Lower Themes - Needs, Changes, Moving and Places: Moving

RIC-6465 4.4/68

Lower themes – Moving (Ages 5–7) Published by R.I.C. Publications® 2008 Copyright© R.I.C. Publications® 2008 ISBN 978-1-74126-668-9 RIC–6465

Additional titles available in this series:

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Lower themes – Needs Lower themes – Changes Lower themes – Places

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In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages.

It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

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Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

Foreword Moving is one of a series of four books designed specifically for lower primary students.

Moving utilises familiar aspects of students’ lives, environments and experiences to investigate concepts of dance, physical activities, animal movement, forces, energy and power.

The widely-varied activities in this book cross many major learning areas but in particular connect to units in the key learning areas of Science and Technology, Personal Development/Health/Physical Education (PDHPE), Creative Arts (Visual Arts, Music, Drama, Dance) and English.

r o e t s Bo r e p ok u S Contents

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Titles in this series: • Places • Needs • Changes • Moving

Teachers notes .............................................................................iv – v Connected Outcomes Groups overview.......................................... vi – vii

Playground equipment .......................................2–3

Toys on parade ............................................42–43

Move your body – 1 ........................................4–5

Crashing croquet ..........................................44–45

Move your body – 2 .........................................6–7

Playtime science ...........................................46–47

Move your body – 3 .........................................8–9

Speedway science .......................................48–49

Animals move in different ways .......................10–11

Ramp rolling experiment ................................50–51

How do animals move?.................................12–13

Bouncing ball experiment – 1 .........................52–53

Energy! ......................................................14–15

Bouncing ball experiment – 2 .........................54–55

What makes it go? .......................................16–17

Bouncing ball experiment – 3 .........................56–57

Blowing in the wind ......................................18–19

Games .......................................................58–59

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Make a pinwheel .........................................20–21

Hitting practice ............................................60–61

Water makes things move ..............................22–23

Kicking practice ...........................................62–63

Design a bath toy .........................................24–25

Chant for your team! .....................................64–65

Pushes and pulls ...........................................26–27

Marvellous machines.....................................66–67

Billowing bubbles .........................................28–29

Machine dance ...........................................68–69

Danger .......................................................30–31

Machines are everywhere! .............................70–71

How far can a rubber band fly? ......................32–33

Energy from the sun ......................................72–73

Presto ... change-o! ......................................34–35

Solar experiment ..........................................74–75

Toys move in different ways ............................36–37

Sun-cooked rice ...........................................76–77

Lost: toy ......................................................38–39

Tracing energy .............................................78–79

My moving toy.............................................40–41

A moving collage .........................................80–81

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Lower themes – Moving

iii

Teachers notes The pages in this book follow a similar format.

A teachers page on the left-hand side accompanies a student page on the right-hand side.

Teachers page

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The teachers page has the following information:

The title of the text is given.

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One or more indicators are given for each activity, providing the teacher with the focus of the activity and the behaviours students should demonstrate by completing the activity.

Worksheet information details any background information required by the teacher or presents specific details regarding the use of the worksheets.

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Additional activities suggest further activities to develop the topic in the same, or another, learning area.

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Answers are given for all activities, where applicable. Most activities which are open-ended tasks require the teacher to check the answers.

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Curriculum links are given for the particular learning area relating to the topic. These learning areas are predominantly English, Human Society and Its Environment, Science and Technology, Personal Development/Health/Physical Development and Creative Arts.

However, other learning areas have been included.

The information provided on the teachers pages gives complete details about using the worksheets during a lesson.

This includes what the teacher could do before, during and after the lesson. Any additional materials or equipment needed other than lead pencils are mentioned. iv

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Teachers notes

Student page

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The student page has the following information.

The title reflects the type of activity to be completed.

Answers are provided on the teachers page for this page if needed.

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The activities on the student page are ageappropriate, requiring students to read, write, cut and glue, match, copy or draw in order to complete them.

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Ageappropriate artwork provides a visual reference for the activity and assists students who are visual learners or less capable readers.

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Teachers should use their discretion when selecting and using the student pages in this book. It is expected that some of the worksheets will be completed with support from the teacher, rather than expecting early readers to be able to read the worksheets independently.

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Lower themes – Moving

v

Moving CConnected onnected Outcomes Groups Overview English

Human Society and Its Environment

Science and technology

Creative Arts

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Moving CConnected onnected Outcomes Groups Overview English

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Lower themes – Moving

vii

Playground equipment Indicators • Identifies and discusses components of a playground which move and those which remain stationary.

• Identifies and discusses how his or her body moves while playing on the various components of a playground.

Worksheet information

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• Observe and discuss the technology involved in making playground equipment move.

For example, swings are essentially a pendulum and a seesaw is a lever.

• Students work in pairs or groups of four to design and build a model of their ideal playground to display in the school library. They should consider safety, interest level, physical capabilities of students using the equipment and imaginative play.

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• Ask students to talk about a playground they have visited which is exciting and fun to play in.

Discuss what features make it fun and exciting.

Also discuss the type of equipment usually found in a playground.

• Take students on a walk through the school playground and stop at each piece of playground equipment. Discuss its purpose, how it moves, whether or not it remains stationary, how we make it move, what parts of our bodies are working the hardest while using it and safety issues pertaining to the piece of equipment.

• Return to class and ask students to categorise the different playground components according to whether they remain stationary or whether they move when children play on them. For example, swings, flying foxes, spring rockers, seesaws and rope bridges all move, while tunnels, monkey bars, slides, fixed ladders, wooden steps and wooden platforms all remain stationary. In order to do this, take digital photographs prior to the lesson of various pieces of playground equipment. These photographs can then be displayed and sorted by the students.

• Ask students to look at the playground pictured on the worksheet. Discuss what they see; for example, swings, slide, rope bridge, climbing ladder, monkey bars, noughts and crosses, tunnel, steps, platforms.

• Assist students to complete the questions relating to the diagram. As playgrounds do vary, ensure students understand their answers must be based only on the diagram.

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Additional activities

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C.Publ i cat i ons Answers 2.u (a)r stays still s •f orr evi ew p po e(b)smoves onl y•

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(c) stays still (d) moves 3. Possible answers: (a) rope bridge (b) monkey bars (c) rope bridge, steps, stationary ladder (d) noughts and crosses, the entire playground can be used for hide and seek or chasey 4. Possible answers: (a) torso moves back and forth, legs swing back and forth, hands hold on (b) body stays stationary (c) body balances, feet and hands grip, legs move (d) hands grip, arms hold strong, body and legs swing forth to propel forward

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English

PDHPE

Science and technology

NSW

RES1.5, WES1.10

ALES1.6

PPES1.4

SA

1.8

1.1, 1.2

DT1.1, S1.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

PHIC1.1

EC1.1

Vic.

ENRE0105, ENWR0103

HPMP0101

WA

V1.4, W1.2, W1.3

SPA 1.1

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EC 1

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Playground equipment

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1. Look at this playground.

2. Think about whether these parts of the playground move or stay still while you are playing on them. (a) slide (c)

moves stays still (b) swing

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C.Publ i cat i ons tunnel moves stays still (d) rope bridge moves stays still •f orr evi ew pur posesonl y•

(a) practise your balance?

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(b) make your arms strong?

. tgame with a friend? o (d) play ae c . che e r How does your body move when you t are on these parts of the o r s s r u e p playground? (c) make your legs strong?

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3. Which part of the playground would you play on if you wanted to:

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Lower themes – Moving

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Move your body – 1 Indicators • Identifies and demonstrates locomotor and non-locomotor body movement.

• Completes a word search and sorts ‘movement’ words into correct categories.

Worksheet information

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• Introduce body movements by playing a game of ‘Simon says’. Ensure students perform body actions, such as jumping, hopping, twisting, twirling, wiggling, walking.

• Explore and discuss the difference between actions which are considered to be ‘locomotor’ and those which are ‘non-locomotor’. Use physical examples, such as walking (locomotor)—your whole body is moving through space from one place to another; twisting (non-locomotor)—even though your body is moving, you remain in one place.

Follow with several examples until you are sure students understand the concept.

• Use soft music as an accompaniment while calling out different body movements such as wriggle, hop, creep, rock, twist, skip.

• Students find the words hidden in the word search. As each word is found, students write it in the correct place in the table in Question 2.

Additional activities

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• Students work in small groups to create an obstacle course which involves a series of locomotor and non-locomotor movements.

• Students work independently to create a poem about movement.

Answers

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2. Your whole body moves: jump, skip, crawl, leap, dance, walk Your feet stay still: wriggle, bend, stretch, wave, twist, reach

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Move your body – 1 1. There are many different ways to move your body.

Find some of these ways in the word search. skip walk

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2. Write the words you found under these headings.

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Your whole body moves

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Your feet stay still

Lower themes – Moving

5

Move your body – 2 Indicators • Identifies and names various parts of the body.

• Demonstrates and names various movements which can be made by different parts of the body.

Worksheet information

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• Sing and perform actions to various songs: – ‘Wiggerly woo’

– ‘Teddy Bear’

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– ‘Hokey pokey’

– ‘If you’re happy and you know it’ – ‘Here’s a house’

– ‘Can you make a dancing face?’ (Justine Clarke)

• Isolate different parts of the body and ask students to move each in a particular way; for example, eyes: blink your eyes. Then ask students to perform their own movement.

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• Brainstorm and record different movements students used to move parts of their own body.

• Direct students to look at the worksheet. Identify the parts of the body which have been labelled.

Students can refer to the list created by the class or record their own movements for each body part as listed.

Additional activities

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• Create a life-size cut-out of a child and display on a pin-up board. Collate the different body part movements onto card and join with string to the correct body part.

• Use existing music which children are familiar with; for example, ‘The ants go marching’. Students work in pairs to create their own song which requires body actions to be performed as it is sung.

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Curriculum links

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English

PDHPE

Creative Arts

NSW

WES1.11

MOES1.4, GDES1.9

DAES1.1

SA

1.8

1.1

1.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

DCSPA1.1

DA1.1

Vic.

ENRE0105, ENWR0103

HPMP0101

WA

W 1.2, W 1.3

SPA 1.1

Lower themes – Moving

AI 1, ASP 1, AR 1

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Move your body – 2 1. Write two different ways you can move each part of your body.

Head:

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Shoulders:

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Body: • •

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Lower themes – Moving

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Move your body – 3 Indicators • Develops a routine to display different movements.

• Evaluates own performance and considers ways to improve the routine.

Worksheet information

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• Review previous activities relevant to body movements.

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• Ask students to perform a series of movements as you call them out. Be specific by adding ‘creep to the left’, ‘reach to the right’ and so on.

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• Distribute and explain the worksheet to the students.

Students cut out the pictures and select the movements they would like to use. They should use between five and 10 movements. They place them in a self-chosen order and practise and perform the routine.

They should think about the type of performance they will create—will it be happy, sad, slow, fast, loud, soft, short or long? Students are able to rearrange the order of the movements until they are happy with the routine. Students then glue them into place and practise their routine again.

• Students present their routine to the class, then evaluate their own performance by colouring a face on the bottom of the worksheet.

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C.Publ i cat i ons • Provide students with various styles of music and ask them to create a routine which suits the music and expresses its mood.

•f orr evi ew pur posesonl y• Additional activities

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• Use modelling clay to create models of people in various poses to display the movements shown on the worksheet.

PDHPE

Creative Arts

NSW

COES1.1, DAES1.7, MOES1.4, GYES1.10

DAES1.1, DAES1.2, DAES1.3

SA

1.1

1.4

Qld

DCSPA1.1

DA1.1, DDA1.4

Vic.

HPMP0101

WA

SPA 1.1

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AI 1, ASP 1, AR 1

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Move your body – 3 1. Use the pictures below to create a performance. Choose the movements you would like to use and cut them out. Glue them in the order you will perform them.

jump r o e t s B r e oo hop p walk u k S

creep

skip

crawl

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run

leap

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C.Publ i cat i ons twirl •f orr eslide vi ew pur posesonl y• wave

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bounce

reach

stretch

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3. Share your performance with your class. How well did you do?

Colour the face.

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Very good

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Animals move in different ways Indicators • Understands that animals move in different ways.

• Matches animals to their movements.

Worksheet information

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• Return to the class and discuss the different ways animals can move.

Ask the students about the different ways animals move and why they think animals move in different ways.

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• Find an area where the students can move safely. Say the names of various animals and ask the students to move like them without bumping into anyone. Try to use animals that have different ways of moving; flying, slithering, crawling, leaping. Next, say the name of the movement, and ask the students to move that way; e.g. ask them to gallop, fly, waddle, strut.

• Give and explain the worksheet to the students. They match the movement word to the picture of the animal that moves that way by drawing a line. There will be one movement word left over. Students draw a line from that word (swim) to the empty box, in which they draw an animal that moves that way.

Additional activities

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C.Publ i cat i ons • Play animal bingo. Students have a blank bingo sheet of 9 squares and draw or write nine animals from a list onto• thef squares the v bingo sheet. draws names of an animal out of a hat, oronr e i e wOnepstudent ur p os es o nl y • acting out the way the animal moves instead of saying the name. The first student to cross off all the • Classify pictures of animals according to the way they move.

animals on his or her page correctly is the winner.

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• Write nonsense stories about animals moving in funny ways; e.g. a fish that flies, a horse that waddles, a dog that slithers.

Curriculum links

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Science and technology

RES1.5, RES1.6

LTES1.3

1.3

1.5

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

LL1.2

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ENER0101, ENER0103, ENER0104

SCSC0101

WA

R1.1, R1.3, R1.4

LL1

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Animals move in different ways There are many types of animals. They have different bodies and different ways of moving.

Match the animal with the way it moves. There will be one word left over. Draw a line from that word to the empty box and draw an animal that moves this way.

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slither

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fly R.I.C. Publications®

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How do animals move?

Indicator • Identifies the parts of animals that help them move.

Worksheet information • For this worksheet students will need magazines, calendars or newspapers with pictures of animals; scissors and glue.

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• Review human body parts with the students.

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• In a safe space, ask students to perform different movements; jump, crawl, ‘swim’, fly. As they perform each movement, ask them to think about which body parts they are using.

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• Once seated, ask them to recall some of the movements they performed. Draw a table with three columns on the board. Label the three columns ‘movement’, ‘animal’ and ‘body part’. Write the name of the movement in the far left column; e.g. jump. Ask students to suggest animals that perform this kind of movement and write the name of that animal in the next column; e.g. kangaroo. In the ‘body part’ column, write student suggestions as to which body parts the animals use to move; e.g. hind legs and tail.

• Give each student a copy of the worksheet. Read the instructions and explain them if necessary.

Students complete the worksheet by cutting pictures of three different animals, gluing them into the boxes and filling in the appropriate words in the adjacent sentences to describe the animal, the way it moves and the body parts that it uses to move.

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C.Publ i cat i ons Additional activities •f orr evi ew pur posesonl y• • Play ‘celebrity heads’ with animals’ names. Stick a piece of paper with the name of a different animal

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onto three students’ foreheads, so everyone except that student can read the sticker. Students have to ask the class questions with yes or no answers to determine which animal they are; e.g. ‘Do I have wings?’, ‘Can I swim?’, ‘Can I climb trees?’, ‘Do I have four legs?’ The student who first guesses which animal he or she represents wins.

• Make a list of some animals that can move in different ways; e.g. ducks (swim, fly, waddle), crabs (crawl, scuttle, swim), monkeys (walk, climb, swing). Call out the names of these animals to the students, who must then try to write as many different ways that animal can move as they can think of.

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• Students could classify pictures of animals according to their body parts; wings, four legs, two legs etc.

Curriculum links

12

English

Science and technology

NSW

RES1.5, RES1.6, WES1.9, WES1.11

LTES1.3

SA

1.3, 1.4, 1.8

1.5

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

LL1.2

Vic.

ENWR0103, ENWR0104, ENER0101, ENER0103, ENER0104

SCSC0101

WA

W1.1, W1.3, R1.1, R1.3, R1.4

I1.2, LL1

Lower themes – Moving

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How do animals move?

Animals have different body parts that help them move.

1. Use magazines to find three different animals.

2. Cut them out and glue one in each box.

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to help it

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3. Write the name of the animal, the body parts it has to help it move, and the way it moves.

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Energy!

Indicators • Understands that energy helps people and objects move and work.

• Draws pictures to illustrate a book about energy.

Worksheet information

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• The concept of energy, a force that cannot itself be seen, heard or felt, may be difficult for some students to grasp. To assist understanding, bring or ask students to bring in moving toys. Allow students to show the class what the toy can do. Take the batteries out and try to make it work again. Ask the students why it’s not working. They should point out that it’s not working because the batteries aren’t in. Explain that the batteries give the toy the energy to move. Energy is what makes things move. Ask the students what else moves, and what gives it the energy to move; electricity, (toys), people (bikes, pushing toys), batteries (toys), petrol (cars, planes, boats), wind (sailboats, kites, windmills). Explain that energy also makes things work, like computers, mobile phones and torches.

• Give each student a copy of the worksheet. Read the text with them and the instructions. If necessary, read the sentences in the boxes that will form the pages of the book.

• Once students have completed their illustrations, they cut out around the border and fold to make a book, in page number order. Students can take turns reading the book to a partner.

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C.Publ i cat i ons Additional activities f or r e v i e wp u pocars se s o nl y • Have car races• comparing cars that use different forms ofr energy; that are pushed, cars• that operate on batteries, and wind-up cars.

• Conduct simple science experiments with batteries.

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Curriculum links

English

Science and technology

RES1.5, RES1.6, RES1.7, WES1.11

PPES1.4

1.3, 1.8

1.3, 1.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

EC1.2, SS1.3

Vic.

ENWR0104, ENER0101, ENER0103, ENER0104

SCSC0101

WA

R1.1, R1.3, R1.4

EC1

NSW SA

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• Students could investigate which kinds of physical activity require the most energy.

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Lower themes – Moving

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Energy!

Energy is what makes things move and change. People and animals get energy from food, so they can think, breathe and move. We use the energy from batteries, electricity and the sun to make things work.

1. Read the sentences below and draw a picture to match them.

r o e t s Bo r e p ok u 3. Fold to make Sa book about energy.

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Lower themes – Moving

Cars need energy to move.

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We need energy to grow and move. Our energy comes from the food we eat.

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Animals need energy to move and grow, too.

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2. Cut along the dotted lines.

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What makes it go?

Indicator • Matches moving objects with their energy sources.

Worksheet information • Refresh students’ knowledge of what energy is; something that helps make people, animals and objects move, grow or work.

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• Explain how the energy to do these things comes from different places. Ask where a remote control car gets its energy. Ask if people need batteries, too. If not, where do people get energy from? (From food.) What about cars... do they eat food? What do they use for energy? Do you put petrol into your television as well to make it work? Continue discussing different sources of energy.

• Give each student a copy of the worksheet. Explain the procedure to them. Students cut the puzzle pieces, then arrange them so each object is paired with the energy source that powers it. Once students have matched them correctly, they glue them together on a separate sheet of paper.

Additional activities • Students could make a list of all the things that use electricity at home.

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C.Publ i cat i ons • Play a game where the calls out a kind energy.

Students then need act out something •f oteacher rr e v i e wofp ur pos e stoo n l y • that uses that kind of energy; e.g. teacher calls ‘wind!’ and students move like a windmill, kite or sailboat.

• Taking a walk around the school, students could make notes on what kinds of energy they see being used.

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Qld Vic.

WA

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Curriculum links English

Science and technology

RES1.5, RES1.6

PPES1.4

1.3

1.3, 1.4

Refer to curriculum documents on http://www.qsa.qld.edu.au

EC1.1, EC1.2, EC1.3

ENER0103, ENER0104

SCSC0101

R1.1, R1.3, R1.4

EC1

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o c . che e r o t r s super

Lower themes – Moving

www.ricpublications.com.au

R.I.C. Publications®

What makes it go?

The energy that helps objects move or work comes from different things.

1. Cut out the puzzle pieces below.

2. Match the objects with the thing that gives them energy.

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3. Glue them together on a separate sheet of paper.

sailboat

battery

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electricity

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vacuum cleaner

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Lower themes – Moving

17

Blowing in the wind Indicator • Recognises that the wind makes things move.

Worksheet information • Ask students what they hear when the wind is blowing.

What do they see which tells them that the wind is blowing? Can they see the wind? Explain that wind is moving air and air is invisible.

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• Discuss each of the pictures in Question 1. Students colour the pictures which show the wind blowing.

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• Students complete the sentences by adding words in Question 2 then draw a picture of themselves outside on a windy day, and colour it, for Question 3.

• The wind

Wind is moving air. It is a powerful but invisible force. The sun’s heat warms the air. The air in one place becomes warmer than the air in another place near it. Warm air is thinner and lighter than cool air. When heavier, cool air touches warm air, it presses against it and pushes. Some of the warm air moves sideways and some moves up. It pushes things as it rises. As warm air keeps moving to the side and up and out of the way, cool air flows into its place. This movement of air is called wind. When a bird is seen to rise into the air without flapping its wings, it is using warm air to lift it. Gliders use the same principle to gain height.

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C.Publ i cat i ons 1. (b), (c), (e), (f) • should be r coloured.

2. Trees, washing, sailboats, clouds etc. f o r evi ew p ur p os eso nl y• Answers

3. Teacher check

Additional activities

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• Make a wind catcher using a thick paper plate and coloured crepe paper.

Cut a large hole in the centre of the paper plate (assistance may be required). Cut the crepe paper into equal-length strips. Staple them around the rim of the plate. Take the wind catcher outside and hold it up to see which way the wind is blowing. Students can run with their wind catchers.

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• Create a wind centre. Have straws (to blow with) and several objects to test such as cotton balls, seeds, nuts, rice, coins, rocks etc. Work in groups to predict what will move in the wind and what will not move. Test and record results.

• Read books about the wind (e.g. The wind blew by Pat Hutchins, Gilberto and the wind by Marie Hall).

Curriculum links

18

English

Science and technology

NSW

RES1.5

PPES1.4

SA

1.3, 1.4

1.3, 1.4

Qld

Refer to curriculum documents <http://www.qsa.qld.edu.au>

E+C 1.1, 1.2, 1.3

Vic.

ENRE0101, ENRE0103

SCSC0101

WA

R1.1, R1.4

EC1

Lower themes – Moving

www.ricpublications.com.au

R.I.C. Publications®

Blowing in the wind 1. Colour those pictures where the wind is blowing. (a)

(b)

(e)

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(c)

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I know the wind is blowing when I see

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2. Complete the sentence.

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3. Draw a picture of you outside on a windy day.

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Lower themes – Moving

19

Make a pinwheel Indicator • Constructs and tests a pinwheel to demonstrate how the wind makes things move.

Worksheet information • Materials required:

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• pinwheel template (p.21)

•

scissors

• hole punch

•

push-pin—one per child

• straw (or pencil with eraser on end)—one per child • crayons or coloured pencils

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• Ask the students if they have ever seen a windmill or visited a wind farm? What makes the blades on a windmill move?

• Read the instructions with the class, allowing time for them to complete each step before proceeding to the next one.

• Assistance from an adult may be required for Step 5. Instruct the students to hold the corners down with one finger and use their other hand to push the pin through the hole and then through the straw. A partner could have the straw ready and assist with pushing the pin through. Test the pinwheel by blowing on it. Take it outside on a windy day and test it there.

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• Suggestion: Photocopy the template onto coloured paper or thin card.

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

Additional activities

• Decorate the outside of the bottom section of a shoe box. Add three or more pinwheels to the box to make an attractive pinwheel windowsill ‘garden’. Pinwheels can be attached to the base of the shoe box using modelling clay.

• On a day with some breeze, blow bubbles and observe how they move once caught by the wind.

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2. Make small cuts (1 cm) at each end of a straw.

4. Push a pin through the middle of the straw and into the eraser end of a pencil.

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6. Stand your wind vane in the centre of a paper plate.

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3. Slide the arrow head and tail into the straw slits.

Curriculum links

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• Look in the library or on the Internet for pictures of the instrument used to detect the direction of the wind—a wind vane.

Make a wind vane 5. Stick the pencil point into a lump of modelling clay.

1. Cut out an arrow head and tail from card.

7. Mark north, south, east, and west on the plate.

8. Test your wind vane by blowing on it. Take it outside to test further.

English

Science and technology

NSW

RES1.5

PPES1.4, DMES1.8, UTES1.9

SA

1.3, 1.4

1.3, 1.4

Qld

Refer to curriculum documents <http://www.qsa.qld.edu.au>

E+C 1.1, 1.2, 1.3

Vic.

ENRE0101, ENRE0103

SCSC0101

WA

R1.1, R1.4

EC1

Lower themes – Moving

www.ricpublications.com.au

R.I.C. Publications®

Make a pinwheel Follow the instructions to make a pinwheel.

1. Colour the square and cut it out.

2. Decorate the back of the square with spots, stripes or stars.

r o e t s Bo r e 4. Cut along the dotted lines. p ok u S corner to the centre hole.

5. Fold each punched (Do not make a crease.)

6. Carefully push the pin through the holes.

7. Stick the pin through one side of the straw.

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3. Punch holes through the circles.

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8. Blow on your pinwheel.

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Lower themes – Moving

21

Water makes things move Indicators • Constructs and tests a waterwheel to demonstrate how water makes things move.

• Identifies that water can make things move and support things so they can move.

Worksheet information

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• Students work in pairs to construct their waterwheels.

• Materials required • cardboard • sink (or basin) and access to water • jug • sharp pencil • straw—one per child • compass • stapler • small paper or plastic disposable cups • Preparation • For Question 3, discuss with the class that water ~ Use the compass to measure circles on can make things move. Ask students to offer card and cut them out. The size of the examples, such as a raft, sailboat, surfboard circle will depend on the size of the cups and bodyboard. Explain that the people on being used. these objects are also moving. Students draw ~ Mark the centre of the circle. Draw three a picture of themselves on a bodyboard or short lines evenly spaced around the edge surfboard, surfing at the beach. of the circle to mark where to staple the • Waterwheels cups.

The use of waterwheels appears to date back to ~ Assist the students to punch a hole through about 4000 BCE, making them our first source the centre of the circle with the pencil. of power other than muscle power. Waterwheels ~ One student holds the waterwheel with were used to power mills to grind grain, to one hand at each end of the straw. The drive pumps, and, later, to drive industrial second student fills the jug of water and machinery. Waterwheels can be horizontal pours it into the cups. Ensure the students or vertical; water can flow over them, through have the waterwheel over a sink or a them or beneath them. Today we have learned basin bowl. to harness the power of falling water in dams to • Students describe what they see when water is make electricity. This is called hydroelectricity. poured in to the cups in Question 2.

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Additional activities

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• What attachments could be added to a waterwheel to make it more useful? For example: using a water wheel to do the laundry? Students draw and share their ideas with the class.

Curriculum links

22

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• Show the class pictures of people whitewater rafting and discuss how the power of the water moves the boat down the river.

• Students work together in small groups to design, construct and test a ‘sand wheel’.

English

Science and technology

NSW

RES1.5

PPES1.4, DMES1.8, UTES1.9

SA

1.3, 1.4

1.3, 1.4

Qld

Refer to curriculum documents <http://www.qsa.qld.edu.au>

E+C 1.1, 1.2, 1.3

Vic.

ENRE0101, ENRE0103

SCSC0101

WA

R1.1, R1.4

EC1

Lower themes – Moving

www.ricpublications.com.au

R.I.C. Publications®

Water makes things move 1. Follow the steps to make a waterwheel.

Step 1. Use your pencil to punch a hole through the centre of your circle.

Step 2. Push the straw through the hole so the circle sits in the middle.

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the outside of the circle at the points marked.

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r o e t s Bo r e p ok u S Step 3. Staple the cups around Step 4. Hold the water wheel at each end of the straw as your partner pours water into the cups.

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2. Describe what happens as the water is poured into the cups.

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3. Draw a picture of you bodyboarding (or surfing) on a wave at the beach.

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23

Design a bath toy Indicators • Designs a bath toy.

• Self-assesses own design.

Worksheet information • Preparation

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~ Prior to the lesson, ask students to bring their own or a younger siblings’ bath toys to school. Set up a display of the bath toys.

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~ Have toy catalogues available for the class to view. Mark the pages showing bath toys.

• Begin the lesson by asking students to ‘show and tell’ their own bath toy. As each one is shown, ask the student how he or she plays with the toy in the bath. How does the toy move? Does it have any parts which move?

• Students look through the catalogues and discuss the different types of bath toys available; for example, some toys just float, others have moving parts when water is poured in to them, some squirt water.

• Students design, label and colour their own bath toy. They explain how the toy is played with in the bath then self-assess their design.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Additional activities • Display the designs in the classroom.

• Students share their designs with the class and explain how the toy is played with. Choose a simple design which all students can make and test.

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• Design and make a water vehicle—e.g. boat, raft—which floats. Test the designs.

• Survey students in another class to determine the most popular bath toy. Display the results as a pictograph.

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Curriculum links

24

o c . che e r o t r s super

Science and technology

Creative Arts

NSW

PPES1.4, DMES1.8, UTES1.9

VAES1.1

SA

1.3, 1.4

1.2, 1.3 (Design and technology)

Qld

E+C 1.1, 1.2, 1.3

VA 1.1

Vic.

SCSC0101

ARVA0101

WA

EC1

AI 1

Lower themes – Moving

www.ricpublications.com.au

R.I.C. Publications®

Design a bath toy 1 Draw the design of your bath toy in the box.

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2. Label its parts. Colour it.

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3. Give your bath toy a name.

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4. Explain how your bath toy is played with in the bath.

5. Colour the face which shows how you feel about your bath toy design.

Do not like it R.I.C. Publications

®

Not sure

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OK

Like it Lower themes – Moving

Love it!

25

Pushes and pulls Indicators • Determines the push or pull force required to move different toys.

• Names the correct force required for everyday actions.

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Worksheet information

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• Make a collection of toys that require push and pull forces to work, including those illustrated at the bottom of the activity page. Give students the opportunity to demonstrate how each one is meant to be moved. Ask them to describe how they are moved (pushed or pulled) and then to group the toys accordingly by colouring the pictures at the bottom of the page, cutting them out and gluing them in the correct box.

• Explain that the thing which causes an object to move is called a force. There are many different types of forces without which, objects would remain stationary. Discuss how the force to move things away from you is called a push and to move things towards you is called a pull.

• Looking at the illustrations in Question 2, ask what forces are required to complete each action.

Students write ‘push’ or ‘pull’ to complete the sentences.

© R. I .

C.Publ i cat i ons 2. (a) push (b) pull (c)f push • orr evi ew pur posesonl y• Answers

1. Push – train, pram, netball Pull – kite, marionette, trolley

Additional activities

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• Cut pictures from magazines to make cards of different pulling and pushing actions. Write ‘push’ or ‘pull’ on a number of same-size cards. Use the cards to play matching card games such as ‘Pairs’ or ‘Snap’.

• Create a display of pushing and pulling actions that students do throughout the day at school.

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• Introduce the Pushmi-pullyu character from the Dr Dolittle stories by Hugh Lofting. Read and illustrate the stories.

English

Science and technology

RES1.5

PPES1.4

SA

1.3

1.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

EC 1.1

Vic.

ENRE0101

SCSC0101

WA

R 1.1

EC 1

NSW

26

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Lower themes – Moving

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R.I.C. Publications®

Pushes and pulls Objects stay still until something makes them move. They can be moved in different ways.

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1. Cut out the pictures below and glue each one in the correct box.

pull

2. Write push or pull to complete each sentence.

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need to

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(c) To close this door, we need to

(b) To open this drawer, we

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(a) To close this window, we

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27

Billowing bubbles Indicators • Determines the best way to produce the best bubbles.

• Determines the effect of weather conditions on bubbles.

• Suggests the forces acting on bubbles in different conditions.

Worksheet information

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• At least 24 hours in advance of the lesson, find a suitable recipe for bubble solution on the Internet and make up a sufficient quantity for the class.

• A bubble is made when a force (exerted by the blower) acts on the soapy film in the bubble wand. The action of the molecules in the film causes it to form a sphere as the bubble forms.

• Students will discover that the best bubbles are made when they blow gently with the wand held away from the mouth.

• If possible, conduct Activity 2 in a sheltered, covered area outside so the best ‘still’ conditions can be created. If there is no natural wind, create windy conditions using a pedestal fan.

• Discuss what happened in Activity 2. Students will discover that in still conditions, bubbles tend to float downwards under the force of gravity. In windy conditions, the force of the wind pushing against them keeps them moving and airborne until they pop.

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• Make a collection of bubble wands of different shapes and sizes.

These are readily available from discount stores.

Safety first

• It is advisable to conduct all bubble blowing activities outside where any spills will quickly evaporate, reducing the risk of slipping.

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C.Publ i cat i ons • Ensure students understand that they exhale to •f orr evi ew pu r pnotoinhale. sesonl y• blow, • If bubble solution gets into the eyes, wash thoroughly with running water.

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Additional activities

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• Blow the bubbles against a white background (hang a white sheet) and observe their changing colours.

Record what you see. How can you predict when a bubble is about to pop?

• Blow bubbles in wind created by a fan with different speeds. What effect does each speed have on the movement and ‘life’ of the bubbles? Record your observations.

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• Practise making joined bubbles. What do you notice about the common bubble walls when bubbles of the same size join, or when bubbles of different sizes join?

Curriculum links

28

English

Science and technology

NSW

WES 1.9

PPES1.4

SA

1.2

1.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

EC 1.1

Vic.

ENWR0101

SCSC0101

WA

W 1.1

EC 1

Lower themes – Moving

www.ricpublications.com.au

R.I.C. Publications®

Billowing bubbles A bubble is air inside a thin, soapy skin in the shape of a ball. How you blow can make a difference to your bubbles!

1. (a) Follow the instructions and describe the bubbles you make.

Hold the wand close to your mouth

Hold the wand further away from your mouth

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r o e t s Bo r e p ok Blow u hard S Blow gently

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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(b) To make the best bubbles, I

2. Blow bubbles in still and in windy conditions. What happens to the bubbles?

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Bubbles blown in still conditions

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Bubbles blown in windy conditions

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29

Danger Indicators • Predicts consequences of stopping moving objects.

• Matches predictions with illustrations.

Worksheet information • Photocopy the activity sheet but cut out the consequence pictures.

Give these to the students after they have completed Part 1 of the activity.

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• To introduce the activity, ask students the consequences of:

~ a table tennis, tennis, cricket ball being thrown at a window,

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Force equals mass x acceleration

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• The force exerted by a table tennis ball at a window will be negligible compared with that of a cricket ball which would break the window, the window not being strong enough to withstand the force.

• Students should learn that the force exerted (strength/power) by a moving object depends on the variables of weight and speed of that object. At this stage they would not be expected to understand mass x acceleration.

• Discuss the main picture. How is each child putting him/herself in danger? Have the students ever been in a similar situation? What happened?

© R. I .

C.Publ i cat i ons Additional activities •f orr evi ew pur posesonl y• • What do they think might happen to each child? Write keywords on the board.

• Give students pictures to cut out and glue into the correct place in the third column of the table.

• Create an illustrated poster highlighting the dangers of moving objects, from relatively minor collisions to potentially fatal ones. (Some discretion is encouraged!)

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• Write a poem designed to encourage people to keep safe from moving objects.

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• Order a series of pictures demonstrating an increasing force and, therefore, greater danger; e.g. a child on a swing at different heights.

Curriculum links

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Science and technology

WS 1.9

ENS 1

2.1, 2.3, 2.4

2.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

PS 2.1

Vic.

ENWR01201

SOSE0203

WA

W 2.1

PS 2.2

NSW SA

30

o c . che e r o t r s super English

Lower themes – Moving

www.ricpublications.com.au

R.I.C. Publications®

r o e t s Bo r e p ok u S

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Teac he r

Danger

1. Look at the picture and write what you think will happen to each child.

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What I think will happen ©R .

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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2. Cut out the pictures and glue to match your answers.

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Lower themes – Moving

31

How far can a rubber band fly?

Indicators • Follows a procedure to complete an investigation.

• Completes a cloze procedure to record the conclusion to the investigation.

Worksheet information

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• Note: Early stage students could complete the activity following the teacher’s oral instructions, discussing rather than writing the results.

• Make the circular target before the activity. This can be done as part of a maths lesson in measurement.

Teac he r

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• In the playground, use chalk to mark a circle of 50 cm diameter. From the centre of this circle, using measured string attached to a piece of chalk, draw concentric circles with radiuses increasing by 50 cm to a maximum of 5 metres. Mark the distance from the centre circle on each circle.

• The students stand in the centre circle to ‘fly’ their rubber bands. Students hold the rubber band at the edge of the ruler and measure how long it is ‘at rest’; that is, with no stretch. By adding the required length of stretch to the ‘at rest’ length, they know how far along the ruler to stretch the band before releasing. Students repeat three times for each length of stretch.

• Students record the distance travelled by each rubber band; e.g. between 200 and 250 cm. The exact distance travelled is not required. They need only to see that it is related to the length of stretch.

© R. I .

C.Publ i cat i ons Safety first •f orr evi ew pur posesonl y• • Ensure that students understand the dangers of flicking rubber bands without due care.

• Discuss why identical rubber bands were used. What would happen if thicker/thinner, shorter/longer bands were used?

Answers

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Cloze procedure: 1. stretched 2. energy 3. released 4. uses 5. more 6. further

Additional activities

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• The ‘target area’ should be clear before any bands are released.

• Repeat the procedure using rubber bands of different length and thickness. Compare the distances travelled with those of the originals. What do you notice?

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• Make a model aircraft from cardboard and use rubber bands to make the propellor turn. What type of rubber band is the best?

• Make a jack-in-the-box toy using springs of different thickness, size and strength. How high does the jack jump with each spring? Which type of spring makes the best toy?

Curriculum links

32

English

Science and technology

NSW

RES1.5

INVES1.7, PPES1.4

SA

1.3

1.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

EC 1.1, EC 1.2

Vic.

ENRE0101

SCSC0101

WA

R 1.1

I 1.1, I 1.2, EC 1

Lower themes – Moving

www.ricpublications.com.au

R.I.C. Publications®

How far can a rubber band fly?

When a rubber band is stretched, it is given energy that sends it flying through the air when it is released.

You will need: a ruler, a metre stick, 12 large, identical rubber bands

r o e t s Bo r e ok In turn, stretch eachp rubber band to the u required distance, S then let go.

What to do:

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Stand in the centre of the circular target.

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Repeat three times for each length of stretch.

Measure and record how far each rubber band flies.

Results

Length of stretch

5 cm 10 cm

Distance travelled (a)

Distance travelled (b)

Distance travelled (c)

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

15 cm

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20 cm

What I found out:

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o c . further more released uses che stretched energy r e o t r s s r u e p , it is given When a rubber band is Choose words from the box to fill the gaps.

1

. When it is

2

rubber band

3 4

5

, the

that energy to fly. The

energy it is given, the

6

it can fly.

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Lower themes – Moving

33

Presto ... change-o!

Indicators • Understands that the shape of some objects can be changed by manipulation.

• Through experimenting, collect information to complete a table.

Worksheet information

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Teac he r

• Students should already understand the concept of pushing and pulling objects to make them move. This activity extends that concept. Students will experiment with different ways of pushing (squashing, hammering, bending) and pulling (twisting, stretching) materials to change their shape.

• a piece of sponge

•

bread

•

soft foam

•

• playdough

•

balloon (not inflated) 1/4 filled with sand.

• Gather some items that cannot change shape, such as: • a building block

•

a solid plastic toy

•

a drink bottle

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• For this activity, it is advisable that students work in small groups. For each small group, gather items that can change shape, such as: paper

a stapler. ©• R .

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C.Publ i cat i ons • Working with these collections in small groups of about 6, the students take turns to test the different objects and determine whether they can orw cannotp change the of those They •f o rr e v i e ur pshape os e sobjects. onl ydraw •or write the object in the table, write if they could or could not change its shape, then explain how they • a ruler

Additional activities

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• Use the Internet to find recipes for ‘flubber’ to make in class.

• Classify the objects according to whether they can or cannot change.

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changed it (if it could be changed) (by pulling/pushing/twisting/squashing/twisting/bending).

• Students can go on a hunt in the class or school grounds to find objects they can change the shape of.

Curriculum links

34

o c . che e r o t r s super English

Science and technology

NSW

RES1.5, RES1.6, WES1.9, WES1.11

PPES1.4, INVES1.7

SA

1.3, 1.4, 1.8

1.4, 1.3, 1.7

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

NPM1.2, EC1.1, EC1.2

Vic.

ENWR0103, ENWR0104, ENER0101, ENER0103, ENER0104

SCSC0101

WA

W1.1, W1.3, R1.1, R1.3, R1.4

I1.2, NPM1, EC1

Lower themes – Moving

www.ricpublications.com.au

R.I.C. Publications®

Presto ... change-o!

Sometimes we can change the shape of things by moving them in special ways. We can push, pull, twist, stretch, squash and bend some things with our hands to make them change shape.

Other things we can’t change the shape of.

r o e t s Bo r e p Could I change its ok u Object How I changed it S shape? (yes/no)

1. Test the objects to see if you can change them with your hands.

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Teac he r

2. Fill in the table with your findings.

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© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

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Lower themes – Moving

35

Toys move in different ways Indicator • Identifies the different ways in which toys move.

Worksheet information • Bring in some toys (non-battery operated) and ask students to demonstrate how the toys move. Ask the students how the toy is moving; is it bouncing, rolling, spinning etc? Can it move in different ways? What is special about toys that can roll? Try to have an example of toys that move in one of the ways outlined on page 37.

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• Give each student a copy of the worksheet. Read the instructions and the words in the text box. Students then decide how each toy moves and, using the words in the text box to help spell, write the movement(s) inside that toy.

Additional activities

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r o e t s Bo r e p ok u S

• Each student could draw his or her favourite toy on a sheet of paper. These could be classified on a chart according to the way the toy moves.

• Compare old-fashioned toys with new toys. How are they different in the ways they are powered and move?

© R. I .

C.Publ i cat i ons Curriculum links •f orr evi ew pur posesonl y•

• Students could make a mobile of toys that move in a certain way; e.g. toys that roll, bounce or spin.

NSW

WES1.9, WES1.11

PPES1.4

SA

1.4, 1.8

1.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

EC1.1

ENWR0103, ENWR0104

SCSC0101

W1.1, W1.3,

EC1

Vic.

WA

36

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m . u

Science and technology

w ww

English

o c . che e r o t r s super

Lower themes – Moving

www.ricpublications.com.au

R.I.C. Publications®

Toys move in different ways Inside or near each toy write the way (or ways) it can move. Use the words in the box to help you. bounce

rock

roll

fly

slide

float

r o e t s Bo r e p ok u S

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Teac he r

spin

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© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

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37

Lost: toy Indicator • Plans and creates a ‘lost’ poster for a toy.

Worksheet information • As an introduction, read the students a story that contains different toys, such as Titch by Pat Hutchins. After reading, talk about some of the toys in the story. Which of those toys were moving toys?

What other kinds of toys move? Make a list of these suggestions on the board.

Teac he r

• Give each student a copy of the worksheet. Discuss with them what it might feel like to lose a special toy. Would they want to find it?

How might they do so? Discuss how sometimes when people lose something special, they put a ‘lost’ poster or sign up to help find it.

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r o e t s Bo r e p ok u S

• Students decide on a moving toy. They can use the list on the board for ideas. Suggestions include a yoyo, train, car, plane, kite, bike, scooter, inline skates, robot, balls and marbles.

• After completing the worksheet, students make their posters. After drawing a picture of a toy and writing the relevant information, they can colour the poster brightly with paints or marker pens. Remind them to put a telephone number or other contact details (can be fictitious) on the poster.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• • Got to <http://www.exploratorium.edu/science_explorer/roto-copter.html> to download a printout to Additional activities

• Students could bring their favourite toy to class and present a verbal description and visual demonstration of that toy. make a ‘roto-copter’, a simple toy that spins like helicopter blades.

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• Students could write a narrative about a toy that got lost one day, and how it made its way home again.

Curriculum links

English

Science and technology

WES1.9, WES1.10, WES1.11, WES1.13, RES1.7

DMES1.8, PPES1.4

1.4, 1.8, 1.12

1.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

EC1.1

Vic

ENWR0103, ENWR0104, ENER0101, ENER0103, ENER0104

SCSC0101

WA

W1.1, W1.3, R1.1, R1.3, R1.4

EC1

NSW SA

38

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Lower themes – Moving

www.ricpublications.com.au

R.I.C. Publications®

Lost: toy Imagine you have lost your favourite moving toy. Design a ‘lost’ poster to put up to help you find it.

Use the table below to plan what you will write on your ‘lost’ poster.

When you have finished the plan, create your poster on a large sheet of paper.

r o e t s Bo r e p ok u S

What does it look like?

What gives it energy to move?

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What kind of toy is it?

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

What can it do?

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Sketch the picture you will draw on your poster and where the words will go.

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Where was it last seen?

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Lower themes – Moving

39

My moving toy Indicators • Designs and makes a toy that moves.

• Expresses a personal opinion of the learning experience.

Worksheet information

r o e t s Bo r e p ok u S

• Discuss what a toy is: an object that people play with. Ensure the students understand that a toy doesn’t necessarily need batteries or be electronic in nature.

• Inform the students that they will be designing and making a toy in class. Teachers can proceed with the worksheet in one of two ways:

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Teac he r

• Review the different ways toys can move; rock, spin, roll, fly, slide, float etc.

1. Instruct the students to design their toy to be made with the materials available in the classroom so they can be constructed in the same lesson, or

2. Allow the students to draw the design during one lesson, using whatever materials they wish.

Conduct the lesson over two days, collecting and providing these materials for the students to use in the subsequent lesson.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

• Some ideas for simple toys include tin-can stilts, boats, parachutes, paper aeroplanes, pinwheels and simple marionettes with split pins. As some students will need assistance thinking of a toy they wish to make, perhaps list some suggestions on the board prior to them starting the worksheet. Be aware that making such a list, however, may limit the students using their own imagination.

• Some ideas for materials to supply include string, glue, tins, craft sticks, milk-bottle lids, butter containers, small magnets, straws, paper, split pins, matchsticks, rubber bands, balloons and paints.

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Additional activities

• <http://www.sciencetoymaker.org/climb/assembl.html> has instructions to make a simple climbingman toy.

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• Students can demonstrate their toys to the class. Classify the toys according to different criteria.

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• Have a contest to see which of the toys made by the students can travel the furthest.

Curriculum links

40

English

Science and technology

NSW

WES1.9, WES1.11, WES1.13

DMES1.8, UTES1.9

SA

1.3

(DESIGN) 1.2, 1.4, 1.5

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

NPM1.3, EC1.1, MAT1.2, TP1.1, TP1.3, TP1.2

Vic.

ENWR0103, ENWR0104

TEMM0101, TEMM0102

WA

W1.1, W1.3

M1.1, M1.2, TP1.2, TP1.3, TP1.4

Lower themes – Moving

www.ricpublications.com.au

R.I.C. Publications®

My moving toy Design a toy that moves.

Explain how it will move or work.

r o e t s Bo r e p ok u S

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Teac he r

Draw a plan of your toy.

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Draw what your © R. I .

C.Pub l i ca t i o nsfinished toy looks like.

•f orr evi ew pur posesonl y•

List the materials you will need.

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What did you find easy or hard about this activity?

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Lower themes – Moving

41

Toys on parade Indicators • Describes the different aspects of movement of a chosen toy.

• Performs a movement sequence to an audience and evaluates performance.

• Illustrates movement sequence.

r o e t s Bo r e p ok u S

Worksheet information

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• Before students complete the activity with their chosen toys, work through an example with the whole class. Choose one toy and discuss all the different aspects of movement. Extra movements may vary between toys and room has been allowed on the table for students to record extra movements specific to their toys.

• Students practise individual sequences of movement of that toy, showing all the aspects discussed.

• Illustrating a sequence can be simplified by using the pin-character technique, i.e. a circle for the head single lines for the body and the limbs. Movement can be shown by using curved lines – large curves indicating large movements and small curves, small movements. Many curves indicate fast movement while few curves indicate slow movement.

• Illustrating the sequence helps students to remember it and also to focus on the different aspects of movement.

© R. I .

C.Publ i cat i ons • Allow half the class to perform their group sequences while the other half watches and evaluates, indicating good examples and positive suggestions foru improving others.

The roles of l each • f or r e vi e wp r po ses on yhalf•of the class are then reversed.

Additional activities

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• Students evaluate their own performance.

• Compose a percussion musical score to accompany the dance sequence. Present a class performance of toys in a shop coming alive after closing time.

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• Write a movement poem for a powered toy.

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• Classify toys by the different ways they are powered. Present information in a chart. Display chart with paintings of the toys and photographs of the students’ sequences.

Curriculum links

42

English

Creative Arts

NSW

RS1.5

DAS1.1, DAS1.2, DAS1.3

SA

2.3

2.1, 2.2, 2.3

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

EDA 2.1, DA 2.2, DA 2.3

Vic.

ENRE0201

ARPA0201, ARPA0202

WA

R 2.1

AI 2, ASP 2, AR 2

Lower themes – Moving

www.ricpublications.com.au

R.I.C. Publications®

Toys on parade 1. What powered toy are you going to be?

2. How does your toy move? Circle the words.

Movement

Shape

wide

Direction

forward

Speed

Strength

narrow

backward

up

fast

medium

gentle

firm

small low curled

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Level

r o e t smooth spiky s Bo large r e p high o u medium k S

down turning slow

powerful

© R. I .

C.Publ i cat i ons flashing lights flapping wings Extra •movements f orr evi ew pur posesonl y• spinning wheels

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3. In your group, practise a sequence to show how your toy moves.

Draw sketches to show your sequence.

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4. (a) Perform your sequence to the class. (b) How would you rate your performance? (1 is not so good, 5 is excellent.)

1 R.I.C. Publications®

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3

4

5

Lower themes – Moving

43

Crashing croquet Indicators • Determines direction of ball hit by a mallet.

• Determines direction of ball hit by another ball.

Worksheet information

r o e t s Bo r e p ok u S

• Newton’s First Law of Motion states that unless an object is acted upon by an unbalanced force, it will continue at rest or in motion in the same direction and at the same speed. (The students, of course, don’t need to know any of this!)

Teac he r

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• Hitting one ball with a croquet mallet and one ball against another, from different angles and at different speeds, demonstrates this law.

Students learn how the strength and direction of the force behind the mallet affects the ball’s speed and direction and its resultant effect on the speed and direction of another ball in its path.

• Students practise hitting a ball with a mallet and hitting a second ball in the path of the first. Can they predict the direction in which both balls will travel?

On the activity sheet, the ‘x’ on the ball indicates the point of contact. Some balls are hit ‘square on’, others are ‘glanced’. Students colour the arrow to show the direction of travel of each ball.

© R. I .

C.Publ i cat i ons Additional activities •f orr evi ew pur posesonl y• • Mark out a croquet court and learn how to play the game. Look at the Croquet Australia website on • On completion of the activity sheet, students explain their choice of answers to a partner.

http://www.croquet-australia.com.au to find out how to arrange the hoops and pegs and the rules for the children’s game.

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• Fly a kite and observe and record how you can change its speed and direction by how you pull on the string(s).

• Research and play the game of French cricket. Who is the champion batter in your class?

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Answers 1. (a) 2 2. (a) 2

(b) 2 (b) 2

(d) 3

(c) 2

(d) 2

Curriculum links

44

o c . che e r o t r s super

(c) 1

English

Science and technology

NSW

TS1.1

PPS1.4

SA

2.2

2.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

EC2.1

Vic.

ENSL0201

SCSC0201

WA

LS 2.1

EC 2

Lower themes – Moving

www.ricpublications.com.au

R.I.C. Publications®

Crashing croquet 1. Colour an arrow to show the direction each ball will travel after it has been hit by the mallet. (a)

(b) 2 3 3

1

r o e t s Bo r e p ok u S 2

mallet

(c)

mallet

3

2

1

1

2

3

mallet

© R. I .

C.Publ i cat i ons Colour an arrow to show the direction the second ball will travel •f orr evi ew pur posesonl y• after it has been hit by the first ball. (a)

(b)

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1

mallet

(c)

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2.

(d)

mallet

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1

3

2 2 1

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(d)

3

1

mallet

mallet

3

mallet

2

1

3. Explain your choice of answers to a partner.

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Lower themes – Moving

45

Playtime science Indicator • Describes and records ways to speed up and slow down while using familiar play equipment.

Worksheet information • If possible, take students to experience each activity following a brief discussion on the different ways of speeding up and slowing down. Ask them to think about what they actually do with their bodies to make these changes.

r o e t s Bo r e p ok u S

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• Immediately after the experience, discuss students’ observations and write keywords and phrases on the board for students to copy when they complete their tables.

• Discuss whether the forces they used were pushes or pulls. For example, to speed up on a scooter: push one foot firmly down on the ground, push the scooter forward, pull the foot off the ground, repeat; to slow down on a scooter: push one foot lightly down on the ground, pull the scooter back, pull the foot off the ground, repeat.

• Students at this level may not be able to write in such detail. Expect answers such as, push foot down, push scooter forward and push foot down, pull scooter back.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Additional activities

• On large pictures of each activity, students draw arrows to show the direction of the force and label the force as either push or pull. Display pictures. Students take turns to explain the role forces play in the playground.

• Write a description entitled. ‘What am I?’ in which students describe how a piece of playground equipment is used.

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• Make an illustrated list of toys and games and the pushes and pulls they require to work. Write a poem describing the importance of these forces to the toys and games.

Curriculum links

o c . che e r o t r s super English

Science and technology

WS1.9

PPS1.4

2.8

2.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

EC2.1

Vic.

ENWR0201

SCSC0201

WA

W 2.1

EC 2

NSW SA

46

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Lower themes – Moving

www.ricpublications.com.au

R.I.C. Publications®

Playtime science For each activity, explain how you can speed up and slow down.

Equipment Roundabout

Slow down

r o e t s Bo r e p ok u S

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Swing

Speed up

Slide

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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Scooter

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Bicycle

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Inline skates

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Lower themes – Moving

47

Speedway science Indicators • Predicts and tests the effect pushes of different strengths have on the movement of an object.

• Summarises the results of the test and considers its fairness.

Worksheet information

r o e t s Bo r e p ok u S

• For each group performing the initial test, you will need: one toy car and lengths of race track to about three metres, metre stick.

Teac he r

• Discuss Question 1 to predict the relative speeds and distances of the car pushed in each of the three ways and to determine what constitutes a ‘light’, ‘medium’ and ‘strong’ push.

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• In this test, the students can measure how far the car travels with each push but they can only observe the relative speeds.

• Set up the track and mark it at 25-cm intervals to help with measuring. Explain that for each strength of push, three readings are to be taken. Discuss why this is necessary.

• While the students may find a distinct difference between the distances travelled with a light, medium and strong push, the three readings for each strength of push may not be very close. Discuss why this may be so.

• In Question 3, students explain how the results of the test show the effect of the strength of push. They can also state if their prediction was correct.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• • Discuss ways in which the test could be improved.

• Discuss the variables in the test and how they may affect its fairness; e.g. the size and weight of the car, the non-standard strength of push.

Answers

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The exact answers for each question will vary but the conclusion will be that the greater the force exerted on an object, the further it will travel.

Additional activities

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• Use a ramp and known weights to devise a way to make sure that the force exerted on the object for each push is always the same.

o c . che e r o t r s super

• Set up the improved test to demonstrate to younger students, explaining each step. Allow them to ask questions, answer those you can and find out those you don’t know.

• Devise a test to determine how the surface a car travels along affects how far it can travel.

Curriculum links

48

English

Science and technology

NSW

WS1.9

INVS1.7, PPS1.4

SA

2.8

2.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

EC2.1

Vic.

ENWR0201

SCSC0201

WA

W 2.1

I 2, EC 2

Lower themes – Moving

www.ricpublications.com.au

R.I.C. Publications®

Speedway science Many things affect how fast and how far things can travel.

1. What do you think will happen when you push a car along a length of track?

r o e t s Bo r e Medium push p ok u S Strong push

2. Measure how far a car travels each time.

Push 1

Light push

Push 2

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Light push

Push 3

© R. I .

C.Publ i cat i ons •f o rr evi ew pur posesonl y• Strong push

Medium push

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4.

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3. How did the strength of push affect how the car moved?

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5. How could you improve the test?

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Lower themes – Moving

49

Ramp rolling experiment Indicators • Understands that the steepness of a ramp affects the distance and speed of objects moving down it.

• Conducts an experiment and writes observations.

Worksheet information

r o e t s Bo r e p ok u S

Teac he r

• Show the students a simple ramp made from some books or wooden blocks and thick card. Put a ball at the top of the ramp and ask the students what they think will happen when you let go of the ball. Let go of the ball and ask students for their observations as to how far and how fast the ball went.

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• Talk about ways to make the ball travel faster or go farther. Students should suggest you could push the ball instead of just letting it go. Demonstrate this by pushing the ball and seeing how far it rolls. Some may suggest changing the height of the ramp.

• Inform the students that they are going to do an experiment with cars on ramps. Pair or put students into groups of three. Give each student a copy of the worksheet and ensure they understand the task.

• Students collect the materials, complete the experiment, then answer the questions at the bottom of the page. As a conclusion, encourage students to share their observations with the class.

© R. I .

C.Publ i cat i ons • Go on a school walk looking for inclined planes. Allow the students to walk or run (safely) down the slope. Students• canf make observations about speed ofr their bodies ass theyo go n down the slope or r evi e wthe p u po se l y •and how it felt; at which point did they feel they were going the fastest? Relate this to the activity with the Additional activities

cars.

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• Students could make their own cars to use in this activity.

Curriculum links

o c . che e r o t r s super English

Science and technology

RS1.5, RS1.6, WS1.10, WS1.11, TS1.1

INVS1.7, PPS1.4

1.3, 1.4

1.3, 1.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

EC1.1, EC1.2, SS1.2

Vic.

ENWR0101, ENWR0103, ENER0103, ENER0104, ENSL0102

SCSC0101

WA

W1.1, W1.3, R1.1, R1.3, LS1.1

I1.2, EC1

NSW SA

50

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m . u

• Students could measure the distance the cars rolled off the ramps using formal or informal units.

Lower themes – Moving

www.ricpublications.com.au

R.I.C. Publications®

Ramp rolling experiment Collect these materials. Tick the boxes once you have collected them. ramp (thick card or long, thin block)

toy car

3 small pieces of paper for markers

blocks or books

Conduct the experiment.

r o e t s Bo r e p o 2. Put a car at the top of the ramp and let it go. k u S 3. Write ‘1’ on a paper marker and put it where the car stops.

4. Make the ramp higher and let the car go again.

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Teac he r

1. Make a low ramp with blocks and books or some thick card.

5. Write the number ‘2’ on a marker an put it where the car stops.

6.

© R. I .

C.Publ i cat i ons Make the ramp higher again and mark where the car stops with •f o rr evi ew pur posesonl y• the third marker.

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Answer these questions.

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1. What did you notice about how fast the car went when the ramp got higher?

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2.

o c .

What did you c notice about how far the car went when the ramp e her r o t s s r u e p got higher?

3. What else could make the car go further or faster?

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51

Bouncing ball experiment – 1 Indicators • Understands there is a relationship between the height from which a ball is dropped and the distance that it rebounds.

• Conducts an experiment and records results.

Worksheet information

Teac he r

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r o e t s Bo r e p ok u S

• For this activity, teachers will need to collect enough tennis balls for students to work in pairs or small groups and prepare a strip of paper, 1.5 m long, with every five centimetres marked, for each small group.

50 cm, 100 cm and 150 cm should be highlighted. Students will need a pencil and something to fasten the measuring strip to the wall. Students could prepare the measuring strips themselves, time permitting.

• As an introduction to this worksheet, ask the students to play ‘Row, row, row your boat’ sitting down in pairs with feet together, pushing and pulling as they sing. Ask the students what they were doing with their hands (pushing and pulling).

• Hold a ball around waist level. Tell the students that when you let go of the ball, a pulling force pulls it to the ground. When it hits the ground a pushing force pushes it back up. Drop the ball and ask the students to think about the pushing and pulling forces as they watch the ball bounce.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

• Hold the ball higher. Ask the students what they think might happen when you drop it now. Suggest to them, if the desired suggestion is not given by a student, that when the ball is held higher, it also bounces higher. Ask the students how they could test this idea. Gather suggestions for what to test, how to measure the bounce, what materials will be required, how to record the findings and where to conduct the experiment.

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• Give each student a copy of the worksheet and explain how they are required to conduct and record their experiment. Students could work indoors or out, but it is advisable that the balls be bounced on a hard surface.

• Students record their results as a bar or line graph, then answer the questions, which can be shared as a discussion to conclude the worksheet activity.

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Additional activities

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• Discuss the lack of the pushing and pulling forces seen in this experiment in space. What happens when there is no pulling force? What things are difficult for astronauts to do when in space?

Curriculum links

52

English

Science and technology

NSW

WS1.9, WS1.11, TSS1.1

PPS1.4, INVS1.7

SA

1.4, 1.8

1.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

EC1.1, EC1.2, SS1.2

Vic.

ENWR0103, ENWR0104, ENSL0102, ENSL0103

SCSC0101

WA

W1.1, W1.3, LS1.4

I1.1, I1.2, EC1

Lower themes – Moving

www.ricpublications.com.au

R.I.C. Publications®

Bouncing ball experiment – 1 1. Drop one ball three times, from 50 cm, 100 cm, then 150 cm.

2. On the graph, record the results about whether the height from which a ball is dropped affects the height it bounces back.

100 95

r o e t s Bo r e p ok u S 90 85

How high the ball bounced (cm)

75 70

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Teac he r

80

65 60 55 50 45

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C.Publ i cat i ons 40.

35 •f orr e vi ew pur posesonl y• 30 25

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20 15 10 5

o c . che e r o t r s super What did you find out?

50

100

150

Height the ball was dropped from (cm)

3.

4. Why do you think this happens?

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Lower themes – Moving

53

Bouncing ball experiment – 2 Indicators • Understands that the features of a ball affect the height to which it bounces when dropped.

• Devises and conducts an experiment.

Worksheet information

r o e t s Bo r e p ok u S

• For this experiment, teachers will need to provide a selection of different-sized balls such as netballs, basketballs, volleyballs, tennis balls, small rubber balls, cricket balls, AFL balls, soccer or ping-pong balls.

Teac he r

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• Review the worksheet on page 53. Discuss how changing the height from which a ball is dropped affects the height it bounces to. Hold a tennis ball in one hand and a differentsized ball in another, at the same height. Ask the students what they think will happen when you drop the balls; will they drop at the same speed? Will they both bounce to the same height? Is it just the size of the ball that affects the bounce? What else could make two balls dropped from the same height bounce differently? What are the forces that make the balls bounce?

• Tell the students that they are going to plan and conduct an experiment to find out if different balls, dropped from the same height, bounce the same or differently, and why. In pairs or small groups, students choose a small number (three to four) of different-sized balls and decide together how they are going to conduct their experiment.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

• Having previously completed a similar experiment, the students should be capable of both deciding upon the procedure and carrying out their experiment with minimal teacher assistance. Students may need a separate sheet of paper to record their results, or could work on the back of the worksheet. In the ‘Push and pull forces diagram’ box, students draw the push and pull forces working on the ball as it falls (pull force) and bounces up (push force).

. te Additional activities

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• As this lesson is open-ended, allowing students to choose their own methods of testing, the exact procedure and results will differ from group to group. Most students will test by dropping the different balls from the same height and measure the bounce height. Students may focus on the size, shape or mass of the ball. It is important to share the students’ work at the conclusion of the experiment, so they can see the different testing methods used and results gained by their peers. Ensure students understand that a number of features, not just one, affect the bounce of a ball; the size, shape, type and mass of the ball.

o c . che e r o t r s super

• Try this experiment with balls of the same size but different mass.

Curriculum links

54

English

Science and technology

NSW

WS1.9, WS1.11, TS1.1

INVS1.7, PPS1.4

SA

1.4, 1.8

1.4, 1.3, 1.7

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

NPM1.1, EC1.1, SS1.2

Vic.

ENWR0103, ENWR0104, ENSL0102

SCSC0101

WA

W1.1, W1.3, LS1.4

I1.1, I1.2, NPM1

Lower themes – Moving

www.ricpublications.com.au

R.I.C. Publications®

Bouncing ball experiment – 2 Plan and conduct your experiment to see how high different types of balls bounce when dropped from the same height.

Materials:

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Procedure:

r o e t s Bo r e p ok u S

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Results:

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Push and pull forces © R. I .

C.Publ i cat i o ns diagram •f orr evi ew pur posesonl y•

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Conclusion: (What made the balls bounce differently? Which balls bounced the highest or lowest? Why?)

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Lower themes – Moving

55

Bouncing ball experiment – 3 Indicators • Understands that ground surface affects how high a ball bounces when dropped.

• Conducts and gives a personal opinion of an experiment.

Worksheet information

r o e t s Bo r e p ok u S

• For this activity, teachers will need to provide one-metre rulers or measuring strips (as described on page 52) and one ball for each pair or small group.

Teac he r

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• Reflect with the students on the experiments on pages 53 and 55. What made the balls bounce differently? (The height they were dropped from and the physical features of the balls.) Show the students two tennis balls. Hold one over one surface, and the other over another, so the students can see that the balls are above two different surfaces (e.g. one over carpet and the other over a tiled or hard surface). Ask the students ‘If I drop these two balls now from the same height, will they bounce up to the same height?’ Accept suggestions from the students. Without demonstrating, inform the students that they are going to test their ideas.

• Give each student a copy of the worksheet and read the instructions with them. Ensure they understand that this time they will be dropping one ball from the same height onto different surfaces. Students decide which height they will drop the balls from, and which surfaces they will use. Students then conduct the experiment, answering the questions, drawing conclusions and expressing an opinion of the experiment.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Additional activities

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• Tennis or golf balls put in the freezer will bounce less than those at room temperature. Students could do an experiment involving temperature and bounce.

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• Students could look for pictures in magazines of pushing and pulling forces (like those acting upon the ball when it falls and bounces back up).

Curriculum links

o c . che e r o t r s super English

Science and technology

WS1.9, WS1.11, TS1.1

INVS1.7, PPS1.4

1.4, 1.8

1.4, 1.3, 1.7

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

NPM1.1, EC1.1, EC1.2, SS1.2

Vic.

ENWR0103, ENWR0104, ENSL1012

SCSC0101

WA

W1.1, W1.3, LS1.4

I1.1, I1.2, I1.4, NPM1, EC1

NSW SA

56

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Lower themes – Moving

www.ricpublications.com.au

R.I.C. Publications®

Bouncing ball experiment – 3 When a ball is dropped from different heights, the height it bounces up to is different, too.

Does where you drop the ball make a difference? Does the ground surface affect how high a ball bounces when it is dropped?

r o e t s Bo r e p ok u SBouncing a ball on different surfaces

1.

What I think will happen:

2.

Test:

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Teac he r

Find three different surfaces; e.g. carpet, woodchips, sand. Conduct the experiment with a ball and record your results.

© R. I .

C.Publ i cat i ons Surface Bounce height from •f orr evi ew pur po seso nl y• _________ cm 1:

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2: 3:

3.

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o c . ch e What I found out: r er o t s super

4.

Was my guess (Question 1) right?

5.

What was hard or easy about this experiment?

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Lower themes – Moving

57

Games Indicators • Lists games which involve hitting or kicking a ball.

• Describes how a ball is hit or kicked in a particular game.

• Completes a cloze exercise about forces.

r o e t s Bo r e p ok u S

Worksheet information

Teac he r

• Discuss with the class that pushing and pulling can make objects start or stop moving, slow down or change direction. This is known as a force. The stronger the push or pull the greater its effect on changing the movement of an object.

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• Students work individually, in pairs or in small groups to complete Question 1. Remind students that the list can include popular sports, events they may have seen watching the Olympic or Commonwealth games and also the informal games they play at school.

• Students write about one game, focusing on how the ball is hit or kicked in the game. Inform students to include the force with which it is hit (hard, softly etc.) and how it is hit or kicked (especially to achieve a particular direction) in their sentence. Students illustrate their description.

• Students complete a cloze exercise about forces.

© R. I .

C.Publ i cat i ons f orr evi ew pur posesonl y• 2. (a)–(b) Teacher• check Answers

1. Teacher check

3. Pushes and pulls OR pulls and pushes; move; change

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Additional activities

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• In small groups, students create lists of ways different objects are pushed and pulled.

• Tape a golfing tournament and watch a segment with the class. Students observe the different clubs used and the amount of force used for achieving different distances. Point out the putter and how gently the ball is tapped on the green, close to the hole.

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• Go outside and hit tennis balls with a racket. Students hit them with different levels of force and mark where they land with a beanbag.

• List push-along and pull-along toys made for younger children.

Curriculum links

58

PDHPE

Science and technology

NSW

GSS1.8

PPES1.4

SA

1.1

1.3, 1.4

Qld

DCSPA 1.1, DCSPA 1.2

E+C 1.1, 1.2, 1.3

Vic.

HPMP0101

SCSC0101

WA

SPA 1.1

EC1

Lower themes – Moving

www.ricpublications.com.au

R.I.C. Publications®

Games Many games are played by using the force of hitting or kicking a ball.

1. List games which include hitting or kicking a ball.

Kicking a ball

r o e t s Bo r e p ok u S

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Teac he r

Hitting a ball

2. (a) Choose one game and describe how the ball is hit or kicked.

Game:

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

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(b) Draw a picture of your description.

o c . che e r o t r s super

3. Complete the sentence using the words in the box.

Forces are which cause objects to moving and R.I.C. Publications®

www.ricpublications.com.au

move

and , stop direction.

Lower themes – Moving

change

pulls

pushes 59

Hitting practice Indicators • Strikes a ball using a variety of equipment and different levels of force.

• Explains how striking technique is adjusted to achieve accuracy, distance or height.

r o e t s Bo r e p ok u S

Worksheet information

Teac he r

• Discuss with the class that pushing and pulling can make objects start or stop moving, slow down or change direction. This is known as a force. The stronger the push or pull the greater its effect on changing the movement of an object.

• Set the ball on the tee (or witches hat) and have students strike it following the list in the table in Question 1. Students record how far the ball travelled.

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Materials required: • tee or witches hat • beanbags to mark distances (optional) • small balls (such as tennis balls or sponge balls) • short-handled bats (totem tennis and/or pingpong bats) • long-handled bats (tennis and/or badminton rackets) • hoops • chalk (to mark on walls)

they did this; for example, by changing the level of force, by changing the movement of their arm or by having two hands on the handle of the bat.

• Student then practise hitting the ball for accuracy, by attempting to make the ball land in a hoop.

This is followed by studying how they change their hitting technique to hit for height, aiming at a mark on the wall.

© R. I .

C.Publ i cat i ons • At the end of the lesson, bring the class together • f o r r e v i e w p u r p s ssome on yhitting • and ask o them toe share ofl their • With a bat and ball, students complete Question 3 by attempting to make the ball travel the shortest and longest distance. They record how

techniques with each other.

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Additional activities

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• Using totem tennis bats, students hit a variety of different balls (such as a foam ball, tennis ball, rubber ball, large ball etc.) and mark where each lands using a bean bag. Students offer explanations as to why the balls travelled the distances they did.

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• Students work in pairs and observe each other as they try to hit a ball different distances, looking for how they change their arm movements. Students report back to the class with their findings.

o c . che e r o t r s super

• Tape and watch a professional tennis match. Point out and discuss how the players change their swing for different purposes and distances.

Curriculum links

60

PDHPE

Science and technology

NSW

GSS1.8

PPES1.4

SA

1.1

1.3, 1.4

Qld

DCSPA 1.1, DCSPA 1.2

E+C 1.1, 1.2, 1.3

Vic.

HPMP0101

SCSC0101

WA

SPA 1.1

EC1

Lower themes – Moving

www.ricpublications.com.au

R.I.C. Publications®

Hitting practice 1. Hit a ball different ways and colour how far it moves.

How you hit the ball (a) With your hand.

With a short-handled bat.

With a long-handled (c) bat.

(b)

(f)

little way long way very long way

Using your other hand.

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(e)

little way long way very long way

r o e t s little way long way very long way Bo r e p o u As softly as you can. little way long k way very long way S As hard as you can. little way long way very long way

Teac he r

(d)

How far the ball moves

little way long way very long way

2. Which ‘hit’ made the ball travel the longest distance?

© R. I .

C.Publ i cat i ons 3. Explain how you change the way you hit the ball so it will ...

•f orr evi ew pur posesonl y•

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(b) travel a long distance.

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(a) travel a short distance.

o c (c) land in a hoop on the (d) hit a mark high up on a . c e her r ground. wall. o t s super

4. On the back of this sheet, draw and colour a picture of you hitting your best shot.

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Lower themes – Moving

61

Kicking practice Indicators • Practises a stationary placekick and self-assesses performance.

• Makes predictions and tests the distances travelled by a variety of balls using a stationary placekick.

• Kicks three different balls for accuracy, distance and height.

r o e t s Bo r e p ok u S

Worksheet information Materials required:

• balls (similar to a soccer ball)

• hoops

• beanbags or cones (for markers) • foam balls

• cones

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Teac he r

• beach balls

• access to a clear wall

• balloons

• chalk (for marking wall)

A stationary placekick is to kick a ball from a stationary position.

1. Keep eyes focused on ball at all times.

2. Place non-kicking foot beside the ball and extend opposite arm.

the shortest and longest distance. Students complete a stationary placekick of all four balls. A marker is place where each lands. Students write the results in the table, comparing them to their predictions and answer Questions 2 (b) and 2 (c).

© R. I .

C.Publ i cat i ons 4. Propel ball using top r of foot orv thei instep.

Question 3:o Students different •thef o r e ew p ur p sepractise son l yways •of kicking different balls and describe how they 5. Follow foot through towards the target.

Question 1: Students attempt a stationary placekick three times and assess own performance.

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Question 2: Show students the four ‘balls’ to be used in the second activity. Students make predictions as to which ball they will be able to kick

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Additional activities

Collate the class results and discuss why they may vary from student to student. Discuss how the size and material of the ball affected the results.

adjusted their stationary placekick for each target.

Place the hoop close to the student to test for accuracy. Place a cone a long distance from the students to test for distance. Draw a mark high up on a wall which is near the students, so they can adjust their kick to aim for height.

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3. Kicking leg is bent at knee and swings through to ball.

o c . che e r o t r s super

• Students work in pairs to teach a student in a younger class to do a stationary placekick.

• Play a game similar to baseball but instead of hitting a ball with a bat, students kick a soccer ball and run to bases, or score a home run. The ‘kicker’ is out if the ball is caught by a fielder before it bounces or if the person is tagged by the ball when not on a base or home. Once three kickers are out, the fielding team and the kicking team swap. The team with the most runs wins.

Curriculum links

62

PDHPE

Science and technology

NSW

GSS1.8

PPES1.4

SA

1.1

1.3, 1.4

Qld

DCSPA 1.1, DCSPA 1.2

E+C 1.1, 1.2, 1.3

Vic.

HPMP0101

SCSC0101

WA

SPA 1.1

EC1

Lower themes – Moving

www.ricpublications.com.au

R.I.C. Publications®

Kicking practice 1. Practise your stationary placekick three times and colour how you went.

Try 1: Needs work Almost perfect

Spot on!

Try 2: Needs work Almost perfect

Spot on!

r o e t s Bthe shortest and longest r 2. (a) Which ‘ball’ doe you think will travelo pa stationary placekick? Record ok your predictions distance with u Sthem. then test Beach ball

Soccer ball

Foam ball

Shortest distance

Prediction Results

(b)

Spot on!

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Teac he r

Try 3: Needs work Almost perfect

Balloon

Longest distance

© R. I .

C.Publ i cat i ons Do you think the size ball made ao difference?

•f or r ev i e wofpthe ur po ses nl y• Yes

Yes No

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(c) Do you think what the ball is made from made a difference?

No

3. Describe how you kicked each ball to reach the targets.

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Beach ball

Hoop

Soccer ball

Foam ball

o c . che e r o t r s super

Cone

Wall

R.I.C. Publications®

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Lower themes – Moving

63

Chant for your team!

Indicators • Completes and performs a chant with accompanying music.

• Creates symbols for a beat grid.

• Completes a beat grid.

r o e t s Bo r e p ok u S

Worksheet information Materials required

• Beat sticks (such as drumsticks or pieces of dowel)

Teac he r

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Ask students to recall the chants they sing during sports carnivals and at sports matches. Chant them with the class. Pick a simple one and ask the class to clap to the beat as they chant.

Students work in pairs to write the last line of the chant in the activity. Remind them that it does not have to rhyme with any of the other lines, but would sound effective if the final word rhymed with ‘play’ from Line 2. Suggestion: ‘Hip, hip, hooray’ Students choose and draw symbols to represent different sounds which could be made when the chant is performed. One sound is their own choice and may include a body sound, such as clicking fingers or slapping knees. Alternatively, another musical instrument may be introduced.

Before the beat grid is completed, you may like to ask students to read the chant and circle the words to indicate the beat and when the music will be heard (as seen in bold text below).

© R. I .

C.Publ i cat i ons Let’s go team! • Let’s f play! orr evi ew pur posesonl y• Remind students that some of the grid can be a rest (left blank), such as in Line 2: 1.

2.

3.

Rest

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In pairs, students perform the chants and music to another pair or to the class. Students self-assess their chants by colouring the stars.

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Additional activities

• Choose a familiar nursery rhyme to transform into a chant. Students complete a beat grid using only body sounds (such as slapping knees, clicking etc.) and perform the nursery rhyme chant to the class.

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• As a class, compose a new school chant for the next interschool carnival. Teach the chant to other classes.

• Assist students to browse the Internet for other examples of chants to encourage sporting teams and events. Students choose their favourite and say it to the class.

Curriculum links

64

English

Creative Arts

NSW

RES1.5

MUS1.1, MUS1.2, MUS1.3

SA

1.3, 1.4

1.1, 1.2

Qld

Refer to curriculum documents <http://www.qsa.qld.edu.au>

MU 1.1, MU 1.2, MU 1.3

Vic.

ENRE0101, ENRE0103

ARPA0101, ARPA0102

WA

R1.1, R1.4

ASP1, AI 1

Lower themes – Moving

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Chant for your team!

People like to yell out chants to encourage others to play or perform well. You may have shouted a chant at a sports carnival, such as ‘Let’s go, red team. Let’s go!’ People often clap or bang things to the beat of a chant.

1. Write the final line of the chant to encourage your team to play their best.

• •

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r o e t s Bo r e pLet’s play! ok Let’s go team! u S All give a cheer, loud and clear!

He can, she can, we can win!

•

2. Draw symbols to create a music key. Choose one sound of your own.

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• Clapping hands © R. I .

C.Publ i c at i ons Tapping sticks on floor •f orr evi ew pur p•osesonl y• Tapping sticks together

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3. Create a beat grid to match the chant. Include some rests (blank boxes).

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4. Perform your chant with the music.

5. How did you go? Colour the stars. (10 stars means FANTASTIC!)

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65

Marvellous machines Indicators • Reads and understands information about simple machines.

• Cuts and matches pictures to the correct description.

Worksheet information

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• When talking about machines to young students, bear in mind they may imagine large, complicated machinery. It is important to introduce the concept that a simple machine is an object that helps us to do work or move things. Bring in a number of items to show the class examples of simple machines. As you show each to the students, explain or ask students to suggest what it helps us do. Scissors, hammers, bottle openers and tweezers (all levers); doorstops and knives (wedges); screws and screw-top jars with lids (the top is a screw that helps hold the lid on) are all examples of simple machines.

• Introduce some of the terms the students may not know that are necessary to understand the worksheet, such as slope, rod, support, slanting and edge.

• Give each student a copy of the worksheet. Read the explanations with them. Students will need to read these carefully in order to complete the worksheet. Students then cut out the pictures and place them next to the appropriate description, gluing them in once they are certain they are correct.

© R. I .

C.Publ i cat i ons Inclined plane – escalators; screw – screw; wheel and axle – wheelbarrow; lever – seesaw; pulley – pulley; •f orr evi ew pur posesonl y• wedge – axe Answers

Additional activities

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• Many construction-type toys, such as LEGO™ blocks, contain simple machines such as levers, pulleys wheels and axles. If available, put these out for the students to play and experiment with.

• A paper fan is an example of a simple machine (it makes air move). Make and decorate paper fans in class

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• Wheels, axles, levers and pulleys are all parts of a bicycle. Bring in a bicycle and allow students to look at and touch the parts of the bicycle that help it move.

Curriculum links

English

Science and technology

RS1.5, RS1.6

PPS1.4

SA

1.3

1.3, 1.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

EC1.1, EC1.2

Vic.

ENER0101, ENER0103, ENER0104

SCSC0101

WA

R1.1, R1.3, R1.4

EC1

NSW

66

Lower themes – Moving

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Marvellous machines Simple machines make it easier for us to move things or make them work.

Read about these simple machines. Cut the pictures at the bottom of the page and glue them next to the correct description.

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A screw helps us to move things or hold them together.

A wheel and axle (a rod through the wheel) move together to help us lift and move heavy things.

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An Inclined plane is a slope joining high and low places. It makes it easier to move things up or down, instead of lifting them straight up.

© R. I .

C.Publ i cat i ons A lever is a plank or bar that rests on a f o rr e e w ur p osesonl y• support • and helps usv toi lift or p move heavy

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A pulley is a wheel with a rope around it that helps us to move things up and down.

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A wedge has a slanting side that ends in a sharp edge and helps us to cut or spread things apart.

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things.

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Lower themes – Moving

67

Machine dance Indicators • Examines the movements of simple machines.

• Represents the movements of a simple machine with his or her own body in a dance sequence.

Worksheet information

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• Show the students some of the different types of simple machines, preferably ones that have some moving parts, such as a fan, windmill, rollerskates, egg beater, wagon, door knob (all wheel and axle), meat grinder, corkscrew (both screws), seesaws, can openers and staplers, to name a few.

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• Describe the movements of these machines, such as a can opener turning, twisting, going round, pushing on the can and pulling it open.

Scissors open, shut, move forward and cut. List some of these movement words on the board. Ask the students to stand up and find a space to move in. Call out some of the words from the board and ask students to find two ways to show that movement with their bodies.

• Give each student a copy of the worksheet. Students select a machine (many of these listed above are compound machines, which consist of two or more simple machines) and decide on three to four words to describe the way this machine moves. They write these words on the worksheet.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

• Students next decide how they can best represent these movements with their own bodies. They write or draw three to four movements that will become their dance routine. Students could, if they wish, choose the music to accompany their dance. Conversely, teachers could supply a small number of instrumental tunes the students could select from. (Popcorn by Guru Josh is an electronic instrumental track that could be appropriate.)

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• Students could, if they wish, perform their dance in front of the other students. Students could try to guess which machine the student is representing by watching the type of movements the student is performing.

Additional activities

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• Students could add a movement to their dance routine after a few sets of the pattern, adding to the complexity of their dance routine.

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• Students could work together in pairs to create a dance routine for a simple machine.

• Write a short poem about a simple machine, using different forms, such as a haiku.

Curriculum links

68

Creative Arts

PDHPE

NSW

MUS1.1, DAS1.2, DAS1.1, DRAS1.1

MOS1.4

SA

1.1, 1.2

1.1

Qld

DA1.1, DA1.2

DCSPA1.1

Vic.

ARPA0101

HPMP0101

WA

AI1.1, ASP1

SPA1.2

Lower themes – Moving

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Machine dance Use this worksheet to plan your machine dance.

r o e t s Bo r e p ok u S

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1. Write the name of the machine you have chosen and draw it in the box.

2. Write four words to describe the movements of your machine.

•

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C.Pub•l i cat i ons o rr evi e ur p os esmake onl y Draw• orf write three orw fourp ways you could the• movements

•

with your body.

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4.

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3.

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o c . che e r o t r s into a dance. sthese r pe Describe how you will putu movements

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69

Machines are everywhere!

Indicators • Finds images of simple machines in magazines.

• Identifies and describes simple machines and their functions.

Worksheet information

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• Having looked at the different type of simple machines and examined the way some of them move, students should now be able to identify and describe pictures of simple machines.

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• Explain that simple machines are part of our everyday lives; they are everywhere!

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• Discuss with the students what a simple machine is; an object that helps us do work or move things. Ask the students to suggest some examples of simple machines. Write some of the suggestions on the board, listing them if possible under the heading of what kind of machine they are (lever, pulley, wheel and axle, wedge, inclined plane or screw).

• Give each student a copy of the worksheet and explain that they are going to find pictures of simple machines in magazines. They are required to write the name of the machine then describe it. If possible, students are to write what kind of machine it is based on the six types identified on the worksheet on page 67 (some students will find this difficult).

© R. I .

C.Publ i cat i ons Additional activities •f orr evi ew pur posesonl y•

• Students complete the worksheet by cutting and folding along the indicated lines to make a book about simple machines.

• Students could design and make a simple machines.

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• Students could classify machines found at home according to what type of simple machine they are.

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• Students could write an imaginative text about how their lives might be without machines.

Curriculum links

o c . che e r o t r s super English

Science and technology

WS1.9, WS1.11

PPS1.4

1.4

1.3, 1.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

EC1.1, EC1.3

Vic.

ENWR0103, ENWR0104

SCSC0101

WA

W1.1, W1.3

EC1

NSW SA

70

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Lower themes – Moving

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R.I.C. Publications®

Machines are everywhere!

1. Cut out and fold the book below.

2. Find and cut some pictures of simple machines from magazines.

3. Glue each one into your book and write what kind of machine each is and what it can do.

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This is a

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This is a

It can

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Simple Machines

This is a It can

It can

3

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2

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© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

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Lower themes – Moving

71

Energy from the sun Indicators • Reads information about energy from the sun.

• Matches text to pictures correctly.

Worksheet information

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• Initiate a class discussion about the sun. Ask the students what they know about the sun. Introduce the term ‘solar’, meaning ‘of’ or ‘from’ the sun.

• Students complete the worksheet by reading the paragraphs themselves, drawing a line to match each with the correct picture. There will be one paragraph unmatched (third). Students draw a picture in the empty box and draw a line to connect it to the remaining paragraph.

Additional activities

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• Give each student a copy of the worksheet. If necessary, read each of the paragraphs with the students.

• Discuss folktales or stories in which the sun is a central theme. Discuss the importance of the sun to different cultures and civilisations.

© R. I .

C.Publ i cat i ons Curriculum links •f orr evi ew pur posesonl y• • Look at images of sunrise and sunset. Paint a picture using the colours of the sun.

NSW

RS1.5, RS1.6

PPS1.4

SA

1.3

1.2, 1.3

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

EC1.2, EC1.3

ENER0101, ENER0103, ENER0104

SCSC0101

R1.1, R1.3, R1.4

EC1

Vic.

WA

72

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Science and technology

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English

o c . che e r o t r s super

Lower themes – Moving

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Energy from the sun 1. Read the information about the sun.

2. Draw a line from the information to the picture that matches it.

3. There will be one left-over paragraph. In the empty box, draw a picture to match this paragraph.

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The light and warmth from the sun are energy. This energy lets plants grow and animals live.

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The sun is an enormous ball of hot gas. It is so hot that, even though it is far away from the Earth, we can still feel its heat and see its light.

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from the sun as energy, too. We use the sun’s light energy to see during the day.

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© R. I .

C.Publ i cat i ons •f or r evi ewlight pur posesonl y• People use the warmth and

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We use energy from the sun to dry clothes on the line.

Many people now have solar heating in their homes, which uses the sun’s heat and light to warm water and homes.

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73

Solar experiment Indicator • Predicts, hypothesises, tests and records the effect of light- and dark-coloured containers on the absorption of solar energy.

Worksheet information • Revise the concept of the sun as a source of energy and discuss different types of solar energy, particularly heat.

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• Introduce the idea of conducting an experiment to find out if and how other factors, such as the colour of a container, affect the amount of heat that is absorbed from the sun and that it should be possible to measure this effect.

• Show the students two cans, one dark and the – Pour an equal amount of water at the same other light and pose the question whether (or temperature into each can. how) the colour of a container would affect – Measure and record the water temperature in heat absorption. Discuss how this could be each can. measured by putting water in the cans, placing them in the sun and measuring changes in water – Place cans in the same sunny position. temperature using a thermometer.

– Record water temperatures in the table every • Students should then draw the two cans, make 10 minutes. their predictions and complete the hypothesis on the worksheet.

• Ensure students understand that thermometers measure temperature and that they are able to • Discuss the need for it to be a fair test, such as read them accurately, before organising them by ensuring the cans both receive the same solar into small groups to conduct their experiment, energy by placing them in the same position referring to the displayed procedure. They should and using the same amount of water in each. record their results and compare them with those Work with students to construct and display a of other groups. procedure; for example:

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• • Discuss and write the final hypothesis using information from the experiment.

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– Use two cans of identical size and shape, one dark and one light.

Additional activities

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• Discuss how an experiment could be constructed to test the same hypothesis using a light-coloured and a dark-coloured car. Consider ways of ensuring it was a fair test.

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• Explain why lighter-coloured cars are popular in Australia.

• Discuss the dangers of leaving small children and animals in cars when it’s sunny. Draw a poster to warn people of this danger.

Curriculum links

English

Mathematics

NSW

WS1.9

DS1.1

SA

1.8

1.1 1.2

Qld

74

CD1.2

Vic.

ENWR0101 ENWR0103 ENWR0104

MAMA0118 MAMA0119

WA

W1.1 W1.3 W1.4

C&D13b1

Lower themes – Moving

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Solar experiment 1. Draw Can A and Can B with a thermometer in each can.

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r o e t s Bo r e p ok Can A isu light.

Can B is dark.

S Predicting Explain what you think will happen if you put the two cans in the sun.

2. Measure the temperatures in both cans and record the information.

© R. I .

C.Publ i cat i ons Time•f Can Can B’s water Difference orr ev i eA’s wwater pur p os es onl y • in temperature

temperature

temperature

0 minutes

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Yes r o t r s s r u e p (b) Which can was warmer?

30 minutes

3.

No

(c) What was the biggest temperature difference?

4. My group’s experiment showed that : colours absorb more heat from the sun than colours.

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Lower themes – Moving

75

Sun-cooked rice Indicator • Considers fuels used for cooking and reads a procedure for cooking rice using solar energy.

Worksheet information • The tyre tube cooker is a simple, safe way to use solar energy for cooking.

• Introduction

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~ Discuss the fuel shortage facing the world today and the different types of fuels we use and what they are used for. Then focus on the fuels used for cooking food. Brainstorm to create a list of these fuels.

Talk about where each fuel is found or how it is produced.

~ Ask students to think about and name some of the foods they like to eat and to categorise them as ‘cooked’ and ‘uncooked’. Explain that the cooking process involves using some form of energy to heat the food and that it would be very good to find ways of cooking our food that used a plentiful, easily available, inexpensive (and, preferably, renewable) fuel.

• Activity

~ Explain the purpose and point out the features of a procedure before students complete the worksheet. Although preferable, students will not need to have followed the procedure in order to complete the worksheet. ~ ~

© R. I .

C.Publ i cat i ons Discuss why the pot is painted black in the experiment on page 77 of this book.

•f orr e i e wp r p sesonl y• Provide a simple explanation ofv what happens in au tyre tubeo cooker.

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Additional activities • Make a list of advantages and disadvantages of using solar energy for cooking.

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(Air can’t get in or out of the space inside the tube so the sun’s rays entering through the glass are trapped there. The temperature inside slowly rises and cooks the food in the pot.)

• Discuss and compile lists of foods that would or would not be suitable to cook in a car tyre tube cooker.

. te Curriculum links

o c . che e r o t r s super

• Label the parts in a diagram (see page 77) of a car tyre tube cooker; e.g. wooden board, sun, sheet of glass, cooking pot, food and car tyre tube

English

Science and technology

NSW

WS1.9 RS1.6 RS1.7 RS1.8

PPS2.4 ESS1.6

SA

1.3 1.7

SCI. 1.1 1.3 D&T 1.5

Qld

76

1.2 1.3

Vic.

ENWR0101 ENWR0102 ENWR0103 ENRE0101

SCSC0101

WA

W1.1 W1.3 R1.1 R1.2

EC1 M1.1

Lower themes – Moving

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Sun-cooked rice 1. (a) Draw your mum or dad cooking some food for you. (b) What food is being cooked?

r o e t s Bo r e p ok u (d) Is usingS this fuel good for the environment? Yes

No

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(c) What fuel is being used for cooking?

2. (a) Read the procedure for using an old tyre tube to cook rice.

Car tyre tube cooker

You will need: • old car tyre tube

•

large wooden board

•a cooking pot with lid © R. I .

C.Publ i c t i ons • black paint and brush rice, salt and water •f orr evi ew pur p•os esonl y• • large sheet of clear glass Steps

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1. Place tyre tube 2. Paint outside of 3. Put rice, salt on wooden pot black. and water in board. pot.

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6. Eat and enjoy!

Place c pot inside 5. Cook for three e h r tube and cover hours in t the er o s s r u e p with glass. sun.

(b) What fuel is being used? (c) Is using this fuel good for the environment?

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Lower themes – Moving

Yes

No 77

Tracing energy Indicator • Creates an artwork that records (traces) the energy of a marble.

Worksheet information • Required for this activity are several trays or lids of large boxes (such as cardboard photocopying paper boxes), paper to fit the boxes/trays, paints, plastic spoons and marbles.

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• Ask a student to demonstrate using energy; e.g. pretending to walk along the beach. Ask the other students if they can see the energy that is being used. (We can’t actually see the energy.) If we can’t see it, how do we know it is there? (The student might be sweating, might have left marks on the floor.) Explain that, while usually we cannot see energy, we can see things that show us that energy is/was being used.

• Give each student a copy of the worksheet and read the introductory text with them. Explain that, while we usually can’t see energy, often a trace is left that is a record or sign of the energy that was there.

• Explain the worksheet task. Students work in small groups, sharing equipment. Encourage the students to move the marble carefully and observe what kinds of patterns it leaves as it moves at different speeds.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Additional activities • To conclude, encourage students to share their observations and answers. Students might observe that the thickness of the lines of paint reflect the speed at which the marble was moving, and the concentrated areas of paint show where there was a lot of activity (or energy).

• Allow students to make tracks of various objects through sand in a sand tray.

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• Investigate the work of ‘trackers’ and what details they can infer from animal trails.

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• Make lines and patterns on a surface covered with a thin layer of paint. Place a sheet of paper over the top to make a print.

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Curriculum links

Science and technology

VAS1.1, VAS1.2

PPS1.4

1.1, 1.2

1.3, 1.4

VA1.1, VA1.3

EC1.1, EC1.3

Vic.

ARVA0101

SCSC0101

WA

AI1, ASP1

EC1

NSW SA Qld

78

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Lower themes – Moving

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R.I.C. Publications®

Tracing energy When animals move in the wild, they leaves signs, or traces, showing where they went. Broken sticks, tracks and droppings are all traces of animals and their energy. Even if we didn’t see them, we know something about them from the traces left behind.

r o e t s Bo r e p ok u 1. Place a sheet of paper into a 2. Drop one or two marbles into S tray or box lid (make sure the paint. paper fits neatly).

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Make a record of the energy of a marble by following the steps below. Draw a picture for each step as you finish it, then answer the questions below.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

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4. Gently move the box to make the marble roll.

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3. Pick the marble up with a spoon and drop it onto the paper in the box.

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•

What patterns show where the greatest amounts of energy were?

•

What information can the ‘energy trace’ tell you about the marble?

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Lower themes – Moving

79

A moving collage Indicator • Plans and creates a collage of things that move, based on a theme.

Worksheet information • Having completed worksheets on movement, force and energy, students should be capable of finding many pictures of things that move.

r o e t s Bo r e p ok u S

Teac he r

• Give each student a copy of the worksheet. Students will also need a larger sheet of white paper to create their collages on. As some students may wish to take pictures around the school with digital cameras, ensure there are some available and that the students are aware of the rules for their use.

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• Explain to the students that they are going to make a collage of moving things. Read the worksheet detail with them. Ask students to suggest themes, such as things that move when you push them, things that move in the wind, things that move fast, parts of bodies that move, or toys that move. Suggest different large outlines (rather than just gluing onto a square sheet of paper) the students could draw and cut out to glue the pictures into.

• Students complete their plan then create a collage based on that plan. When completed, ask the students to share their collages and discuss the theme and process they chose, and if they made any changes to their original plans.

© R. I .

C.Publ i cat i ons • As a means of assessment, show students a picture (for example, a street scene) and ask them to • or r e vi ew u(pushing r po se so npicture l y• identify some of thef things that move, some of thep forces and pulling) in the and any Additional activities

simple machines they can see.

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• Students could use clay to make a wind chime of things that move.

Curriculum links

o c . che e r o t r s super English

Science and technology

WS1.11

PPS1.4, DMS1.8, UTS1.9

1.12

1.3, 1.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

EC1.1, TP1.2, INF1.2

Vic.

ENWR0103, ENWR0104

SCSC0101, TEMM0102

WA

W1.1

EC1, TP1.2, I1.1

NSW SA

80

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• Read some stories to the students. Students could make a list of all the things that move in the story, and describe how they move.

Lower themes – Moving

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A moving collage Movement is part of every moment of our lives. Even lying very still, you can see, hear and feel things moving inside and outside your body.

Plan and make a collage of things that move.

1. The name or theme of my collage:

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3. What pictures I will look for:

4.

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r o e t s Bo r e p o u k 2. Where I will get the pictures from: S

© R. I .

C.Publ i cat i ons What shape or outline I will draw to glue the pictures into: •f orr evi ew pur posesonl y•

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A sketch of my outline.

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5. Any other ideas I have to make my collage look good:

6. Make your collage!

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Lower themes – Moving

81