IPC Unit Planning 2021/2022

Unit Title: PUSH ME, PULL YOU

Learning Cycle: Milepost: Year Group:

Teachers: Personal Learning Goals: Proposed Duration: 6 Weeks

To be a Communicator, I aim to attentively focus on what is
Class Adopted Country being communicated.
Date: 4th Jan - 18th Feb 2022

C South Korea Entry Point: 5th Jan

To be a Collaborator, I aim to contribute to group work and Exit Point: 14th Feb
H Cambodia learning with various groups and teams.

I India
UN Sustainable Development Goals
S Brunei
UN SDG 13:Climate Action

Subjects Included:

1. UNIT OBJECTIVE
Every move we make is a result of a force. We can call these forces ‘pushes’ or ‘pulls’. We are constantly pushing and pulling as we move around and do
things in everyday life. There are also forces in our environment that push and pull us.

BIG QUESTION: how do forces push and pull?

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2. LEARNING GOALS
Specify the subject and learning Goals that will be covered in this unit of work.
ScienceLearning Goals
Children will:
1.01 Be able to identify ways of finding out about scientific questions in familiar contexts
1.03 Understand that science provides evidence, not proof
1.04 Be able to follow guided experiments to try to answer scientific questions
1.05 Be able to connect scientific investigations to familiar contexts
1.07 Be able to make predictions
1.08 Be able to use the senses safely to make observations
1.09 Be able to make observations and take informal measurements
1.10 Be able to compare results
1.11 Be able to compare results with predictions
1.12 Be able to describe the method and results
1.14 Know the names of the main external body parts of humans and animals
1.73 Know how pushes and pulls can move objects
1.74 Be able to create push and pulls of different strengths
1.75 Understand how air resistance can slow or hinder movement

International Learning Goals

Children will:
1.02 Be able to identify similarities and differences between the lives of children from different countries
1.07 Be able to articulate how they should be making a contribution to positive change
1.08 Be able to connect actions and consequences
1.10 Understand that they can contribute to practices that promote physically and socially healthy classrooms, schools and local spaces

Design, Technology and Innovation Learning Goals

Children will:
1.01 Know that design is driven by a purpose
1.03 Be able to generate a design
1.07 Be able to list materials and tools needed for production
1.10 Be able to compare their design and product explaining any differences

Health and Wellbeing Learning Goals

Children will:
1.04 Understand that expectations around independently caring for yourself and your things increase as we get older.
1.09 Know that the rules in different environments should be followed in order to support health and safety
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3. ASSESSMENT:
What Learning Goals will be assessed? How will these Learning Goals be assessed?

Assessment Goals

Knowledge Science learning Goal

To be recorded on Gradebook 1.73 Know how pushes and pulls can move objects

Skills Science Learning Goals

To be recorded on Gradebook 1.07 Be able to make predictions
1.11 Be able to compare results with predictions

Understanding Science Learning Goal

To be recorded on Gradebook 1.03 Understand that science provides evidence, not proof
International Learning Goal
1.10 Understand that they can contribute to practices that promote physically and socially healthy classrooms,
schools and local spaces

4. SPECIALIST INTEGRATION:

PE

Music

Mandarin

Bahasa Melayu

5. CURRICULUM CONNECTIONS
English Link
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Maths Link

ICT Links

Cambridge Science

6. LEARNING PROCESS:
Please include activities related to the development of the Subject and Personal Learning Goals, as well as International Mindedness.

Subject No of Lessons
EP, KH, Explain the Theme 3

Science 10-12

Health & Wellbeing 2

Design, Technology and 2

Innovation

International 2

Exit Point 2

Week 1
Entry Point (1 lesson) Entry Point
During the course of this unit the children will be investigating push and pull forces through a
playground activities theme.

Start the unit by playing tug-of-war games. Begin with small groups of children and then have a whole
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class tug-of-war. Add to the fun by challenging other classes to a competition or you could form mixed
teams with a spread of different ages (and, therefore, strengths). Create team names and invite other
classes in the school to cheer the teams on. You could take the opportunity to get the whole school
involved and work on this together so that your class can make observations of other groups.

Discuss tactics:

● Should smaller/bigger children go at the front or the back?

● How long should the rope be?
● Is it easier with a shorter or longer rope?

Not only will this activity provide a lively start to the project but it will demonstrate the forces the
children will be investigating in this unit.

Knowledge Harvest (1 lesson) Refer back to the tug-of-war game at the Entry Point. Discuss how this game is lost or won. At the start
of the game the teams are balanced (both are pulling with an equal force). The object of the game is to
pull the opposing team over a middle line. The team that pulls with the greater force wins the game.

Ask the children to draw a series of annotated diagrams showing how a tug-of-war game is played,
e.g. the first picture could show the start of the game with the teams facing each other on either side of
a line – this shows a balance of forces. The next picture should show the teams pulling in opposite
directions. The children should try to draw arrows and label the direction of the pulling forces. The final
picture could show the winning team pulling with greater force to pull the other team over the line.

Then, ask the children to list out what kind of activities involves push and pull? What do you would you
like to know about push and pull?
Explaining the Theme Explaining the Theme
In Science, we’ll be learning about:

● The forces of pushes and pulls

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● Changing the speed and/or direction of a moving object
● How we use our muscles to push and pull
● Air resistance
● Water as a force that can move things
● How we can use air to push and pull objects

In International, we’ll be learning about:

● Games from around the world that use pushes and pulls
● How we can help keep our seas and oceans clean

In Design, Technology and Innovation, we’ll be learning about:

● How to design a toy that uses pushes and pulls

In Health and Wellbeing we’ll be learning about:

● Staying safe in vehicles

Week 2
Subject: Science (Lesson 1)

Task No (from unit booklet) Task 1 (Knowledge Assessment)

Please include a brief description of the task.
Starter: Name any games that they can play at a water park/theme park/playground

Research: Display a big picture of a scenario and discuss with children whether the action requires push or
pull.

Recording: The children are provided with similar pictures of the action from the research activity. They then
need to sort which is push and which is pull.
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LA- Sort 6 pictures

MA- Sort 8 pictures

HA- Sort 10 pictures

Plenary: Teacher shows a picture, children discuss the force used in the picture.

Subject Learning Goals:

Personal Learning Goal (specify strand): Collaborator

International Goals/ UN SDGs (if applicable):

Assessment to Improve Learning:

To be recorded on Gradebook

Subject: Science

Task No (from unit booklet) Draw any games that use push and pull on a flipbook.
Please include a brief description of the task.

Subject Learning Goals:

Personal Learning Goal (specify strand): Thinker

International Goals/ UN SDGs (if applicable):

Assessment to Improve Learning:

To be recorded on Gradebook

Subject: Science

Task No (from unit booklet) Identify which toy uses push and pull, Cut and paste activity.
Please include a brief description of the task.
Starter: Teacher starts with reviewing the previous lesson.
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Main activity: Ch provided with a worksheet, they need to colour, cut and paste the toys to identify
whether its push, pull or both.

Plenary: Ask ch what happens if there is no force?

Subject Learning Goals: Tu sort the toys into push, pull or both force.

Personal Learning Goal (specify strand): Thinker

International Goals/ UN SDGs (if applicable):

Assessment to Improve Learning: Science learning Goal

To be recorded on Gradebook 1.73 Know how pushes and pulls can move objects

Week 3
Subject: Science (Force)

Task No (from unit booklet) Friction ramps

Please include a brief description of the task. - Children will be divided into 4 different groups to explore the friction with different surface
ramps. Record on their observation sheet.

Subject Learning Goals: To understand about frictions

Personal Learning Goal (specify strand): Collaborator

International Goals/ UN SDGs (if applicable):

Assessment to Improve Learning:

To be recorded on Gradebook

Subject: Science (Force)

Task No (from unit booklet) Use water as force

Please include a brief description of the task. - Ch will be divided into 4 groups to investigate how much water is needed to move an
object. Record their findings

Subject Learning Goals: To understand about water as a force like the ocean waves
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Personal Learning Goal (specify strand): Adaptable

International Goals/ UN SDGs (if applicable):

Assessment to Improve Learning: Science Learning Goals

To be recorded on Gradebook 1.07 Be able to make predictions

Subject: Science (Force)

Task No (from unit booklet) Use air as force

Please include a brief description of the task. - Ch will be given a straw and 3 different objects to blow. Which one can go the farther? The
heaviest or the lightest object?

Subject Learning Goals: To understand that wind can be a force too

Personal Learning Goal (specify strand): Resilient

International Goals/ UN SDGs (if applicable):

Assessment to Improve Learning: Science Learning Goals

To be recorded on Gradebook 1.11 Be able to compare results with predictions

Subject: Science (Force)

Task No (from unit booklet) Air resistance

Please include a brief description of the task. - Ch were given 3 different size of paper, they investigate air resistance by running and
holding the paper and record the time taken from point A to point B.

Subject Learning Goals: To investigate how air resistance works

Personal Learning Goal (specify strand): Resilient

International Goals/ UN SDGs (if applicable):

Assessment to Improve Learning: Science Learning Goal

To be recorded on Gradebook 1.03 Understand that science provides evidence, not proof

Week 4
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Subject: Science

Task No (from unit booklet) Force to change the shape of an object.

Please include a brief description of the task. - Ch will be given a piece of clay/plasticine, they then use the different action words to
change the shape of an object. Record their investigation.

Subject Learning Goals: To change the shape of an object using force.

Personal Learning Goal (specify strand): Adaptable

International Goals/ UN SDGs (if applicable):

Assessment to Improve Learning:

To be recorded on Gradebook

Subject: Health and Wellbeing

Task No (from unit booklet) Staying safe in a vehicle.

Please include a brief description of the task. - Ch will learn about the impacts of seatbelts in a car. They then test their understanding on

Subject Learning Goals: To understand the importance of seatbelts in a vehicle

Personal Learning Goal (specify strand): Thinker

International Goals/ UN SDGs (if applicable):

Assessment to Improve Learning:

To be recorded on Gradebook

Subject: International

Task No (from unit booklet) Explore what a trash vortex is.

Please include a brief description of the task. - Ch identify where is the pacific ocean, then create awareness about littering responsibly by
making a poster.

Subject Learning Goals: To research about the trash vortex

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Personal Learning Goal (specify strand): Empathetic

International Goals/ UN SDGs (if applicable):

Assessment to Improve Learning: International Learning Goal

To be recorded on Gradebook 1.10 Understand that they can contribute to practices that promote physically and socially healthy
classrooms, schools and local spaces

Subject: International

Task No (from unit booklet) Explore what a trash vortex is.

Please include a brief description of the task. - Ch identifies where the pacific ocean is, then creates awareness about littering responsibly
by making a poster.

Subject Learning Goals: To research about the trash vortex

Personal Learning Goal (specify strand): Collaborator

International Goals/ UN SDGs (if applicable): UN SDG 13 - Climate Action

Assessment to Improve Learning: International Learning Goal

To be recorded on Gradebook 1.10 Understand that they can contribute to practices that promote physically and socially healthy
classrooms, schools and local spaces

Week 5:
Subject: Design, Technology and Innovation.

Task No (from unit booklet) DTI

Please include a brief description of the task.
Lesson 1: Students research about all the toys.
Lesson 2: Students design their toy in a template
Lesson 3-5: Students make their toy.

Subject Learning Goals: To plan, design and make a DIY toy.

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Personal Learning Goal (specify strand): Thinker

International Goals/ UN SDGs (if applicable):

Assessment to Improve Learning:

To be recorded on Gradebook

Week 6: Exit Point (planning, practising, reflection)

Subject: Exit Point

Task No (from unit booklet) Students will be divided into 5 different groups and another group for hybrid learners. Students then
Please include a brief description of the task. share their learning with the visitors.
Station 1- Candy Launcher
Station 2- Let’s race
Station 3- Change it!
Station 4- Don’t litter poster
Station 5- Toy makers
Station 6 - Buckle up!

Subject Learning Goals: To share the knowledge of the unit learned.

Personal Learning Goal (specify strand): Communicator

International Goals/ UN SDGs (if applicable):

Assessment to Improve Learning:

To be recorded on Gradebook

7. RESOURCES
i) What people, places, materials, related literature, music, art, tech etc, is available?

Task Resources Needed Quantity

Science task Plastic straws to use wind as force 100 pcs

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Science task Magnet wand to use magnets as force 100pcs

Science task Modelling clay 50 boxes

Science task Plastic balls 100pcs

ii) How will the classroom environment, local environment, and/or the wider community be used to facilitate the unit? (trip, visitor, skype
etc)  

Classroom environment will be changed into a place for the kids to explore and investigate
forces for themselves. For example, a corner of a table and toy cars to try frictions, a
shelf with books about forces and the wall is filled with words related to force.
The outside school grounds are used to encourage the students to explore and
investigate the use of force using wind, water and also friction.

8. REFLECTION
a.To what extent did we achieve our unit objective?
Assess the outcome of the unit by providing evidence of students’ Knowledge, Skills and Understanding of the Big Question/ big idea.

Knowledge The students relate their knowledge of playing using push and pull force.
Skills The students are able to predict every scientific investigation. Their prediction will be based
on the clues given to them.
Understanding The students understand the importance of creating positive awareness in and out of the
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classroom creates a positive impact.

b.To what extent did we develop the unit objective:

Record child-initiated actions taken by individuals or groups showing their ability to reflect and take action. Refer to student learning profiles.

Personal learning Goals The students are motivated to achieve their personal learning goals when given a suitable task for
them.
International Mindedness Students think about the impact on the whole world, not only limited to local countries.

c. How will we use this information to improve future learning?

Lo’s to cover again -

International task - The pacific trash vortex needed more time, we need to explore there are other trash
islands not only in the pacific ocean.