Powering on Stage 1

Powering on Stage 1

Connected Outcomes Group (F)

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Planning page

Student work: / Resources needed: / Literacy links include: / Numeracy links include:
If possible, each student will need a powered toy. / Copies of DET and BOS resources have been sent to all schools
• Sync or swing (DET)#
• selection of music for dance
• equipment for science investigations, including thermometers
• bats, balls, tees, witches hats
• Get skilled: Get active (DET)#
Collaborate with your teacher-librarian for teaching and resource support.
#Additional copies of these DET resources are available from DET sales at: https://www.det.nsw.edu.au/doingbusiness/product_service/schcurresource/index.htm / • gives a guided presentation of an explanation to the class
• uses language of degree and position in group work
• jointly constructs a procedure and records data
• jointly constructs an explanation of a scientific investigation
• listens for and performs patterns
• reflects on group work and evaluates group performances. / • describes position using everyday language, including ‘left’ and ‘right’
• recognises that 100 cm is equal to one metre
• estimates distance in metres and checks using a trundle wheel
• identifies and describes patterns
• interprets information presented in a table and a picture graph.

Term planner (teachers may want to use this to plan the work over a term)

Week

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Creative Arts

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PDHPE

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SciTech

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HSIE

1 / Dance - energy and movement / Dance - energy and movement / What do we know?
Powered toy / There are no HSIE learning experiences in this unit
2 / Dance - energy and movement / Dance - energy and movement / Investigation with a ball / HSIE outcomes are addressed in other units within this Stage
3 / Music- chanting and moving / PDHPE - using force in PE
Two hand strike / Investigation with a ball
4 / Music - chanting and moving / PDHPE - using force in PE
The kick
5 / Dance – toys and music / Solar energy investigation
6 / Dance – toys and music / Solar energy investigation
7 / Visual Arts - energy traces
8 / Visual Arts - energy traces
9
10

Unit of work

Outcomes / Learning experience / Planned assessment /

SciTech

INVS1.7 Conducts guided investigations by observing, questioning, predicting, collecting and recording data and suggesting possible explanations
• responds to stimulus material by asking simple questions such as How … Why … What will happen if?
PPS1.4 Identifies and describes different ways some forms of energy are used in the community
• people use energy [(re)sources] in various ways e.g. heat is used to dry clothes or cook food
• electricity is used to give light, heat, sound or movement.

English

TS1.1 Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in spontaneous and structured classroom activities.
TS1.2 Interacts in more extended ways with less teacher intervention makes increasingly confident oral presentations and generally listens attentively.
TS1.4 Recognises that different types of predictable spoken texts have different organisational patterns and features.
WS1.11 Uses knowledge of sight words and letter-sound correspondences and a variety of strategies to spell familiar words. /

What do we know?

Observing and exploring (ask questions, pose problems, find out what is currently known).
• Use the following questions to identify students’ understanding of energy and to introduce the theme of this unit. Discuss as a class and record students’ responses on a large sheet of paper.Ask:
- what is energy? e.g. power, the sun, electricity –search dictionary for definitions
- what are the different types of energy e.g. wind, water, solar
- how do we know energy is used? e.g. makes things move or change, makes things grow
- what are some things that use energy? e.g. TV, car, windmills, lights.
• Working in groups, have students use magazines to cut out pictures of devices that use energy, or objects using energy e.g. sailing boat, plants, sun, electrical appliances, cars.
• Group the pictures into the different energy forms used i.e. electricity, solar energy, wind energy.
(Literacy link: responds to focus questions and develops topic specific vocabulary)
Powered toy
Observing and exploring (ask questions, pose problems, find out what is currently known)
• Have students bring in a powered toy (batteries, wind-up etc.)
• Have each student present their toy to the class, using focus questions:
- what is your toy?
- how is the toy powered?
- what does the power do to the toy? e.g. how it makes it move, make noise, light up.
• After the students have presented their toys, ask students to classify the toys. Ask:
- how can we group the toys, now that we know about energy? e.g. group by how they are powered, or how they move.
(Literacy link: guided presentation of explanation to the class)

Creative Arts: Dance

DAS1.1 Performs dances demonstrating expressive qualities and control over a range of locomotor and non-locomotor movement
• travels around the space in a variety of ways, without making contact
• moves freely while exploring a range of ‘energy’ movements.
DAS1.2 Explores and selects movement using the elements of dance to express ideas, feelings or moods
• makes and explores body shapes to express an idea
• creates a sequence using the elements of dance.
DAS1.3 Gives personal opinions about the dances and their purpose that they view and/or experience
• actively responds to dance activities through listening, talking and moving
• observes and discusses movement as an expression of an idea.

PDHPE

DAS1.7 Performs simple dance sequences incorporating basic movement skills and patterns
• performs different movements at different speeds
• performs simple dance sequences related to a theme, e.g. toys.
GYS1.10 Follows a simple sequence that links basic movement patterns
• draws on imagination to select movement patterns.
MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations
• repeats movements to form a sequence.

English

TS1.1 Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in spontaneous and structured classroom activities.
TS1.4 Recognises that different types of predictable spoken texts have different organisational patterns and features.
WS1.10 Produces texts using the basic grammatical features and punctuation conventions of the text type.

Mathematics

SGES1.3 Uses everyday language to describe position and give and follow simple directions. /

Energy and movement

All dance activities should observe safe dance practice so that students participate without risk of injury. All dance classes should also start with a warm-up. For information on safe dance practice, preventing injury and sample warm-ups, refer to Quantum leaps (DET).
NB shaded text is background information for teachers.

Lesson 1

• Warm up using movements such as bending, twisting and stretching.
• Students move within a defined space, without touching other students. Students move as if someone was holding them back. Ask students to move as if they have little restraint, increased restraint, and then more restraint countered by increased energy. Encourage students to show energy levels using change of level, direction, speed, shape. Have students share with the class the movements they used to show the increased energy.

Lesson 2

• Students form groups of 2–3 to enact the movement of a selected toy (see previous SciTech lesson on Powered toy). Discuss the form/shape of the toy, the type of movement (smooth, jerky, etc.), the power/energy source, and subsidiary movements e.g. flashing lights, moving parts.

Lesson 3

• Students experiment with combined body shapes, and aspects of space such as level and direction and movement qualities. Students sequence the movements to suggest the form and action of the toy.

Lesson 4

• Each group performs for a class audience, followed by discussion of the effectiveness of the action.
(Literacy link: uses language of degree and position in group work)
(Numeracy link: describes position using everyday language, including ‘left’ and ‘right’) /

Assessment strategy

The teacher:
• observes student dance.

Assessment criteria

The student:
• explores and discusses movement qualities
• creates and performs a simple dance sequence.
These criteria relate to outcomes DAS1.1, DAS1.2, DAS1.3 (Creative Arts)
DAS1.7, GYS1.10, MOS1.4 (PDHPE)
SciTech
INV S1.7 Conducts guided investigations by observing, questioning, predicting, collecting and recording data and suggesting possible explanations
• responds to stimulus material by asking simple questions such as How … Why … What will happen if?
PPS1.4 Identifies and describes different ways some forms of energy are used in the community.

Mathematics

MS1.1 Estimates, measures, compares and records lengths and distances using informal units, metres and centimetres. /

Investigating the bounce of a ball

Observing and exploring (ask questions, pose problems, find out what is currently known)
• Discuss with students that a ball dropped from a height has two energy forces applied to it. A pull force, to the ground, and a push force allowing it bounce.
• Demonstrate the dropping of a ball from a height.
• Teachers may revise pushing and pulling by having pairs of students link hands and push and pull each other to so that they experince the forces involved.
Hypothesising and predicting (define a problem that can be investigated Scientifically)
• Introduce the hypothesis: the greater the height that a ball drops from, the higher it will bounce.
• Discuss with students if they believe this is correct.
• Discuss with students what they could do to test the hypothesis (testable statement/ prediction)
• Ask students what might affect the the balls bounce. Suggestions may include:
- the size of the ball
- the mass of the ball
- the type of ball
- the height that it is dropped from
- the surface that it strikes.
Devising and testing (describe a procedure for collecting data, identify appropriate equipment to carry out the procedure)
• Clarify with the students:
- what they will measure i.e. the height that the ball will bounce
- how will they measure the bounce
- what factors they will keep the same e.g. the same ball, the same surface to bounce off.
• Jointly construct a procedure to test their prediction. For example:
- place a 1.5m length of paper on a wall. On the sheet of paper measure and mark 50cm, 1m and 150cm from the ground
- have one student hold the tennis ball at the 50cm mark and let it fall
- have another student record the height of the bounce by placing a mark on the paper
- students measure and record the height of the bounce on a chart
- students repeat the procedure three times from each of the marked heights (50cm, 100cm, 150cm).
Collecting and recording data (use the procedure and equipment to collect
and record data)
• Discuss with students how they might record their information (diagrams, tables).
Drop height / Bounce height
Test 1 50cm
Test 2 50cm
Test 3 50cm
Test 1 100cm
Test 2 100cm
Test 3 100cm
• Complete the investigation in small groups (each group may use a different ball to investigate).
• Take photographs of students completing the task.
Analysing and drawing conclusions (reach a conclusion which is communicated to others)
• View the results with the students and ask them to explain what happened to the height of the bounce as the drop height was increased.
• Guide students to relate the test to energy i.e. the ball had more potential energy as the drop height was increased.
• Students draw and label a diagram of their investigation using arrows to indicate the direction of the energy forces (pull/push). Ask:
- what have we learnt from this investigation?
- how can we explain what we know?
• Jointly construct an explanation, summarising what they have learnt from the investigation.
• Make a class display using the student’s procedures, record sheets, diagrams, photos and explanation.
(Literacy link: jointly constructs a procedure; records data; jointly constructs an explanation of a scientific investigation)
(Numeracy link: recognises that 100cm is equal to one metre, 50cm is half a metre, 150 cm is one and a half metres) /

Assessment strategy

The teacher:
• observes student’s participation in class activities.

Assessment criteria

The student:
• follows a procedure
• collects and records data
• summarises what has been learnt.
These criteria relate to outcomes INVS1.7, PPS1.4.

PDHPE

GSS1.8 Performs fundamental movement skills with equipment in minor games
• strikes a ball from a tee using a bat
• identifies ways in which they can hit a ball further
• kicks a ball for accuracy
• identifies ways in which they can kick a ball further
• participates in a minor game demonstrating fundamental movement skills.
MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations
• strikes a stationary object
• kicks a ball for accuracy and distance.

English

TS1.2 Interacts in more extended ways with less teacher intervention makes increasingly confident oral presentations and generally listens attentively.

Mathematics

MS1.1 Estimates, measures, compares and records lengths and distances using informal units, metres and centimetres. /

Using force in PE

These activities could form part of the class PE program
Two-hand strike
• As a follow on from the previous activity, students practise hitting a ball using the two-handed strike. (Refer Get skilled: Get active (DET) for specific teaching components about the skill).
• Ask students to practise striking soft, slow moving objects, such as balloons or foam balls, with the preferred hand. Use short handled bats and progress to long handled bats. Encourage students to use different degrees of force to hit the objects. Ask:
- what happens when you hit the object hard?
- what happens when you hit the object softly?
- does the size of the bat make a difference?
• Have students practise different ways of striking a ball, e.g. with left, right and alternate hands, at different speeds, for accuracy, for distance, at different heights. How does this affect the force with which you hit the ball?
• Play a game of Batter up! (Equipment: witches’ hats can be used in place of a tee, small or large balls, bats of choice e.g. paddle, t-ball.) In groups of three, each student gets three hits off a tee to see how far they can hit the ball. Two fielders use bean bags to mark the distance. Ensure each group has its own area. At the conclusion of the game, ask:
- how did you make your ball travel further?
- what would happen if you used a balloon or foam ball?
- what do you have to do with your arms to make the ball travel further?
what parts of the body were you using when performing the strike?

The kick