Resource 1 • ‘Picture Cards’

Resource 2 • ‘Six Thinking Hats’ Role Sheet

Where are we now?

How do I feel about What are the
What do we need to do
this? advantages and
next?
Instincts and benefits of this?
intuitions

What do I know?
What new ideas are What problems could
What do I need to possible? arise?
find out? What is my What are the
How will I get this suggestion? disadvantages?
information? How can this be
changed or improved?
Resource 3 • ‘Simple Machines Entry Slip’
Resource 4 • T-Chart Poster

INTERESTING IMPROVE
Resource 5 • Rube Goldberg Design Brief

YEAR 2 • PHYSICAL SCIENCE • PUSH AND PULL

PUSH IT
RUBE GOLDBERG SIMPLE MACHINES
Hello Year 2!
Here is a challenge for you... in a world where everything is done with a click of a button, why would I
bother popping a balloon myself, when I can simply make something else pop it for me? Rube Goldberg
was a cartoonist, engineer and inventor, popular for his popular cartoons of complicated gadgets
performing simple tasks in indirect ways. A challenge was made that invited people of all ages and
places to create a simple machine, or collection of simple machines, to perform simple tasks, like
popping a balloon.
Do you think you've got what it takes to be the next Rube Goldberg?

You will design and construct a collection of simple machines, in small groups, that will work with 'push'
and 'pull' forces, to pop a balloon! Also, you will have your own role in your group, wearing one of the 'Six
Thinking Hats'. You will become masters at your job!

In your individualised scrapbooks, you will generate a series of deigns and solutions to this challenge, and
bring these ideas to your small group. You will work as a TEAM to make these designs come to life. You
will be allocated 5-minutes to present your machine and documentation/role to the rest of the class.

These machines will be made from recycled materials that you will bring in from home. However, you
are not limited to a certain number of items. Some materials may include old clothing, recycled wood
and plastics, old toys etc. Glue, tape and scissors will be used to combine these elements together. If you
require anything more, please let Miss Spencer know.

I have put some simple steps together for you to follow:

Step 1. Pose any questions you have regarding the project, in your 'Wonderwall' envelope. Answer these
as you please along the course of the project
Step 2. Ensure you understand your 'Six Thinking Hats' role. If you are unsure, confirm this with Miss
Spencer
Step 3. Begin to plan design ideas, labelling appropriate materials with arrows
Step 4: Collaborate with your group to confirm a design for the simple machines
Step 5: Create the design with the recycled products
Step 6: Test your design and adapt where needed
Step 7: Present your machines and documentation folder
We will have three lessons to plan, implement and present your design ☺

Have you devised several plans for your simple machines? What 'push' and 'pull' forces will act upon your
design? What materials will you use and why? Will your machine pop the balloon...
Appendix 1 • Anecdotal Notes
Term • Week: ______________________________________

Class: ___________________________________________

Learning Area • Curriculum Link: __________________________

Student:

Date: Notes:

Additional Support:

❏ Follow-up Session
Date:

Signature:

Student:

Date: Notes:

Additional Support:

❏ Follow-up Session
Date:

Signature:
Appendix 2 • Checklist (Diagnostic Assessment)

Year 2B • Miss Spencer 




Engage Diagnostic Checklist



Term Four, Lesson One (Date) 



LAST NAME, First Name

Comment: 

















Teacher Signature: ____________ Student Signature: _____________

✓✓ — Achieved 

✓ — Getting There 

● — Not Achieved

— Absent
 Appendix 3 • Formative Group Observation
Group 1 • Physical Science • Push and Pull



Student Name: ‘Six Thinking Hats’ Role: Date: 

Observation — What did I see happening? What did I hear this student saying? 



Interpretation — What does this tell me about the child’s skills, knowledge and development? 



Plan — Concerns or follow-up sessions




Student Name: ‘Six Thinking Hats’ Role: Date: 


Observation — What did I see happening? What did I hear this student saying? 



Interpretation — What does this tell me about the child’s skills, knowledge and development? 



Plan — Concerns or follow-up sessions




Student Name: ‘Six Thinking Hats’ Role: Date: 


Observation — What did I see happening? What did I hear this student saying? 



Interpretation — What does this tell me about the child’s skills, knowledge and development? 



Plan — Concerns or follow-up sessions




Student Name: ‘Six Thinking Hats’ Role: Date: 


Observation — What did I see happening? What did I hear this student saying? 



Interpretation — What does this tell me about the child’s skills, knowledge and development? 



Plan — Concerns or follow-up sessions




Student Name: ‘Six Thinking Hats’ Role: Date: 


Observation — What did I see happening? What did I hear this student saying? 



Interpretation — What does this tell me about the child’s skills, knowledge and development? 



Plan — Concerns or follow-up sessions




Student Name: ‘Six Thinking Hats’ Role: Date: 


Observation — What did I see happening? What did I hear this student saying? 



Interpretation — What does this tell me about the child’s skills, knowledge and development? 



Plan — Concerns or follow-up sessions



Appendix 4 • Checklist (Formative Assessment)

Year 2B • Miss Spencer 




Explain Formative Checklist



Term Four, Lesson Four (Date) 



LAST NAME, First Name

Comment: 

















Teacher Signature: ____________ Student Signature: _____________

✓✓ — Achieved 

✓ — Getting There 

● — Not Achieved

— Absent
Appendix 5 • Grading Rubric (Summative Assessment)


Task: Rube Goldberg Simple Machines

Year 2B • Miss Spencer 
 
 


 

Curriculum Links: 

Lesson Four and Five Grading Rubric 
 
 guided investigations to explore and answer questions (ACSIS038)
Participate in


Use a range
 of methods to sort information, including drawings and through discussion,
Term Four, Lesson Four and Five (Date) 
 


 compare observations with predictions (ACSIS040)


LAST NAME, First Name
A push or a pull affects how an object moves or changes shape (ACSSU033)

Features A
 B
 C
 D
 E

Excellent Achievement High Achievement Satisfactory Achievement Limited Achievement Very Low Achievement

Reviewing and Answering Student was able to review Student was able to review Student was able to review Student was able to review Did not meet the
Questions several questions they had questions they had about questions they had about questions they had about requirements of a ‘D’
about their simple machines their simple machines and their simple machines and their simple machines and standing.
and forces, and student forces, and student forces, and attempt to forces.
correctly answered all provided answers for these answer some.
questions. questions.

Simple Machines and Devised one or more simple Devised one simple Devised one simple Devised one simple Did not meet the
Design Brief Adherence machines, adhering to the machine, adhering to the machine, adhering to the machine. requirements of a ‘D’
requirements of the design requirements of the design requirements of the design standing.
brief and their ‘Six Thinking brief and their ‘Six Thinking brief.
Hats’ role. Hats’ role.

Programming and Programmed and presented Provided some Presented their findings on Had minimal programming Did not meet the
Presenting their findings on forces and programming and presented forces. and did not present their requirements of a ‘D’
its relevance to the Rube their findings on forces and findings. standing.
Goldberg simple machines. its relevance to the Rube
Goldberg simple machines.

Comment:

Teacher Signature: _____________________ Student Signature: _________________________