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Unit Title: Move it! Strand: Push and Pull Forces Level: Grade 1
Victorian Curriculum Links
Code Area Description
(VCSSU041) Science: F-2 People use science in their daily lives
(VCSSU048) Science: F-2 The way objects move depends on a variety of factors including their size and shape; a push or a pull affects how an object
moves or changes shape
(VCELY210) English: Level 1 Engage in conversations and discussions, using active listening, showing interest, and contributing ideas, information and
questions, taking turns and recognising the contributions of others
Key Concepts: Unit Outcomes: through this unit, students will;
Push and Pull Forces 1. Identify, describe and represent the effects of push and pull forces
Gravity 2. Explain that gravity pulls objects down to the ground
Air and Flight 3. Explain that air pushes up against objects
Formative Assessment: formative assessment is evident throughout this unit in Summative Assessment: at the end of this unit, the students will complete an
variety of forms. Individual interviews and observations will provide anecdotal investigative project that will require them to apply the knowledge they have
evidence of the students learning progression. Additionally, an assessment vocab gained throughout the sequence. Students will plan, construct and test a way of
checklist is prepared of each session, acting as a simple tool for the teacher keep protecting a dropped egg from cracking using their understanding of push and pull
track and collect data on the students understanding and application of forces. They will also be asked to evaluate their design and provide a rationale for
appropriate scientific language. why the egg did or did not crack.
Finally, at the end of each session, students will write a short reflective statement Additionally, the students will complete the Resource 1 assessment task again
on their learning. This provides a platform for self-assessment and can also (pre- and post- format) and will then compare and analyse their first and second
highlight any areas of strength or weakness that the teacher can utilise to inform attempts of the task. This enables students to see their progress and reflect upon
following sessions. their learning.
Learning Outcomes Assessment Activities
6. Evaluate Identify and describe the effects of push and Resource 1 Worksheet Learning Intention: good scientists can reflect on
pull forces (post/reflective) what they have learnt
Explain that air pushes up against objects Interviews/Observations Task 1: Resource 1: post-assessment task,
Explain that gravity pulls objects down to the Summative rubric (poster) students work independently
ground Task 2: self-reflection and evaluation. Students
will compare their first and second attempts and
reflect upon their learning and achievement
Task 3: Humpty Dumpty Poster using drawing,
text and photos students will create a poster
summarizing their egg drop process for
celebration day. Any students who did not make a
parachute will have the opportunity to at least
plan one, if not make it too.
5. Elaborate Apply prior learning of push and pull forces Summative rubric Learning Intention: good scientists can use their
Assessment vocab learning to solve a problem
Start the lesson by revising all previous learning
experience. Group discussion about what they
have learnt and enjoyed doing throughout the
unit.
Introduce the task. Interactively go through the
Humpty Dumpty booklet together, discussion key
ideas and understanding
Students should then plan and create their
parachute using the available materials.
Taking the parachutes outside, the students will
then test their parachutes by dropping it from a
height. Subsequently, they will reflect and
evaluate their experiences within their individual
booklets.

4. Explain Describe their understanding of push, pull, Humpty Dumpty Plan Learning Intention: good scientists can explain
float and fall Interviews/Observations why and how things fall to the ground
Understand that the upward push of air on Assessment vocab interview Student revise last lesson
objects caused them to float on air data Task 1: Dandelion Parachutes - students each
Understand that the downward pull of gravity make a paper dandelion parachute and stick
on objects causes them to fall to the ground then observe and test which falls quicker. Teacher
then models drawing representational arrows to
show the effects of both gravity and air
resistance.
Task 2: Explore the use of air in slowing falling
objects down. Collaboratively discuss different
ways the student already know of slowing falling
things down, eg. Parachutes (working towards egg
drop)
Extra Time: interactively watching a short video:
https://www.youtube.com/watch?v=E43-
CfukEgs&app=desktop
Reflection

3. Explore- Air Explain that air pushes up against falling objects Assessment vocab interview Learning Intention: good scientists explore what
Recognise that the outward push of air impacts data slows falling things down
force of motion Representation Drawings Students revise last session and begin to explore
the concept of Air
Task 1: My Balloon - each student blows up a
balloon. Using bodily gestures and
 representational arrows students demonstrate
their understanding of air as a push force.
Task 2: Straw Rockets - each student makes a
straw rocket and, through, play, explores the
effects of air in pushing things up. Student then
record and illustrate their experience.
Reflection

2. Explore- Identify that gravity pulls down on objects Assessment vocab interview Learning Intention: good scientists explore what
Gravity Recognise that the weight and shape of an data makes things fall
object influences whether it will fall or fly Representational drawings Begin by revising last session and introducing the
Interviews/observations learning intention
(formative) Task 1: Toy Drawings - students revise what we
did in the last session and demonstrate current
representational understanding of forces in
motion
Task 2: Gravity Paintings (representational
resource) - students splodge paint on paper and
observe the effects of gravity in the paint dripping
down the page.
Task 3: Race to the Ground - students observe,
predict and record which of two objects hits the
ground first in a series of races. Explore the
effects of gravity on different objects.
Reflection

1. Engage Describe push and pull forces that make toys Interviews/Observations Learning Intention: Explore how toys move
move or change shape (diagnostic) Student tune into the lesson by playing with the
Observe and identify how toys move Resource 1 Worksheet (pre-) toys
Reflection Task 1: Showing movement in drawings
(representations) - students work collaboratively
in discussing and exploring how to draw forces
of motion in 2D pictures
Task 2: Push and Pull Venn Diagram - student
work collaboratively to organise the toys into
piles depending on whether they use push or
pull to move
Task 3: Resource 1 - pre-assessment task,
students work independently
Reflection