Planning an Integrated Curriculum Unit of Work BAND: Early Years / Year 1 UNIT/TOPIC DESCRIPTION: On The Move – Students develop an understanding of how things move. They explore the push and pull forces they can use to move objects in ways such as sliding, bouncing, and spinning. Through investigations, students observe and gather evidence about rolling objects and explore the idea of fair testing. Essential Learnings Equity Cross Curriculum Perspectives and Vocational Education Key Competencies ICTs √ Futures Identity √ Interdependenc e √ Thinking √ Communication Aboriginal & Torres Strait Islander peoples’ Multicultural Gender Socio-economic Disability Rural & isolated Enterprise education Career education Work-based learning Community-based learning √ Collecting, analysing, organising information √ Communicating ideas and information √ Planning and organising activities √ Working with others in teams √ Using mathematical ideas and techniques √ Solving problems Using technology √ Digital camera √ Computer/Printe r Video camera Calculator Internet CD Player Clock Fax Scanner Email Learning Area Strand Key ideas Outcomes Science Energy Systems Children pose questions, investigate and share ideas about the different ways in which simple devices operate. [T] [C] [KC1] [KC2] [KC6] 1.4 - Poses questions and explores the ways in which different objects move. [T] [KC2] Health Personal and Social Development Children conceptualise identity through understanding the changes that occur in themselves and others through growth. [F] [Id] [KC1] 1.4 - Recognises diversity in growth patterns, can name body parts, and raises questions about new responsibilities and achievements that occur as they change and grow. [F] [Id] [KC1] Art Arts Practice Children identify a range of concepts for each arts form, explore new arts skills, and experiment with a range of traditional and emerging techniques and technologies. 1.2 - Explores skills, techniques and technologies from each arts form and engages in activities specific to each arts form to produce
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Planning an Integrated Curriculum Unit of Work
BAND: Early Years / Year 1
UNIT/TOPIC DESCRIPTION: On The Move – Students develop an understanding of how things move. They explore the push and pull forces they can use to move objects in ways such as sliding, bouncing, and spinning. Through investigations, students observe and gather evidence about rolling objects and explore the idea of fair testing.
Essential Learnings
Equity Cross Curriculum Perspectives and Vocational Education
√ Digital camera√ Computer/Printer Video camera Calculator Internet CD Player Clock Fax Scanner Email
Learning Area
Strand Key ideas Outcomes
Science Energy Systems
Children pose questions, investigate and share ideas about the different ways in which simple devices operate. [T] [C] [KC1] [KC2] [KC6]
1.4 - Poses questions and explores the ways in which different objects move. [T] [KC2]
Health Personal and Social Development
Children conceptualise identity through understanding the changes that occur in themselves and others through growth. [F] [Id] [KC1]
1.4 - Recognises diversity in growth patterns, can name body parts, and raises questions about new responsibilities and achievements that occur as they change and grow. [F] [Id] [KC1]
Art Arts Practice Children identify a range of concepts for each arts form, explore new arts skills, and experiment with a range of traditional and emerging techniques and technologies. They begin to understand how these can be used to explore ideas and generate solutions to problems within each arts form. [T] [KC6] [KC7]
1.2 - Explores skills, techniques and technologies from each arts form and engages in activities specific to each arts form to produce arts works. [T] [KC6] [KC7]
Children explore movement patterns and refine coordinated actions, developing self-awareness and skills that facilitate ongoing participation in physical activity. [Id] [KC5] [KC6]
1.1 - Demonstrates self-awareness and confidence in coordination and control of movement skills for widening involvement in physical activities in different settings. [Id] [C]
Drama Arts Practice Children spontaneously express and communicate their feelings and ideas about the past, present and future through the images and forms they create. [F] [Id] [T] [KC2] [KC6]
1.1 - Confidently uses play and imagination to create/re-create arts works within each arts form. [Id] [T] [KC6]
Design and Technology
Designing
Making
Children recognise and use different ways of thinking, planning and preparing that are helpful in achieving and presenting their designs. They learn that by designing it is possible to effect change. [F] [T] [C] [KC1] [KC2] [KC3]
Children develop confidence in their capacity to use materials and equipment to make products, processes and systems and, in so doing, reflect on how they work. [T] [KC1] [KC6] [KC7]
1.2 - Demonstrates an initial variety of design practices and recognises design as a tool for change. [F] [T] [C] [KC6]
1.4 - Acts confidently through using materials and equipment to make products, processes and systems. [T] [KC7]
English Texts and Contexts
Children recognise the range of experiences and views shared by people as they read, view and critically interpret different visual and written texts containing familiar and new content, language and text structures. [T] [KC1]
1.3 - Reads and views a range of texts containing familiar topics and language and predictable text structures and illustrations and recognises the ways that texts are constructed to represent real and imaginary experiences. [Id] [T] [KC1]
Children pose questions, investigate and share ideas about the different ways in which simple devices operate. [T] [C] [KC1] [KC2] [KC6]
Students will be able to represent their current understanding as they; Identify
and describe various voluntary and involuntary human movements
Identify and describe some body parts that enable humans to move
Introduce and play musical statues.
Introduce the idea of being still; What do we mean by ‘being still’ Have you ever had to be still? Where and when have you had to be
still?
Explain that we are going to play musical statues with a partner. Whilst one partner moveds to the music the other observes both moving and being still.
Swap over several times
Help students to become aware of involuntary movements by discussing their observations and asking questions; When the music stopped did your
partner move at all? Did you see any part of their body
move? What sorts of movements did you see?
Discuss how some body movements happen without us thinking about them. For example breathing, blinking, swallowing, coughing, and sneezing.
Introduce and play Simon says to allow students to demonstrate their understanding of body parts that can move.
Play in pairs (time permitting)
Explain that in this unit students wull investigate things that move and the ways they move.
Students record in their science book what
CD
CD player
Science book.
Students observe their partner trying to move and be still. They record this in their science books
Observation Self Assessment
1.4 - Poses questions and explores the ways in which different objects move. [T] [KC2]
Children conceptualise identity through understanding the changes that occur in themselves and others through growth. [F] [Id] [KC1]
Lesson #3
SCIENCE
Children pose questions, investigate and share ideas about the different ways in which simple devices operate. [T] [C]
Students will be able to understand how the skeletal system moves to make our bodies move
Students will be able to; Identify
and describe some things that move and the ways they move
Predict and observe things that move inside and outside the classroom
they learnt, noticed, or observed in today’ lesson.
Students are asked how they think their body was able to move whilst playing musical statues and Simon says?
Discuss the concept of the skeletal system
Give each student a copy of the skeleton cut out
Ask students to cut out and attach with split pins.
Students can experiment by moving the body parts of their skeleton.
Each student can put their skeleton into their favourite position. They can then be displayed around the classroom
Explain that students are going to observe things that move in three different places; In the classroom In the school grounds Outside the school grounds
Introduce the “Things That Move” table.
Ask students to predict things that they might see move in the classroom by closing their eyes and visualising.
Record their predictions using a red texta in the appropriate section of the table.
Give students two minutes to observe things that move inside the classroom.
Skeleton cut out
Split pins
“Things That Move” table on A3 sheet
Students are able to cut out their skeleton correctly and to identify the joints (split pins) that help us move
Students are actively involved within the task. They are able to contribute to the classroom discussion
Product Analysis: Students are able to complete the task successfully
Observation
Teacher
Teacher
1.4 - Recognises diversity in growth patterns, can name body parts, and raises questions about new responsibilities and achievements that occur as they change and grow. [F] [Id] [KC1]
1.4 - Poses questions and explores the ways in which different objects move. [T] [KC2]
Children identify a range of concepts for each arts form, explore new arts skills, and experiment with a
Students will be able to; Select a
range of pictures based on the movement or lack of movement
Arrange these pictures by grouping them
Use a green texta to record what they saw move. Compare the predictions and the observations.
Repeat prediction and observation activity for things that move in the school grounds and things that move outside the school grounds
Example:Classroom:pets, clock hands, students, displayed workOutside:Flag, trees, birds, leaves, play equipmentOutside school grounds:Cars, buses, trains, animals, people
Encourage students to describe the way things movee.g. How would you describe the way an ant/tree branch/ swing moves?Encourage words such as crawls, sways, rolls, hops, jumps, walks. Record these on a movement word wall.
Ask students to draw in their science books one thing they saw move inside, outside, and outside the school.
Students are reminded of their learning about movement and stillness.
Describe that in this lesson we will be working as a team to find pictures of movement and pictures of stillness.
Students are then divided up into two teams. One to search for and cut out movement pictures and the other to do the same for stillness.
These will then be collated into a collage with one side of the collage displaying things that move and movement and the other side showing things that are still.
Magazines
Travel brochures
Butchers paper
Students are able to work co-operatively within groups to produce a collage representing movement and still
Observation and product analysis
Teacher
1.2 - Explores skills, techniques and technologies from each arts form and engages in activities specific to each arts form to produce arts works. [T] [KC6] [KC7]
range of traditional and emerging techniques and technologies. They begin to understand how these can be used to explore ideas and generate solutions to problems within each arts form. [T] [KC6] [KC7]
Lesson #5
SCIENCE
Children pose questions, investigate and share ideas about the different ways in which simple devices operate. [T] [C] [KC1] [KC2] [KC6]
Students will be able to; Observe
and describe movements made by humans
Identify and describe some ways in which humans move
Identify some body parts involved in human movement
Explain that students are going to work with a partner to investigate how people move. Explain that one partner from each pair will move on playground equipment whilst the other student observes them. They will then swap roles.
Discuss the appropriate noise level – remember other classes will be learning in their classrooms. When the whistle blows they are to hop off the equipment and sit along the edge of the bench ready to swap over.
Form pair and go to playground
Provide students time to observe each other moving on the play equipment.
Return to classroom. Ask students to draw a picture of their partner playing on one piece of equipment.
Ask students to record a sentence about the movement that observed e.e. Sam is sliding down the monkey bars.
nil
Students are able to work effectively both with a partner and individually to observe and record movements
Observation and product analysis
Teacher
1.4 - Poses questions and explores the ways in which different objects move. [T] [KC2]
Children recognise the range of experiences and views shared by people as they read, view and critically interpret different visual and written texts containing familiar
Students will be able to; Use
movement words to create poetry and rhymes about how people move.
Students are able to; Use their
bodies to move in different ways
(this next part can be done later in the week if time runs out)
Share our observations and drawings as a class
Use students drawings to discuss how people move, How did you partner move? What body parts did they use?
Record these in a table that has headings movement and body parts used.
Students can then draw another picture of their observations this time labelling the body parts used for the movement
Read some poems about people moving.
Refer students to the word wall with movement words. Read through them a s a class.
Ask students to each write a poem with movement words in it
These will then be read to the class
Poems on movement??
whistle
Students are able to incorporate movements words into their poems and to express movement in words
Students are able to listen to instructions, and work
Presentation
observation
Self assessment
teacher
1.3 - Reads and views a range of texts containing familiar topics and language and predictable text structures and illustrations and recognises the ways that texts are constructed to represent real and imaginary experiences. [Id] [T] [KC1]
and new content, language and text structures. [T] [KC1]
Lesson #7
PE
Children explore movement patterns and refine coordinated actions, developing self-awareness and skills that facilitate ongoing participation in physical activity. [Id] [KC5] [KC6]
Lesson #8
SCIENCE
Children pose questions, investigate and share ideas about the different
Students will be able to; Observe
moving toys Predict,
identify and describe the ways in which toys move
Identify specific features of toys that move
Group toys in categories
Students are given a chance to put their studies of movement into practice.
During this lesson they will each be given a chance to lead the rest of the class in an obstacle / follow the leader game.
The students are encouraged to think about using all the different forms of muscle and movements that they have learnt about so far.
Before you go outside read through the word wall to help students think about the different kinds of movements they could do.
Also refresh the rule for going outside. If the whistle blows once it means that the leader must go to the end of the line and the next person in the new leader. If it blows twice – freeze.
Place the range of toys on the floor. Ask students to look at the toys and suggests ways they can move (e.g. the car can roll)
Select an example toy and ask the students to describe the parts they observe that allow the toy to move. E.g. the car uses wheels to roll, and springs
Group students in pairs.
Each pair will select a toy to observe. Ask the students to describe the way they toy moves (eg rolls) and to try to identify what parts help it to move (eg. Wheels).
Re-group on the floor an go around asking each pair to report back to the group. Add any new movement words to the word wall.
Explain that we will be looking at the similarities between the toys by arranging them in groups.
Range of moving toys, such as:
Bouncing:Balls
Rolling:Cars, marbles
Spinning:Yoyo, spinning top
Jumping:Jack-in-the-box
Two hoops
co-operatively in a team
Students are able to work within their pair and the class to identify and describe ways of moving toys
Observation Teacher
confidence in coordination and control of movement skills for widening involvement in physical activities in different settings. [Id] [C]
1.4 - Poses questions and explores the ways in which different objects move. [T] [KC2]
ways in which simple devices operate. [T] [C] [KC1] [KC2] [KC6]
Lesson #9
SCIENCE
Children pose questions, investigate and share ideas about the different ways in which simple devices operate. [T] [C]
Students will be able to; Identify
and describe pushing, pulling, bouncing, sliding, rolling, and spinning
Put two hoops in the middle of the room (overlapping) explain that toys that move will go on one side and toys that are pushed don’t he other. Toys they can be used doing both will go in the middle.
Go around the circle and have each pair test their toy and then put it in the appropriate place.
If time permits to the same activity but group the toys according to the parts that allow them to move or the action that makes them move.
Review the students’ observations by asking questions;
What are some ways humans can move?
What are some ways toys move? What are the parts that help them
(humans / toys) move?
Introduce the cube with the words ‘push’, ‘pull’, ‘bounce’, ‘slide’, ‘roll’, and ‘spin’. Roll the cube and ask for a volunteer to demonstrate the word displayed.
Ask the class to comment in the volunteers’ demonstration of the word. Invite students with different ideas to demonstrate how they think the word is better represented.
Discuss the need for students to have a safe amount of space around them while demonstrating the movements.
Discuss the different ways students have represented each of the words (for example pushing can be demonstrated by using the arms, legs, or the arms and legs).** for an example of actions look at page 25 of Primary Science
Chance dice cube printouts
Students will be able to use their bodies to show different forms of movement. Along with the different speeds and heights of movement
Student feedback
Teacher in informal discussion
1.4 - Poses questions and explores the ways in which different objects move. [T] [KC2]
Children pose questions, investigate and share ideas about the different
Students will be able to; With
support, investigate how the shape of an object affects its ability to roll
Students will be able to; Investigat
e the effects of rolling movements on
Introduce the cube with the adverbs. Repeat the itro as above.
After the words and adverbs have been explained, introduce the ‘chance dance’ activity. This activity requires students to move to music in the way specified by the roll of the cubes.
Play two or three rounds of the ‘chance dance’ using the first cube before introducing the adverbs into the game.
Bring the class together to discuss their experiences in this lesson.
Explain that students are going to work in teams to investigate objects that are easy to roll or hard to roll. Model rolling and easy-to-roll object and a hard-to-roll object.
Give students time to test all the objects.
After the investigation invite each team to share what they learnt about the objects that were easy to roll and hard to roll.
Discuss students’ ideas about why some objects were easy to roll while others were hard to roll “Why do you think the car rolled
easily?” “Why do you think the block did not
roll easily?”
Objects that roll Ba
ll To
y car Ca
rdboard roll
Round plastic bottle
Objects that do not roll easily Ca
rdboard box
Lunch box
book
How did it roll worksheet pg 31
A3 paper
Paint
Marbles
A3 paper box lids
Students are able to work cooperatively in teams to test how easily objects can roll. They will be able to identify why some objects roll and other do not
Students are able to work
Class discussion
Product Analysis
Peer
Teacher
1.4 - Poses questions and explores the ways in which different objects move. [T] [KC2]
1.2 - Explores skills, techniques and technologies from
ways in which simple devices operate. [T] [C] [KC1] [KC2] [KC6]
Lesson #11
ART
Children identify a range of concepts for each arts form, explore new arts skills, and experiment with a range of traditional and emerging techniques and technologies. They begin to understand how these can be used to explore
paper
Students will be able to; With
support, investigate how far things roll on different surfaces.
Students will be shown how to use a spoon to scoop a marble out of the paint tray.
They will carefully put the marble onto the paper within a cardboard box. The students will then be shown how to gently move the box around to create paint trails.
Students will also be shown a second technique to create marble paintings.
For this technique students put a few drops of paint around the page. They then add a couple of clean marbles. They then move the box around to create a rolling effect.
Explain that students’ are going to investigate how far a toy or marble rolls over two different surfaces. Introduce the two surfaces that will be used for the investigation (e.g. cardboard, bubble wrap,
Plastic spoons
Surfacese.g. ca
rdboard
carpet
paper
table
grass
Rolling toy
s
independently to create movement paintings.
Students are able to work within a group to test the effects of surface on movement. They are able to
Class discussion
Recoding findings in book
Peers and Teacher
each arts form and engages in activities specific to each arts form to produce arts works. [T] [KC6] [KC7]
1.4 - Poses questions and explores the ways in which different objects move. [T] [KC2]
ideas and generate solutions to problems within each arts form. [T] [KC6] [KC7]
Lesson #12
SCIENCE
Children pose questions, investigate and share ideas about the different ways in which simple devices operate. [T] [C] [KC1] [KC2] [KC6]
Students will be able to; Use what
they have learnt about movement to design and make their own moveable toy
carpet etc). Ask students to feel the two surfaces. Discuss the differences between the two surfaces (e.g. one is smooth and the other is bumpy).
Ask students to predict how the toy will be affected by the different surfaces and discuss the reasons for their ideas. Record predictions and reasons on the board.
Arrange two volunteers to stand at the front of the class, one in front of each surface. Provide one student with a ball and one with a square block. Ask the class if this test looks fair??
Discuss what is meant by a ‘fair test’. Ask for suggestions how the situation with the two volunteers could be made more fair. E.g. both students stand in the same place, both have the same ball/ object tto roll, both use the same force when rolling the object.
Discuss how we change only on thing at a time to make the experiment fair.
Discuss why it is important for the experiment to be fair. E.g. so we know what causes any change or difference in the distance rolled.
Show students how to roll an object and then mark where it stops using a length of streamer
Students in groups or pairs may now start to investigate the effects of surface on the rolling of an object. They are to stick the streamers into their science books as a way of recording the distance travelled on each surface.
Review what was learnt today about fair testing and different surfaces.
cars
marbles
Streamers
utilise the ideas of a ‘fair’ test during their experiment and to record their findings in their book and discuss with the class
1.2 - Demonstrates an initial variety of design practices and recognises design as a tool for change. [F]
Children recognise and use different ways of thinking, planning and preparing that are helpful in achieving and presenting their designs. They learn that by designing it is possible to effect change. [F] [T] [C] [KC1] [KC2]
Students design and then make their own shadow puppets
[T] [C] [KC6]
1.4 - Acts confidently through using materials and equipment to make products, processes and systems. [T] [KC7]
Children develop confidence in their capacity to use materials and equipment to make products, processes and systems and, in so doing, reflect on how they work. [T] [KC1] [KC6] [KC7]