lesson 7

Push of
air
How would the following affect
the speed the man falls?

Push of
air                                 •Span of parachute?
•Heaviness of the man?

Pull of                         •The size and shape of the
gravity                         parachute?

A parachute catches the air and supports the weight of
the parachutist.
Paper helicopter-        lesson 7 cont

• We are going to work in teams to
explore how paper helicopters fall.
• Have a go.
• What causes the helicopter to
spin?
• How is the helicopter falling
similar to the parachute falling?
• What things will affect how quickly
the helicopter falls to the ground?
Lets map it on our investigation
planning grid.
Investigation planning grid-
lesson 7 cont MS STEPHANIE/ NEWMANS CLASS 2/3
QUESTION: What happens to the helicopter fall time when we
change the wing size?
(S)                (S)                   (S)
Make a circle with Try it by dropping      Paper clip at top
the wings        upside down
(S)              (O/M)                    (C)
Fold the bottom How fast it fell to
to make it shorter      the floor
(S)                (S)                   (S)
Cut the wings     More than one          Cylinder at the
shorter           paper clip              bottom
QUESTION: What happens to the helicopter fall time
when we change the wing size?
We will CHANGE: We changed the wings so that they
were in a cyclinder.

We will OBSERVE which helicopter hits the ground
first:
We will keep the SAME:

(S)              (S)                (S)
The height of      The way we          Kept the
where the       dropped it the    helicopters the
helicopter was     same-used a       right way up.
dropped            timer
Investigation planning grid- lesson 7
cont MRS LUKERS 1/2
QUESTION: What happens to the helicopter fall time when we
change the wing size?
(S)                   (S)                 (S)
Paper clips      Drop from same Drop at same time
height         If you have two
(S)                (O/M)                 (C)
Folding lines       How fast the
helicopter hits the
ground- speed
(S)                  (S)                 (S)
Cutting lines           Wings         Change the wings
to circles
QUESTION: What happens to the helicopter fall time
when we change the wing size?
We will CHANGE:

We will OBSERVE which helicopter hits the ground
first:

We will keep the SAME:

(S)               (S)               (S)
Investigation planning grid- lesson 7
cont- MR BARRY 1/2
QUESTION: What happens to the helicopter fall time when we
change the wing size?
(S)                    (S)                    (S)
Paper clips              Paper                  Wings

(S)                  (O/M)                    (C)
Folds            Time it takes for the
helicopter to reach the
ground
(S)                 (S)                       (S)
Cuts           Change shape to           Position of the
cylinder                 paper clip
QUESTION: What happens to the helicopter fall time
when we change the wing size?
We will CHANGE:

We will OBSERVE which helicopter hits the ground
first:

We will keep the SAME:

(S)               (S)               (S)
Investigation planning grid- lesson 7
cont- MRS BRAY 1/2
QUESTION: What happens to the helicopter fall time when we
change the wing size?
(S)                    (S)          (S)
Cut the wings      Where the paper    Wing size
clip goes
(S)                (O/M)           (C)
Curl the wings       How fast the
helicopter takes to
fall to the ground
(S)                    (S)          (S)
Fold up the      Amount of paper Folds on the paper
bottom                  clips
Investigation planner-
lesson 7 cont
QUESTION: What happens to the helicopter fall time
when we change the wing size?
We will CHANGE:

We will OBSERVE which helicopter hits the ground
first:

We will keep the SAME:
(S)               (S)               (S)
helicopters- lesson 7 cont

• What pulls the helicopter down?
• How does it move?
• What pushes up against the wings of the
helicopter?
• How do you know?
• Have you seen examples anywhere else?
• Why does the helicopter with bigger/smaller
wings fall more slowly/more quickly?
Write and draw-             lesson 7 cont

• The thing I changed about my helicopter was…

• The thing I observed about my helicopter
was…

• The things I kept the same about my
helicopter was…
Pulling it all together-   lesson 8

• Lets review our
journal, word
wall and ‘Making
things move’.
• We will repeat
this activity to
see what new
things we can
Pulling it all together-                lesson 8 cont

– What ideas have you changed?
– What new ideas have you developed?
– What activity or activities helped you learn these
new ideas?
• Review
– Which activity helped you to learn something new?
– Which activity did you enjoy? Why?
– What did you learn about working with a partner?
Push-pull WORD WALL
push   pull
Assessment
rubric
Assessment
student list

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