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© R.I.C. Publications<br />
Low <strong>res</strong>olution display copy
<strong>Science</strong>: A <strong>STEM</strong> <strong>approach</strong> (<strong>Year</strong> 2)<br />
Published by R.I.C. Publications ® 2017<br />
Copyright © R.I.C. Publications ® 2017<br />
ISBN 978-1-925431-95-7<br />
RIC–6172<br />
Titles in this series:<br />
<strong>Science</strong>: A <strong>STEM</strong> <strong>approach</strong> (Foundation)<br />
<strong>Science</strong>: A <strong>STEM</strong> <strong>approach</strong> (<strong>Year</strong> 1)<br />
<strong>Science</strong>: A <strong>STEM</strong> <strong>approach</strong> (<strong>Year</strong> 2)<br />
<strong>Science</strong>: A <strong>STEM</strong> <strong>approach</strong> (<strong>Year</strong> 3)<br />
<strong>Science</strong>: A <strong>STEM</strong> <strong>approach</strong> (<strong>Year</strong> 4)<br />
<strong>Science</strong>: A <strong>STEM</strong> <strong>approach</strong> (<strong>Year</strong> 5)<br />
<strong>Science</strong>: A <strong>STEM</strong> <strong>approach</strong> (<strong>Year</strong> 6)<br />
All material identified by is material subject to copyright<br />
under the Copyright Act 1968 (Cth) and is owned by the Australian<br />
Curriculum, Assessment and Reporting Authority 2017.<br />
For all Australian Curriculum material except elaborations: This is<br />
an extract from the Australian Curriculum.<br />
Elaborations: This may be a modified extract from the Australian<br />
Curriculum and may include the work of other authors.<br />
Disclaimer: ACARA neither endorses nor verifies the accuracy of the<br />
information provided and accepts no <strong>res</strong>ponsibility for incomplete or<br />
inaccurate information.<br />
In particular, ACARA does not endorse or verify that:<br />
• The content descriptions are solely for a particular year and<br />
subject;<br />
• All the content descriptions for that year and subject have been<br />
used; and<br />
• The author’s material aligns with the Australian Curriculum content<br />
descriptions for the relevant year and subject.<br />
You can find the unaltered and most up to date version of this<br />
material at http://www.australiancurriculum.edu.au/<br />
This material is reproduced with the permission of ACARA.<br />
Copyright Notice<br />
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Introduction.............................................................. iv<br />
Unit description ...................................................iv–vi<br />
Biological sciences:<br />
Growing and changing.................................. 1– 38<br />
Overview...........................................................2–3<br />
Lesson 1............................................................4 –7<br />
Lesson 2..........................................................8 –10<br />
Lesson 3....................................................... 11 –14<br />
Lesson 4....................................................... 15 –17<br />
Lesson 5....................................................... 18 –20<br />
Lesson 6....................................................... 21 –26<br />
Assessment................................................. 27 –28<br />
<strong>STEM</strong> project............................................... 29 –38<br />
Chemical sciences:<br />
Living in a material world............................39–74<br />
Overview...................................................... 40–41<br />
Lesson 1....................................................... 42–45<br />
Lesson 2....................................................... 46 –48<br />
Lesson 3....................................................... 49 –52<br />
Lesson 4....................................................... 53–55<br />
Lesson 5....................................................... 56 –60<br />
Lesson 6....................................................... 61 –63<br />
Assessment................................................. 64–65<br />
<strong>STEM</strong> project............................................... 66–74<br />
Foreword<br />
<strong>Science</strong>: A <strong>STEM</strong> <strong>approach</strong> (Foundation to <strong>Year</strong> 6) is a series of books written with the intent to support<br />
Australian Curriculum <strong>Science</strong> while offering a way to introduce a <strong>STEM</strong> project based on the science<br />
concepts taught.<br />
All <strong>Science</strong> Understanding and <strong>Science</strong> Inquiry Skills for each unit are included, and any connecting<br />
Technologies or Mathematics curriculum concepts are also incorporated.<br />
The <strong>STEM</strong> project al<strong>low</strong>s students to apply the science knowledge and understanding, and includes<br />
any curriculum links to Technologies and Mathematics curriculum.<br />
If you would like us to feature your completed <strong>STEM</strong> projects on our website, please<br />
email a photograph, video or audio of the project to<br />
.<br />
If you would like to view completed <strong>STEM</strong> projects and get some inspiration, please<br />
go to .<br />
Contents<br />
Earth and space sciences:<br />
Our <strong>res</strong>ourceful world............................... 75 –110<br />
Overview...................................................... 76 –77<br />
Lesson 1....................................................... 78 –81<br />
Lesson 2....................................................... 82 –85<br />
Lesson 3....................................................... 86 –89<br />
Lesson 4....................................................... 90–91<br />
Lesson 5....................................................... 92 –95<br />
Lesson 6.....................................................96 –100<br />
Assessment.............................................101 –102<br />
<strong>STEM</strong> project...........................................103 –110<br />
Physical sciences:<br />
Forced to move........................................ 111–145<br />
Overview..................................................112 –113<br />
© R.I.C. Publications<br />
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Lesson 1...................................................114–117<br />
Lesson 2...................................................118 –121<br />
Lesson 3...................................................122–124<br />
Lesson 4...................................................125 –128<br />
Lesson 5...................................................129 –131<br />
Lesson 6...................................................132–136<br />
Assessment.............................................137 –138<br />
<strong>STEM</strong> project...........................................139 –145<br />
Warning: This series may contain the names and images of Aboriginal and Tor<strong>res</strong> Strait Islander people now deceased.<br />
R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-95-7 YEAR <strong>Science</strong>:<br />
2 A <strong>STEM</strong> APPROACH iii
Introduction<br />
What is <strong>STEM</strong>?<br />
In a nutshell, <strong>STEM</strong> is the integration of science,<br />
technologies, engineering and mathematics<br />
concepts using project-based and cooperative<br />
learning. Educators have been integrating learning<br />
areas since the beginning of time, so although the<br />
idea behind <strong>STEM</strong> is not new, this series hopes<br />
to make it easier for you to execute learning<br />
integration in the classroom.<br />
The Australian Government, and governments around the world, have placed a high priority on<br />
<strong>STEM</strong> skills. The future workforce will require current students to be creative and critical thinkers who<br />
can collaborate and design solutions to problems. The skills utilised in <strong>STEM</strong> have never been more<br />
valued.<br />
<strong>STEM</strong> education aims to prepare students for the roles of the future with skills such as innovation,<br />
creativity, reasoning, problem-solving, and technical science skills such as questioning, observing,<br />
systematic experimentation, and analysis and interpretation of data.<br />
Format of this book<br />
This series focuses on delivering a comprehensive and contemporary science program, culminating in<br />
a <strong>STEM</strong> project which applies the scientific knowledge acquired during the science lessons. The series<br />
incorporates the use of online <strong>res</strong>ources, digital devices and iPad® applications where appropriate, in<br />
order to enhance the use of technology in the classroom.<br />
The units<br />
The science units are organised by sub-strand—Biological sciences, Chemical sciences, Earth and<br />
space sciences and Physical sciences. At the start of each sub-strand unit, keywords, a unit overview<br />
and curriculum scope and sequence are provided, as shown be<strong>low</strong>.<br />
Each unit contains a term’s worth of work with 5–7 lessons, a summative assessment of the science<br />
knowledge with teacher notes, and a <strong>STEM</strong> project.<br />
Unit overview<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
materials<br />
change<br />
properties<br />
hard<br />
strong<br />
bendy<br />
Keywords<br />
soft<br />
smooth<br />
stretchy<br />
absorbent<br />
waterproof<br />
see-through<br />
combine<br />
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2 A <strong>STEM</strong> APPROACH 39<br />
mix<br />
uses<br />
purpose<br />
mixture<br />
recycle<br />
Unit overview<br />
40 <strong>Science</strong>: YEAR<br />
A <strong>STEM</strong> APPROACH 2<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Different materials can be combined for a particular purpose (ACSSU031)<br />
Lesson 1<br />
Students recall their prior knowledge of different materials<br />
What are materials? and their properties. Students then explore the properties<br />
What properties do of objects made from different materials and test their<br />
materials have?<br />
knowledge of materials and their properties using an<br />
interactive game.<br />
Lesson 2<br />
Students explore the school playground to find examples<br />
What materials are of how different materials have been used and take a digital<br />
found in the local photograph of each use. Students record the material each<br />
environment? What are object is made from and list the properties which make that<br />
their properties? How material useful for the object.<br />
are they used?<br />
Lesson 3<br />
Students observe images of objects that have been made<br />
What happens when by combining different materials together. Students explore<br />
materials are mixed? the work of Charles Macintosh, a chemist who created<br />
Do their properties waterproof jackets by combining rubber with fabric. They<br />
change?<br />
then apply their knowledge of combining materials to<br />
draw and label a design for a house that is suitable for an<br />
underwater environment.<br />
Lesson 4<br />
Students explore toys that are made from different<br />
What different<br />
materials and toys that are made from more than one<br />
materials are toys made material. Students discuss why each material has been<br />
from? Why?<br />
used to create a particular toy and then use this knowledge<br />
to draw and label a design of a toy that uses different<br />
materials for different parts.<br />
Lesson 5<br />
Students explore how materials are mixed together for<br />
What happens to the different purposes by examining breakfast foods that are<br />
property of materials mixtu<strong>res</strong> and non-mixtu<strong>res</strong>. Students conduct experiments<br />
when they are used to to explore different mixtu<strong>res</strong> that are commonly used while<br />
create a mixture? cooking and suggest different uses for each.<br />
Lesson 6<br />
Students explore what happens to paper after they place<br />
How does paper it in a recycling bin and how different materials are mixed<br />
recycling involve together to recycle the paper we throw away. They then<br />
mixing materials? apply this knowledge to create a papier-mâché bowl using<br />
recycled egg cartons and discuss how mixing materials<br />
together created a bowl with different properties to the<br />
original egg carton.<br />
Summative assessment Assess students’ knowledge of the materials that different<br />
objects are made from and their properties and how<br />
materials are combined or mixed together for particular<br />
purposes.<br />
<strong>STEM</strong> project<br />
Students combine materials to recreate an oil spill and<br />
Oil spill clean-up then devise a a method to remove the oil from the water<br />
and from bird feathers that have been affected by the oil.<br />
Students record a video describing the most effective<br />
method and how this could be applied to the real world.<br />
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Title page Unit overview Curriculum scope and<br />
sequence<br />
Pages<br />
42–45<br />
46–48<br />
49–52<br />
53–55<br />
56–60<br />
61–63<br />
64–65<br />
66–74<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Curriculum scope and sequence<br />
SCIENCE UNDERSTANDING<br />
Different materials can be combined for a particular purpose (ACSSU031)<br />
SCIENCE AS A HUMAN ENDEAVOUR<br />
<strong>Science</strong> involves observing, asking questions about, and describing<br />
changes in, objects and events (ACSHE034)<br />
People use science in their daily lives, including when caring for their<br />
environment and living things (ACSHE035)<br />
SCIENCE INQUIRY SKILLS<br />
Questioning and predicting<br />
Pose and <strong>res</strong>pond to questions, and make predictions about familiar<br />
objects and events (ACSIS037)<br />
Planning and conducting<br />
Participate in guided investigations to explore and answer questions<br />
(ACSIS038)<br />
Use informal measurements to collect and record observations, using<br />
digital technologies as appropriate (ACSIS039)<br />
Processing and analysing data and information<br />
Use a range of methods to sort information, including drawings and<br />
provided tables and through discussion, compare observations with<br />
predictions (ACSIS040)<br />
Evaluating<br />
Compare observations with those of others (ACSIS041)<br />
Communicating<br />
Rep<strong>res</strong>ent and communicate observations and ideas in a variety of ways<br />
(ACSIS042)<br />
Unit overview<br />
Lesson<br />
<strong>STEM</strong><br />
1 2 3 4 5 6 Assessment<br />
project<br />
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2 A <strong>STEM</strong> APPROACH 41<br />
iv<br />
<strong>Science</strong>:<br />
A <strong>STEM</strong> APPROACH<br />
YEAR<br />
2<br />
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Unit description<br />
Lessons<br />
The lessons are based on science knowledge and skills. The lessons contain a page of teacher notes,<br />
outlining the inquiry questions, science strands and any links to technologies and mathematics<br />
concepts, fol<strong>low</strong>ed by a suggested lesson plan. Any <strong>res</strong>ource sheets required for the lesson fol<strong>low</strong> on.<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
What happens when materials are combined? Why are<br />
materials combined?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Evaluating E<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students observe components in objects, ask questions<br />
about and describe properties of materials.<br />
• Students understand that science is used in daily life, such as<br />
when combining materials to construct objects.<br />
Technology/Engineering/Mathematics links:<br />
• exploring a PowerPoint p<strong>res</strong>entation as a class<br />
• exploring the characteristics and properties of materials that<br />
are used for a raincoat<br />
• drawing a design for a house and selecting suitable<br />
materials based on their properties<br />
Background information<br />
• A number of different materials may be combined to make<br />
different products. The different materials are chosen<br />
because of the properties that make them most suitable<br />
for their use. For example, a window may be constructed<br />
using glass with wooden or aluminium frames. A toy car<br />
may be made from plastic, metal and rubber—with each of<br />
these materials being used for a particular purpose. Some<br />
properties of materials are more important than others.<br />
• Composition of objects in the pictu<strong>res</strong> on page 51:<br />
Windows are a combination of metal/aluminium, wood<br />
and glass; the jacket is made from nylon or leather outer<br />
fabric and has a metal or plastic zip with fur fabric inside;<br />
the car has a metal body, glass windows and lights, rubber<br />
ty<strong>res</strong>, metal hubcaps; the cardigan is wool, with plastic<br />
buttons and cotton thread.<br />
Assessment focus:<br />
• Use the house design as<br />
a formative assessment of<br />
students’ understanding of how<br />
materials can be combined and<br />
what the purpose is.<br />
• Observe the final p<strong>res</strong>entation<br />
to gauge students’ ability to<br />
articulate their understanding.<br />
Resources<br />
• Digital copy of page 51<br />
• Charles Macintosh<br />
PowerPoint p<strong>res</strong>entation<br />
at <br />
• Alternative Charles<br />
Macintosh website <br />
• A3 card and drawing<br />
materials<br />
• Selection of fabrics and<br />
materials<br />
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2 A <strong>STEM</strong> APPROACH 49<br />
Lesson 3<br />
Lesson 3<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Lesson 3<br />
Lesson plan<br />
Combining materials images<br />
Introduction:<br />
1. Display the images from page 51 to the class. In pairs, students discuss what materials they think<br />
make up the objects shown. What materials have been used to make this window? Car? Cardigan?<br />
Jacket? Students use a mini whiteboard to list the materials. QP PA<br />
2. With their partner, students discuss the questions Why is a window not made from glass only? Why<br />
can’t a car be all metal? Why does a cardigan not have wool buttons? Why shouldn’t a jacket be all<br />
fur? QP C<br />
Development:<br />
3. Students explore the purpose for combining materials by discussing the work of Charles<br />
Macintosh, a chemist who created waterproof jackets. As a class, view the PowerPoint p<strong>res</strong>entation<br />
introducing Charles Macintosh at and read the notes to the class<br />
(you will need to register for this website before starting the lesson, but it’s free). Alternatively, use<br />
the information at . PC<br />
4. In small groups, discuss: What materials did Charles combine to make his jacket waterproof? Why<br />
did he not just use all rubber? Or all fabric? E C<br />
5. Students then apply this principle of combining materials that have different properties to draw and<br />
label a diagram of an underwater house, showing which materials they would combine together<br />
and why. They will need to consider the needs of an underwater house, what kind of properties<br />
would be useful and which materials possess those properties. Students should complete page 52<br />
first, to guide their design. PA C<br />
Differentiation<br />
• Less capable students can be grouped together and provided with extra guidance and support.<br />
• More capable students can be grouped together to challenge each other and may choose<br />
another theme for their house, such as in space, in the desert etc. They will need to explore what<br />
properties these environments require.<br />
50 <strong>Science</strong>:<br />
A <strong>STEM</strong> APPROACH<br />
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Teacher notes Lesson plan Resource sheets<br />
Assessment<br />
A teacher page is provided outlining the assessment indicators and answers for the fol<strong>low</strong>ing<br />
assessment page(s). The assessment page(s) covers the science knowledge explored in the previous<br />
lessons.<br />
Assessment<br />
Teacher notes<br />
<strong>Science</strong> knowledge<br />
Different materials can be combined for a particular purpose (ACSSU031)<br />
Indicators<br />
• Identifies objects, the materials they are made from and their properties.<br />
64 <strong>Science</strong>:<br />
A <strong>STEM</strong> APPROACH<br />
YEAR<br />
2<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
• Identifies combinations of materials that are used in objects, and what purpose they serve.<br />
• Draws and labels a diagram of an object that uses a combination of materials because of their<br />
properties.<br />
• Identifies food items that are mixtu<strong>res</strong> of materials.<br />
• Identifies and describes mixtu<strong>res</strong> used in everyday life and what purpose they serve.<br />
Answers<br />
Page 65<br />
1.–2. Teacher check<br />
3. muesli, fruit salad<br />
4. Teacher check. Answers may include mixing<br />
soap and water to have a bubble bath,<br />
mixing flour, eggs and butter to make a cake<br />
batter etc.<br />
978-1-925431-95-7 R.I.C. Publications® – www.ricpublications.com.au<br />
Teacher notes<br />
Assessment page(s)<br />
Reflection:<br />
6. Students p<strong>res</strong>ent their house design to the class and describe the materials they have chosen to<br />
use based on the properties required. C<br />
YEAR<br />
2<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
1. Complete the table by listing two objects, the material each is made<br />
from and the materials’ properties.<br />
Object Material Properties<br />
2. A window combines both glass and a wooden or aluminium frame.<br />
Draw and label another object that uses different materials because of<br />
their properties.<br />
3. Circle the food items that are mixtu<strong>res</strong>.<br />
Assessment<br />
muesli fruit salad milk eggs<br />
4. Write two other ways that you have created a mixture in everyday life<br />
and why.<br />
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2 A <strong>STEM</strong> APPROACH 65<br />
What materials have been combined to make these things?<br />
Why shouldn't a<br />
car be all metal?<br />
Why does a cardigan<br />
not have wool buttons?<br />
Why is a window not<br />
made from glass only?<br />
Why shouldn't a<br />
jacket be all fur?<br />
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2 A <strong>STEM</strong> APPROACH 51<br />
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2 A <strong>STEM</strong> APPROACH v
Unit description<br />
<strong>STEM</strong> project<br />
The <strong>STEM</strong> project provides students with the opportunity to apply what they have learned in the<br />
previous science lessons while incorporating technologies, engineering and mathematics concepts<br />
where possible. The project entails group collaboration and an extended learning period of<br />
3–4 weeks. This gives students a real-life experience of working with ‘colleagues’ to share ideas<br />
and test designed solutions. Each <strong>STEM</strong> project contains an overview listing <strong>STEM</strong> concepts and<br />
alternative project ideas, curriculum links, teacher notes and a group assessment rubric, and a project<br />
brief and checklist for students. Any <strong>res</strong>ource sheets required are also provided, as well as a selfassessment<br />
sheet.<br />
<strong>STEM</strong> project<br />
<strong>Science</strong> Understanding<br />
<strong>STEM</strong> curriculum links<br />
SCIENCE CURRICULUM<br />
• Different materials can be combined for a particular purpose (ACSSU031)<br />
<strong>Science</strong> as a Human Endeavour<br />
<strong>Science</strong> Inquiry Skills<br />
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67<br />
YEAR<br />
A <strong>STEM</strong> APPROACH<br />
<strong>Science</strong>:<br />
<strong>STEM</strong> project overview and<br />
<strong>STEM</strong> curriculum links<br />
2<br />
<strong>STEM</strong> project<br />
• <strong>Science</strong> involves observing, asking questions about, and describing changes in, objects and events (ACSHE034)<br />
• People use science in their daily lives, including when caring for their environment and living things (ACSHE035)<br />
Planning and conducting<br />
• Participate in guided investigations to explore and answer questions (ACSIS038)<br />
Processing and analysing data and information<br />
• Use a range of methods to sort information, including drawings and provided tables and through discussion, compare<br />
observations with predictions (ACSIS040)<br />
Communicating<br />
• Rep<strong>res</strong>ent and communicate observations and ideas in a variety of ways (ACSIS042)<br />
TECHNOLOGIES CURRICULUM<br />
Design and Technologies Knowledge and Understanding<br />
• Explore the characteristics and properties of materials and components that are used to produce designed solutions<br />
(ACTDEK004)<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Design and Technologies Processes and Production Skills<br />
• Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005)<br />
• Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)<br />
• Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)<br />
• Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for<br />
environment (ACTDEP008)<br />
• Sequence steps for making designed solutions and working collaboratively (ACTDEP009)<br />
Digital Technologies Knowledge and Understanding<br />
• Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)<br />
Measurement and Geometry<br />
<strong>STEM</strong> project overview<br />
Oil spill clean-up<br />
Students combine materials to recreate an oil spill and then devise a method to remove the oil<br />
from the water and from bird feathers that have been affected by the oil.<br />
Concepts overview:<br />
<strong>Science</strong><br />
• Apply knowledge of materials and their properties to remove oil from water.<br />
• Apply knowledge of mixing different materials to remove oil from feathers.<br />
• Conduct investigations to find suitable solutions.<br />
• Create a video to communicate the <strong>res</strong>ults of the oil spill clean-up attempt.<br />
• People use science in their everyday lives to understand how to use materials to clean up<br />
environmental disasters.<br />
Technology/Engineering<br />
• Plan steps collaboratively.<br />
• Explore and test the properties of materials for use in a designed solution.<br />
• Evaluate and revise the material used for absorbing oil from water or the substance used to<br />
remove oil from feathers.<br />
• Use a digital application to record a video.<br />
Mathematics<br />
• Use informal measurement to add oil, water and cocoa powder to a bowl.<br />
Alternative project ideas:<br />
• Students design and create an outdoor water trolley using recycled materials. Students select<br />
materials based on their properties to create a trolley that is waterproof and is strong enough<br />
to hold five one-litre jugs of water.<br />
• Students design and create decorated biscuits. Students measure the ingredients and mix<br />
materials together to create the biscuits, fol<strong>low</strong>ing the simple recipe at . Once cooked and cooled, students combine icing and sweets to decorate each<br />
biscuit.<br />
• Students create either their design for an underwater house from Lesson 3 or their design for a<br />
toy from Lesson 4, using the materials labelled on their designs.<br />
MATHEMATICS CURRICULUM<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
• Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform<br />
informal units (ACMMG037)<br />
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<strong>STEM</strong> project<br />
70 <strong>Science</strong>: YEAR<br />
A <strong>STEM</strong> APPROACH 2<br />
Project steps<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Investigate<br />
Learn about oil spills and test materials.<br />
As a class, watch the video about oil spills by scanning<br />
this QR code.<br />
Learn about what absorbency is and what materials have this property.<br />
Test three materials to see which is the most absorbent.<br />
Test three substances to see which mixes best with oil.<br />
Design, plan and manage<br />
Plan your oil spill and collect your clean-up materials.<br />
Plan how you will recreate an oil spill and what sort of container will<br />
be used.<br />
Collect the materials that will be used to carry out the clean-up, based<br />
on your investigations.<br />
Create<br />
Create your oil spill, then clean it up.<br />
Create the oil spill by pouring water into your chosen container, then<br />
adding vegetable oil and cocoa powder.<br />
Dip the feather in the mixture to soak up the oil, then remove and set<br />
aside.<br />
Absorb the oil from the water.<br />
Remove the oil from the feather.<br />
Check and make changes<br />
Check if the oil is fully removed from the water. If it isn’t, consider if<br />
there is a different material that would be more absorbent.<br />
Check that the feather is completely clean. If it isn’t, think about<br />
another substance you didn’t test that might be better at removing oil.<br />
Communicate<br />
As a group, record a video explaining how you absorbed the oil from<br />
the water and what substance you decided to add to the oily feather<br />
to clean it.<br />
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67<br />
<strong>STEM</strong> project<br />
Teacher notes<br />
<strong>STEM</strong> project:<br />
Students recreate an oil spill using a mixture of oil, cocoa powder and water. They devise a<br />
method to remove the oil from the water by testing different materials to absorb the oil, based<br />
on the properties required. Students then devise a method to remove oil from feathers by testing<br />
different materials to clean the feathers.<br />
Estimated duration: 3–4 weeks<br />
1. Introduce the project<br />
• Play a short Behind the News video to the<br />
class to introduce what an oil spill is, by<br />
clicking on the image at . Students can rewatch the<br />
video by scanning the QR code on their<br />
project brief page on page 69.<br />
• Display page 69 to the class and introduce<br />
the project brief—to remove oil from<br />
the water using an absorbent material,<br />
and remove oil from feathers using an<br />
ingredient that will mix with oil. Students<br />
will first need to recreate an oil spill by<br />
making a mixture of water, oil and cocoa<br />
powder in a plastic tub or large bowl.<br />
• Clarify any details students do not<br />
understand.<br />
2. Investigate<br />
• As a class, explore what absorption is by<br />
looking at the PowerPoint p<strong>res</strong>entation at<br />
. Note: The<br />
last 4 slides don’t need to be viewed as<br />
they relate to a specific investigation of the<br />
absorbency of paper towels.<br />
• In small groups, students brainstorm<br />
materials they think are absorbent and<br />
would like to test. Students then investigate<br />
the absorbency of three materials using the<br />
template on page 71.<br />
• Students also investigate which ingredients<br />
can be mixed with oil, using the template<br />
on page 72.<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
3. Design, plan and manage<br />
• Students plan how they will recreate an oil<br />
spill and what container will be used.<br />
• Students collect the materials and<br />
substances they will need for the oil cleanup.<br />
4. Create<br />
• Students conduct the oil-absorbing<br />
challenge and the feather-cleaning<br />
challenge, based on the <strong>res</strong>ults of their<br />
earlier investigations.<br />
5. Evaluate and refine<br />
• Students re-read the design brief to<br />
ensure they have included all the required<br />
components and have satisfied the criteria<br />
and checklist. They make changes if<br />
necessary.<br />
6. Communicate<br />
• Students record a video explaining how<br />
they absorbed the oil from the water and<br />
what substance they decided to add to the<br />
oily feather to clean it.<br />
• Share the video with the class.<br />
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Teacher notes<br />
Chemical sciences<br />
<strong>STEM</strong> project<br />
Oil absorption investigation<br />
LIVING IN A MATERIAL WORLD<br />
Student names:<br />
Hypothesis: Which materials do you think are absorbent?<br />
Circle which three you will test.<br />
Materials:<br />
Procedure:<br />
• vegetable oil<br />
1. Use the pipette to place drops of oil onto<br />
• pipette/eye-dropper each of your three materials.<br />
2. Observe and record the <strong>res</strong>ults.<br />
•<br />
•<br />
•<br />
Results:<br />
Material<br />
Conclusion: Which material is the most absorbent?<br />
Result<br />
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Student name:<br />
CRITERIA<br />
<strong>Science</strong>: YEAR<br />
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74 A <strong>STEM</strong> APPROACH<br />
<strong>STEM</strong> project<br />
Group members:<br />
Project task:<br />
Recreate an oil spill and devise a way to absorb oil using an absorbent material, and<br />
select a substance to remove oil from a feather.<br />
<strong>Science</strong> knowledge<br />
Understands that materials have properties that can be used for a purpose.<br />
Understands that substances can be mixed for a purpose; e.g. oil and detergent.<br />
<strong>Science</strong> skills<br />
Conducts an investigation into which materials are absorbent.<br />
Conducts an investigation into which substances will mix with oil and can be used as a<br />
cleaning agent.<br />
Records information and observations from the investigation using a table.<br />
Communicates science knowledge successfully using a digital video.<br />
Technology/Engineering skills<br />
Devises a suitable recreation of an oil spill.<br />
Discusses and plans how to clean up the oil spill and feather, and collects the<br />
appropriate materials needed.<br />
Evaluates and revises the material or substance to improve the oil spill clean-up.<br />
Successfully uses digital technology to film a short video.<br />
Mathematics<br />
Uses informal measurement to create a mixture.<br />
Group skills<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Project brief<br />
OIL SPILL CLEAN-UP<br />
The problem<br />
An oil spill has occurred in the ocean. Your job is to find<br />
the quickest and most effective way to remove the oil<br />
from the water and save the birds trapped in the oil slick.<br />
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2 A <strong>STEM</strong> APPROACH 69<br />
Project brief<br />
Group assessment rubric<br />
Each group member contributed equally to the project and had a clear role.<br />
Each group member collaborated and worked well together to solve problems.<br />
Each group member communicated positively and listened to others.<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
1 = Be<strong>low</strong> expectations<br />
2 = Meeting expectations<br />
3 = Above expectations<br />
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<strong>STEM</strong> project<br />
The task<br />
1. You need to make an oil spill mixture by combining water, oil and<br />
cocoa powder.<br />
2. You need to work out what material will best soak up the oil from<br />
the water. What properties do you need the material to have?<br />
3. You need to work out what ingredient will best remove the oil<br />
from the feathers. What ingredient will mix with oil?<br />
4. You will then make a video describing the best method and how<br />
this could be applied to the real world.<br />
Important things you need to do!<br />
• You must work in groups of 2–3 students.<br />
• You must make an oil spill by combining water, oil and cocoa<br />
powder.<br />
• You must dip the feathers into the oil spill and coat them well.<br />
• You must remove the oil from the water by absorbing it with a<br />
material.<br />
• You must remove the oil from the feathers by adding a substance to<br />
clean it.<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
<strong>STEM</strong> project: Oil spill clean-up<br />
I listened to the ideas of others.<br />
I gave ideas.<br />
I helped to <strong>res</strong>earch.<br />
I helped collect materials.<br />
I helped with the design plan.<br />
I helped create the design.<br />
The project was easy hard .<br />
The part of the project I liked best was<br />
because<br />
Self-assessment<br />
I could improve my work next time by<br />
Date:<br />
<strong>STEM</strong> project<br />
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I think my work on this project was excellent good fair poor .<br />
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.<br />
Project steps<br />
Resource sheets<br />
Self-assessment and<br />
Group assessment rubric<br />
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Biological sciences<br />
GROWING AND CHANGING<br />
living things<br />
animal<br />
plant<br />
mammal<br />
Keywords<br />
insect<br />
similar<br />
grow<br />
offspring<br />
change<br />
reproduce<br />
birth<br />
stage<br />
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develop<br />
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Unit overview<br />
Biological sciences<br />
GROWING AND CHANGING<br />
Living things grow, change and have offspring similar to themselves (ACSSU030)<br />
Lesson 1<br />
What is an offspring?<br />
Lesson 2<br />
How do humans grow and<br />
change from a baby to an<br />
adult?<br />
Lesson 3<br />
How do plants grow and<br />
change from a seed to a plant?<br />
Lesson 4<br />
How do offspring that look like<br />
their parents grow and change?<br />
Lesson 5<br />
How do the offspring of frogs<br />
grow and change?<br />
Lesson 6<br />
How do offspring of insects<br />
grow and change?<br />
Summative assessment<br />
<strong>STEM</strong> project<br />
Life cycle map<br />
Students observe living and non-living things, and<br />
discuss what offspring means. Students then scan QR<br />
codes to pair adult animals with their correct offspring<br />
and discuss how the animal is different or similar to its<br />
parent.<br />
Students use time-lapse videos and personal<br />
photographs to explore how humans grow and<br />
change, and how they predict they will look in the<br />
future. Using photographs, students compile a timelapse<br />
video of their own personal growth so far.<br />
Students revise the needs of a plant and explore how a<br />
plant grows from a seed by watching time-lapse videos<br />
linked to QR codes. Students then recreate a growing<br />
plant using a simple stop-motion technique.<br />
Students explore Instagram posts from a zoo and<br />
observe mammals and their offspring. Students<br />
compile a simple digital report to describe how the<br />
animals look at different stages of their life from birth<br />
to young to adult, and how the offspring are similar to<br />
their adult parents.<br />
Students predict how a frog lives two lives and explore<br />
how this relates to the stages of its life by viewing<br />
interactive websites. Students write and draw about<br />
how frog offspring grow and go through complete<br />
changes, and do not <strong>res</strong>emble the adult parents.<br />
Students explore and compare images of various<br />
insects including bees, ants, beetles, ladybugs, flies<br />
and butterflies. Students order the images according<br />
to the predictable stages that each insect goes<br />
through, from egg, to larvae, to pupa to adult, and take<br />
a digital photograph of their work.<br />
Assess students' understanding of the predictable<br />
changes in humans and animals as they grow, and that<br />
some animals have offspring that look similar to the<br />
parents while others don't.<br />
Design and create a mat for a Bee-Bot activity, based<br />
on the changes and growth of a living thing.<br />
Pages<br />
4–7<br />
8–10<br />
11–14<br />
15–17<br />
18–20<br />
21–26<br />
27–28<br />
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Biological sciences<br />
GROWING AND CHANGING<br />
Unit overview<br />
Curriculum scope and sequence<br />
Lesson<br />
1 2 3 4 5 6 Assessment<br />
SCIENCE UNDERSTANDING<br />
Living things grow, change and have offspring similar to<br />
themselves (ACSSU030)<br />
SCIENCE AS A HUMAN ENDEAVOUR<br />
<strong>Science</strong> involves observing, asking questions about, and describing<br />
changes in, objects and events (ACSHE034)<br />
People use science in their daily lives, including when caring for their<br />
environment and living things (ACSHE035)<br />
SCIENCE INQUIRY SKILLS<br />
Questioning and predicting<br />
Pose and <strong>res</strong>pond to questions, and make predictions about familiar<br />
objects and events (ACSIS037)<br />
Planning and conducting<br />
Participate in guided investigations to explore and answer<br />
questions (ACSIS038)<br />
Use informal measurements to collect and record observations, using<br />
digital technologies as appropriate (ACSIS039)<br />
Processing and analysing data and information<br />
Use a range of methods to sort information, including drawings and<br />
provided tables and through discussion, compare observations with<br />
predictions (ACSIS040)<br />
Evaluating<br />
Compare observations with those of others (ACSIS041)<br />
Communicating<br />
Rep<strong>res</strong>ent and communicate observations and ideas in a variety of<br />
ways (ACSIS042)<br />
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<strong>STEM</strong><br />
project<br />
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2 A <strong>STEM</strong> APPROACH 3
Lesson 1<br />
Biological sciences<br />
GROWING AND CHANGING<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
What is an offspring?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students describe how living things change from baby to<br />
adult.<br />
Technology/Engineering/Mathematics links:<br />
• using a QR code reader to view images<br />
• analysing displays of data to work out how it is classified<br />
Background information<br />
• Living things reproduce and grow and change. Non-living<br />
things do not.<br />
• Offspring are the young of animals and humans, the <strong>res</strong>ult<br />
of two parents. Some look similar to their parents, while<br />
others may change drastically as they grow.<br />
• Images on page 7:<br />
chicken<br />
woman/adult<br />
piglet<br />
horse<br />
baby<br />
chick<br />
foal<br />
pig<br />
Assessment focus:<br />
• The completed student work<br />
on page 7 may be used as<br />
a formative assessment or<br />
a diagnostic assessment to<br />
gauge the student’s level of<br />
understanding that adults have<br />
offspring.<br />
Resources<br />
• Digital copy of page 6<br />
• Sufficient copies of page 7<br />
for students<br />
• Computer tablets with QR<br />
code reader<br />
• Online video—Animals and<br />
their babies at <br />
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Biological sciences<br />
GROWING AND CHANGING<br />
Lesson 1<br />
Lesson plan<br />
Introduction:<br />
1. Display page 6 on a whiteboard to the class. Al<strong>low</strong> students a few minutes to observe the images<br />
in the columns and then find a partner to share what they think the columns are showing. What do<br />
the things in the first column have in common? What about the things in the second column? How<br />
are they grouped? How would you label the columns? Test their theory by sorting the three images<br />
at the bottom. Students should establish that the first column contains living things, and the second<br />
column contains non-living things. Label the columns appropriately. QP PC PA<br />
Development:<br />
2. What makes a living thing a living thing? Focus on the image on page 6 of the dog and its puppies.<br />
Do all animals have babies? Which one is the baby? Which one is the adult? Do they look the same?<br />
How are they different? QP C<br />
3. Write the word offspring on the board. What do you think this word means? Discuss with students<br />
that the babies of adult animals and humans are called offspring. Add this definition to a word wall.<br />
QP C<br />
4. In pairs, students scan the QR codes on page 7 to match the images of the offspring with the<br />
correct adult (for answers see Background information). Students discuss how the adult and its<br />
offspring are similar or different. PC PA<br />
Differentiation<br />
• Less capable students may need to be assisted to write the name of the animal and its offspring<br />
on page 7.<br />
• More capable students can write a sentence or two describing the similarities and differences<br />
between the adult and its offspring.<br />
Reflection:<br />
5. View the online video Animals and their babies at . Pause the video<br />
at each animal and ask individual students the name of the animal and its offspring. C<br />
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Lesson 1<br />
Concept attainment chart<br />
Biological sciences<br />
GROWING AND CHANGING<br />
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Biological sciences<br />
GROWING AND CHANGING<br />
Adults and babies<br />
Lesson 1<br />
Scan the QR codes. Write the name of the adult or offspring in the images<br />
and then match them correctly by drawing a line.<br />
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Lesson 2<br />
Biological sciences<br />
GROWING AND CHANGING<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
How do humans grow and change from a baby to an adult?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students act like scientists when they make observations,<br />
ask questions and describe changes in human beings at<br />
different stages of development.<br />
Technology/Engineering/Mathematics links:<br />
• using a QR code reader to view a video<br />
• using iMovie® (or similar) to create a time-lapse video<br />
• submitting a video online or via email<br />
Background information<br />
• All living things grow and their featu<strong>res</strong> change over the<br />
course of their life. Growing and changing is part of an<br />
organism’s ability to find and use available <strong>res</strong>ources,<br />
reproduce and survive.<br />
• The appearance and activity of people, animals and plants<br />
changes as they go through a complete life cycle.<br />
• The human life cycle can be divided into different stages in<br />
a number of ways. The stages include infancy, childhood,<br />
adolescence/teenager, adulthood and old age/elderly.<br />
The lengths of these stages vary across individuals,<br />
cultu<strong>res</strong> and time. Development in the stages is affected<br />
by environmental and physiological factors, as well as<br />
differing experiences.<br />
Assessment focus:<br />
• The worksheet on page 10<br />
may be used as a formative<br />
assessment to gauge student<br />
understanding that humans<br />
grow and change throughout<br />
their lives.<br />
Resources<br />
• Photographs of the teacher<br />
at different stages of life<br />
if possible (baby, child<br />
and adult). These can be<br />
scanned for viewing on the<br />
whiteboard<br />
• Photographs of each<br />
student as a baby and<br />
throughout their childhood<br />
to the p<strong>res</strong>ent day. Ensure<br />
students bring at least<br />
12 photographs from<br />
different stages of their<br />
life. Alternatively, parents<br />
may provide digital<br />
photographs instead<br />
• Sufficient copies of page 10<br />
• Computer tablet with<br />
iMovie® or similar<br />
application, and QR code<br />
reader<br />
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Biological sciences<br />
GROWING AND CHANGING<br />
Lesson 2<br />
Lesson plan<br />
Introduction:<br />
1. Guess who? Display the baby and child photographs (of the teacher) on the whiteboard and ask<br />
the students to identify the person. Display the adult photograph so the students can see the<br />
answer. What changes can you see (physically) from one photograph to the next? In what other ways<br />
do people change as they grow? What things can an adult do that a baby or child can’t do? QP<br />
Development:<br />
2. Show the baby photographs of the students one at a time, for students to guess who it is. How have<br />
they changed? How do they look the same? How do they look different? QP<br />
3. Provide each student with a copy of page 10. Students scan the QR code and watch the time-lapse<br />
video of a baby growing into a girl. Individually, students write about themselves and what they<br />
looked like or will look like at each stage. Students think about what kinds of things they were able<br />
to do at the different stages and what they are looking forward to being able to do as an adult, and<br />
include this information on their page. PC PA<br />
4. Students use the photographs that they have brought in and a computer tablet to take a digital<br />
photograph of each individual photograph. Students then use the iMovie® application (or similar)<br />
to create a movie using the digital images, similar to the time-lapse video they watched. Teachers<br />
may wish to ensure they understand how to use iMovie®, but it is relatively simple, as explained at<br />
. PA C<br />
Differentiation<br />
• Assist less capable students to complete sections of page 10 and question them to help them<br />
develop appropriate conclusions.<br />
• More capable students can complete page 10 independently and may be asked to write<br />
additional details for each stage.<br />
Reflection:<br />
5. Select students to talk about how they have grown and changed from the time when they were a<br />
baby, and what they expect to look like or be doing as an adult. They can refer to their completed<br />
worksheet and also show their time-lapse video of themselves. C<br />
6. The teacher may also wish to upload the student time-lapse videos to the school website,<br />
e-newsletter, class blog site or send it via email. Students can assist where appropriate. C<br />
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2 A <strong>STEM</strong> APPROACH 9
Lesson 2<br />
Growth and change in me<br />
Biological sciences<br />
GROWING AND CHANGING<br />
Scan the QR code to watch a video of a baby growing into a girl.<br />
Write or draw to show how you have grown and changed.<br />
When I was a baby, I …<br />
Now I am a child, I …<br />
When I am an adult, I …<br />
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Biological sciences<br />
GROWING AND CHANGING<br />
Lesson 3<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
How do plants grow and change from a seed to a plant?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Evaluating E<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students act like scientists when they make observations,<br />
ask questions and describe the growth of a plant.<br />
• Students explore how science is used in caring for plants<br />
and providing adequate sun, soil, water and air for it to<br />
grow and change to an adult plant.<br />
Technology/Engineering/Mathematics links:<br />
• participating in an interactive website activity<br />
• using a QR code reader on a computer tablet to watch a<br />
video<br />
• using the iMovie® or PowerPoint application to take<br />
photographs and create a stop-motion video<br />
Background information<br />
• The life cycle of a plant begins with a seed.<br />
Usually seeds fall to the ground. If the<br />
conditions are right, the seed will germinate<br />
(begin to grow or develop). The roots grow<br />
first to seek water and nutrients to aid<br />
growth. Then the stem emerges, pushing<br />
up to the sunlight. Finally the branches<br />
and leaves develop. The small plant is now<br />
called a seedling. The plant grows taller<br />
and the stem gets thicker. The plant now<br />
looks like its parent plant. A mature plant<br />
produces f<strong>low</strong>ers which are fertilised by<br />
bees or the wind, and produces seeds in a<br />
fruit or seed pod. The seeds are distributed<br />
by the wind or animals, or simply drop to<br />
the ground. The parent plant eventually<br />
dies, but the life cycle continues.<br />
Assessment focus:<br />
• Use page 13 as a formative<br />
assessment of the student’s<br />
understanding that plants grow<br />
and change from a seed to an<br />
adult plant with f<strong>low</strong>ers and<br />
fruit.<br />
Resources<br />
• Interactive plant sites<br />
• Fully-grown strawberry plant, blueberry<br />
plant or cherry tomato plant<br />
• Sufficient copies of page 13<br />
• QR code reader on a computer tablet<br />
• iMovie® application or similar<br />
• Tomato stop-motion video at and clay-mation<br />
video at <br />
• Videos linked to QR codes on page 13:<br />
and<br />
<br />
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Lesson 3<br />
Biological sciences<br />
GROWING AND CHANGING<br />
Lesson plan<br />
Introduction:<br />
1. Revise the needs of plants by displaying various images from the internet on the whiteboard.<br />
Students say yes or no to whether a plant needs this to survive. Images to locate include: donuts,<br />
paper, air, sunlight, orange juice, water, soil with nutrients, bed. PC C<br />
Development:<br />
2. At the front of the class, display a fully-grown strawberry plant, blueberry plant or cherry tomato<br />
plant (anything that is compact and has fruit on it). Ask students to name the parts of the plant.<br />
Where are the f<strong>low</strong>ers on the plant? Where are the seeds? Which part becomes the fruit? How does<br />
a plant begin its life? Students may wish to examine inside the fruit to see the seeds. QP<br />
3. How does a plant look as it grows? How does it change? Ask students to predict the stages of a<br />
fruiting plant and write the suggestions on the board in an order that the whole class agrees with.<br />
QP PA<br />
4. Using the QR codes on page 13, students watch time-lapse videos of plants growing and discuss<br />
with a partner what they observed. What grows first? What grows next? Students individually<br />
complete page 13, drawing and writing the stages of a plant. Suggested stages include: a seed<br />
is planted, roots grow underground, a stem and leaves grow above ground, stems and leaves get<br />
bigger, f<strong>low</strong>ers are formed and fruit is formed. PC PA C<br />
5. As a class, watch the life cycle of a tomato stop-motion video and<br />
the clay-mation video at . In pairs or small groups, students use a<br />
similar style (either draw or use plasticine) to recreate the simple stages of plant growth based on<br />
the information from Step 4. Students use an application like iMovie® or PowerPoint to create a<br />
slide show. This involves a maximum of five or six photographs or scenes to be created, so it should<br />
not be too time consuming. PA C<br />
Differentiation:<br />
• Less capable students can complete page 13, which has drawings to assist with recognising the<br />
stages of plant development.<br />
• More capable students can complete page 14, which al<strong>low</strong>s them to identify, draw and write<br />
about the stages of plant development.<br />
Reflection:<br />
6. Students play their stop-motion movie to the class and discuss any differences or similarities with<br />
the stages of development. Students also compare the development stages to their predictions. Is<br />
this what you predicted? Is anything similar to how a human grows and changes?<br />
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Biological sciences<br />
GROWING AND CHANGING<br />
Stages of a growing plant – Option 1<br />
Scan this QR code to see the first stages of a plant growing.<br />
Write about the stages you observe.<br />
Lesson 3<br />
Scan this QR code to see the final stages of a plant growing.<br />
Write about the stages you observe.<br />
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Lesson 3<br />
Stages of a growing plant – Option 2<br />
Scan this QR code to see the first stages of a plant growing.<br />
Write about the stages you observe.<br />
Biological sciences<br />
GROWING AND CHANGING<br />
Scan this QR code to see the final stages of a plant growing.<br />
Write about the stages you observe.<br />
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Biological sciences<br />
GROWING AND CHANGING<br />
Lesson 4<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
How do offspring that look like their parents grow and change?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Evaluating E<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students act like scientists when they make observations, ask<br />
questions and describe the growth of an animal.<br />
Technology/Engineering/Mathematics links:<br />
• viewing images on Instagram posts<br />
• using the internet to <strong>res</strong>earch a website<br />
• using an application on a computer tablet to compile a<br />
report<br />
• writing a plan for a digital report<br />
Background information<br />
• Some animals grow and change just as humans do.<br />
Mammals are born live and change in size, but closely<br />
<strong>res</strong>emble their parents.<br />
• Other animals, such as insects and frogs, go through a<br />
complete metamorphosis.<br />
Assessment focus:<br />
• Use page 17 or the digital<br />
report as a formative<br />
assessment of the student’s<br />
understanding that some<br />
offspring go through simple<br />
changes in their life and look<br />
similar to their parents from<br />
birth, young and adult.<br />
Resources<br />
• Cincinnati Zoo Instagram<br />
page at <br />
• Seesaw application on<br />
computer tablet. Teachers<br />
should familiarise<br />
themselves with the<br />
application at . If the<br />
application is not available<br />
on the school computer<br />
tablets then an alternative<br />
like ShowMe or PowerPoint<br />
can be used<br />
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Lesson 4<br />
Biological sciences<br />
GROWING AND CHANGING<br />
Lesson plan<br />
Introduction:<br />
1. View the Instagram post from the Cincinnati Zoo at showing their hippopotamus family. Which ones are the parents? Which one is<br />
the offspring? How are they similar or different? Are they more similar than they are different? What<br />
other animals can you think of that are similar to their parents? QP<br />
Development:<br />
2. As a class, explore other images from the zoo page at . Based on what they have observed, students choose which animals from the web<br />
page have offspring that look similar to them and write up a class list; e.g. rhinoceros, elephant,<br />
giraffe, tiger, chimpanzee, meerkat, otter, painted dog, squirrel. Note: Adult animals like the takin<br />
and flamingo are not similar to their offspring so should not be listed. PC PA<br />
3. Refer to the animals in the list as mammals. Read through a simple explanation of mammals at<br />
. Discuss that humans are also mammals so, like humans, the offspring<br />
<strong>res</strong>emble their parents. The offspring go through three simple stages of development—birth,<br />
young, adult. PC<br />
4. In pairs, students select one of the listed animals to <strong>res</strong>earch and explore how the animal looks<br />
at three different stages of its life: birth, young, adult. Students use a computer tablet to create<br />
a digital report. Students will need to find images to collate and write a description about the<br />
changes they can observe from the images, including size, colour and featu<strong>res</strong>. Suggested<br />
applications for the report include Seesaw, ShowMe and PowerPoint (see Resources). Students use<br />
page 17 to guide their enquiry and plan their digital report. PC PA C<br />
Differentiation:<br />
• Less capable students can record audio to describe the changes they see.<br />
• More capable students can write more detailed information for the different stages of the animal<br />
and <strong>res</strong>earch to find a fun fact about the animal as it becomes an adult.<br />
Reflection:<br />
5. Students show their digital report to the class and upload it online for family and friends to view.<br />
C<br />
6. Discuss any differences amongst those groups who <strong>res</strong>earched the same animal. E<br />
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Biological sciences<br />
GROWING AND CHANGING<br />
Animal investigation<br />
Choose an animal that has offspring that looks like the parents:<br />
Lesson 4<br />
Find a picture of the animal from different stages of its life:<br />
When it is born, when it is young and when it is an adult.<br />
At each of these stages, write what you notice about its:<br />
Size:<br />
Colour:<br />
Featu<strong>res</strong>:<br />
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2 A <strong>STEM</strong> APPROACH 17
Lesson 5<br />
Biological sciences<br />
GROWING AND CHANGING<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
How do the offspring of frogs grow and change?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Evaluating E<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students act like scientists when they make observations, ask<br />
questions and describe the growth of an animal.<br />
Technology/Engineering/Mathematics links:<br />
• viewing an interactive video online<br />
• entering a URL add<strong>res</strong>s correctly in order to download a file<br />
• <strong>res</strong>earching online<br />
Background information<br />
• Some animals, like the frog, undergo a series of big<br />
changes as they become adults. The offspring do not<br />
<strong>res</strong>emble the adults.<br />
• Frogs start their lives as eggs which are laid in water. The<br />
eggs then hatch into tadpoles which live underwater and<br />
have gills but no legs. They swim using their tail. Then they<br />
form back then front legs. Once they have grown all four<br />
legs they are known as froglets. They still have a tail but<br />
they breathe with lungs. Finally, the tail and gills disappear<br />
and the froglet becomes a frog. It leaves the water to live<br />
on the land.<br />
• This lesson is to highlight that some living things do not<br />
look the same as an offspring as they do as an adult. They<br />
do, however, have predictable stages of development and<br />
observable changes. It is not meant to go too in depth into<br />
life cycles as this is covered in <strong>Year</strong> 4.<br />
Assessment focus:<br />
• Use page 20 as a formative<br />
assessment of the student’s<br />
ability to identify that a frog<br />
goes through a series of<br />
predictable changes as it<br />
becomes an adult frog and<br />
looks different at each stage.<br />
• Observe student discussions<br />
in Step 5 to gauge their ability<br />
to evaluate their <strong>res</strong>ults and<br />
find information to clarify the<br />
answers.<br />
Resources<br />
• <strong>Science</strong> up close video<br />
about amphibians at<br />
<br />
• Access to computers/<br />
computer lab (the file types<br />
do not play on iPads®)<br />
• Life cycle of a frog file<br />
download at <br />
• Sufficient copies of page 20<br />
for students<br />
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Biological sciences<br />
GROWING AND CHANGING<br />
Lesson 5<br />
Lesson plan<br />
Introduction:<br />
1. View images of various amphibians. What do you think the word amphibian means? Watch the<br />
video at and pause at 0.57, to find out how amphibians start their<br />
lives in water and then live on the land. How do you think a frog lives two lives? Do you think a frog<br />
looks the same as an adult as it does when it is born? What will it need to live in water? What will it<br />
need to live on land? Do they grow and change the same way as the mammals you learnt about in<br />
the previous lesson? QP<br />
Development<br />
2. As a class, view the <strong>res</strong>t of the video at . Discuss the different stages<br />
viewed. How many stages are there? What does the frog look like? How does it change? Why does it<br />
change? PC<br />
3. In pairs, students conduct further <strong>res</strong>earch by going to the website at and reading through the information p<strong>res</strong>ented on the poster. Advise students to click<br />
on the magnifying glass to view the information close up. PC<br />
4. Students individually complete page 20 by illustrating and writing about the changes that a frog<br />
goes through. PA C<br />
5. Students find a partner and compare what they have written and drawn, and correct errors.<br />
Students may wish to view the website again to clarify any discrepancies between answers. PC<br />
PA C<br />
Differentiation<br />
• Pair less capable students with more capable students to assist with leading the <strong>res</strong>earch.<br />
Drawings may be used to explain the stages instead of sentences.<br />
• More capable students can add more detailed information to page 20 and use labelled<br />
diagrams.<br />
Reflection:<br />
6. Discuss as a class how the changes that a frog undergoes are different or similar to other animals.<br />
Do you think all animals go through the same stages of development? Does a frog offspring look<br />
the same at the start of its life as the adult frog? Can you think of any other animals that have<br />
offspring that do not look like the adult?<br />
C<br />
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2 A <strong>STEM</strong> APPROACH 19
Lesson 5<br />
Stages of a frog<br />
Biological sciences<br />
GROWING AND CHANGING<br />
Go to the website to find out more about<br />
how a frog changes. Describe how it looks at each stage.<br />
1.<br />
2.<br />
3.<br />
4.<br />
5.<br />
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Biological sciences<br />
GROWING AND CHANGING<br />
Lesson 6<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
How do offspring of insects grow and change?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Evaluating E<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students act like scientists when they make observations<br />
and describe the growth of insects.<br />
• Students explore how science is used to identify the stages<br />
that animals have in common as they grow and change.<br />
Technology/Engineering/Mathematics links:<br />
• using a digital device to take a photograph<br />
• identifying a predictable pattern in the stages of insects, and<br />
using it to sort insect images correctly<br />
Background information<br />
• Most insects completely change their size, shape and<br />
colour during a life cycle of four stages from egg, larva,<br />
pupa to adult. This is called complete metamorphosis.<br />
These insects include butterflies, moths, flies, ants, bees,<br />
beetles and ladybugs.<br />
• Some insects, such as grasshoppers and cockroaches,<br />
have three stages—egg, nymph (larva) and adult. The<br />
larva looks similar to the adult, so it is called incomplete<br />
metamorphosis.<br />
• Other insects, like silverfish and lice, have no<br />
metamorphosis. They hatch from eggs looking like<br />
miniature adults and grow larger over time.<br />
• This lesson is to highlight that some living things do not<br />
look the same as an offspring as they do as an adult. They<br />
do, however, have predictable stages of development<br />
and observable changes. It is not meant to go too in<br />
depth into life cycles as this is covered in <strong>Year</strong> 4.<br />
Assessment focus:<br />
• Use page 26 as a formative<br />
assessment of the student’s<br />
understanding that insects go<br />
through common changes and<br />
do not look the same at birth<br />
through top adulthood.<br />
• Page 26 can also be used as a<br />
summative assessment when<br />
they compare the changes of<br />
all animals and how they are<br />
different or the same.<br />
Resources<br />
• A bug’s life video clip<br />
<br />
• Strips of blank paper<br />
• Print, copy and laminate<br />
images on pages 23–25,<br />
1 per station<br />
• iPad® or digital camera<br />
• Sufficient copies of page 26<br />
for students<br />
• Short episode from<br />
Miniscule linked to QR<br />
code on page 26 <br />
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2 A <strong>STEM</strong> APPROACH 21
Lesson 6<br />
Biological sciences<br />
GROWING AND CHANGING<br />
Lesson plan<br />
Introduction:<br />
1. Show students a clip from the movie A bug’s life, depicting the caterpillar becoming a butterfly, at<br />
. What animal is this meant to be? Does it look the same when it is<br />
born as it does as an adult? QP<br />
2. In pairs, ask students to draw what they know about what a butterfly looks like from birth to<br />
becoming an adult. QP<br />
Development:<br />
3. In small groups, students rotate through six stations set up with images from pages 23–25 of<br />
the stages that bees, ants, beetles, ladybugs, fruit flies and butterflies go through from birth<br />
to becoming an adult. Do not label the stations with the insect names and do not include the<br />
numbers of each stage (this is for teacher reference). Al<strong>low</strong> students two minutes to work out which<br />
insect it is, and which order the images belong. Students write the name of the insect they believe<br />
it is on a strip of paper and place it next to the ordered images. Students take a digital photograph<br />
of the arranged images and the name of the insect. PC<br />
4. As a class, go through each insect at the stations and correctly identify them and how they look as<br />
they grow. Students can compare this to their photograph. Ask students if they observed anything<br />
about how each insect looked. How did they all look at birth? What did they look like next? How are<br />
they all similar? PA E<br />
Note: At the end, students should be able to recognise that insects go through predictable stages<br />
of egg, larvae (worm), pupae and adult, without having to name the stages. Students simply need to<br />
be aware that the characteristics of insects from birth to adulthood are predictable and the same.<br />
5. Individually, students complete page 26, detailing what they learnt about the growth and change<br />
of insects. C<br />
Differentiation:<br />
• Less capable students can draw and write simple sentences to complete page 26.<br />
• More capable students can write more detailed information for the different stages of insect<br />
development on page 26.<br />
Reflection:<br />
6. Students use a character interview format and pretend they are either an ant, butterfly, beetle, bee<br />
or fruit fly, and a partner has to ask them questions about their life, how old they are and what they<br />
look like, based on what they have learnt during the lesson.<br />
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Biological sciences<br />
GROWING AND CHANGING<br />
Insect stages of development – 1<br />
Station 1—Ladybird<br />
1 2<br />
Lesson 6<br />
3 4<br />
Station 2—Butterfly<br />
1 2<br />
3 4<br />
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Lesson 6<br />
Insect stages of development – 2<br />
Station 3—Bee<br />
1 2<br />
Biological sciences<br />
GROWING AND CHANGING<br />
3 4<br />
Station 4—Fruit fly<br />
1 2<br />
3 4<br />
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Biological sciences<br />
GROWING AND CHANGING<br />
Insect stages of development – 3<br />
Station 5—Beetle<br />
1 2<br />
Lesson 6<br />
3 4<br />
Station 6—Ant<br />
1 2<br />
3 4<br />
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2 A <strong>STEM</strong> APPROACH 25
Lesson 6<br />
Insect table<br />
Biological sciences<br />
GROWING AND CHANGING<br />
Insect<br />
What does it<br />
look like at birth?<br />
Does it look<br />
the same or<br />
different next?<br />
Does it look<br />
the same or<br />
different next?<br />
Does it look the<br />
same or different<br />
as an adult?<br />
Bee<br />
Fruit fly<br />
Ant<br />
Beetle<br />
Butterfly<br />
Ladybird<br />
Conclusions<br />
1. Does an insect look the same all through its life? yes / no<br />
2. How many different changes do insects go through?<br />
3. Do humans go through the same changes as an insect? Explain.<br />
4. Do mammals, like dogs, go though the same changes as an insect?<br />
Explain.<br />
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5. Do frogs go through similar changes as an insect? How?<br />
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When<br />
you have<br />
finished,<br />
scan this to<br />
watch a video<br />
of a caterpillar<br />
transforming.<br />
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Biological sciences<br />
GROWING AND CHANGING<br />
Assessment<br />
Teacher notes<br />
<strong>Science</strong> knowledge<br />
Living things grow, change and have offspring similar to themselves (ACSSU030)<br />
Indicators<br />
• Identifies and draws what a human looks like at different stages of growth, from birth to adulthood.<br />
• Identifies an animal that has offspring that looks the same as its parents.<br />
• Identifies, draws and describes an animal that has offspring that changes as it grows into<br />
adulthood.<br />
Answers<br />
Page 28<br />
1. Teacher check. Drawings should show a<br />
prog<strong>res</strong>sion from being a baby, to a child, to being<br />
an adult and then an elderly person.<br />
2. Teacher check. Answers include dog, cat, giraffe,<br />
chimpanzee, horse or any mammal.<br />
3. Teacher check. Pictu<strong>res</strong> could include a frog<br />
as it grows and changes, or any type of insect.<br />
Description should indicate that the animal is an<br />
egg at birth and then changes into other forms<br />
before it reaches its adult form.<br />
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2 A <strong>STEM</strong> APPROACH 27
Assessment<br />
Biological sciences<br />
GROWING AND CHANGING<br />
1. Draw how a human changes as it grows.<br />
2. Name an animal that has offspring that looks similar to the parents.<br />
3. Draw and describe an animal that looks different at birth to what it looks<br />
like as it grows into an adult.<br />
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Biological sciences<br />
GROWING AND CHANGING<br />
<strong>STEM</strong> project<br />
<strong>STEM</strong> project overview<br />
Life cycle map<br />
Design and create a mat for a Bee-Bot activity, using images/text depicting the growth of a<br />
living thing. Students then program a Bee-Bot to move along the correct pathway.<br />
(If your school does not have access to Bee-Bots, students act as a ‘Bee-Bot’ and move around<br />
the mat as directed by a fel<strong>low</strong> student.)<br />
Concepts overview:<br />
<strong>Science</strong><br />
• Apply knowledge of living things and their predictable characteristics as they grow and<br />
change.<br />
• Conduct an investigation of a chosen living thing to explore how it looks as it grows and<br />
changes.<br />
• Use drawings to show life stages of a living thing.<br />
• Communicate findings in the form of a grid mat and give instructions to guide a Bee-Bot to the<br />
correct grid squa<strong>res</strong>.<br />
Technology/Engineering<br />
• Plan a mat design collaboratively.<br />
• Create drawings and a Bee-Bot mat.<br />
• Evaluate the mat and check the life stages drawn are correct, and refine if necessary.<br />
• Program a Bee-Bot with simple step-by-step coding.<br />
Mathematics<br />
• Use ruler lengths to informally measure distances to create a grid.<br />
• Use arrays to describe the arrangement of a grid as 4 x 4, which equals a total of 16 squa<strong>res</strong>.<br />
• Use fractions to determine sixteenths by folding paper or vinyl sheets.<br />
• Create a specific pathway along a grid using quarter and half turns.<br />
• Give and receive directions in order to fol<strong>low</strong> a pathway on a grid map.<br />
Alternative project ideas:<br />
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• Students recreate the growth of a plant or animal out of Lego using a time-lapse movie and<br />
verbally explain how it changes.<br />
• Students create a digital book about themselves and how they have grown and changed using<br />
.<br />
• Create a habitat for an animal that caters for each of its stages in life as it grows and changes.<br />
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<strong>STEM</strong> project<br />
Biological sciences<br />
GROWING AND CHANGING<br />
<strong>Science</strong> Understanding<br />
<strong>STEM</strong> curriculum links<br />
SCIENCE CURRICULUM<br />
• Living things grow, change and have offspring similar to themselves (ACSSU030)<br />
<strong>Science</strong> as a Human Endeavour<br />
• <strong>Science</strong> involves observing, asking questions about, and describing changes in, objects and events (ACSHE034)<br />
<strong>Science</strong> Inquiry Skills<br />
Planning and conducting<br />
• Participate in guided investigations to explore and answer questions (ACSIS038)<br />
Processing and analysing data and information<br />
• Use a range of methods to sort information, including drawings and provided tables and through discussion, compare<br />
observations with predictions (ACSIS040)<br />
Communicating<br />
• Rep<strong>res</strong>ent and communicate observations and ideas in a variety of ways (ACSIS042)<br />
TECHNOLOGIES CURRICULUM<br />
Design and Technologies Processes and Production Skills<br />
• Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)<br />
• Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)<br />
• Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for<br />
environment (ACTDEP008)<br />
• Sequence steps for making designed solutions and working collaboratively (ACTDEP009)<br />
Digital Technologies Knowledge and Understanding<br />
• Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)<br />
Digital Technologies Processes and Production Skills<br />
• Fol<strong>low</strong>, describe and rep<strong>res</strong>ent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)<br />
• Explore how people safely use common information systems to meet information, communication and recreation needs<br />
(ACTDIP005)<br />
MATHEMATICS CURRICULUM<br />
Number and Algebra<br />
• Recognise and rep<strong>res</strong>ent multiplication as repeated addition, groups and arrays (ACMNA031)<br />
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• Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033)<br />
Measurement and Geometry<br />
• Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform<br />
informal units (ACMMG037)<br />
• Interpret simple maps of familiar locations and identify the relative positions of key featu<strong>res</strong> (ACMMG044)<br />
• Identify and describe half and quarter turns (ACMMG046)<br />
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A <strong>STEM</strong> APPROACH<br />
2
Biological sciences<br />
GROWING AND CHANGING<br />
<strong>STEM</strong> project<br />
Teacher notes<br />
<strong>STEM</strong> project:<br />
Design and create a mat for a Bee-Bot activity, which shows how a living thing grows and changes.<br />
Students can then program a Bee-Bot to move along the correct pathway. (If your school does not<br />
have access to Bee-Bots, students act as a ‘Bee-Bot’ and move around the mat as directed by a<br />
fel<strong>low</strong> student.)<br />
Estimated duration: 4 weeks<br />
1. Introduce the project<br />
• Go to and<br />
ask students what they know about Beebots<br />
or other robots. How do they move?<br />
What kind of instructions do they need?<br />
Note: The direction pad shows forward and<br />
backward using up and down arrows, and<br />
turns using left and right arrows.<br />
• Watch the video about how a Bee-Bot<br />
works at .<br />
• Display page 32 to read to the class and<br />
introduce the problem and task—to design<br />
and create a Bee-Bot mat and program a<br />
Bee-Bot to fol<strong>low</strong> the life cycle of a living<br />
thing in the correct order. Clarify what a<br />
living thing is, and any details about the<br />
task that students do not understand. Give<br />
students a copy of the project steps on<br />
page 33.<br />
2. Investigate<br />
• Students select a living thing and explore<br />
how it grows and changes throughout its life.<br />
Students use page 34 to collate information.<br />
Information from previous lessons can be<br />
applied here. If more stages are needed,<br />
students can draw up their own table.<br />
• Students explore the website individually to<br />
ensure they understand how a Bee-Bot<br />
moves and what type of instructions are<br />
required to program it.<br />
• Students explore the website to explore different<br />
mats that can be used with a Bee-Bot.<br />
Display the example on page 35.<br />
• Practise how to instruct a Bee-Bot/student<br />
to the different stages in the life of a<br />
butterfly in the correct order, using page 35.<br />
3. Design, plan and manage<br />
• Students design a mat by sketching a plan<br />
first, using page 36. The sketch should<br />
include images of stages of the living thing<br />
as it grows and some extra decorative<br />
squa<strong>res</strong> to complete the 4 x 4 configuration.<br />
Students may write details about the<br />
changes in the living thing at each stage if<br />
space al<strong>low</strong>s.<br />
4. Create<br />
• Groups create their design cooperatively<br />
and decide who will complete each<br />
component of the design.<br />
• Students measure and rule up the squa<strong>res</strong><br />
on the mat using a large sheet of cardboard<br />
or a piece of white vinyl cut to the length and<br />
width of two rulers; i.e. 60 cm x 60 cm. Divide<br />
the large squa<strong>res</strong> into sixteen equal-sized<br />
squa<strong>res</strong> in a 4 x 4 array.<br />
• Students draw and label images of different<br />
stages in the life cycle of a living thing on the<br />
squa<strong>res</strong>. Other images/text relating to the<br />
living thing such as elements of its habitat<br />
will also need to be drawn as filler squa<strong>res</strong>.<br />
Alternatively, students may repeat some of<br />
the stages so a number of different pathways<br />
can be programmed into the Bee-Bot.<br />
• Students write one way of programming the<br />
Bee-Bot so it fol<strong>low</strong>s the growth of the living<br />
thing in the correct order.<br />
5. Evaluate and refine<br />
• Students check that their mat includes all<br />
stages of how the living thing grows and<br />
changes throughout its life.<br />
• Students also check that their mat is<br />
constructed correctly and contains<br />
16 equal-sized squa<strong>res</strong> in the correct array.<br />
6. Communicate<br />
• Students display their mat, explaining<br />
how they made it and describing the life<br />
cycles of their chosen living thing. They can<br />
demonstrate the programming they worked<br />
out to navigate to the stages of the life<br />
cycle. Once they know the life cycle, other<br />
students should be given opportunities to<br />
test the Bee-Bot mats of other students.<br />
Discuss the directions in terms of turns and<br />
position, as well as simple digital code.<br />
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<strong>STEM</strong> project<br />
Biological sciences<br />
GROWING AND CHANGING<br />
• You must work in a group of<br />
three.<br />
• You must rule squa<strong>res</strong> on a<br />
Bee-Bot mat. You need to<br />
include 16 squa<strong>res</strong> in a<br />
4 x 4 array. First you need to<br />
fold the mat into half, then<br />
quarters, then eights, then<br />
sixteenths.<br />
• You must make drawings<br />
and write labels (and other<br />
details if room) of all the<br />
different stages in the life of<br />
a living thing you have<br />
learnt about—a plant,<br />
mammal, human,<br />
frog or insect.<br />
Project brief<br />
LIFE CYCLE MAP<br />
The problem<br />
You need a new Bee-Bot mat to teach other classes about living<br />
things.<br />
The task<br />
You have to choose a living thing, find out and record information<br />
about what a living thing looks like as it grows, and use the<br />
information to create a Bee-Bot mat.<br />
Important things you need to do!<br />
• You must use the materials<br />
provided (cardboard or vinyl<br />
square, coloured permanent<br />
markers, short ruler, long ruler,<br />
Bee-Bot).<br />
• You must write a program for<br />
the Bee-Bot that moves it to<br />
the correct squa<strong>res</strong> on the<br />
mat, fol<strong>low</strong>ing the life stages<br />
in the correct order.<br />
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Biological sciences<br />
GROWING AND CHANGING<br />
<strong>STEM</strong> project<br />
Project steps<br />
Investigate<br />
Learn about your living thing and investigate Bee-Bots and programming.<br />
Research what your selected living thing looks like from birth to<br />
adult, or from a seed to f<strong>low</strong>ering plant.<br />
Explore how a Bee-Bot moves and what sort of programming it needs<br />
by looking at the website .<br />
Explore what sort of mats are used for the paths of the Bee-Bot by<br />
looking at the website .<br />
Design, plan and manage<br />
Plan your mat drawings and positions.<br />
Decide on the drawings and labels you will need to include and make<br />
a plan of where they will be placed on the mat.<br />
Decide what other pictu<strong>res</strong>, decorations or writing you will include to<br />
fill the empty squa<strong>res</strong>. One square needs to say ‘START HERE’.<br />
Create<br />
Create your Bee-Bot mat.<br />
Cut a large square that is the length and width of<br />
two rulers (60 cm). This will be your map.<br />
Fold the mat in half, then quarters, then eights, then<br />
sixteenths to create 16 squa<strong>res</strong> for your mat. Then<br />
you can use a marker and long ruler to rule the lines<br />
on the fold marks.<br />
Write an answer sheet that shows a program for a<br />
Bee-Bot to move on the correct path.<br />
Check and make changes<br />
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Check to see if your design includes the correct life stages of your chosen<br />
living thing, and that your instructions are correct. If not, change it.<br />
Communicate<br />
Share your mat with the class, explaining your chosen living thing and<br />
how it changes as it grows.<br />
Program (or ask another student to program) the Bee-Bot to fol<strong>low</strong> the<br />
pathway to find out about the life cycle of a living thing.<br />
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2 A <strong>STEM</strong> APPROACH 33
<strong>STEM</strong> project<br />
The life of a<br />
Investigation<br />
Biological sciences<br />
GROWING AND CHANGING<br />
Stage 1<br />
Stage 2<br />
Stage 3<br />
Stage 4<br />
Stage 5<br />
Stage 6<br />
Stage 7<br />
Picture<br />
Description<br />
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Biological sciences<br />
GROWING AND CHANGING<br />
<strong>STEM</strong> project<br />
Sample Bee-Bot mat (reduced in size)<br />
The life of a butterfly<br />
Pupa/chrysalis<br />
Caterpillar<br />
Eggs<br />
Adult butterfly<br />
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2 A <strong>STEM</strong> APPROACH 35
<strong>STEM</strong> project<br />
Biological sciences<br />
GROWING AND CHANGING<br />
Blank Bee-Bot mat (reduced in size) for student design plan<br />
The life of a<br />
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Biological sciences<br />
GROWING AND CHANGING<br />
Student name:<br />
Self-assessment<br />
Date:<br />
<strong>STEM</strong> project<br />
<strong>STEM</strong> project: Life cycle map<br />
I listened to the ideas of others.<br />
I gave ideas.<br />
I helped to <strong>res</strong>earch.<br />
I helped collect materials.<br />
I helped with the design plan.<br />
I helped create the design.<br />
The project was easy hard .<br />
The part of the project I liked best was<br />
because<br />
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I could improve my work next time by<br />
.<br />
.<br />
I think my work on this project was excellent good fair poor .<br />
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2 A <strong>STEM</strong> APPROACH 37
<strong>STEM</strong> project<br />
Group assessment rubric<br />
Biological sciences<br />
GROWING AND CHANGING<br />
Group members:<br />
CRITERIA<br />
Project task:<br />
Create a Bee-Bot mat, showing the stages of a living thing as it grows and changes.<br />
<strong>Science</strong> knowledge<br />
Understands that living things grown and change, and go through predictable stages<br />
in their life.<br />
Understands that living things have offspring; some are similar to their parents and<br />
others are not.<br />
<strong>Science</strong> skills<br />
Conducts some <strong>res</strong>earch or investigation to understand the predictable stages that a<br />
living thing goes through as it grows.<br />
Organises information effectively using a table.<br />
Communicates science knowledge successfully by drawing and labelling stages<br />
appropriate for a Bee-Bot mat.<br />
Technology/Engineering skills<br />
Sketches a design of a Bee-Bot mat.<br />
Builds an appropriate mat based on the design.<br />
Evaluates and revises the mat or images of the living thing to achieve a better <strong>res</strong>ult.<br />
Plans a program for a Bee-Bot to correctly fol<strong>low</strong> the pathway of the growth of a living<br />
thing.<br />
Successfully programs a Bee-Bot (or instructs a student to move along the mat).<br />
Mathematics<br />
Accurately measu<strong>res</strong> materials required for construction of a Bee-Bot mat, using two<br />
ruler lengths as an informal measure.<br />
Is able to fold a large square into sixteenths and recognise common fractions used in<br />
the process: 1 2 , 1 4 , 1 8 , 1<br />
16 .<br />
Understands the creation of a grid using a 4 x 4 array.<br />
Accurately gives/receives directions to arrive at a specific place on a grid mat.<br />
Group skills<br />
Each group member contributed equally to the project and had a clear role.<br />
Each group member collaborated and worked well together to solve problems.<br />
Each group member communicated positively and listened to others.<br />
1 = Be<strong>low</strong> expectations<br />
2 = Meeting expectations<br />
3 = Above expectations<br />
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Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
materials<br />
change<br />
properties<br />
hard<br />
strong<br />
Keywords<br />
soft<br />
combine<br />
smooth<br />
mix<br />
stretchy<br />
uses<br />
absorbent<br />
purpose<br />
waterproof<br />
mixture<br />
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bendy<br />
see-through<br />
recycle<br />
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2 A <strong>STEM</strong> APPROACH 39
Unit overview<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Different materials can be combined for a particular purpose (ACSSU031)<br />
Lesson 1<br />
What are materials?<br />
What properties do<br />
materials have?<br />
Lesson 2<br />
What materials are<br />
found in the local<br />
environment? What are<br />
their properties? How<br />
are they used?<br />
Lesson 3<br />
What happens when<br />
materials are mixed?<br />
Do their properties<br />
change?<br />
Lesson 4<br />
What different<br />
materials are toys made<br />
from? Why?<br />
Lesson 5<br />
What happens to the<br />
property of materials<br />
when they are used to<br />
create a mixture?<br />
Lesson 6<br />
How does paper<br />
recycling involve<br />
mixing materials?<br />
Summative assessment<br />
Students recall their prior knowledge of different materials<br />
and their properties. Students then explore the properties<br />
of objects made from different materials and test their<br />
knowledge of materials and their properties using an<br />
interactive game.<br />
Students explore the school playground to find examples<br />
of how different materials have been used and take a digital<br />
photograph of each use. Students record the material each<br />
object is made from and list the properties which make that<br />
material useful for the object.<br />
Students observe images of objects that have been made<br />
by combining different materials together. Students explore<br />
the work of Charles Macintosh, a chemist who created<br />
waterproof jackets by combining rubber with fabric. They<br />
then apply their knowledge of combining materials to<br />
draw and label a design for a house that is suitable for an<br />
underwater environment.<br />
Students explore toys that are made from different<br />
materials and toys that are made from more than one<br />
material. Students discuss why each material has been<br />
used to create a particular toy and then use this knowledge<br />
to draw and label a design of a toy that uses different<br />
materials for different parts.<br />
Students explore how materials are mixed together for<br />
different purposes by examining breakfast foods that are<br />
mixtu<strong>res</strong> and non-mixtu<strong>res</strong>. Students conduct experiments<br />
to explore different mixtu<strong>res</strong> that are commonly used while<br />
cooking and suggest different uses for each.<br />
Students explore what happens to paper after they place<br />
it in a recycling bin and how different materials are mixed<br />
together to recycle the paper we throw away. They then<br />
apply this knowledge to create a papier-mâché bowl using<br />
recycled egg cartons and discuss how mixing materials<br />
together created a bowl with different properties to the<br />
original egg carton.<br />
Assess students’ knowledge of the materials that different<br />
objects are made from and their properties and how<br />
materials are combined or mixed together for particular<br />
purposes.<br />
Pages<br />
42–45<br />
46–48<br />
49–52<br />
53–55<br />
56–60<br />
61–63<br />
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<strong>STEM</strong> project<br />
Oil spill clean-up<br />
Students combine materials to recreate an oil spill and<br />
then devise a a method to remove the oil from the water<br />
and from bird feathers that have been affected by the oil.<br />
Students record a video describing the most effective<br />
method and how this could be applied to the real world.<br />
64–65<br />
66–74<br />
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Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Unit overview<br />
Curriculum scope and sequence<br />
SCIENCE UNDERSTANDING<br />
Different materials can be combined for a particular purpose (ACSSU031)<br />
SCIENCE AS A HUMAN ENDEAVOUR<br />
<strong>Science</strong> involves observing, asking questions about, and describing<br />
changes in, objects and events (ACSHE034)<br />
People use science in their daily lives, including when caring for their<br />
environment and living things (ACSHE035)<br />
SCIENCE INQUIRY SKILLS<br />
Questioning and predicting<br />
Pose and <strong>res</strong>pond to questions, and make predictions about familiar<br />
objects and events (ACSIS037)<br />
Planning and conducting<br />
Participate in guided investigations to explore and answer questions<br />
(ACSIS038)<br />
Use informal measurements to collect and record observations, using<br />
digital technologies as appropriate (ACSIS039)<br />
Processing and analysing data and information<br />
Use a range of methods to sort information, including drawings and<br />
provided tables and through discussion, compare observations with<br />
predictions (ACSIS040)<br />
Evaluating<br />
Compare observations with those of others (ACSIS041)<br />
Communicating<br />
Rep<strong>res</strong>ent and communicate observations and ideas in a variety of ways<br />
(ACSIS042)<br />
Lesson<br />
1 2 3 4 5 6 Assessment<br />
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2 A <strong>STEM</strong> APPROACH 41
Lesson 1<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
What are materials? What properties do materials have?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Evaluating E<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students observe objects, ask questions about and describe<br />
properties of materials.<br />
• Students understand that science is used in daily life, such as<br />
when appropriate materials are used for objects.<br />
Technology/Engineering/Mathematics links:<br />
• classifying materials by properties<br />
• engaging in an interactive website<br />
Background information<br />
• A material is any substance with specific properties that<br />
goes into the makeup of a physical object. Objects can be<br />
made of one or more materials, such as paper, wood, glass<br />
or metal.<br />
• Materials can be used as they occur naturally (natural<br />
materials), or can be created by people (processed<br />
materials); for example, oil is used to make plastic and<br />
sand is heated to make glass.<br />
• Materials have properties—basic or essential attributes that<br />
can distinguish them from other materials and which can<br />
be detected using the senses. The property of a material is<br />
a description of its characteristics.<br />
• Some common properties include hardness (<strong>res</strong>istance<br />
to scratching and p<strong>res</strong>sure), strength (the amount of<br />
force needed to break the material by pushing or pulling<br />
down), toughness (<strong>res</strong>istance to breaking by cracking),<br />
elasticity (ability to return to its original shape when a<br />
force is removed), absorbency (ability to soak up a liquid),<br />
waterproofness (<strong>res</strong>istance to liquids), and transparency<br />
(ability to be seen through).<br />
Assessment focus:<br />
• Use page 44 as a diagnostic<br />
assessment to gauge the level<br />
of prior knowledge about<br />
materials.<br />
• The completed student<br />
worksheet on page 45 may<br />
be used as a formative<br />
assessment activity. Note<br />
any observations from the<br />
discussion at Step 6 about<br />
what students know about<br />
materials and how they can<br />
be changed.<br />
Resources<br />
• A variety of objects from<br />
home and/or school—glass;<br />
clear, plastic food wrap;<br />
jug of water; wooden ruler;<br />
plastic ruler/cup/mug; lump<br />
of playdough; saucepan;<br />
copper wire; sheet or<br />
paper/book; rubber band;<br />
hair ribbon; brick/length<br />
of wood/wooden building<br />
block; baking paper; paper<br />
towel; rubber balloon<br />
(deflated); fabric, such as<br />
cotton, used for making<br />
d<strong>res</strong>ses and such<br />
• Video—Properties of<br />
materials at <br />
• Copy of page 44 for each<br />
group of students<br />
• Sufficient copies of page 45<br />
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YEAR<br />
2<br />
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Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Lesson 1<br />
Lesson plan<br />
Introduction:<br />
1. Display a selection of objects at the front of the classroom for students to discuss (see Resources).<br />
What are materials? What materials are these objects made from? How would you describe them?<br />
What are properties of materials? In small groups, students spend five minutes, using<br />
page 44 to list as much as they know about materials. QP PA<br />
Development:<br />
2. What properties do materials have? As a class, watch the video Properties of materials at . Discuss what objects are made from the materials mentioned in the video;<br />
i.e. glass, water, kitchen film, wool, sandpaper, steel, rubber, nylon. Discuss the properties of these<br />
and of a towel vs sandpaper. PC<br />
3. Set up eight stations with one object made from a different material at each station, for small<br />
groups to rotate around. Each station will also require a cup of water with a dropper in it so<br />
students can test the properties of being waterproof or absorbent. Provide students with a copy of<br />
page 45 to complete individually. PC PA<br />
Differentiation<br />
• Less capable students can simply place a tick or cross on the observation sheet.<br />
• More capable students can be encouraged to write additional descriptive words, rather than just<br />
placing a tick or cross.<br />
4. As a class, discuss what materials students observed and which would be best to build a raft or<br />
boat. Which materials float? Which materials could be used for a sail? What properties does a sail<br />
need to have? What could you make a mast from? Why? PC PA<br />
Reflection:<br />
5. As a class, discuss the materials and properties of the objects from each station and compare<br />
<strong>res</strong>ponses. E C<br />
6. Compare observations with their initial thoughts from the beginning of the lesson. Students can<br />
add anything they may have learnt to the page. Why do we need different materials? What other<br />
things can be made from the materials you observed? PA C<br />
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2 A <strong>STEM</strong> APPROACH 43
Lesson 1<br />
Topic wheel<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
What I know about materials<br />
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Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Lesson 1<br />
Object Material<br />
Properties of materials<br />
Touch and observe the objects. Use the water dropper to test whether each object is waterproof or<br />
absorbent.<br />
Properties of the material ✔ or ✘<br />
strong waterproof stretchy bendy absorbent see-through soft smooth<br />
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2 A <strong>STEM</strong> APPROACH 45
Lesson 2<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
What materials are found in the local environment? What are<br />
their properties? How are they used?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Evaluating E<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students observe objects, ask questions about and<br />
describe properties of materials.<br />
• Students understand that science is used in daily life, such<br />
as when appropriate materials are used for objects.<br />
Technology/Engineering/Mathematics links:<br />
• using digital devices to photograph an object<br />
• using a digital application like PowerPoint or ShowMe to<br />
add written observations to a digital photograph<br />
• interpreting simple tally <strong>res</strong>ults about the frequency that a<br />
type of material is found in an outdoor playground<br />
Background information<br />
• Materials have properties—basic or essential attributes that<br />
can distinguish them from other materials and which can<br />
be detected using the senses. The property of a material is<br />
a description of its characteristics (adjectives that tell about<br />
the material).<br />
• Some common properties include hardness (<strong>res</strong>istance<br />
to scratching and p<strong>res</strong>sure), strength (the amount of<br />
force needed to break the material by pushing or pulling<br />
down), toughness (<strong>res</strong>istance to breaking by cracking),<br />
elasticity (ability to return its original shape when a force<br />
is removed), absorbency (ability to soak up a liquid),<br />
waterproofness (<strong>res</strong>istance to liquids), and transparency<br />
(ability to be seen through).<br />
• Outdoor materials are often more durable and <strong>res</strong>istant to<br />
weather. Students are more likely to observe hard plastic,<br />
wood, bricks, metal, sand, grass, plastic netting for sports<br />
equipment, rubber etc.<br />
Assessment focus:<br />
• The completed worksheet<br />
on page 48 or the digital<br />
p<strong>res</strong>entation may be used as a<br />
formative assessment activity.<br />
• Observe discussions in<br />
Step 5 to gauge the student’s<br />
ability to evaluate and<br />
communicate findings.<br />
Resources<br />
• What if rain boots were<br />
made of paper? by Kevin<br />
Beals and P David Peterson<br />
at <br />
• Sufficient copies of page 48<br />
(optional)<br />
• Computer tablet to take<br />
digital photographs<br />
• Digital application such as<br />
PowerPoint or ShowMe<br />
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Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Lesson 2<br />
Lesson plan<br />
Introduction:<br />
1. As a class, read a few pages from the story What if rain boots were made of paper? at . Discuss the final sentence. Should everything be made of metal? Why? What<br />
things shouldn’t be? QP<br />
Development:<br />
2. Ask students to think about their school playground. What objects will you find in the playground?<br />
What kind of materials do you think they are made from? Will anything be made from paper? Metal?<br />
Rubber? QP<br />
3. In pairs, students conduct a playground search to find different materials and their uses. Students<br />
identify four objects made from different materials and take a digital photograph. Students then<br />
complete page 48 with their observations. Alternatively, display page 51 to the class as a guide.<br />
Students then use a digital application like PowerPoint or ShowMe to add written details to the<br />
image taken. Suggested objects they may find in the playground include a slide, a sandpit,<br />
benches, monkey bars, a grass area, soccer nets, a basketball court, cricket pitch, brick pathways<br />
and so on. PC PA C<br />
4. Pairs of students find another pair to show their digital p<strong>res</strong>entation to and compare observations<br />
of which different materials are used in the playground. Pairs can continue to share with other pairs<br />
as time al<strong>low</strong>s. E C<br />
Differentiation<br />
• Less capable students can draw and label to record information about four objects. Alternatively,<br />
they may be asked to complete information about two objects only.<br />
• More capable students can complete their worksheet independently. They could also write<br />
additional objects made from the same material, or find more than four examples of objects.<br />
Reflection:<br />
5. Conduct a class tally showing which type of material was observed most often. Ask students to<br />
raise their hand if they observed something plastic, metal, wood, fabric, paper or something else,<br />
and record <strong>res</strong>ults. In pairs, students discuss why a certain material was found more often in the<br />
playground, and compare to predictions from Step 2. What properties of the material make it<br />
suitable for an outdoor playground? Would you expect to see an outdoor object made of paper?<br />
Why? PA E C<br />
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2 A <strong>STEM</strong> APPROACH 47
Lesson 2<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
School playground materials observation<br />
Object 1 Object 2<br />
What material is it made from? What material is it made from?<br />
What properties make the<br />
material a good choice for<br />
making this object?<br />
What properties make the<br />
material a good choice for<br />
making this object?<br />
Object 3 Object 4<br />
What material is it made from?<br />
What properties make the<br />
material a good choice for<br />
making this object?<br />
What material is it made from?<br />
What properties make the<br />
material a good choice for<br />
making this object?<br />
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Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Lesson 3<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
What happens when materials are combined? Why are<br />
materials combined?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Evaluating E<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students observe components in objects, ask questions<br />
about and describe properties of materials.<br />
• Students understand that science is used in daily life, such as<br />
when combining materials to construct objects.<br />
Technology/Engineering/Mathematics links:<br />
• exploring a PowerPoint p<strong>res</strong>entation as a class<br />
• exploring the characteristics and properties of materials that<br />
are used for a raincoat<br />
• drawing a design for a house and selecting suitable<br />
materials based on their properties<br />
Background information<br />
• A number of different materials may be combined to make<br />
different products. The different materials are chosen<br />
because of the properties that make them most suitable<br />
for their use. For example, a window may be constructed<br />
using glass with wooden or aluminium frames. A toy car<br />
may be made from plastic, metal and rubber—with each of<br />
these materials being used for a particular purpose. Some<br />
properties of materials are more important than others.<br />
• Composition of objects in the pictu<strong>res</strong> on page 51:<br />
Windows are a combination of metal/aluminium, wood<br />
and glass; the jacket is made from nylon or leather outer<br />
fabric and has a metal or plastic zip with fur fabric inside;<br />
the car has a metal body, glass windows and lights, rubber<br />
ty<strong>res</strong>, metal hubcaps; the cardigan is wool, with plastic<br />
buttons and cotton thread.<br />
Assessment focus:<br />
• Use the house design as<br />
a formative assessment of<br />
students’ understanding of how<br />
materials can be combined and<br />
what the purpose is.<br />
• Observe the final p<strong>res</strong>entation<br />
to gauge students’ ability to<br />
articulate their understanding.<br />
Resources<br />
• Digital copy of page 51<br />
• Video—The story of Charles<br />
Mackintosh – he invented<br />
rainwear! at <br />
• Alternative Charles<br />
Macintosh website <br />
• A3 card and drawing<br />
materials<br />
• Selection of fabrics and<br />
materials<br />
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2 A <strong>STEM</strong> APPROACH 49
Lesson 3<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Lesson plan<br />
Introduction:<br />
1. Display the images from page 51 to the class. In pairs, students discuss what materials they think<br />
make up the objects shown. What materials have been used to make this window? Car? Cardigan?<br />
Jacket? Students use a mini whiteboard to list the materials. QP PA<br />
2. With their partner, students discuss the questions Why is a window not made from glass only? Why<br />
can’t a car be all metal? Why does a cardigan not have wool buttons? Why shouldn’t a jacket be all<br />
fur? QP C<br />
Development:<br />
3. Students explore one purpose for combining materials by viewing the work of Charles Mackintosh,<br />
a chemist who created waterproof jackets. Watch the video The story of Charles Mackintosh – he<br />
invented rainwear! at . PC<br />
4. In small groups, discuss: What materials did Charles combine to make his jacket waterproof? Why<br />
did he not just use all rubber? Or all fabric? E C<br />
5. Students then apply this principle of combining materials that have different properties to draw and<br />
label a diagram of an underwater house, showing which materials they would combine together<br />
and why. They will need to consider the needs of an underwater house, what kind of properties<br />
would be useful and which materials possess those properties. Students should complete page 52<br />
first, to guide their design. PA C<br />
Differentiation<br />
• Less capable students can be grouped together and provided with extra guidance and support.<br />
• More capable students can be grouped together to challenge each other and may choose<br />
another theme for their house, such as in space, in the desert etc. They will need to explore what<br />
properties these environments require.<br />
Reflection:<br />
6. Students p<strong>res</strong>ent their house design to the class and describe the materials they have chosen to<br />
use based on the properties required. C<br />
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Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Combining materials images<br />
Lesson 3<br />
What materials have been combined to make these things?<br />
Why shouldn't a<br />
car be all metal?<br />
Why does a cardigan<br />
not have wool buttons?<br />
Why is a window not<br />
made from glass only?<br />
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Why shouldn't a<br />
jacket be all fur?<br />
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Lesson 3<br />
Waterproof house<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Design a house for an underwater environment that is waterproof and<br />
strong.<br />
Part of house<br />
Materials that will be used<br />
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Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Lesson 4<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
What different materials are toys made from? Why?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Evaluating E<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students observe combinations of materials, ask questions<br />
about and describe properties of the combinations.<br />
• Students understand that science is used in daily life such<br />
as when combining materials to construct objects.<br />
Technology/Engineering/Mathematics links:<br />
• participating in an online interactive game<br />
• exploring the characteristics and properties of materials<br />
that are used for toys<br />
• drawing a design for a toy and selecting suitable materials<br />
based on their properties<br />
• using a digital recording device to explain a toy design<br />
and materials<br />
Background information<br />
• A number of different materials may be combined to make<br />
different products. The different materials are chosen<br />
because of the properties that make them most suitable<br />
for their use. For example, a window may be constructed<br />
using glass with wooden or aluminium frames. A toy car<br />
may be made from plastic, metal and rubber—with each of<br />
these materials being used for a particular purpose. Some<br />
properties of materials are more important than others.<br />
Assessment focus:<br />
• Use the student’s completed<br />
video or completed diagram<br />
as a formative or summative<br />
assessment of their ability<br />
to understand that materials<br />
can be combined to make a<br />
product, and that the different<br />
materials have different<br />
purposes.<br />
Resources<br />
• Everyday materials quiz<br />
at <br />
• Various toys such as a<br />
rubber ball, football, soccer<br />
ball, Lego® blocks, toy<br />
cars, trucks, play kitchen<br />
equipment, plush animals,<br />
dolls, toy prams<br />
• Sufficient copies of<br />
page 55 for students or a<br />
digital version to display on<br />
a whiteboard<br />
• Card and markers for the<br />
toy design diagram<br />
• Digital video recorder<br />
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2 A <strong>STEM</strong> APPROACH 53
Lesson 4<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Lesson plan<br />
Introduction:<br />
1. As a class, revise materials and their properties by completing the Everyday materials quiz at<br />
. QP PC C<br />
Development:<br />
2. At the front of the class, display items such as a rubber ball, football, soccer ball, Lego® blocks, toy<br />
cars, trucks, play kitchen equipment, plush animals, dolls and toy prams. What materials are theses<br />
toys made from? C<br />
3. In small groups, students sort the items into categories according to material, using the table<br />
on page 55 to list the items. Alternatively, display page 55 on the whiteboard and sort the items<br />
as a class. Question students about toys that have several materials, such as a toy truck which<br />
may appear to be plastic, but may also contain parts of metal. Does each toy only belong in one<br />
category? Which toys can be written in more than one section? Are toys for a baby made from<br />
different materials to toys for older children? Why? PA<br />
4. Each small group chooses one toy that is listed in more than one section and discusses why more<br />
than one material was used to make it. C<br />
5. Students then draw a design for their own toy, labelling which materials it will be made from and<br />
why. The toy should be for a child the same age as them. PA<br />
6. Students record a video showing their design and explaining their material choices. C<br />
Differentiation<br />
• Less capable students can draw a simple diagram and use the video to explain what they mean<br />
in more detail.<br />
• More capable students can elaborate in more detail and construct a more detailed diagram.<br />
Reflection:<br />
7. Groups can rotate to watch each others’ videos. As a class, discuss which materials were used for<br />
most of the designs and why. The group videos can be shared via email or uploaded to a class<br />
website or e-newsletter. E C<br />
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Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Wood<br />
Material sort<br />
Metal<br />
Lesson 4<br />
Plastic<br />
Fabric<br />
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2 A <strong>STEM</strong> APPROACH 55
Lesson 5<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
What happens to the property of materials when they are used<br />
to create a mixture?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Evaluating E<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students observe mixtu<strong>res</strong> of materials, ask questions about<br />
and describe properties of the combinations.<br />
• Students understand that science is used in daily life,<br />
including when combining materials; for example, when<br />
stirring sugar into a cup of tea or adding salt to a recipe.<br />
Technology/Engineering/Mathematics links:<br />
• allocating a combination of materials to a category<br />
• observing similarities and differences in properties of<br />
materials<br />
Background information<br />
• Mixing materials together creates a mixture. The<br />
substances are physically combined and can be separated<br />
again by methods such as sieving, filtering or evaporating.<br />
The change can be reversed and a new material is not<br />
formed. For example, when salt is dissolved in water it can<br />
be retrieved by evaporation.<br />
• Mixing some materials together can create a new<br />
substance. In this case, a chemical change has taken place<br />
which usually cannot be reversed. The original materials<br />
cannot be easily retrieved. Properties can be altered when<br />
materials are mixed. For example, vinegar when combined<br />
with bicarbonate soda causes a chemical reaction and<br />
carbon dioxide bubbling to occur. The substance is<br />
changed and not reversible.<br />
Assessment focus:<br />
• Use pages 59 and 60 as a<br />
formative assessment to gauge<br />
the student’s understanding of<br />
what a mixture is and whether<br />
it changes the ingredients into<br />
a new substance with new<br />
properties.<br />
• Students can be asked to<br />
choose one combination of<br />
materials, such as vinegar and<br />
oil, and write and/or draw about<br />
the <strong>res</strong>ult of the experiment and<br />
the change in properties of the<br />
materials. This may be used as a<br />
formative assessment activity.<br />
Resources<br />
• Materials for mixing<br />
experiments—flour and<br />
water, oil and vinegar,<br />
lemon juice and icing,<br />
detergent and oil, flour<br />
and eggs, sugar and water,<br />
vinegar and bicarbonate<br />
soda<br />
• Scanned or enlarged copy<br />
of page 58<br />
• Sufficient copies of<br />
pages 59–60<br />
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Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Lesson 5<br />
Lesson plan<br />
Introduction:<br />
1. What did you have for breakfast today? After a brief discussion, display the breakfast items on<br />
page 58 to the class. What do the items in Column A have in common? What do the items in<br />
Column B have in common? Students should be able to conclude that the items in Column A are<br />
not mixtu<strong>res</strong>, but the items in Column B are. How is mixing different to combining materials from the<br />
previous lessons? QP C<br />
Development:<br />
2. In pairs, students go through each item in Column B and list the materials that make up the mixture,<br />
using page 59. Students can also suggest two other mixtu<strong>res</strong> they are aware of or commonly have<br />
for breakfast. PA<br />
3. In small groups, students rotate around stations set up with ingredients to mix. Using a copy of<br />
page 60, students observe the individual properties of the ingredients prior to mixing and then<br />
observe and record the properties once mixed. Students suggest possible uses for each mixture.<br />
PC PA<br />
Possible answers include:<br />
flour and water—white, gluggy, thick—glue, papier-mâché<br />
oil and vinegar—doesn’t mix—salad<br />
lemon juice and icing sugar—thick, white—icing a cake<br />
detergent and oil—mixes/joins together—washing dirty dishes<br />
flour and eggs—thick liquid—baking<br />
sugar and water—sugar disappears (dissolves), clear, watery—drinks<br />
vinegar and bicarbonate soda—bubbles up—cleaning, cooking<br />
Differentiation<br />
• Less capable students can work together in a group and be assisted by the teacher. Students<br />
may also draw or record audio observations instead of writing.<br />
• More capable students can write more detailed observations, or even create their own mixtu<strong>res</strong><br />
to observe what happens to the properties.<br />
Reflection:<br />
4. As a class, discuss and compare the <strong>res</strong>ults of mixing the ingredients and what the <strong>res</strong>ulting<br />
properties were. Did all of the mixtu<strong>res</strong> change the properties of the ingredients? How would you<br />
use the mixtu<strong>res</strong>? E C<br />
5. In a round-robin circle, students <strong>res</strong>pond with one mixture they have used in their daily life. C<br />
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Lesson 5<br />
Column A<br />
Breakfast foods<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Column B<br />
water<br />
f<strong>res</strong>h<br />
orange<br />
juice<br />
bacon<br />
glass of milk<br />
eggs<br />
cup of tea<br />
bowl of<br />
cereal<br />
muesli<br />
fruit salad<br />
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toast with jam<br />
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Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Breakfast mixtu<strong>res</strong><br />
Lesson 5<br />
Breakfast food<br />
cup of tea<br />
Parts of the mixture<br />
What is a cup of tea made up of?<br />
bowl of<br />
cereal<br />
fruit salad<br />
muesli<br />
toast<br />
with<br />
jam<br />
List two other mixtu<strong>res</strong>.<br />
What is cereal made up of?<br />
What is fruit salad made up of?<br />
What is muesli made up of?<br />
What is toast or bread made up of?<br />
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2 A <strong>STEM</strong> APPROACH 59
Lesson 5<br />
Mixture<br />
Mixing stations<br />
What happens when mixed?<br />
Describe the properties.<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
How could this<br />
mixture be used?<br />
flour and<br />
water<br />
oil and<br />
vinegar<br />
lemon juice<br />
and water<br />
detergent and<br />
oil<br />
flour and<br />
eggs<br />
sugar and<br />
water<br />
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vinegar and<br />
bicarbonate<br />
soda<br />
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Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Lesson 6<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
How does paper recycling involve mixing materials?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students observe mixtu<strong>res</strong> of materials, ask questions<br />
about and describe properties of the combinations.<br />
• Students understand that science is used in daily<br />
life, including when mixing materials to make new<br />
materials, like recycling paper into another product.<br />
Technology/Engineering/Mathematics links:<br />
• investigating paper recycling by watching an online<br />
video as a class<br />
• using a digital camera or iPad® to take a photograph<br />
and observe the mixture<br />
• playing with materials to create design ideas like a<br />
bowl<br />
• exploring the properties of materials that are needed<br />
for a bowl<br />
• measuring ingredients<br />
Background information<br />
• Mixing materials together creates a mixture.<br />
The substances are physically combined and<br />
can be separated again by methods such as<br />
sieving, filtering or evaporating. The change can<br />
be reversed and a new material is not formed.<br />
For example, when paper is mixed with water<br />
it can be returned back to paper by drying out<br />
the water with heat, as happens in the recycling<br />
process.<br />
• If the papier-mâché bowls did not have glue<br />
and salt added, they would dry to be similar<br />
in feel to the original egg carton cardboard.<br />
For the purpose of creating a bowl, the paper<br />
needs to dry harder. The addition of glue to the<br />
mixture adds this property.<br />
Assessment focus:<br />
• Use page 63 as a formative<br />
assessment of the student’s ability<br />
to think scientifically through<br />
creating a hypothesis, conducting an<br />
experiment, fol<strong>low</strong>ing a procedure,<br />
observing <strong>res</strong>ults and making a<br />
conclusion.<br />
• Observe students’ <strong>res</strong>ponses<br />
during the reflection to gauge their<br />
understanding that recycling involves<br />
mixing materials together for a<br />
purpose, and that materials can be<br />
added to enhance a desired property,<br />
like glue to make something hard.<br />
Resources<br />
• Recycled paper and bins from the<br />
classroom<br />
• How it’s made—paper recycling video<br />
at <br />
• Bowl making activity:<br />
— cardboard egg cartons<br />
— warm water<br />
— 2 tsp salt<br />
— 3 tbsp glue<br />
— cling wrap<br />
— various bowls or containers to use<br />
— digital camera<br />
Note: To save time the teacher may<br />
wish to soak the ripped pieces of<br />
egg carton in warm water prior to the<br />
lesson. Two hours should be sufficient.<br />
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Lesson 6<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Lesson plan<br />
Introduction:<br />
1. Divide the class into groups of four (depending on class size) to conduct a relay race outside. Using<br />
the contents of the recycling bin, empty out the paper in to small piles for each small group. A bin<br />
is placed at one end of a track and the students line up at the other end. Students in each group<br />
must collect a pile of paper, run to the bin, deposit the paper and then run back to tag the next<br />
student in line.<br />
Development:<br />
2. Discuss with students if they know what happens to paper once it is placed into a recycling bin.<br />
Where does the paper go? What happens to it? How does the paper get recycled? Do you think<br />
paper is mixed with any other materials to be recycled? Students brainstorm answers on sticky<br />
notes and attach them to the board at the front of the classroom. QP<br />
3. Watch a video showing how paper is recycled at . Discuss the video<br />
as a class. What materials were mixed together in the recycling process? Could you recycle your<br />
own paper like this? PC QP<br />
4. In pairs or individually as <strong>res</strong>ources al<strong>low</strong>, students recycle egg cartons in a similar way, fol<strong>low</strong>ing<br />
the activity procedure on page 63. Students individually record their hypothesis, observations<br />
and conclusion, as well as take a digital photograph of the wet mixture (before) and another<br />
photograph of the dried bowl (after). Note: To save time, the teacher may want to pre-prepare the<br />
egg carton cardboard and water mixture so that the water has had a chance to soak in. Alternatively,<br />
start the lesson earlier in the day and continue it later. QP PC PA C<br />
Differentiation<br />
• Less capable students can work with a partner to record answers together on page 63.<br />
• More capable students can brainstorm other things they want to create with the egg carton<br />
cardboard and what properties they will need to have. Students then work out what ingredients<br />
to add to the water and egg carton cardboard mix to create this property.<br />
Reflection:<br />
5. As a class, discuss whether the properties of the egg carton cardboard changed when the glue,<br />
water and salt was mixed together. Students predict what properties the bowl will have when it<br />
dries, or they wait until the next day to describe the properties of the bowl compared to the egg<br />
carton cardboard. Students may refer to the before and after photographs. What would happen<br />
if the glue and salt wasn’t added? Would the properties of the cardboard change? Why would the<br />
bowl need to be harder and tougher than the egg carton cardboard? QP C<br />
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Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Papier-mâché bowl<br />
Hypothesis:<br />
How can egg carton cardboard be recycled and turned into a bowl? What<br />
properties does a bowl need to have?<br />
Materials:<br />
• cardboard<br />
egg cartons<br />
• warm water<br />
to cover<br />
pieces<br />
• 2 tsps salt<br />
• 3 tbsp glue<br />
• cling wrap<br />
• various<br />
bowls or<br />
containers<br />
to use<br />
• digital<br />
camera<br />
Observations:<br />
Procedure:<br />
1. Tear egg cartons into small pieces and cover with<br />
warm water.<br />
2. Leave to soak for 2 hours.<br />
3. Add salt and glue.<br />
4. Mix together.<br />
5. Take a photograph of the mixture.<br />
6. Line bowls or containers with cling wrap and p<strong>res</strong>s<br />
cardboard mixture into the base and sides to create<br />
a bowl.<br />
7. Leave to dry.<br />
8. Remove from container and it’s ready to use as a<br />
bowl!<br />
9. Take a photograph of the new product.<br />
Conclusion:<br />
How does recycling involve mixing materials?<br />
Lesson 6<br />
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Assessment<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Teacher notes<br />
<strong>Science</strong> knowledge<br />
Different materials can be combined for a particular purpose (ACSSU031)<br />
Indicators<br />
• Identifies objects, the materials they are made from and their properties.<br />
• Identifies combinations of materials that are used in objects, and what purpose they serve.<br />
• Draws and labels a diagram of an object that uses a combination of materials because of their<br />
properties.<br />
• Identifies food items that are mixtu<strong>res</strong> of materials.<br />
• Identifies and describes mixtu<strong>res</strong> used in everyday life and what purpose they serve.<br />
Answers<br />
Page 65<br />
1.–2. Teacher check<br />
3. muesli, fruit salad<br />
4. Teacher check. Answers may include mixing<br />
soap and water to have a bubble bath,<br />
mixing flour, eggs and butter to make a cake<br />
batter etc.<br />
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Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Assessment<br />
1. Complete the table by listing two objects, the material each is made<br />
from and the materials’ properties.<br />
Object Material Properties<br />
2. A window combines both glass and a wooden or aluminium frame.<br />
Draw and label another object that uses different materials because of<br />
their properties.<br />
3. Circle the food items that are mixtu<strong>res</strong>.<br />
muesli fruit salad milk eggs<br />
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4. Write two other ways that you have created a mixture in everyday life<br />
and why.<br />
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<strong>STEM</strong> project<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
<strong>STEM</strong> project overview<br />
Oil spill clean-up<br />
Students combine materials to recreate an oil spill and then devise a method to remove the oil<br />
from the water and from bird feathers that have been affected by the oil.<br />
Concepts overview:<br />
<strong>Science</strong><br />
• Apply knowledge of materials and their properties to remove oil from water.<br />
• Apply knowledge of mixing different materials to remove oil from feathers.<br />
• Conduct investigations to find suitable solutions.<br />
• Create a video to communicate the <strong>res</strong>ults of the oil spill clean-up attempt.<br />
• People use science in their everyday lives to understand how to use materials to clean up<br />
environmental disasters.<br />
Technology/Engineering<br />
• Plan steps collaboratively.<br />
• Explore and test the properties of materials for use in a designed solution.<br />
• Evaluate and revise the material used for absorbing oil from water or the substance used to<br />
remove oil from feathers.<br />
• Use a digital application to record a video.<br />
Mathematics<br />
• Use informal measurement to add oil, water and cocoa powder to a bowl.<br />
Alternative project ideas:<br />
• Students design and create an outdoor water trolley using recycled materials. Students select<br />
materials based on their properties to create a trolley that is waterproof and is strong enough<br />
to hold five one-litre jugs of water.<br />
• Students design and create decorated biscuits. Students measure the ingredients and mix<br />
materials together to create the biscuits, fol<strong>low</strong>ing the simple recipe at . Once cooked and cooled, students combine icing and sweets to decorate each<br />
biscuit.<br />
• Students create either their design for an underwater house from Lesson 3 or their design for a<br />
toy from Lesson 4, using the materials labelled on their designs.<br />
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A <strong>STEM</strong> APPROACH<br />
2
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
<strong>STEM</strong> project<br />
<strong>Science</strong> Understanding<br />
<strong>STEM</strong> curriculum links<br />
SCIENCE CURRICULUM<br />
• Different materials can be combined for a particular purpose (ACSSU031)<br />
<strong>Science</strong> as a Human Endeavour<br />
• <strong>Science</strong> involves observing, asking questions about, and describing changes in, objects and events (ACSHE034)<br />
• People use science in their daily lives, including when caring for their environment and living things (ACSHE035)<br />
<strong>Science</strong> Inquiry Skills<br />
Planning and conducting<br />
• Participate in guided investigations to explore and answer questions (ACSIS038)<br />
Processing and analysing data and information<br />
• Use a range of methods to sort information, including drawings and provided tables and through discussion, compare<br />
observations with predictions (ACSIS040)<br />
Communicating<br />
• Rep<strong>res</strong>ent and communicate observations and ideas in a variety of ways (ACSIS042)<br />
TECHNOLOGIES CURRICULUM<br />
Design and Technologies Knowledge and Understanding<br />
• Explore the characteristics and properties of materials and components that are used to produce designed solutions<br />
(ACTDEK004)<br />
Design and Technologies Processes and Production Skills<br />
• Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005)<br />
• Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)<br />
• Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)<br />
• Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for<br />
environment (ACTDEP008)<br />
• Sequence steps for making designed solutions and working collaboratively (ACTDEP009)<br />
Digital Technologies Knowledge and Understanding<br />
• Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)<br />
MATHEMATICS CURRICULUM<br />
Measurement and Geometry<br />
• Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform<br />
informal units (ACMMG037)<br />
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67<br />
2
<strong>STEM</strong> project<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Teacher notes<br />
<strong>STEM</strong> project:<br />
Students recreate an oil spill using a mixture of oil, cocoa powder and water. They devise a<br />
method to remove the oil from the water by testing different materials to absorb the oil, based<br />
on the properties required. Students then devise a method to remove oil from feathers by testing<br />
different materials to clean the feathers.<br />
Estimated duration: 3–4 weeks<br />
1. Introduce the project<br />
• Play a short Behind the News video to the<br />
class to introduce what an oil spill is, by<br />
clicking on the image at . Students can rewatch the<br />
video by scanning the QR code on their<br />
project brief page on page 69.<br />
• Display page 69 to the class and introduce<br />
the project brief—to remove oil from<br />
the water using an absorbent material,<br />
and remove oil from feathers using an<br />
ingredient that will mix with oil. Students<br />
will first need to recreate an oil spill by<br />
making a mixture of water, oil and cocoa<br />
powder in a plastic tub or large bowl.<br />
• Clarify any details students do not<br />
understand.<br />
2. Investigate<br />
• As a class, explore what absorption is by<br />
looking at the PowerPoint p<strong>res</strong>entation at<br />
. Note: The<br />
last 4 slides don’t need to be viewed as<br />
they relate to a specific investigation of the<br />
absorbency of paper towels.<br />
• In small groups, students brainstorm<br />
materials they think are absorbent and<br />
would like to test. Students then investigate<br />
the absorbency of three materials using the<br />
template on page 71.<br />
• Students also investigate which ingredients<br />
can be mixed with oil, using the template<br />
on page 72.<br />
3. Design, plan and manage<br />
• Students plan how they will recreate an oil<br />
spill and what container will be used.<br />
• Students collect the materials and<br />
substances they will need for the oil cleanup.<br />
4. Create<br />
• Students conduct the oil-absorbing<br />
challenge and the feather-cleaning<br />
challenge, based on the <strong>res</strong>ults of their<br />
earlier investigations.<br />
5. Evaluate and refine<br />
• Students re-read the design brief to<br />
ensure they have included all the required<br />
components and have satisfied the criteria<br />
and checklist. They make changes if<br />
necessary.<br />
6. Communicate<br />
• Students record a video explaining how<br />
they absorbed the oil from the water and<br />
what substance they decided to add to the<br />
oily feather to clean it.<br />
• Share the video with the class.<br />
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A <strong>STEM</strong> APPROACH<br />
2
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
<strong>STEM</strong> project<br />
Project brief<br />
OIL SPILL CLEAN-UP<br />
The problem<br />
An oil spill has occurred in the ocean. Your job is to find<br />
the quickest and most effective way to remove the oil<br />
from the water and save the birds trapped in the oil slick.<br />
The task<br />
1. You need to make an oil spill mixture by combining water, oil and<br />
cocoa powder.<br />
2. You need to work out what material will best soak up the oil from<br />
the water. What properties do you need the material to have?<br />
3. You need to work out what ingredient will best remove the oil<br />
from the feathers. What ingredient will mix with oil?<br />
4. You will then make a video describing the best method and how<br />
this could be applied to the real world.<br />
Important things you need to do!<br />
• You must work in groups of 2–3 students.<br />
• You must make an oil spill by combining water, oil and cocoa<br />
powder.<br />
• You must dip the feathers into the oil spill and coat them well.<br />
• You must remove the oil from the water by absorbing it with a<br />
material.<br />
• You must remove the oil from the feathers by adding a substance to<br />
clean it.<br />
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2 A <strong>STEM</strong> APPROACH 69
<strong>STEM</strong> project<br />
Project steps<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Investigate<br />
Learn about oil spills and test materials.<br />
As a class, watch the video about oil spills by scanning<br />
this QR code.<br />
Learn about what absorbency is and what materials have this property.<br />
Test three materials to see which is the most absorbent.<br />
Test three substances to see which mixes best with oil.<br />
Design, plan and manage<br />
Plan your oil spill and collect your clean-up materials.<br />
Plan how you will recreate an oil spill and what sort of container will<br />
be used.<br />
Collect the materials that will be used to carry out the clean-up, based<br />
on your investigations.<br />
Create<br />
Create your oil spill, then clean it up.<br />
Create the oil spill by pouring water into your chosen container, then<br />
adding vegetable oil and cocoa powder.<br />
Dip the feather in the mixture to soak up the oil, then remove and set<br />
aside.<br />
Absorb the oil from the water.<br />
Remove the oil from the feather.<br />
Check and make changes<br />
Check if the oil is fully removed from the water. If it isn’t, consider if<br />
there is a different material that would be more absorbent.<br />
Check that the feather is completely clean. If it isn’t, think about<br />
another substance you didn’t test that might be better at removing oil.<br />
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Communicate<br />
As a group, record a video explaining how you absorbed the oil from<br />
the water and what substance you decided to add to the oily feather<br />
to clean it.<br />
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Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Oil absorption investigation<br />
<strong>STEM</strong> project<br />
Student names:<br />
Hypothesis: Which materials do you think are absorbent?<br />
Circle which three you will test.<br />
Materials:<br />
• vegetable oil<br />
• pipette/eye-dropper<br />
•<br />
•<br />
•<br />
Results:<br />
Material<br />
Conclusion: Which material is the most absorbent?<br />
Procedure:<br />
1. Use the pipette to place drops of oil onto<br />
each of your three materials.<br />
2. Observe and record the <strong>res</strong>ults.<br />
Result<br />
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2 A <strong>STEM</strong> APPROACH 71
<strong>STEM</strong> project<br />
Oil mixing investigation<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Student names:<br />
Hypothesis: Which substances do you think will mix with oil?<br />
Circle which three you will test.<br />
Materials:<br />
• vegetable oil<br />
• three bowls<br />
• stirrer<br />
•<br />
•<br />
•<br />
Results:<br />
Substance added<br />
Procedure:<br />
1. Add a small amount of oil to each bowl.<br />
2. Add each of your three substances.<br />
3. Mix together with a stirrer.<br />
4. Observe and record the <strong>res</strong>ults.<br />
Result<br />
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Conclusion: Which substance mixes best with oil and could be used to<br />
clean it from a feather?<br />
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Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Student name:<br />
Self-assessment<br />
Date:<br />
<strong>STEM</strong> project<br />
<strong>STEM</strong> project: Oil spill clean-up<br />
I listened to the ideas of others.<br />
I gave ideas.<br />
I helped to <strong>res</strong>earch.<br />
I helped collect materials.<br />
I helped with the design plan.<br />
I helped create the design.<br />
The project was easy hard .<br />
The part of the project I liked best was<br />
because<br />
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I could improve my work next time by<br />
.<br />
.<br />
I think my work on this project was excellent good fair poor .<br />
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<strong>STEM</strong> project<br />
Group assessment rubric<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
CRITERIA<br />
Group members:<br />
Project task:<br />
Recreate an oil spill and devise a way to absorb oil using an absorbent material, and<br />
select a substance to remove oil from a feather.<br />
<strong>Science</strong> knowledge<br />
Understands that materials have properties that can be used for a purpose.<br />
Understands that substances can be mixed for a purpose; e.g. oil and detergent.<br />
<strong>Science</strong> skills<br />
Conducts an investigation into which materials are absorbent.<br />
Conducts an investigation into which substances will mix with oil and can be used as a<br />
cleaning agent.<br />
Records information and observations from the investigation using a table.<br />
Communicates science knowledge successfully using a digital video.<br />
Technology/Engineering skills<br />
Devises a suitable recreation of an oil spill.<br />
Discusses and plans how to clean up the oil spill and feather, and collects the<br />
appropriate materials needed.<br />
Evaluates and revises the material or substance to improve the oil spill clean-up.<br />
Successfully uses digital technology to film a short video.<br />
Mathematics<br />
Uses informal measurement to create a mixture.<br />
Group skills<br />
Each group member contributed equally to the project and had a clear role.<br />
Each group member collaborated and worked well together to solve problems.<br />
Each group member communicated positively and listened to others.<br />
1 = Be<strong>low</strong> expectations<br />
2 = Meeting expectations<br />
3 = Above expectations<br />
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Earth and space<br />
sciences<br />
OUR RESOURCEFUL WORLD<br />
Earth’s <strong>res</strong>ources<br />
natural state<br />
transformed<br />
processed<br />
transported<br />
natural environment<br />
source<br />
Keywords<br />
production<br />
air<br />
water<br />
sun<br />
water<br />
soil/sand<br />
minerals<br />
animals<br />
fossil fuels<br />
reduce<br />
reuse<br />
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recycle<br />
upcycle<br />
sustainability<br />
use<br />
plants<br />
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Unit overview<br />
Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Earth’s <strong>res</strong>ources are used in a variety of ways (ACSSU032)<br />
Lesson 1<br />
What are Earth's<br />
<strong>res</strong>ources? Where do they<br />
come from and how do we<br />
use them?<br />
Lesson 2<br />
What natural <strong>res</strong>ources do<br />
we use for food? How do<br />
different foods get from a<br />
farm to our fork?<br />
Lesson 3<br />
What do we use water for?<br />
How does water get from<br />
a source to our house?<br />
How does water get<br />
removed from our house?<br />
Lesson 4<br />
What do we use Earth's<br />
minerals for and where<br />
are they found? How do<br />
minerals get from a source<br />
to a factory and what<br />
happens to them at the<br />
factory?<br />
Lesson 5<br />
How did Aboriginal and<br />
Tor<strong>res</strong> Strait Islander<br />
people use Earth's<br />
<strong>res</strong>ources? How did they<br />
ensure there were enough<br />
<strong>res</strong>ources for future<br />
generations?<br />
Lesson 6<br />
How can we use Earth's<br />
<strong>res</strong>ources wisely and how<br />
can we reduce, reuse and<br />
recycle our waste?<br />
Summative assessment<br />
<strong>STEM</strong> project<br />
Compost bin<br />
Students explore types of Earth's <strong>res</strong>ources and how<br />
we use these <strong>res</strong>ources in our everyday lives. Students<br />
conduct a school walk to find and take digital photographs<br />
of how Earth's <strong>res</strong>ources are used in their natural or<br />
transformed state around the school.<br />
Students identify Earth's <strong>res</strong>ources that we use for food and<br />
the types of food products that come from each <strong>res</strong>ource.<br />
Students watch videos and participate in interactive games<br />
to identify how food products are produced and how they<br />
are transported from a farm to a supermarket for us to buy.<br />
Students identify natural sources of water on Earth and<br />
how we use water in our everyday lives. Students use an<br />
interactive game to explore how water is transported from<br />
a source to our homes and back to the ocean, through<br />
several processes, and how this changes in different<br />
locations, such as the city or the country.<br />
Students investigate different minerals found on Earth<br />
and conduct an activity to extract different types of<br />
minerals from a tub filled with sand. They then classify<br />
these minerals into three groups—rocks, gems and metals.<br />
Students explore how minerals are mined from the ground<br />
and transported to factories to be transformed into<br />
different products.<br />
Students explore how Aboriginal and Tor<strong>res</strong> Strait Islander<br />
people used Earth's <strong>res</strong>ources for food, water, shelter<br />
and to make tools to help them perform everyday tasks.<br />
Students scan QR codes to watch videos of Aboriginal<br />
and Tor<strong>res</strong> Strait Islander people explaining how they use<br />
Earth's <strong>res</strong>ources and how they ensure there are <strong>res</strong>ources<br />
available for future use.<br />
Students identify possible issues that may arise in the<br />
future if humans continue to use Earth's <strong>res</strong>ources faster<br />
than they are replenished. They explore how we can<br />
be kinder to the environment by reducing, reusing and<br />
recycling our waste.<br />
Students communicate their understanding of how we use<br />
each of Earth's <strong>res</strong>ources in our daily lives, the types of<br />
<strong>res</strong>ources we get from farms, rivers and mines, and how we<br />
can reduce, reuse and recycle our waste.<br />
Pages<br />
78–81<br />
82–85<br />
86–89<br />
90–91<br />
92–95<br />
96–100<br />
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Students design and create a miniature compost bin to<br />
show the school gardener how he/she can reuse waste<br />
materials to make free compost. Students record a video<br />
explaining how a compost bin works and how to look after<br />
it.<br />
101–102<br />
103–110<br />
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Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Unit overview<br />
Curriculum scope and sequence<br />
Lesson<br />
1 2 3 4 5 6 Assessment<br />
SCIENCE UNDERSTANDING<br />
Earth’s <strong>res</strong>ources are used in a variety of ways (ACSSU032)<br />
SCIENCE AS A HUMAN ENDEAVOUR<br />
<strong>Science</strong> involves observing, asking questions about, and describing<br />
changes in, objects and events (ACSHE034)<br />
People use science in their daily lives, including when caring for their<br />
environment and living things (ACSHE035)<br />
SCIENCE INQUIRY SKILLS<br />
Questioning and predicting<br />
Pose and <strong>res</strong>pond to questions, and make predictions about familiar<br />
objects and events (ACSIS037)<br />
Planning and conducting<br />
Participate in guided investigations to explore and answer questions<br />
(ACSIS038)<br />
Use informal measurements to collect and record observations, using<br />
digital technologies as appropriate (ACSIS039)<br />
Processing and analysing data and information<br />
Use a range of methods to sort information, including drawings and<br />
provided tables and through discussion, compare observations with<br />
predictions (ACSIS040)<br />
Evaluating<br />
Compare observations with those of others (ACSIS041)<br />
Communicating<br />
Rep<strong>res</strong>ent and communicate observations and ideas in a variety of ways<br />
(ACSIS042)<br />
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<strong>STEM</strong><br />
project<br />
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2 A <strong>STEM</strong> APPROACH 77
Lesson 1<br />
Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
What are Earth’s <strong>res</strong>ources? Where do they come from and<br />
how do we use them?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Evaluating E<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students observe, ask questions about and describe how we<br />
use Earth’s <strong>res</strong>ources in our daily lives, in either their natural<br />
or transformed state.<br />
Technology/Engineering/Mathematics links:<br />
• taking digital photographs of Earth’s <strong>res</strong>ources around the<br />
school<br />
• uploading, re-sizing and printing digital photographs<br />
(optional)<br />
Background information<br />
• Earth’s <strong>res</strong>ources are <strong>res</strong>ources found naturally on Earth.<br />
Humans extract these <strong>res</strong>ources from the air, the water, on<br />
the ground or underground, to use in their natural state or<br />
to transform into useable energy or a useable product.<br />
• We commonly use Earth’s <strong>res</strong>ources to meet our basic<br />
needs, such as for food, water, warmth, shelter or<br />
protection, or to obtain power/energy sources and<br />
products that we want in our daily lives, such as jewellery,<br />
kitchenware, clothing, electrical goods and money.<br />
• Earth’s <strong>res</strong>ources that are used in their natural state, such<br />
as the sun, water, air and soil/sand, will be more familiar<br />
to students. Other <strong>res</strong>ources, such as minerals and fossil<br />
fuels, may be less familiar to students and need to be<br />
explained.<br />
• Minerals are inorganic solid materials that can be<br />
categorised as metals, rocks or crystals. Minerals are used<br />
for a variety of electronic, household and infrastructure<br />
purposes.<br />
• Fossil fuels, including coal, crude oil and natural gas, have<br />
been created naturally by the decomposing matter of<br />
prehistoric plants and animals. These are used for fuel,<br />
electricity, plastic production, medicine and cosmetics.<br />
Assessment focus:<br />
• Use completed copies of<br />
page 80 to monitor students’<br />
use of different recording tools<br />
and prior knowledge of how<br />
Earth’s <strong>res</strong>ources are used<br />
around the school.<br />
• Monitor the student’s ability<br />
to match Earth’s <strong>res</strong>ources to<br />
their uses, during the Reflection<br />
activity.<br />
Resources<br />
• Online video—Resources:<br />
Welcome to the<br />
neighbourhood at <br />
• One digital copy of<br />
page 80 for display on an<br />
interactive whiteboard<br />
• One copy of page 80 for<br />
each pair<br />
• A digital camera or iPad®<br />
for each pair<br />
• One copy of the cards on<br />
page 81. These will need<br />
to be enlarged and cut out<br />
prior to the lesson. They<br />
may also be laminated to<br />
add to a class word wall for<br />
future use<br />
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YEAR<br />
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Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Lesson 1<br />
Lesson plan<br />
Introduction:<br />
1. Play a game of I spy. Choose a natural or man-made object that you can see and give students<br />
clues relating to its use, where it can be found or if it is naturally occuring or man-made. Repeat the<br />
game a few times using different objects. QP PC<br />
2. Explain to students that all of these objects are <strong>res</strong>ources. Resources are materials or objects that<br />
can be used in our everyday lives. Some <strong>res</strong>ources can be found naturally and some need to be<br />
transformed in factories or laboratories to be useable. The <strong>res</strong>ources that can be found naturally are<br />
called Earth’s <strong>res</strong>ources. What natural <strong>res</strong>ources can you think of that we use in our everyday lives?<br />
QP<br />
Development:<br />
3. Watch the video Resources: Welcome to the neighbourhood at .<br />
This video gives a brief overview of Earth’s <strong>res</strong>ources, how communities are built around available<br />
<strong>res</strong>ources and how these are transformed into useable products and energy sources.<br />
4. Display the Earth’s <strong>res</strong>ources brainstorm on page 80 on an interactive whiteboard. Read each<br />
category of Earth’s <strong>res</strong>ources, including air, sun, water, soil, minerals and rocks, plants, and animals.<br />
Discuss that in addition to these <strong>res</strong>ources, fossil fuels, including coal, oil and natural gas, are also<br />
natural <strong>res</strong>ources that have been created by the decomposing matter of prehistoric plants and<br />
animals. Note: These are used as energy sources or transformed in factories into plastics and other<br />
man-made materials, and may be difficult for students to find around the school. For this reason,<br />
fossil fuels have not been included on page 80.<br />
5. Divide the class into pairs and give each pair a digital camera or an iPad® and a copy of page 80.<br />
Conduct a 15-minute school walk where students find examples of how Earth’s <strong>res</strong>ources have<br />
been used around the school. Students list examples of each <strong>res</strong>ource on page 80 and take a<br />
digital photograph of each. PC PA<br />
6. Return to the classroom and ask students to partner up with another pair and share their recorded<br />
information and photographs. Then, using the brainstorm displayed on the interactive whiteboard,<br />
ask students to share their recorded information about how these <strong>res</strong>ources have been used<br />
around the school. Add students’ suggestions to the class brainstorm. Note: Students may be<br />
encouraged to print and attach their digital photographs to the brainstorm. E C<br />
Reflection:<br />
7. Give each student one card, either a ‘Resource’ card or a ‘Use’ card from the pre-prepared cards<br />
on page 81. Without talking, students attempt to form groups to match the Earth’s <strong>res</strong>ource to the<br />
uses of that <strong>res</strong>ource. Note: Depending on class size, students may be given just a ‘Use’ card with<br />
‘Resource’ cards placed in various locations around the room. Students form groups of three at each<br />
‘Resource’ card. When students have formed their groups, encourage them to share the name of<br />
the Earth’s <strong>res</strong>ource and the uses for that <strong>res</strong>ource. PA C<br />
Differentiation<br />
• Less capable students may be given a familiar <strong>res</strong>ource such as sun, air, water, soil/sand, plants<br />
or animals. For students who need further support, a <strong>res</strong>ource card from column one or an<br />
easily-identifiable ‘Use’ card, such as those listed in column two on page 81 may be used<br />
instead.<br />
• More capable students may be given a less-familiar <strong>res</strong>ource, such as minerals or fossil fuels, or<br />
be given a more challenging ‘Use’ card, such as those listed in column four on page 81.<br />
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2 A <strong>STEM</strong> APPROACH 79
Lesson 1<br />
Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
How are Earth’s <strong>res</strong>ources used around the school?<br />
air<br />
water soil<br />
Earth’s <strong>res</strong>ources<br />
minerals and<br />
rocks<br />
sun animals plants<br />
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Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
What do we use Earth’s <strong>res</strong>ources for?<br />
Lesson 1<br />
Resource: sun Use: warmth Use: lighting Use: solar energy<br />
Resource: air Use: breathing Use: inflating Use: wind power<br />
Resource: water Use: drinking Use: cleaning Use: hydropower<br />
Resource: soil/sand Use: gardening Use: shelter Use: landfill<br />
Resource: rocks Use: shelter Use: roads/paths Use: recreation<br />
Resource: minerals Use: jewellery Use: money Use: appliances<br />
Resource: plants Use: food Use: shelter Use: paper and<br />
cardboard<br />
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Resource: animals Use: food Use: recreation Use: work<br />
Resource: fossil fuels Use: plastic bottles Use: petrol<br />
Use: electricity<br />
OFF<br />
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2 A <strong>STEM</strong> APPROACH 81
Lesson 2<br />
Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
What natural <strong>res</strong>ources do we use for food? How do different<br />
foods get from a farm to our fork?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Evaluating E<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students observe, ask questions about and describe how we<br />
use Earth’s <strong>res</strong>ources, such as plants and animals, for food,<br />
and how this food gets from a source to our homes.<br />
Technology/Engineering/Mathematics links:<br />
• participating in an online interactive game to identify the<br />
main stages in production of different food products<br />
• using an iPad® to scan QR codes which link to online videos<br />
of food production<br />
Background information<br />
• Earth’s <strong>res</strong>ources used in food production are plants and<br />
animals.<br />
• Plants provide us with different fruits, vegetables, legumes,<br />
grains, seeds and oils. Different parts of a plant provide<br />
us with different foods such as carrots (roots), celery<br />
(stem/trunk), lettuce (leaves), apples (fruit), sesame (seeds<br />
and oil) and wheat (grain). Nuts can also be a source of<br />
milk, such as almond milk. Some food products come<br />
from multiple parts of the plant, such as mushrooms and<br />
broccoli.<br />
• Animals provide us with different types of red and white<br />
meat, dairy products, eggs and honey. Red meat comes<br />
from farmed animals such as beef cows, pigs, sheep,<br />
goats, deer and wild animals, such as kangaroos. White<br />
meat comes from fish and poultry. Dairy products are<br />
made from milk, which can be sourced from many animals.<br />
In Australia, we often use milk from dairy cows and goats.<br />
• For food production, plants and animals are often grown<br />
on farms, extracted through various processes and<br />
transported to supermarkets for us to buy and take home<br />
to use.<br />
Assessment focus:<br />
• Use each group’s A3 piece of<br />
paper to assess students’ inquiry<br />
skills and their understanding<br />
of the production process for<br />
a given food, from its source to<br />
our home.<br />
• Assess students’ understanding<br />
of Earth’s <strong>res</strong>ources that provide<br />
us with food and how these are<br />
grown and transferred from a<br />
source to our homes for us to<br />
use.<br />
Resources<br />
• One pad of sticky notes for<br />
each group<br />
• One copy of each mini<br />
poster outlined on page 84.<br />
These will need to be cut<br />
out and laminated prior to<br />
the lesson for display on a<br />
concept wall<br />
• Eight iPads® with QR<br />
scanners<br />
• Eight A3 pieces of paper<br />
• One copy of the cards on<br />
page 85. These will need to<br />
be cut out and laminated<br />
prior to the lesson<br />
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Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Lesson 2<br />
Lesson plan<br />
Introduction:<br />
1. Divide the class into groups of six and give each group a pad of sticky notes. Ask students What<br />
food products do we eat or use? As a group, students think of as many different food products as<br />
possible and record each one on a separate sticky note. After two minutes, display the mini poster,<br />
‘What food products do we eat or use?’ on page 84 and encourage students to add more ideas to<br />
their sticky notes. Stop the students after a few minutes. QP PA<br />
2. As a group, students decide which of Earth’s <strong>res</strong>ources we get food from (plants and animals). Ask<br />
students to sort the food items recorded on their sticky notes into two groups—food from plants<br />
and food from animals. QP PA<br />
Development:<br />
3. Using a think-pair-share, ask students How do different foods get from their natural environment to<br />
our homes? Share their ideas. QP<br />
4. In groups of three, assign students a product for them to role-play how the product gets from the<br />
farm to their fork. Students need to decide on three basic steps for each of them to role-play; i.e.<br />
farmer picks apple, worker juices apple, shop sells it. Suggested simple food products are apple<br />
juice, potato chips, banana bread, cereal, cheese, fruit salad and peanut butter. QP PC PA<br />
5. Divide the class into eight groups and give each group one iPad® with a QR scanner on it and<br />
one pre-prepared card from page 85. Using an A3 piece of paper folded in half, students copy<br />
one question from their pre-prepared card onto each half of the page. Under the first question,<br />
students work as a team to brainstorm and record examples of Earth’s <strong>res</strong>ources that we use for<br />
certain food products. Students then discuss the second question and scan a QR code to watch<br />
a video showing how a specific food gets from a farm to your house. Students discuss the steps<br />
described during the video, to choose and record, using words or images, five main stages in<br />
the production of their given food. Note: These videos were produced in the United Kingdom by<br />
Tesco as part of the Food to fork series. For this reason, it is recommended that students are taught<br />
that these processes are used in many countries around the world, including Australia.<br />
QP PC PA<br />
Differentiation<br />
• Less capable students may be encouraged to draw images of different food products or<br />
contribute orally to mixed-ability groupings. Alternatively, they may be grouped together and<br />
assisted by an adult.<br />
• More capable students may be encouraged to write explanations for each step of the process.<br />
6. Pair a group that <strong>res</strong>earched food products from animals with a group that <strong>res</strong>earched food<br />
products from plants. When paired, each group takes a turn to read each question and share the<br />
information recorded on their piece of paper with the other group. E<br />
Reflection:<br />
7. Using a think-pair-share, one student explains how food products that come from animals get<br />
from a source (their environment) to our supermarkets and subsequently to our houses. The<br />
other student must listen and clarify misunderstandings. Students swap roles to explain how food<br />
products that come from plants get to our supermarkets and houses. E C<br />
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2 A <strong>STEM</strong> APPROACH 83
Lesson 2<br />
Earth’s food <strong>res</strong>ources<br />
Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
What food products<br />
do we eat or use?<br />
Where do food products<br />
come from?<br />
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Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Where do food products come from?<br />
Which land animals give us meat?<br />
Think about different types of<br />
meat you can buy.<br />
How does beef get from a farm to<br />
our house?<br />
Scan the QR code<br />
to find out.<br />
Which animals give us eggs?<br />
Think about different types of<br />
birds that lay eggs.<br />
How do chicken eggs get from a<br />
farm to our house?<br />
Scan the QR code<br />
to find out.<br />
Which plants give us vegetables?<br />
Think about different types of<br />
vegetables you can buy.<br />
How do carrots get from a farm to<br />
our house?<br />
Scan the QR code<br />
to find out.<br />
Which plants give us oil?<br />
Think about different types of oil<br />
you can buy.<br />
How does olive oil get from a<br />
farm to our house?<br />
Scan the QR code<br />
to find out.<br />
Lesson 2<br />
Which sea animals give us meat?<br />
Think about different types of<br />
seafood you can buy.<br />
How does salmon get from a farm<br />
to our house?<br />
Scan the QR code<br />
to find out.<br />
Which insect gives us honey?<br />
Think about an insect that makes<br />
honeycomb in a hive.<br />
How does honey get from a farm<br />
to our house?<br />
Scan the QR code<br />
to find out.<br />
Which plants give us fruit?<br />
Think about different types of fruit<br />
you can buy.<br />
How do pineapples get from a<br />
farm to our house?<br />
Scan the QR code<br />
to find out.<br />
Which plants give us grains?<br />
Think about different types of<br />
grains you can buy.<br />
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How do oats get from a farm to<br />
our house?<br />
Scan the QR code<br />
to find out.<br />
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2 A <strong>STEM</strong> APPROACH 85
Lesson 3<br />
Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
What do we use water for? How does water get from a source<br />
to our house? How does water get removed from our house?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students observe, ask questions about and describe how we<br />
use Earth’s water <strong>res</strong>ources, both directly and indirectly, and<br />
how this <strong>res</strong>ource is moved from a source to our homes and<br />
then back out to the sea.<br />
Technology/Engineering/Mathematics links:<br />
• participating in an online interactive game to identify how<br />
water is transported to and from our homes<br />
• participating in an online quiz<br />
Background information<br />
• Earth’s water is used in many ways, both directly and<br />
indirectly. We use water directly when drinking, watering<br />
plants and washing. We use water indirectly when we use<br />
factory-made products that use water in production.<br />
• Water is found naturally all over the world. Salt water,<br />
found in oceans, accounts for 97% of Earth’s total water<br />
and is unusable for drinking and cleaning purposes. Of the<br />
f<strong>res</strong>hwater supply, only 1% is usable and found in rivers,<br />
streams and lakes.<br />
• Water needs to be collected, stored, cleaned and<br />
transported to a house for us to use. Wastewater must then<br />
be removed and cleaned before it is returned to the sea.<br />
• In some country houses, rainwater is collected in a tank<br />
and carried through pipes to a tap in the house. The<br />
wastewater is then moved to an underground septic tank<br />
where it can break down.<br />
• In the city, rainwater is stored in dams and is cleaned<br />
before being transported to houses. It then goes through<br />
a sewerage treatment plant before being returned to the<br />
sea.<br />
Assessment focus:<br />
• Use page 89 to assess the<br />
student’s understanding of how<br />
water is transported to and from<br />
a house in the city.<br />
• Use observations during the<br />
online quiz to identify any<br />
misunderstandings about<br />
Earth’s water <strong>res</strong>ource and how<br />
this is transported to and from<br />
houses in the country and the<br />
city.<br />
Resources<br />
• One copy of each mini<br />
poster outlined on page 88.<br />
These will need to be cut<br />
out and laminated prior to<br />
the lesson for display on a<br />
concept wall<br />
• Online interactive game—<br />
We all use water at <br />
• Unity Water—The water<br />
cycle at <br />
• Unity Water—Urban water<br />
cycle diagram at <br />
• Unity Water—Sewage<br />
treatment at <br />
• Computers<br />
• One copy of page 89 for<br />
each student or each pair<br />
• Online quiz at <br />
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Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Lesson 3<br />
Lesson plan<br />
Introduction:<br />
1. Using a think-pair-share, students think about all the different ways we use water, both in its natural<br />
state and where water can be found naturally. Display the mini posters ‘What do we use water for<br />
in its natural state?’ and ‘Where can water be found naturally on Earth?’ on page 88 to reinforce<br />
the uses and sources of water. These mini posters can be added to a class concept wall for future<br />
reference. QP PA<br />
Development:<br />
2. As a class, view the interactive activity We all use water at . This<br />
explains in simple terms how we use water directly and indirectly in our everyday lives. Read the<br />
information aloud to the class or click the sound recording icon to listen to the information. Some<br />
words such as ‘faucet’ and ‘irrigation’ may need to be explained. Click the ‘Water use activity’<br />
tab on the right-hand side. Click on each image in Isabella’s day to see how she uses water both<br />
directly and indirectly. Note: Information is similar across all images. If time is limited, select five<br />
images from different stages of the day and read those only. PC<br />
3. Ask the class to discuss and predict how they think water actually gets to their home and what<br />
happens to their used water. Then, individually, students complete the first part of page 89. Either<br />
as a class, or individually, view the interactive diagram at and play<br />
the videos and other interactive icons as you go along. Students then complete the <strong>res</strong>t of page 89.<br />
QP PC PA<br />
Differentiation<br />
• Less capable students may be grouped together and given a pdf handout of the urban water<br />
cycle diagram from . They can focus on the simple steps of this<br />
process.<br />
• More capable students can be encouraged to find out more about what happens at the<br />
sewerage treatment plant after we use our water. Students can use the fact sheet at to explore the treatment phases.<br />
Reflection:<br />
4. As a class, go to to take an online quiz. To play, click ‘Start without<br />
an account’ then read the questions aloud and encourage students to answer with a show of<br />
hands. This quiz has questions of varying difficulty to test students’ understanding of Earth’s water<br />
<strong>res</strong>ource and how it is transported to and from our house, based on the information learned<br />
thoughout the lesson. Note: There is a time limit of 20 minutes for the completion of the quiz. C<br />
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2 A <strong>STEM</strong> APPROACH 87
Lesson 3<br />
Earth’s water <strong>res</strong>ources<br />
Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
What do we use<br />
water for in its<br />
natural state?<br />
Where can water be<br />
found naturally<br />
on Earth?<br />
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Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Prediction<br />
Earth’s water <strong>res</strong>ources<br />
1. How do you think water gets to homes in the city?<br />
Lesson 3<br />
2. Does everyone get their water the same way? Yes No<br />
Research—City scene<br />
3. How does water get from a source to our homes? Draw a picture for<br />
each major step, to show how water is collected and transported to a<br />
house in the city.<br />
rain<br />
dam<br />
water<br />
treatment<br />
plant<br />
pumping<br />
station<br />
4. Where does the water go when you have used it? Draw a picture for<br />
each major step to show how water is removed from a house in the city.<br />
tap<br />
wastewater<br />
https://tinyurl.com/whrdupe<br />
© R.I.C. Publications<br />
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sewerage<br />
treatment<br />
plant<br />
sea<br />
tap<br />
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2 A <strong>STEM</strong> APPROACH 89
Lesson 4<br />
Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
What do we use Earth’s minerals for and where are<br />
they found? How do minerals get from a source to<br />
a factory and what happens to them at the factory?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and<br />
information PA<br />
• Evaluating E<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students observe, ask questions about and<br />
describe how we mine minerals, including<br />
rocks, gems and metals for use in a variety<br />
of products and how these <strong>res</strong>ources are<br />
transferred from a mine to a factory for smelting<br />
and refining.<br />
Background information<br />
• A mineral is a solid material that is<br />
inorganic, meaning it is not alive and<br />
never was. Scientists have discovered<br />
approximately 2000 different minerals,<br />
which can be categorised into three main<br />
groups—metals, rocks and gems/crystals.<br />
• Minerals can be found on or under Earth’s<br />
surface and are extracted by mining.<br />
The type of mining required (surface or<br />
underground) depends on the mineral<br />
being extracted.<br />
• To extract minerals in the most costeffective<br />
and environmnetally-friendly<br />
way, scientists locate the minerals using<br />
high-tech equipment and perform tests to<br />
examine the type, quality and quantity of<br />
the mineral to assess if it is worth mining.<br />
Miners then use tools and heavy machinery<br />
to carefully extract the mineral before<br />
sending it to a factory for smelting and<br />
refining. Finally, the land is <strong>res</strong>tored to its<br />
natural state.<br />
• Minerals are used to produce metal, crystal<br />
and stone products used for a variety of<br />
electronic, household and infrastructure<br />
purposes.<br />
Technology/Engineering/Mathematics links:<br />
• participating in an online quiz<br />
• taking a digital photograph<br />
• uploading, <strong>res</strong>izing and printing a<br />
digital photograph or uploading a<br />
digital photograph to a class blog<br />
(optional)<br />
Assessment focus:<br />
• Use the photograph of each group’s<br />
sorted minerals to assess the student’s<br />
inquiry skills and their ability to sort<br />
different minerals that occur naturally<br />
on Earth into groups of different types<br />
of minerals.<br />
• Use observations to assess the student’s<br />
understanding of minerals during the<br />
online quiz.<br />
Resources<br />
• Completed copies of page 80 from Lesson 1<br />
• Online video—Real world science: Rocks<br />
and minerals at <br />
• Grassed area or large sandpit<br />
• Large plastic tub filled with sand and the<br />
fol<strong>low</strong>ing ‘minerals’: gold and silver glitter<br />
to rep<strong>res</strong>ent metal-based mineral particles;<br />
gold and silver glitter pipecleaners (cut in<br />
half and rolled into a ball) and aluminium<br />
foil (scrunched into small balls) to rep<strong>res</strong>ent<br />
load deposits of metal-based minerals;<br />
small, rough limestone-based rocks and<br />
pebbles to rep<strong>res</strong>ent rock-based minerals;<br />
and rock salt and a variety of small and<br />
medium rhinestones to rep<strong>res</strong>ent gem/<br />
crystal-based minerals<br />
• Digital camera or iPad® for each group.<br />
• One piece of A4 paper for each group<br />
• Online video—Modern Mining—How Eagle<br />
Mine produces nickel and copper at<br />
<br />
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Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Lesson 4<br />
Lesson plan<br />
Introduction:<br />
1. Students review their completed copy of the brainstorm from Lesson 1 (page 80). Using a thinkpair-share,<br />
students discuss the questions What are rocks and are they different to minerals? Where<br />
do we find minerals? Share ideas as a class. QP<br />
2. View the video Real world science: Rocks and minerals at . This<br />
shows objects made using important minerals and what these minerals look like when they are<br />
unrefined. PC<br />
Development:<br />
3. Divide the class into groups of four and take the class outside to an area where it is okay to spill<br />
sand. Give each group a pre-prepared large plastic tub, a sandpit sieve, a craft stick, a matchstick<br />
and a fine paint brush. Students work as a team to uncover minerals from the large plastic tub<br />
(ground) using the tools available to them. Students must ensure they handle each mineral carefully<br />
without breaking or wasting any of the valuable <strong>res</strong>ource. PC<br />
4. Students sort and classify the minerals they found into three groups and give each group a label to<br />
identify the type of mineral (rocks, gems and metals). Students look at each mineral in each group<br />
and write a definition for each type, then share their definitions as a class and refine their own if<br />
needed. They then take a digital photograph of each group and its definition. Note: If time al<strong>low</strong>s,<br />
encourage students to upload, <strong>res</strong>ize and print a copy of the photographs or upload it to a class<br />
blog. QP PC PA E<br />
Differentiation<br />
• Less capable students may be told the group names and encouraged to sort the objects into<br />
each group. Students may work with an adult to write a definition or may describe the properties<br />
of the objects in each group to their group.<br />
• More capable students may be encouraged to find a dictionary definition for each group and<br />
compare it to their definition. They may also be encouraged to identify the difference between<br />
each type of mineral.<br />
5. Using a think-pair-share, students discuss the questions How do we extract minerals from the<br />
ground? What is mining? and How did people mine minerals in the past? Display the tools that<br />
students used to mine their minerals from the large tub. What issues would miners have using these<br />
tools for large-scale mining? How do we mine minerals nowadays? QP<br />
6. View the video Modern Mining—How Eagle Mine produces nickel and copper at . This video explains in simple terms how nickel and copper are found, mined and<br />
processed at Eagle Mine in the United States of America. Note: There are many different types of<br />
mining and the process varies slightly for each; however, the main three-step process is the same.<br />
Some sources state rehabilitation or <strong>res</strong>toration of the natural environment as a fourth step in the<br />
process. This is becoming increasingly more important to provide a sustainable future. PC<br />
Reflection:<br />
7. Using a think-pair-share, students answer the question What is a mineral? C<br />
8. As a class, test students’ knowledge of minerals by asking them a series of questions (with some<br />
hints). Read the fol<strong>low</strong>ing to the class, then instruct students to move to one side of the class for yes<br />
and the other side for no. Question 1. Is quartz a mineral? Does anybody make it? Where is it found?<br />
Question 2. Is plastic a mineral? Who makes plastic? Do you know what plastic is made from?<br />
Question 3. Is gold a mineral? Can you make gold? Where do you find gold nuggets? Question 4. Is<br />
granite a mineral? What do you think it is made of? Question 5. Is charcoal a mineral? You can find<br />
it after a fire has burned, but where does it come from? Question 5. Is an iceberg a mineral? What is<br />
made of? Is it natural? Is it solid? QP PC PA E C<br />
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Lesson 5<br />
Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
How did Aboriginal and Tor<strong>res</strong> Strait Islander people<br />
use Earth’s <strong>res</strong>ources? How did they ensure there were<br />
enough <strong>res</strong>ources for future generations?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Evaluating E<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students observe, ask questions about and describe<br />
how Aboriginal and Tor<strong>res</strong> Strait Islander people used<br />
Earth’s <strong>res</strong>ources to meet their needs and how they<br />
cared for the land to ensure there were <strong>res</strong>ources<br />
available for future generations.<br />
Background information<br />
• Aboriginal and Tor<strong>res</strong> Strait Islander people used Earth’s<br />
<strong>res</strong>ources to meet their basic needs. They constructed<br />
tools to source/hunt, collect and store food and water<br />
<strong>res</strong>ources. They ate f<strong>res</strong>h food from native flora and fauna.<br />
They created fi<strong>res</strong> for cooking and warmth and built<br />
shelters to <strong>res</strong>t in. They made basic clothing using natural<br />
plant and animal materials and created paintings using<br />
ochre (mineral-based hard clay powder) to communicate<br />
information.<br />
• Aboriginal and Tor<strong>res</strong> Strait Islander people had a mutually<br />
<strong>res</strong>pectful relationship with the land. They believed the<br />
land cared for and provided them with everything they<br />
needed to survive and in return they took care of the land.<br />
• To ensure <strong>res</strong>ources were plentiful for future use,<br />
Aboriginal and Tor<strong>res</strong> Strait Islander people:<br />
— only took what they needed<br />
— distributed seeds and young animals to new areas<br />
— burnt off old vegetation to minimise wildfi<strong>res</strong> and<br />
encourage new growth<br />
— moved from one area to another to avoid <strong>res</strong>ource<br />
depletion, and<br />
— collected and saved water while <strong>res</strong>ources were<br />
abundant.<br />
Technology/Engineering/Mathematics links:<br />
• scanning QR codes to view videos<br />
• participating in developing an online<br />
mind map with the class<br />
Assessment focus:<br />
• Use completed copies of page 95 to<br />
monitor student’s understanding of how<br />
Aboriginal and Tor<strong>res</strong> Strait Islander<br />
people sourced, collected and used<br />
Earth’s <strong>res</strong>ources to meet their needs.<br />
Resources<br />
• Online video—Is mining<br />
important? at <br />
• One iPad® for each student<br />
or pair with a QR scanner<br />
installed<br />
• One copy of pages 94 and<br />
95 for each student or pair<br />
• Online mind-mapping tool<br />
at <br />
• Online video—We are<br />
caretakers at <br />
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YEAR<br />
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978-1-925431-95-7 R.I.C. Publications® – www.ricpublications.com.au
Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Lesson 5<br />
Lesson plan<br />
Introduction:<br />
1. View the online video Is mining important? at . This video explains<br />
the knock-on effect that would occur if we did not mine minerals, such as the lack of infrastructure,<br />
agriculture or transportation which rely heavily on minerals.<br />
2. Ask students Can humans meet their needs for food, water and shelter without steel, cement,<br />
concrete and fertiliser? Students move to one side of the classroom if they answered yes to the<br />
question and the other side if they answered no. Students share their reasoning with others who<br />
answered similarly. Ask each group to share their reasons with these who had a different opinion.<br />
QP PC PA<br />
Development:<br />
3. Individually or in pairs, give students a copy of pages 94 and 95. Students read the information<br />
on page 94 about how Aboriginal and Tor<strong>res</strong> Strait Islander people met each need for food,<br />
water, shelter and tools and then use a QR scanner to watch a video related to that need. Students<br />
think about the information they have read, seen and heard to identify how Aboriginal and Tor<strong>res</strong><br />
Strait Islander people used water, minerals and rocks, plants and animals to meet their need for<br />
food, water, shelter and tools. Students add information to the worksheet on page 95 to answer<br />
the questions What did Aboriginal and Tor<strong>res</strong> Strait Islander people use each of these <strong>res</strong>ources<br />
for? and How did Aboriginal and Tor<strong>res</strong> Strait Islander people source and collect each <strong>res</strong>ource?<br />
Students then scan another QR code to see how Aboriginal and Tor<strong>res</strong> Strait Islander people<br />
source ochre to make paint. PC PA C<br />
Differentiation<br />
• Less capable students may have the information read and discussed with them. They may also<br />
draw images on a piece of paper to show each type of Earth’s <strong>res</strong>ource and how Aboriginal and<br />
Tor<strong>res</strong> Strait Islander people used each <strong>res</strong>ource. Students can then create a p<strong>res</strong>entation, such<br />
as ShowMe, to explain how Aboriginal and Tor<strong>res</strong> Strait Islander people found, collected and<br />
used each <strong>res</strong>ource.<br />
• More capable students may be encouraged to draw and label examples of food and water<br />
sources, shelters and tools used by Aboriginal and Tor<strong>res</strong> Strait Islanders on the back of<br />
page 95.<br />
4. Students partner up with another student or pair, and compare their answers. Students add<br />
information to, or correct their information as required. E<br />
5. As a class, use an online mind-mapping tool, such as the one found at to collate answers about how Aboriginal and Tor<strong>res</strong> Strait Islander people used Earth’s<br />
<strong>res</strong>ources including water, minerals and rocks, plants, and animals. Note: Other <strong>res</strong>ources such as<br />
the sun, air and soil may be included, al<strong>low</strong>ing students to predict how Aboriginal and Tor<strong>res</strong> Strait<br />
Islander people used each <strong>res</strong>ource to survive. QP PA C<br />
Reflection:<br />
6. View the video We are caretakers at . Use a think-pair-share to<br />
discuss the questions How did Aboriginal and Tor<strong>res</strong> Strait Islander people look after the land that<br />
provided them with so many <strong>res</strong>ources? Which practices have we adopted from the way Aboriginal<br />
and Tor<strong>res</strong> Strait Islander people cared for the land? and What other practices do you think we<br />
should adopt? Note: See Background information for some suggestions of how Aboriginal and<br />
Tor<strong>res</strong> Strait Islander people cared for Earth’s <strong>res</strong>ources.<br />
QP PC PA C<br />
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2 A <strong>STEM</strong> APPROACH 93
Lesson 5<br />
Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Using Earth’s <strong>res</strong>ources in the past – 1<br />
Food<br />
Aboriginal and Tor<strong>res</strong> Strait<br />
Islander people used available<br />
flora and fauna for food. The<br />
food they ate changed with each<br />
season. The men hunted animals<br />
and fish and the women gathered<br />
food from plants. They only<br />
collected enough food to feed<br />
the family.<br />
Aboriginal and Tor<strong>res</strong> Strait<br />
Islander people moved around<br />
to find different foods. This meant<br />
they did not take all the <strong>res</strong>ources<br />
from one place. They<br />
collected food using<br />
carrying dishes.<br />
Bush tucker<br />
Shelter<br />
Aboriginal and Tor<strong>res</strong> Strait<br />
Islander people built shelters<br />
using branches, leaves and bark<br />
from plants. They sometimes<br />
used animal skin and clay to make<br />
them waterproof. Caves in rocks<br />
and hol<strong>low</strong> tree trunks were also<br />
useful shelters.<br />
Aboriginal and Tor<strong>res</strong> Strait<br />
Islander people moved around a<br />
lot and often slept in front of the<br />
fire with only a small windbreak<br />
shelter. If food and water was<br />
available in the area,<br />
they built bigger<br />
shelters.<br />
Water<br />
Aboriginal and Tor<strong>res</strong> Strait<br />
Islander people collected<br />
water from natural sources<br />
such as rivers, rock pools and<br />
underground. If they were<br />
moving away from natural<br />
sources, they would create tools<br />
using bark or animal skins that<br />
could carry their water.<br />
Aboriginal and Tor<strong>res</strong> Strait<br />
Islander people took only enough<br />
water to last the journey to the<br />
next water source. They covered<br />
water with leaves<br />
so it didn't spill as easily.<br />
Finding water sources<br />
Tools<br />
Aboriginal and Tor<strong>res</strong> Strait<br />
Islander people made tools using<br />
branches and leaves from animal<br />
bones, shells and rocks. These<br />
included weapons such as spears<br />
and boomerangs, nets and traps,<br />
carrying dishes, bags and food<br />
utensils such as digging sticks<br />
and seed-grinding stones.<br />
Aboriginal and Tor<strong>res</strong> Strait<br />
Islander people made only<br />
enough tools to help them<br />
meet their needs. They<br />
re-used tools as much<br />
as possible.<br />
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Stone hut shelters<br />
Making tools<br />
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Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Using Earth’s <strong>res</strong>ources in the past – 2<br />
Aboriginal and Tor<strong>res</strong> Strait Islander people had a strong connection with<br />
the land. They depended on the Earth’s <strong>res</strong>ources for food, water and<br />
shelter. They used Earth’s <strong>res</strong>ources to make tools which helped them<br />
meet their needs. Living off the land made them think about the danger of<br />
taking too much and leaving nothing for future generations.<br />
Water<br />
Minerals<br />
and<br />
rocks<br />
Plants<br />
Animals<br />
What did Aboriginal and Tor<strong>res</strong><br />
Strait Islander people use each<br />
of these <strong>res</strong>ources for?<br />
Lesson 5<br />
How did Aboriginal and Tor<strong>res</strong><br />
Strait Islander people source and<br />
collect each <strong>res</strong>ource?<br />
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How did Aboriginal and Tor<strong>res</strong> Strait Islander people make paint?<br />
Find out here<br />
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2 A <strong>STEM</strong> APPROACH 95
Lesson 6<br />
Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
How can we use Earth’s <strong>res</strong>ources wisely and how can we<br />
reduce, reuse and recycle our waste?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students identify how they can help conserve Earth’s<br />
<strong>res</strong>ources in their everyday lives by reducing their use<br />
of limited <strong>res</strong>ources, reusing and upcycling unwanted<br />
<strong>res</strong>ources, and recycling waste items correctly.<br />
Technology/Engineering/Mathematics links:<br />
• scanning QR codes using an iPad® to view online videos<br />
• using an iPad® to film an interview<br />
• participating in an online interactive activity to sort waste<br />
into groups<br />
Background information<br />
• Everything we do in our daily lives uses Earth’s <strong>res</strong>ources in<br />
either their natural or transformed state.<br />
• As human populations continue to expand exponentially,<br />
there is growing concern for how long Earth’s <strong>res</strong>ources<br />
will last. In recent years, the overuse of Earth’s <strong>res</strong>ources<br />
has been a major focus with concerns over climate change,<br />
defo<strong>res</strong>tation, <strong>res</strong>ource depletion and other environmental<br />
issues.<br />
• ‘Reduce, reuse, recycle’ has been a vital campaign for<br />
many years. It includes:<br />
— reducing our use of a <strong>res</strong>ource, such as turning off taps,<br />
lights and electronic devices when not in use and saying<br />
no to unnecessary plastic packaging<br />
— reusing <strong>res</strong>ources for different purposes, such as using<br />
an old phone as a digital camera or upcycling unwanted<br />
objects<br />
— recycling waste materials by giving unwanted clothes,<br />
toys and furniture to charity, placing recyclable materials<br />
in the correct bins and using old food scraps as compost<br />
• Some people suggest we need to do more than just<br />
reduce, reuse and recycle; see more at .<br />
Assessment focus:<br />
• Use students’ filmed interview<br />
segments to assess their<br />
knowledge of how humans can<br />
reduce their waste, reuse waste<br />
items and recycle correctly in<br />
their everyday lives.<br />
Resources<br />
• Online video—A story about<br />
sustainability at <br />
• Online video—Recycling<br />
at <br />
• A3 copy of page 98<br />
• One copy of pages 98 and<br />
99 (or 100) for each pair<br />
• One iPad® with a QR<br />
scanner for each pair<br />
• Online interactive game—<br />
City of Surrey – Rethink<br />
waste at <br />
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YEAR<br />
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Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Lesson 6<br />
Lesson plan<br />
Introduction:<br />
1. View the online video at to hear a story about a greedy king that<br />
discovered he could use Earth’s <strong>res</strong>ources to build all the things his heart desired and to develop<br />
his land into a beautiful city … until his kingdom began to suffer. Discuss the questions, Why did the<br />
king use Earth’s <strong>res</strong>ources? What problems were caused by the king using Earth’s <strong>res</strong>ources the way<br />
he did? How did the king try to be kinder to the environment? and Do you think the kingdom will<br />
change for the better? QP PC<br />
2. Using a think-pair-share, students discuss how the story from the video reflects real life. What do we<br />
use Earth’s <strong>res</strong>ources for? What problems do we face by the overuse of Earth’s <strong>res</strong>ources? How can<br />
we be kinder to the environment? QP<br />
Development:<br />
3. Watch the Behind the News video, Recycling, at . This video<br />
explains Australia’s landfill problem, how we can recycle and the issues with putting the wrong<br />
things in the wrong bins. It highlights how schools can reduce up to 80% of the waste they send to<br />
landfill simply by reducing, reusing and recycling.<br />
4. Display an A3 copy of the ‘Reduce, reuse, recycle’ poster on page 98. Discuss the meaning of each<br />
word and read through the examples of how we can reduce our water use and waste production,<br />
how we can reuse Earth’s <strong>res</strong>ources in a variety of ways and how we can recycle products that can<br />
be remade into new products for sale. PC<br />
5. Divide the class into pairs and give each pair an iPad®, a copy of the poster on page 98 and the<br />
interview questions on page 99. Using an iPad®, students scan the QR codes on the poster to watch<br />
videos about how they can save Earth’s <strong>res</strong>ources. Students then conduct and film an interview<br />
using an iPad® and the interview questions. Both students take turns to ask, answer and film each<br />
question. Note: If time al<strong>low</strong>s, students should be encouraged to upload their interview segment to<br />
a class vlog (video log) or email it to the teacher, a parent or a buddy class. PC PA C<br />
Differentiation<br />
• Less capable students may be grouped together and assisted by an adult to discuss the<br />
information in each video. Students may film each interview directly after watching and<br />
discussing the information p<strong>res</strong>ented in each video.<br />
• More capable students may be encouraged to <strong>res</strong>earch and answer the interview questions on<br />
page 98 or write their own, such as questions about the types and uses of Earth’s <strong>res</strong>ources and<br />
how we can conserve other types of <strong>res</strong>ources.<br />
Reflection:<br />
6. Individually, or as a class, play the waste sorting game at . Students<br />
sort items into either garbage, organics or recyclables. Encourage students to explain their choices<br />
after the game, and what type of materials are generally recyclable. QP PC PA C<br />
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2 A <strong>STEM</strong> APPROACH 97
Lesson 6<br />
Reduce, reuse, recycle – 1<br />
Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Reduce the amount of f<strong>res</strong>h<br />
water that you use when<br />
gardening, cleaning cars and<br />
playing. Save f<strong>res</strong>h water for<br />
drinking, cooking and cleaning.<br />
Find out more about<br />
saving f<strong>res</strong>h water here.<br />
Reduce the amount of food<br />
scraps you place in the bin. Reuse<br />
food scraps by adding them to<br />
a compost bin or worm farm to<br />
return nutrients to your garden.<br />
Find out more about<br />
starting a worm farm here.<br />
Reduce the amount of recyclable products you send<br />
to landfill. Reuse recyclable materials for gardening,<br />
craft projects and science activities. Recycle all<br />
plastic, glass, metal and paper products correctly.<br />
Find out<br />
more about<br />
upcycling<br />
here.<br />
Reduce, Reuse,<br />
Recycle!<br />
See how you can upcycle your waste here.<br />
Reduce the amount of electronic waste you make! Reuse the same Find out more<br />
about e-waste here.<br />
electronic device carefully until it no longer works or use it for a<br />
different purpose, such as using an old mobile phone as a camera.<br />
Recycle your electronic waste correctly at an e-waste recycling facility.<br />
Reduce the amount of<br />
plastic packaging you use.<br />
Reuse the same lunch box<br />
and drink bottle by washing<br />
them out at home.<br />
Find out more about plastic<br />
packaging here.<br />
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YEAR<br />
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Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Reduce, reuse, recycle – 2<br />
Lesson 6<br />
Reduce, reuse, recycle F<strong>res</strong>h water<br />
What does reduce,<br />
reuse and recycle<br />
mean and why is it<br />
important?<br />
Recyclable materials<br />
What does upcycling<br />
mean and how can<br />
you upcycle recyclable<br />
materials?<br />
Plastic packaging<br />
How can you reduce<br />
the amount of plastic<br />
packaging you send<br />
to landfill?<br />
How can you reduce<br />
your use of f<strong>res</strong>h water<br />
and why is it important<br />
not to waste water?<br />
Food scraps<br />
How can you reuse<br />
egg shells and food<br />
scraps from plant foods<br />
to help the garden?<br />
Electronic waste<br />
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How can you reduce,<br />
reuse and recycle<br />
electronic waste?<br />
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2 A <strong>STEM</strong> APPROACH 99
Lesson 6<br />
Reduce, reuse, recycle – 3<br />
Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Metals<br />
How can you<br />
reduce, reuse and<br />
recycle waste from<br />
precious metals?<br />
Paper<br />
How can you<br />
reduce your use of<br />
paper and how can<br />
paper be reused or<br />
recycled correctly?<br />
Garden waste<br />
How can you reuse<br />
plant leaves, branches<br />
and grass trimmings to<br />
help the garden?<br />
Electricity<br />
How can you reduce<br />
your use of electricity<br />
and why is it important<br />
not to waste power?<br />
Clothes, toys and<br />
furniture<br />
How can you reduce,<br />
reuse and recycle<br />
waste from clothes,<br />
toys and furniture?<br />
Petrol<br />
How can you<br />
encourage people<br />
to reduce their use<br />
of petrol made from<br />
fossil fuels?<br />
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100 <strong>Science</strong>:<br />
A <strong>STEM</strong> APPROACH<br />
YEAR<br />
2<br />
978-1-925431-95-7 R.I.C. Publications® – www.ricpublications.com.au
Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Assessment<br />
Teacher notes<br />
<strong>Science</strong> knowledge<br />
Earth’s <strong>res</strong>ources are used in a variety of ways (ACSSU032)<br />
Indicators<br />
• Identifies how we use Earth’s <strong>res</strong>ources in our daily lives.<br />
• Identifies examples of Earth’s <strong>res</strong>ources that are sourced from farms, rivers or mines.<br />
• Identifies tips for how we can protect our environment by reducing, reusing and recycling.<br />
Answers<br />
Page 102<br />
1. Teacher check<br />
Answers may include:<br />
• Sun—warmth, lighting and solar energy<br />
• Air—breathing, inflating and wind power<br />
• Water—drinking, cleaning and hydropower<br />
• Soil—gardening, building shelters and<br />
covering landfill<br />
• Minerals—making jewellery, money or<br />
appliances; building shelters, paths or<br />
roads; and for recreation<br />
• Plants—food, building shelters and making<br />
paper, cardboard or furniture<br />
• Animals—food, transporting people or<br />
goods, work (police dogs) and for recreation<br />
• Fossil fuels—petrol, making plastic and<br />
generating electricity<br />
2. (a) Farms—plants and animals<br />
(b) Rivers—f<strong>res</strong>h water, plants and animals<br />
(c) Mines—Minerals (including rocks) and fossil<br />
fuels (including coal, oil and natural gas)<br />
3. Teacher check<br />
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2 A <strong>STEM</strong> APPROACH 101
Assessment<br />
Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
1. Draw or write how we use each <strong>res</strong>ource in our daily lives.<br />
sun air water soil<br />
minerals plants animals fossil fuels<br />
2. Write the types of <strong>res</strong>ources we get from each source.<br />
(a) farms<br />
(b) rivers<br />
(c) mines<br />
3. Write tips for how we can be kinder to the environment by reducing,<br />
reusing and recycling waste. Include at least three tips in each column.<br />
Reduce Reuse Recycle<br />
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102 <strong>Science</strong>:<br />
A <strong>STEM</strong> APPROACH<br />
YEAR<br />
2<br />
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Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
<strong>STEM</strong> project<br />
<strong>STEM</strong> project overview<br />
Compost bin<br />
Students work in groups of 2–3 to design and create a miniature compost bin to show the<br />
school gardener how he/she can reuse waste materials from Earth’s natural <strong>res</strong>ources to make<br />
a compost bin that will provide nutrients to the garden. Students then create a video explaining<br />
how a compost bin works and how the gardener will need to look after it.<br />
Concepts overview:<br />
<strong>Science</strong><br />
• Apply knowledge of Earth’s <strong>res</strong>ources and how reducing, reusing and recycling our waste can<br />
protect the environment for future generations.<br />
Technology/Engineering<br />
• Apply the design process to plan, create and evaluate a compost bin showing how food and<br />
garden waste, paper and cardboard can be reused.<br />
• Select appropriate materials and apply safety procedu<strong>res</strong> while creating.<br />
• Create a digital video to explain to the school gardener how compost bins work and how to<br />
look after a compost bin.<br />
Mathematics<br />
• Use knowledge of halves and quarters to measure and add waste materials to the compost bin.<br />
• Use a calendar to record when waste materials need to be added to the compost bin and<br />
when it will need to be mixed for airation.<br />
Alternative project ideas:<br />
• In groups, students design and create a water filter using a recycled plastic bottle and<br />
Earth’s natural <strong>res</strong>ources. Students take a digital photograph of each step and upload the<br />
photographs to a computer to create a step-by-step guide showing how to turn ground water<br />
into clean drinking water. The p<strong>res</strong>entation must include students’ photographs and a written<br />
explanation of each step. See how to make the water filter at .<br />
• In pairs, students design and create equipment for an outdoor game or activity, using recycled<br />
materials. Suggestions include: traditional outdoor games, such as ring toss; real-life versions<br />
of digital games, such as Angry birds ; or enlarged versions of indoor games, such as Jenga .<br />
Students then create a video advertisement explaining why people should buy their game<br />
rather than a shop-bought game.<br />
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<strong>Science</strong>:<br />
A <strong>STEM</strong> APPROACH<br />
103<br />
2
<strong>STEM</strong> project<br />
Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
<strong>Science</strong> Knowledge<br />
• Earth’s <strong>res</strong>ources are used in a variety of ways (ACSSU032)<br />
<strong>Science</strong> as a Human Endeavour<br />
<strong>STEM</strong> curriculum links<br />
SCIENCE CURRICULUM<br />
• <strong>Science</strong> involves observing, asking questions about, and describing changes in, objects and events (ACSHE034)<br />
• People use science in their daily lives, including when caring for their environment and living things (ACSHE035)<br />
<strong>Science</strong> Inquiry Skills<br />
Questioning and predicting<br />
• Pose and <strong>res</strong>pond to questions, and make predictions about familiar objects and events (ACSIS037)<br />
Planning and conducting<br />
• Participate in guided investigations to explore and answer questions (ACSIS038)<br />
Processing and analysing data and information<br />
• Use a range of methods to sort information, including drawings and provided tables and through discussion, compare<br />
observations with predictions (ACSIS040)<br />
Communicating<br />
• Rep<strong>res</strong>ent and communicate observations and ideas in a variety of ways (ACSIS042)<br />
TECHNOLOGIES CURRICULUM<br />
Design and Technologies Knowledge and Understanding<br />
• Identify how people design and produce familiar products, services and environments and consider sustainability to meet<br />
personal and local community needs (ACTDEK001)<br />
• Explore the characteristics and properties of materials and components that are used to produce designed solutions<br />
(ACTDEK004)<br />
Design and Technologies Processes and Production Skills<br />
• Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)<br />
• Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)<br />
• Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for<br />
environment (ACTDEP008)<br />
• Sequence steps for making designed solutions and working collaboratively (ACTDEP009)<br />
Digital Technologies Knowledge and Understanding<br />
• Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)<br />
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MATHEMATICS CURRICULUM<br />
Number and Algebra<br />
• Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033)<br />
Measurement and Geometry<br />
• Use a calendar to identify the date and determine the number of days in each month (ACMMG041)<br />
104 <strong>Science</strong>: YEAR<br />
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A <strong>STEM</strong> APPROACH<br />
2
Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
<strong>STEM</strong> project<br />
Teacher notes<br />
<strong>STEM</strong> project:<br />
Design and create a miniature compost bin to show the school gardener how he/she can reuse<br />
waste materials from Earth’s natural <strong>res</strong>ources to make a compost bin that will provide nutrients<br />
to the garden. Record a video explaining how a compost bin works and how to look after it.<br />
Estimated duration: 4 weeks<br />
1. Introduce the project<br />
• Watch the online video Reduce, reuse,<br />
recycle to enjoy a better life at . This video clip<br />
shows how we can avoid contaminating<br />
our planet by reducing, reusing and<br />
recycling our waste.<br />
• Read the problem on page 106 to<br />
students.<br />
• Discuss the different ways the school<br />
gardener can add nutrients to the garden<br />
to help the plants grow, including by<br />
adding fertiliser, creating a worm farm or<br />
composting.<br />
• Read the task and the important<br />
information on page 106 to students.<br />
Clarify any information that students are<br />
not sure of.<br />
2. Investigate<br />
• Provide time for students to find out<br />
information about composting and reusing<br />
waste.<br />
— Give each group a copy of page 107 to<br />
guide their project.<br />
— Provide a selection of nonfiction and<br />
fiction texts for students to look at,<br />
ensuring that only factual information is<br />
transferred.<br />
— Take the class on a school walk to<br />
see the gardens and invite the school<br />
gardener to talk to the class about his/<br />
her role in the school.<br />
3. Design, plan and manage<br />
• Students plan their compost bin and<br />
create a diagram of it, labelling the waste<br />
materials that will be added to the compost<br />
bin. Students may be provided with a copy<br />
of page 108 to see examples of each type<br />
of waste material.<br />
• Students use a calendar to plan and record<br />
when they will add more waste to their<br />
compost bin and when the compost will be<br />
mixed.<br />
• Students collect the materials necessary.<br />
Remind students about <strong>res</strong>ource<br />
management, conserving <strong>res</strong>ources and<br />
ensuring that <strong>res</strong>ources are shared.<br />
4. Create<br />
• Students measure the amount of each<br />
waste material they will add to their<br />
compost and place each material in<br />
separate containers.<br />
• Students create their compost bin in a<br />
plastic bottle by adding layers of each<br />
waste material.<br />
5. Evaluate and refine<br />
• Students evaluate their compost bin to<br />
ensure that all the criteria on page 106 is<br />
included.<br />
• Students make any adjustments necessary<br />
to their designed product.<br />
6. Communicate<br />
• Students create a video of their compost<br />
bin using an iPad® application or a digital<br />
camera, explaining how compost bins work<br />
and how the gardener will need to look<br />
after it.<br />
• Students upload and email their videos to<br />
the school gardener or a buddy class.<br />
• Students complete the self-assessment of<br />
how well they participated and cooperated<br />
within the group.<br />
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<strong>Science</strong>:<br />
A <strong>STEM</strong> APPROACH<br />
105<br />
2
<strong>STEM</strong> project<br />
Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
106 <strong>Science</strong>:<br />
A <strong>STEM</strong> APPROACH<br />
YEAR<br />
2<br />
Project brief<br />
COMPOST BIN<br />
The problem<br />
The plants in the garden at school are starting to<br />
die. They need to be given more nutrients to help<br />
them grow and blossom but the school gardener<br />
can’t afford to keep buying fertiliser.<br />
How can the school gardener use food scraps and<br />
recyclable materials to provide nutrients to the<br />
garden for free?<br />
The task<br />
Design and create a miniature compost bin using food and garden waste,<br />
paper and cardboard. Use a calendar to record when food and garden<br />
waste will be added to the bin and when the compost will be mixed.<br />
Record a video explaining to the school gardener<br />
how compost bins turn food and recyclable<br />
materials into nutrient-rich compost for the<br />
garden and how he/she will need to look after<br />
the compost bin.<br />
Important things you need to do!<br />
• You must work in groups of 2–3 students.<br />
• You must use a 2-L plastic ice cream container with a lid and holes in<br />
the bottom and sides of the container so extra water can drain out<br />
and air and micro-organisms can get in.<br />
• The compost bin must include half of the mixture as garden waste,<br />
one quarter of the mixture as recycled paper or cardboard and one<br />
quarter of the mixture as food scraps.<br />
• You must use a calendar to record when food and garden waste will<br />
be added to the bin and when the compost will be mixed.<br />
• The video must include an explanation of how a compost bin works<br />
and how the gardener will need to look after it.<br />
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Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Project steps<br />
<strong>STEM</strong> project<br />
Investigate<br />
Learn about different types of food and garden waste and how much of<br />
each people send to landfill.<br />
Talk to people that live in your area about how much food, paper and<br />
garden waste they put into the trash.<br />
Read books and online information about food/garden waste.<br />
Learn how to make a compost bin and how compost helps the environment.<br />
Scan the QR code to learn about composting.<br />
Find out how often ingredients need to be added.<br />
Find out how often compost should be mixed.<br />
Design, plan and manage<br />
Plan your compost bin, calendar and video.<br />
Draw a diagram of your compost bin and label the waste materials<br />
you will place inside it.<br />
Use a calendar to plan and record when you will add more waste to<br />
your compost bin and when you will mix the compost.<br />
Collect the materials you need to add to your compost bin.<br />
Create<br />
Create your compost bin and calendar.<br />
Measure how much of each waste material you will need.<br />
Make your compost bin.<br />
Check and make changes<br />
Check that it is correct and you are happy with it.<br />
Check that all the important things in the project brief were done.<br />
Check that all group members are happy with it.<br />
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Communicate<br />
Tell the school gardener or a buddy class bout your compost bin.<br />
Use an iPad® to record a video.<br />
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2 A <strong>STEM</strong> APPROACH 107
<strong>STEM</strong> project<br />
Compost ingredients<br />
Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Food waste<br />
Garden waste<br />
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Paper and cardboard<br />
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YEAR<br />
2<br />
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Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
Student name:<br />
Self-assessment<br />
Date:<br />
<strong>STEM</strong> project<br />
<strong>STEM</strong> project: Compost bin<br />
I listened to the ideas of others.<br />
I gave ideas.<br />
I helped to <strong>res</strong>earch.<br />
I helped collect materials.<br />
I helped with the design plan.<br />
I helped create the design.<br />
The project was easy hard .<br />
The part of the project I liked best was<br />
because<br />
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I could improve my work next time by<br />
.<br />
.<br />
I think my work on this project was excellent good fair poor .<br />
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2 A <strong>STEM</strong> APPROACH 109
<strong>STEM</strong> project<br />
Group assessment rubric<br />
Earth and space sciences<br />
OUR RESOURCEFUL WORLD<br />
CRITERIA<br />
Group members:<br />
Project task:<br />
Design and create a miniature compost bin to show the school gardener how he/she<br />
can reuse waste materials from Earth’s natural <strong>res</strong>ources to make a compost bin that<br />
will provide nutrients to the garden. Record a video explaining how a compost bin<br />
works and how to look after it.<br />
<strong>Science</strong> knowledge<br />
Creates a compost bin that reuses food scraps, garden waste, paper and cardboard.<br />
<strong>Science</strong> skills<br />
Creates a diagram of their compost bin and labels the waste materials that will be<br />
added.<br />
Conducts an investigation to find out how how often waste materials should be added<br />
to a compost bin and how often the compost should be mixed.<br />
Communicates science understanding correctly, clearly and concisely using a digital<br />
video.<br />
Technology/Engineering skills<br />
Plans and designs a compost bin to reuse waste materials.<br />
Creates a compost bin using materials and tools safely.<br />
Evaluates designed products to ensure they meet the criteria and makes any necessary<br />
changes.<br />
Plans and creates a digital video, using an iPad® or digital camera, to explain how<br />
compost bins work and how the gardener will need to look after it.<br />
Mathematics<br />
Measu<strong>res</strong> and adds correct amounts of each waste material to the compost bin using<br />
knowledge of halves and quarters.<br />
Uses a calendar to identify when waste materials will be added to the compost and<br />
when the compost will be mixed.<br />
Group skills<br />
All group members contributed fairly and appropriately.<br />
All group members collaborated and communicated effectively.<br />
Group members were able to <strong>res</strong>olve conflicts independently.<br />
1 = Be<strong>low</strong> expectations<br />
2 = Meeting expectations<br />
3 = Above expectations<br />
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YEAR<br />
2<br />
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Physical sciences<br />
FORCED TO MOVE<br />
force<br />
applied/applying<br />
push<br />
pull<br />
gravity<br />
invisible forces<br />
position<br />
Keywords<br />
shape<br />
size<br />
weight<br />
movement<br />
soft push/pull<br />
hard push/pull<br />
small<br />
large<br />
mass<br />
path<br />
float<br />
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sink<br />
buoyancy (optional)<br />
direction<br />
medium<br />
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2 A <strong>STEM</strong> APPROACH 111
Unit overview<br />
Physical sciences<br />
FORCED TO MOVE<br />
A push or a pull affects how an object moves or changes shape (ACSSU033)<br />
Lesson 1<br />
What is a force and<br />
what does it do?<br />
Lesson 2<br />
What is the difference<br />
between a push and a<br />
pull?<br />
Lesson 3<br />
Does the amount of<br />
force applied to an<br />
object affect how it<br />
moves or changes<br />
shape?<br />
Lesson 4<br />
Does the size and/or<br />
mass of an object<br />
change how much<br />
force is needed to<br />
move it?<br />
Lesson 5<br />
Why do objects fall to<br />
the ground when there<br />
is no surface for them<br />
to sit on?<br />
Lesson 6<br />
How do pushes and<br />
pulls affect objects in<br />
water?<br />
Summative assessment<br />
<strong>STEM</strong> project<br />
Air vs gravity<br />
Students explore different ways they can move a balloon and<br />
sort into two categories—push or pull. Students conduct an<br />
experiment to investigate how objects move or change when<br />
a force is applied to each side of an object.<br />
Students explore the difference between pushes and<br />
pulls. Students predict where they think a person must be<br />
positioned to move an object from one place to another<br />
using a given force. Students participate in an interactive<br />
game and compare the information in the game to their<br />
predictions.<br />
Students investigate how different amounts of force being<br />
applied to different sides of a hula hoop can change its<br />
shape or how it moves. Students conduct an experiment and<br />
then apply their knowledge to participate in an interactive<br />
game. Students also observe how obstacles placed in an<br />
object's path can affect how they move.<br />
Students explore if the size and weight of an object affects<br />
the amount of force needed to move it. Students investigate<br />
ways more force can be added through an interactive game<br />
and by using more muscle power during their experiment.<br />
Students should conclude that the amount of force needed<br />
to move objects depends on an object’s mass, not its size.<br />
Students briefly learn about Sir Isaac Newton and one of his<br />
famous discoveries, gravity. Students conduct an experiment<br />
to explore how gravity affects the path objects travel when<br />
they are dropped from a given height, when they are pushed<br />
or pulled off a surface and when they are thrown in the air.<br />
Students conduct an experiment to test objects that float and<br />
sink in water. Students investigate which objects are getting<br />
pulled to the bottom of the tub of water by gravity and which<br />
are getting pushed to the surface of the water by another<br />
invisible force. They identify how pushes and pulls affect the<br />
movement and position of objects in water.<br />
Students demonstrate their knowledge of pushes and pulls<br />
and how these forces are used in our everyday lives, such as<br />
when playing games or moving boxes, and they investigating<br />
objects that float or sink.<br />
Students design and create a floating ball toy for each<br />
partner that uses a push force to make a table tennis ball<br />
float in the air. The toy must have a small container to catch<br />
the ball when gravity pulls it towards the ground. Students<br />
take two digital photographs of their floating ball toy, one<br />
while the ball is at <strong>res</strong>t and one while it is in action, and<br />
upload these to a computer, labelling the type of force at<br />
work and the direction of the force in each image.<br />
Pages<br />
114–117<br />
118–121<br />
122–124<br />
125–128<br />
129–131<br />
132–136<br />
137–138<br />
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A <strong>STEM</strong> APPROACH<br />
YEAR<br />
2<br />
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Physical sciences<br />
FORCED TO MOVE<br />
Unit overview<br />
Curriculum scope and sequence<br />
Lesson<br />
1 2 3 4 5 6 Assessment<br />
SCIENCE UNDERSTANDING<br />
A push or a pull affects how an object moves or changes shape<br />
(ACSSU033)<br />
SCIENCE AS A HUMAN ENDEAVOUR<br />
<strong>Science</strong> involves observing, asking questions about, and describing<br />
changes in, objects and events (ACSHE034)<br />
People use science in their daily lives, including when caring for their<br />
environment and living things (ACSHE035)<br />
SCIENCE INQUIRY SKILLS<br />
Questioning and predicting<br />
Pose and <strong>res</strong>pond to questions, and make predictions about familiar<br />
objects and events (ACSIS037)<br />
Planning and conducting<br />
Participate in guided investigations to explore and answer questions<br />
(ACSIS038)<br />
Use informal measurements to collect and record observations, using<br />
digital technologies as appropriate (ACSIS039)<br />
Processing and analysing data and information<br />
Use a range of methods to sort information, including drawings and<br />
provided tables and through discussion, compare observations with<br />
predictions (ACSIS040)<br />
Evaluating<br />
Compare observations with those of others (ACSIS041)<br />
Communicating<br />
Rep<strong>res</strong>ent and communicate observations and ideas in a variety of ways<br />
(ACSIS042)<br />
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<strong>STEM</strong><br />
project<br />
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2 A <strong>STEM</strong> APPROACH 113
Lesson 1<br />
Physical sciences<br />
FORCED TO MOVE<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
What is a force and what does it do?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and<br />
information PA<br />
• Evaluating E<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students identify how we use forces in our<br />
everyday lives to change the position, size or<br />
shape of a stationary object or to change an<br />
object’s direction while in motion.<br />
Background information<br />
• A force is a push or pull that is applied by a<br />
person, another object or an invisible force,<br />
such as gravity, to change a stationary or<br />
moving object’s position, direction, shape or<br />
size.<br />
• A push is a force that moves objects away from<br />
that which is applying the force.<br />
• A pull is a force that moves objects closer to that<br />
which is applying the force.<br />
• Gravity is an invisible force that acts on all<br />
objects. It is a force that pulls objects towards<br />
the centre of the Earth. Students commonly<br />
believe that gravity does not work on objects<br />
that are sitting on a surface, such as a table. It<br />
is important to show students that when the<br />
surface is removed, gravity will act on the object.<br />
• The direction of force applied to an object, the<br />
amount of force applied and the properties of<br />
the material each object is made from affects<br />
whether the object changes position, direction,<br />
shape or size, and the amount of change that<br />
will occur.<br />
Technology/Engineering/Mathematics links:<br />
• taking digital photographs of playdough<br />
that has been changed by applying force<br />
• uploading and <strong>res</strong>izing digital<br />
photographs and inserting them into a<br />
computer program (optional)<br />
• participating in an online quiz<br />
Assessment focus:<br />
• Use each group’s digital photographs<br />
to assess the student’s ability to fol<strong>low</strong><br />
instructions to conduct a simple<br />
experiment.<br />
• Use the student’s answers to the online<br />
quiz to assess their understanding of<br />
the meaning of a force, a push, a pull<br />
and gravity; and their knowledge of how<br />
objects change their position, direction,<br />
size or shape when a force is applied.<br />
Resources<br />
• A b<strong>low</strong>n-up balloon for each pair<br />
• A packet of sticky notes for each pair<br />
• An A3 piece of blank paper for each<br />
pair<br />
• Online video—Gravity, force and work<br />
at <br />
• A medium-sized ball of playdough<br />
for each group. Students will divide<br />
this amount between four group<br />
members so that each student has a<br />
small ball of playdough each<br />
• Four counters for each group<br />
• Four rulers for each group<br />
• One copy of the cards on page 116<br />
for each group. These will need to be<br />
cut out prior to the lesson<br />
• A digital camera or iPad® for each<br />
group<br />
• Computer access for each group<br />
(optional)<br />
• Online quiz—Forces quiz at or a copy of<br />
page 117 for each student<br />
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114 <strong>Science</strong>:<br />
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YEAR<br />
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Physical sciences<br />
FORCED TO MOVE<br />
Lesson 1<br />
Lesson plan<br />
Introduction:<br />
1. Divide students into pairs and give each pair a balloon. Students work together to move the<br />
balloon in as many different ways as they can. Prompt students by asking, How can you move your<br />
balloon from one partner to another? How can you move your balloon up into the air? How can you<br />
move your balloon down to the ground? How can you move your balloon from the floor to your<br />
waist? How can you move the balloon from the air to your waist? Students record each way they<br />
moved the balloon on a seperate sticky note and place each sticky note on their desk. QP PC<br />
PA<br />
2. After five minutes, stop the class and ask students to sort their sticky notes into two groups—push<br />
or pull (including gravity). Students fold a piece of A3 paper in half and label each half with either<br />
‘push’ or ‘pull’. Students attach the sorted sticky notes to each section to show examples of pushes<br />
and pulls. Students compare the examples in each section to answer What is a push? and What is a<br />
pull? QP PC PA<br />
Development:<br />
3. View the online video Gravity, force and work at . This video briefly<br />
explains how objects move when a person pushes or pulls them and how gravity acts on objects to<br />
pull them to the ground.<br />
4. Divide the class into groups of four and give each group a ball of playdough, four counters, four<br />
rulers and a copy of the pre-prepared cards on page 116. Ask one student to divide the playdough<br />
into quarters and give each student a piece of playdough, a ruler and a counter. Each student<br />
will need to break off a small amount of playdough to attach the counter to the desk so that the<br />
counter doesn’t move. As a group, students read the instructions on the first challenge card on<br />
page 116 and individually carry out the experiment. Note: Students must ensure they do not touch<br />
their playdough after the action has been performed. As a group, students discuss which type of<br />
force they applied to their playdough and compare what happened to each student’s playdough<br />
when force was applied. Students record a group answer for each question on the challenge card.<br />
Note: Students should tick all the changes that occured to the playdough when answering<br />
question 2. Using a digital camera or iPad®, students take a photograph of the card and the four<br />
pieces of playdough in their changed position, shape or size. Students collect their piece of<br />
playdough and repeat the process for the remaining challenges. PC PA E C<br />
Differentiation<br />
• Less capable students may be grouped together and assisted by an adult to read and discuss<br />
each challenge card.<br />
• More capable students may be encouraged to identify and test other ways they can use force to<br />
change the position, direction, shape or size of an object.<br />
5. If time al<strong>low</strong>s, students should be encouraged to upload their digital photographs to a computer,<br />
<strong>res</strong>ize them and insert all four photographs into a computer program, such as Microsoft® Word or<br />
PowerPoint, to create a poster. Students type their names onto the poster and print it.<br />
PC PA C<br />
Reflection:<br />
6. As a class, test students’ knowledge of forces using the Forces quiz at . Read the question aloud to the class and al<strong>low</strong> time for students to think about their<br />
answer. Note: The quiz creator website will ask you to join. On the right-hand side, click ‘Start without<br />
an account’. Alternatively, give each student a copy of page 117 to complete a hard copy version of<br />
the quiz. PA C<br />
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2 A <strong>STEM</strong> APPROACH 115
Lesson 1<br />
Playdough experiment<br />
Physical sciences<br />
FORCED TO MOVE<br />
Challenge 1 Challenge 2<br />
Instructions<br />
Roll the playdough into a ball.<br />
Place it on the counter so that it is<br />
still. Hit one side of the ball using a<br />
sweeping motion of medium force.<br />
Questions<br />
1. Which force was applied to the<br />
playdough?<br />
push pull gravity<br />
2. What happened to the<br />
playdough?<br />
It changed position.<br />
It changed direction.<br />
It changed shape.<br />
It changed size.<br />
Instructions<br />
Place a flat piece of playdough onto<br />
the table. Using a medium force,<br />
slice the playdough in half with the<br />
edge of a ruler and remove one half.<br />
Questions<br />
1. Which force was applied to the<br />
playdough?<br />
push pull gravity<br />
2. What happened to the<br />
playdough?<br />
It changed position.<br />
It changed direction.<br />
It changed shape.<br />
It changed size.<br />
Challenge 3 Challenge 4<br />
Instructions<br />
Roll the playdough into a ball. Grip<br />
two sides of the ball with both<br />
hands. Move your hands apart<br />
s<strong>low</strong>ly to stretch the ball.<br />
Questions<br />
1. Which force was applied to the<br />
playdough?<br />
Instructions<br />
Roll the playdough into a ball. Push<br />
the ball across the table using a<br />
medium force so that it falls off the<br />
edge of the table.<br />
Questions<br />
1. Which force was applied to the<br />
playdough?<br />
push pull gravity push pull gravity<br />
2. What happened to the<br />
playdough?<br />
2. What happened to the<br />
playdough?<br />
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It changed position.<br />
It changed direction.<br />
It changed shape.<br />
It changed size.<br />
It changed position.<br />
It changed direction.<br />
It changed shape.<br />
It changed size.<br />
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Physical sciences<br />
FORCED TO MOVE<br />
True or false<br />
1. A force is a push or pull that is<br />
applied to an object to change its<br />
position, direction, shape or size,<br />
or a combination of these.<br />
(a) True<br />
(b) False<br />
2. A push is a force that, when<br />
applied to an object by a person,<br />
another object or an invisible<br />
force, makes the object move<br />
closer to you or the other object.<br />
(a) True<br />
(b) False<br />
3. A pull is a force that, when<br />
applied to an object by a person,<br />
another object or an invisible<br />
force, makes the object move<br />
towards you or the other object.<br />
(a) True<br />
(b) False<br />
4. Gravity is an invisible force that<br />
pulls objects towards the centre<br />
of the Earth.<br />
(a) True<br />
(b) False<br />
5. If gravity is acting on an object<br />
that is sitting on a table, the<br />
object will fall through the table<br />
and sit on the ground.<br />
(a) True<br />
(b) False<br />
Forces quiz<br />
Lesson 1<br />
Multiple choice<br />
6. What happens to a ball of<br />
playdough when it is still and<br />
you push the side of it using a<br />
sweeping motion?<br />
(a) It changes position and/or<br />
direction.<br />
(b) It changes shape and/or size.<br />
7. What happens to a flat piece of<br />
playdough when you push down<br />
on it with the edge of a ruler and<br />
remove one half?<br />
(a) It changes position and/or<br />
direction.<br />
(b) It changes shape and/or size.<br />
8. What happens to a ball of<br />
playdough when you stretch it<br />
using two hands?<br />
(a) It changes position and/or<br />
direction.<br />
(b) It changes shape and/or size.<br />
9. What happens to a ball of<br />
playdough when you push it off<br />
the edge of a table?<br />
(a) It changes position and/or<br />
direction.<br />
(b) It changes shape and/or size.<br />
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10. On which sides of an object can a<br />
force be applied to?<br />
(a) Left and right<br />
(b) Front and back<br />
(c) Top and bottom<br />
(d) All sides<br />
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2 A <strong>STEM</strong> APPROACH 117
Lesson 2<br />
Physical sciences<br />
FORCED TO MOVE<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
What is the difference between a push and a pull?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Evaluating E<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students identify how we use pushes and pulls in our<br />
everyday lives and how we position our body to apply a<br />
push or a pull.<br />
Technology/Engineering/Mathematics links:<br />
• participating in online interactive games<br />
• using mathematical knowledge of relative positions<br />
and directions to move an object from a given starting<br />
position to a finishing position<br />
Background information<br />
• A push is a force that moves an object away from that<br />
which is applying the force. If the force is being applied<br />
to an object by a person, the object will move away from<br />
the person. If the force is being applied to an object from<br />
another object, such as when basketballs collide, the<br />
objects will move away from each other.<br />
• A pull is a force that moves an object towards that which<br />
is applying the force. If the force is being applied by a<br />
person, the object will move towards the person. If the<br />
force is being applied by an invisible force, such as gravity,<br />
the object will move towards the object that is applying<br />
the invisible force, such as the Earth.<br />
• When changing the position of objects, the position of<br />
the person applying the force, the type of force and the<br />
amount of force used will affect the direction and speed<br />
the object travels.<br />
• When pushing an object to change its position, the person<br />
stands behind the object and pushes it in the direction of<br />
the finish line.<br />
• When pulling an object to change its position, the person<br />
stands between the object and finishing line and pulls it in<br />
the direction of the finish line.<br />
• When changing an object’s position, it is important that<br />
students identify what is applying the force, the type of<br />
force used and the finishing position.<br />
Assessment focus:<br />
• Use page 121 to assess the<br />
student’s understanding of<br />
relative positions and directions,<br />
and the forces used to move an<br />
object in a given direction using<br />
a given force.<br />
Resources<br />
• A digital copy of the table<br />
on page 120<br />
• An A3 copy of page 121 for<br />
each student<br />
• Online interactive game—<br />
Push and pull blocks at<br />
(computer only)<br />
• Online image —Forces in<br />
action playground scene<br />
at <br />
• Online interactive game—<br />
Rock and roll (medium)<br />
at (computer only)<br />
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Physical sciences<br />
FORCED TO MOVE<br />
Lesson 2<br />
Lesson plan<br />
Introduction:<br />
1. Display a digital copy of page 120 on the interactive whiteboard. Students compare the examples<br />
of forces in the first column and contrast them to the examples in the second column to identify<br />
a heading for each column. Students brainstorm other examples of pushes and pulls that can be<br />
added to each column. QP PC PA<br />
Development:<br />
2. Give each student an A3 copy of page 121. For each scenario, students look at the starting position<br />
of the trolley and where the food will be delivered to (finishing position). Students identify where<br />
they would need to stand to move the trolley to the finishing position using a given force, and draw<br />
a picture of themselves in that position. Students then add an arrow to the diagram to show the<br />
direction the trolley will move. QP PC PA<br />
3. Individually or in pairs, students play the online game Push and pull blocks at . Students fol<strong>low</strong> instructions to either push or pull blocks to cover a dot. The game gets<br />
prog<strong>res</strong>sively harder. QP PC PA<br />
4. Students compare what they have learnt from the game about how to position a block correctly to<br />
use the right type of force, to the position a person would need to be to push a cart. PA E<br />
5. As a class, view the Forces in action playground scene at . Divide<br />
the class into twelve groups (groups of 2–3 students) and allocate each group a letter from A–K.<br />
Students find their letter in the scene and discuss the forces in action for their particular image.<br />
QP PC PA C<br />
Differentiation<br />
• Less capable students may be grouped together and given an easier example of forces in<br />
action, such as the boy pulling a wagon (J) or the mum pushing a pram (K).<br />
• More capable students may be given harder examples of forces in action, such as the man<br />
leaning against the wall (C) or the boy using a bow and arrow (F).<br />
Reflection:<br />
6. Individually or as class, students play the interactive game Rock and roll (medium) at . Note: Students must be limited to the medium version of the game as the<br />
other versions include more complex aspects of forces that will be covered in subsequent lessons.<br />
Students decide if Max needs to push or pull the boulder to move it to an identified position.<br />
Students will need to look at Max’s position and the position of the boulder to see which force is<br />
needed. PA C<br />
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2 A <strong>STEM</strong> APPROACH 119
Lesson 2<br />
Examples of forces<br />
Physical sciences<br />
FORCED TO MOVE<br />
Pushing objects<br />
Pulling objects<br />
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Physical sciences<br />
FORCED TO MOVE<br />
How will you move it?<br />
Lesson 2<br />
1. Deliver the food to the guests in room 3.<br />
(a) Draw yourself in the position you would need to stand to push the trolley.<br />
(b) Draw an arrow to show the direction the trolley would move.<br />
2. Deliver the food to the guests in room 4.<br />
(a) Draw yourself in the position you would need to stand to pull the trolley.<br />
(b) Draw an arrow to show the direction the trolley would move.<br />
3. Deliver the food to the guests in room 2.<br />
(a) Draw yourself in the position you would need to stand to push the trolley.<br />
(b) Draw an arrow to show the direction the trolley would move.<br />
4. Deliver the food to the guests in room 1.<br />
(a) Draw yourself in the position you would stand to pull the trolley.<br />
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(b) Draw an arrow to show the direction the trolley would move.<br />
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2 A <strong>STEM</strong> APPROACH 121
Lesson 3<br />
Physical sciences<br />
FORCED TO MOVE<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
Does the amount of force applied to an object<br />
affect how it moves or changes shape?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and<br />
information PA<br />
• Evaluating E<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students explore how applying different<br />
amounts of force to different sides of<br />
everyday objects, such as a hula hoop, can<br />
change the way it moves or changes shape.<br />
Background information<br />
• The direction of force applied to an object, the<br />
amount of force applied and the properties of the<br />
material each object is made from will affect how<br />
it changes shape or position.<br />
• During the investigation, students will discover<br />
that:<br />
— when a hula hoop is pushed/pulled from the<br />
left or right side, it will roll from its starting<br />
position to its finishing position.<br />
— when a hula hoop is pushed/pulled from the<br />
front or back, it will change positions from<br />
standing up to laying flat on the ground.<br />
— when a hula hoop is pushed from the top it will<br />
bend into a different shape.<br />
— when a hula hoop is pulled from the top or<br />
pushed from the bottom, it will travel upwards<br />
through the air before gravity pulls it back<br />
down.<br />
— when a hula hoop is pulled from the bottom, it<br />
will travel downwards towards the ground. The<br />
hula hoop will remain standing on the ground.<br />
— the amount of force applied, will affect the<br />
amount of change that occurs to the object.<br />
Technology/Engineering/Mathematics links:<br />
• participating in online interactive games<br />
and activities<br />
• using mathematical knowledge of relative<br />
positions and directions to move a trolley<br />
from a given starting position to a given<br />
finishing position<br />
• using an app, such as ShowMe on an iPad®,<br />
to record a simple video (optional)<br />
Assessment focus:<br />
• Use page 124 to monitor each group’s<br />
ability to conduct simple experiments and<br />
record their observations using informal<br />
measurements and directional language.<br />
• Use each group’s video or observations<br />
from the interactive games to assess<br />
students’ understanding of how applying<br />
different amounts of force to different<br />
places on an object changes the way it<br />
moves.<br />
Resources<br />
• A digital copy of page 124<br />
• A hula hoop for each group<br />
• An A3 copy of page 124 for each<br />
group<br />
• An outdoor open space, such as an<br />
oval or grassed sitting area<br />
• An iPad® with a p<strong>res</strong>entation app,<br />
such as ShowMe, for each group<br />
(optional)<br />
• Online interactive game—Fish force<br />
at (computer only)<br />
• Online interactive game—Rock and<br />
roll (hard) at (computer only)<br />
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Physical sciences<br />
FORCED TO MOVE<br />
Lesson 3<br />
Lesson plan<br />
Introduction:<br />
1. Display a hula hoop in front of the class for students to discuss. How can we make this hula hoop<br />
roll? How can we make this hula hoop slide? How can we make this hula hoop change shape? How<br />
can we make this hula hoop move through the air? How will applying different amounts of force to<br />
an object change how it moves or changes shape? QP<br />
Development:<br />
2. Display a copy of the investigation worksheet on page 124. Explain how to start each test by<br />
holding the hula hoop facing the body in a still position. Demonstrate the place on the hula hoop<br />
that the force will need to be applied to for each test. (For the left, right, top and bottom sides,<br />
apply the force to the centre of each side. For the front and back, apply the force to the front or<br />
back of the top edge of the hula hoop.)<br />
3. Divide the class into groups of four and give each group a hula hoop and an A3 copy of page 124.<br />
As a group, students work outside in an open space to investigate how applying different amounts<br />
of a push or pull to different sides of an object affects how it moves. All group members should<br />
test each object and discuss what they think the <strong>res</strong>ult should be. This will minimise the variation<br />
in <strong>res</strong>ults that are greatly impacted by the strength of the invidividual applying the force. Students<br />
record their group <strong>res</strong>ults for each test using the tables on page 124. Note: Students will need to<br />
record their observations use key words, directional language, informal measurements and relative<br />
sizes, such as ‘It rolled 15 steps to the left’ or ‘It moved up higher than the building’. PC PA<br />
Differentiation<br />
• Less capable students may contribute ideas orally to the group and be assisted by a group<br />
member to measure using informal measurements.<br />
• More capable students may be encouraged to write the group’s ideas on page 124 and may be<br />
encouraged to measure using more accurate units of informal measurement or formal units of<br />
measurement.<br />
4. If time al<strong>low</strong>s, encourage each group to use a p<strong>res</strong>entation app, such as ShowMe on an iPad®, to<br />
record a simple video showing how an object moves differently when a different amount of force is<br />
applied to different sides of the object. PC PA<br />
5. Return to the classroom and ask each group to pair up with another group to share their written<br />
<strong>res</strong>ults or their video p<strong>res</strong>entations. E<br />
6. As a class play the game Fish force at . Explore what<br />
happens when different amounts of force are adjusted to move the fish. QP PC PA C<br />
Reflection:<br />
7. Individually or as class, students play the interactive game Rock and roll (hard) at . Note: Students must be limited to the hard version of the game as the other versions<br />
include easier or more complex aspects of forces that will be covered in other lessons. Students<br />
decide if Max needs to push or pull the boulder to move it to an identified position. Students will<br />
need to look at Max’s position and the position of the boulder to see which force is needed.<br />
PC PA C<br />
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2 A <strong>STEM</strong> APPROACH 123
Applying different amounts of force<br />
Use the table to record how the hula hoop moves or<br />
changes shape when each amount of force is applied<br />
to a different side of the hula hoop. Remember to<br />
hold the hula hoop still and facing the body before<br />
performing each test.<br />
Left side<br />
Right side<br />
Front<br />
Back<br />
Top<br />
Bottom<br />
Left side<br />
Right side<br />
Front<br />
Back<br />
Top<br />
Lesson 3<br />
Soft push<br />
Soft pull<br />
Physical sciences<br />
FORCED TO MOVE<br />
Hard push<br />
Hard pull<br />
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A <strong>STEM</strong> APPROACH<br />
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2<br />
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Physical sciences<br />
FORCED TO MOVE<br />
Lesson 4<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
Does the size and/or mass of an object change how much force<br />
is needed to move it?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Evaluating E<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students explore how we use different amounts of force to<br />
move everyday objects of different masses.<br />
Technology/Engineering/Mathematics links:<br />
• participating in online interactive games and activities<br />
• using informal measurements to mark a controlled distance<br />
and height that each object will be moved to, and comparing<br />
the masses of each object<br />
• using mathematical language to informally compare the<br />
amount of force needed to move objects of different masses<br />
Background information<br />
• A force is a push or pull that is applied by a person,<br />
another object or an invisible force, such as gravity, to<br />
change a stationary or moving object’s position, direction,<br />
shape or size.<br />
• The amount of force required to move an object depends<br />
on the mass of the object, not it’s size. For example: An<br />
expanded balloon, which is larger but lighter than a<br />
marble, will need less force to move it than a marble will.<br />
During the investigation, students should compare the<br />
mass of the full bucket to the mass of the full tissue box to<br />
see why the bucket needs more force than the tissue box.<br />
• Increasing the amount of force applied to an object<br />
can be achieved by using more muscle power from an<br />
individual, more people or simple machines, such as<br />
pulleys.<br />
• When completing the investigation, the amount of force<br />
that each group uses to move an object will be subjective,<br />
as it will depend on the strength of the inviduals that<br />
tested it. At this age, it is sufficicient for students to know<br />
that a small amount of force will make less change to an<br />
object than a large amount of force.<br />
Assessment focus:<br />
• Use page 127 to assess the<br />
student’s science inquiry skills,<br />
including predicting and<br />
recording <strong>res</strong>ults.<br />
• Use page 128 to assess the<br />
student’s understanding of<br />
forces and how different<br />
amounts of force need to be<br />
applied to objects of different<br />
size and weight.<br />
Resources<br />
• Online interactive game—<br />
Pushing and pulling (How<br />
much force?) at <br />
• Online video—Tug of war<br />
at <br />
• A copy of pages 127 and<br />
128 for each student<br />
• An empty tissue box<br />
and an empty bucket<br />
(approximately 10 L) for<br />
each group<br />
• Access to a sandpit<br />
• Online interactive activity—<br />
Fish force at <br />
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2 A <strong>STEM</strong> APPROACH 125
Lesson 4<br />
Physical sciences<br />
FORCED TO MOVE<br />
Lesson plan<br />
Introduction:<br />
1. In pairs, students play a different version of the Fish force game at by selecting the create option instead. Students take turns to create a game for the other<br />
student to play. As a class, discuss what students found was the trickiest part about knowing how<br />
much force to apply, the position to place the cannon, and what obstacles they navigated. QP<br />
PC<br />
Development:<br />
2. Load the video showing a game of tug of war in action at . Before<br />
viewing the video, ask students to predict which team they think will win—the team with two<br />
children or the individual child. View the video and compare students’ predictions to the <strong>res</strong>ult.<br />
Discuss the questions, What force was being applied by each team? Why do you think the individual<br />
child won? If both children in the losing team were as big and strong as the child in the winning<br />
team, who do you think would win? Does a heavy object always need more than one person to<br />
move it? QP PC PA<br />
3. Give each student a copy of page 127. Individually, students predict how much force they think will<br />
be required to push and pull a tissue box and a bucket, when they are empty and when they are<br />
filled with sand. Students record their predictions on page 127, using a 5-point scale, from a small<br />
amount to a large amount. QP<br />
4. Divide the class into groups of four and give each group an empty tissue box and an empty bucket.<br />
As a group, students work outside in a sandpit, to investigate how much force is needed to push<br />
and pull each object. Students will need to measure a controlled distance that the objects will be<br />
pushed and a controlled height that the objects will be pulled to. All group members should test<br />
each object and discuss what they think the <strong>res</strong>ult should be. This will minimise the variation in<br />
student’s individual <strong>res</strong>ults that are greatly impacted by the strength of the invidividual. Using<br />
page 127, students individually record their group’s <strong>res</strong>ult for each test. Students may be<br />
encouraged to check their <strong>res</strong>ults by comparing two objects at a time to see if the <strong>res</strong>ults for each<br />
object are reasonable. PC PA<br />
5. Return to the classroom and ask groups to pair up to compare their <strong>res</strong>ults. For any differing <strong>res</strong>ults,<br />
each group should record the other group’s <strong>res</strong>ult using a different colour. E<br />
Reflection:<br />
6. Individually, students review both groups answers on page 127. Students then communicate their<br />
understanding of how the mass of an object affects the amount of force needed to move it by<br />
completing page 128. C<br />
Differentiation:<br />
• Less capable students may work with an adult to complete page 128 orally. Students may also<br />
be given each object to compare again before providing an answer.<br />
• More capable students may be encouraged to write their own sentences comparing the amount<br />
of force needed to move different stationery or craft supplies, such as a pencil needs less force<br />
than a stapler does to move it from one position to another.<br />
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Physical sciences<br />
FORCED TO MOVE<br />
Applying force to different objects – 1<br />
1. Colour a square on each scale to predict the amount of force needed to<br />
move a tissue box and a bucket when they are empty and full.<br />
Empty<br />
tissue<br />
box<br />
Full<br />
tissue<br />
box<br />
Empty<br />
bucket<br />
Full<br />
bucket<br />
A small<br />
amount<br />
A small<br />
amount<br />
A small<br />
amount<br />
A small<br />
amount<br />
Push<br />
A large<br />
amount<br />
A large<br />
amount<br />
A large<br />
amount<br />
A large<br />
amount<br />
A small<br />
amount<br />
A small<br />
amount<br />
A small<br />
amount<br />
A small<br />
amount<br />
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2 A <strong>STEM</strong> APPROACH 127<br />
Pull<br />
2. Colour a square on each scale to show the <strong>res</strong>ult of each test.<br />
Empty<br />
tissue<br />
box<br />
Full<br />
tissue<br />
box<br />
Empty<br />
bucket<br />
Full<br />
bucket<br />
A small<br />
amount<br />
A small<br />
amount<br />
A small<br />
amount<br />
A small<br />
amount<br />
Push<br />
A large<br />
amount<br />
A large<br />
amount<br />
A large<br />
amount<br />
A large<br />
amount<br />
A small<br />
amount<br />
A small<br />
amount<br />
A small<br />
amount<br />
A small<br />
amount<br />
Pull<br />
3. How did your group’s <strong>res</strong>ults compare to your predictions?<br />
All <strong>res</strong>ults matched<br />
my predictions.<br />
Some <strong>res</strong>ults matched<br />
my predictions.<br />
Lesson 4<br />
A large<br />
amount<br />
A large<br />
amount<br />
A large<br />
amount<br />
A large<br />
amount<br />
A large<br />
amount<br />
A large<br />
amount<br />
A large<br />
amount<br />
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A large<br />
amount<br />
No <strong>res</strong>ults matched<br />
my predictions.
Lesson 4<br />
Applying force to different objects – 2<br />
1. Write more or less to complete each sentence.<br />
Physical sciences<br />
FORCED TO MOVE<br />
(a) An empty tissue box needs<br />
force than a full tissue<br />
box to move it from one position to another.<br />
(b) An empty bucket needs<br />
to move it from one position to another.<br />
force than a full tissue box<br />
(c) A full bucket needs<br />
force than a full tissue box to<br />
move it from one position to another.<br />
2. Complete the cloze using the words in the box be<strong>low</strong>.<br />
To move an object, a<br />
needs to be applied. A force is a<br />
or a pull. A force can be applied to an object by a<br />
, another object or an invisible force, such as<br />
. The mass of an object affects the<br />
of force that is needed to move it. The<br />
of an object does not affect how much force is needed to move it. An<br />
object that is small but<br />
move it than an object that is<br />
amount<br />
big<br />
force<br />
gravity<br />
will need more force to<br />
heavy<br />
person<br />
but light.<br />
push<br />
size<br />
3. Draw and label an object that needs a small, medium and large amount<br />
of force to be moved.<br />
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Physical sciences<br />
FORCED TO MOVE<br />
Lesson 5<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
Why do objects fall to the ground when there is no surface for<br />
them to sit on?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Evaluating E<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students investigate and explore how gravity works on<br />
everyday objects, including themselves, by pulling them<br />
towards the centre of the Earth.<br />
Technology/Engineering/Mathematics links:<br />
• using an iPad® or digital camera to record a video<br />
• using an iPad® or computer to email a digital video to the<br />
teacher (optional)<br />
Background information<br />
• Through careful observation and testing, Sir Isaac Newton<br />
discovered an invisible force (gravity) that acts on all<br />
objects with mass. It is a force that pulls objects towards<br />
the centre of the Earth.<br />
• The amount of gravitational pull on an object is directly<br />
relational to the mass of the object. A heavier object will<br />
have a larger gravitational pull than a light object. At this<br />
age it is sufficient for students to know that all objects with<br />
mass are acted upon by gravity.<br />
• When completing the investigation, students should<br />
discover that regardless of whether a push, a pull or no<br />
force was applied to the beanbag initially, the beanbag<br />
fell to the floor. This is because a gravitational force is at<br />
work, pulling the object towards the centre of the Earth.<br />
When a surface is removed or the object is released from<br />
a hold, gravity pulls the object to the ground.<br />
• The path an object travels depends on the forces at work.<br />
If gravity is the only force at work, the object will travel<br />
straight down to the ground. If a force is applied to the<br />
side of an object, the object will travel in that direction<br />
until the force of gravity is able to move it closer to the<br />
ground. If an object is thrown into the air, it will travel in<br />
the same direction until gravity pulls it back down.<br />
Assessment focus:<br />
• Use completed copies<br />
of page 131 to assess<br />
the student’s predicting,<br />
observing and recording<br />
skills.<br />
• Use students’ self-created<br />
videos to assess their<br />
knowledge of gravity and how<br />
it works on objects that have<br />
been pushed or pulled in<br />
different directions.<br />
Resources<br />
• Online video about Sir<br />
Isaac Newton at <br />
• A copy of page 131 for<br />
each pair<br />
• A beanbag for each pair<br />
• Access to a cleared table<br />
• Online video—Defining<br />
gravity at <br />
• An iPad® or digital camera<br />
for each pair<br />
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2 A <strong>STEM</strong> APPROACH 129
Lesson 5<br />
Physical sciences<br />
FORCED TO MOVE<br />
Lesson plan<br />
Introduction:<br />
1. As a class, watch the cartoon at . What happened to the apple when<br />
it was no longer attached to the tree? What happened to the apple after Newton threw it in the air?<br />
What happened to the two apples when Newton held them in his hands and then let them drop?<br />
Where did the objects land? Were the objects being pulled or pushed towards the Earth? What<br />
other examples were shown of things falling towards the ground? QP<br />
Development:<br />
2. Divide the class into pairs and give each pair a copy of page 131. Students read each test in the<br />
table and draw the path they predict the beanbag will take when the test is conducted. Note:<br />
Ensure students use a lead pencil to record their predictions. QP<br />
3. Give each pair a beanbag to conduct the tests on page 131. Students explore how objects move<br />
differently when they are dropped, pushed off a surface, pulled off a surface and thrown in the air.<br />
For each test, students observe the path the beanbag traveled and use a red pencil to record their<br />
<strong>res</strong>ult on the same image as their prediction. PC PA<br />
4. Students compare their predictions to their <strong>res</strong>ults and record if their predictions were correct by<br />
placing a tick in the last column on page 131. PA<br />
5. Students share their <strong>res</strong>ults with another pair and suggest reasons for any differences that occured,<br />
such as the amount of push given to each object. Students compare the general path taken by the<br />
object in each pair’s <strong>res</strong>ults. Prompt students by asking, Do both pairs’ <strong>res</strong>ults for test one show the<br />
beanbag moving straight down to the ground? Do both pairs’ <strong>res</strong>ults for test two show the beanbag<br />
moving across the table, then changing direction and moving down to the ground? PA E<br />
Differentiation:<br />
• Less capable students may be prompted by one question at a time, al<strong>low</strong>ing them to<br />
concentrate on one set of <strong>res</strong>ults at a time.<br />
• More capable students may be encouraged to explain why they think the beanbag moved to<br />
the ground during each test and record these explanations on the back of page 131.<br />
6. View the video investigation Defining gravity at . This video explains<br />
what gravity is and how Sir Isaac Newton discovered it in simple terms. Students compare the<br />
<strong>res</strong>ults of the video investigation to the their <strong>res</strong>ults. Did you come to the same conclusion? PA<br />
Reflection:<br />
7. Divide the class into pairs and give each pair an iPad® or digital camera. Students create a video<br />
in a quiet location to answer the question What is gravity and how does it work on objects that are<br />
pushed or pulled in different directions? Students explain as much information as they can about<br />
gravity. If time al<strong>low</strong>s, students may be encouraged to email their video to the teacher to show<br />
what they’ve learnt. If <strong>res</strong>ources are limited, conduct this activity using an interview-style discussion.<br />
C<br />
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Physical sciences<br />
FORCED TO MOVE<br />
The beanbag’s path<br />
Draw the path a beanbag will travel when each test is conducted. Use a<br />
lead pencil to record your predictions and a red pencil to record your<br />
<strong>res</strong>ults on the same image.<br />
Test Path travelled Correct?<br />
1. Place the beanbag<br />
in your hand and<br />
hold your hand<br />
out straight in front<br />
of you. Drop the<br />
beanbag.<br />
2. Place the beanbag<br />
on the table near<br />
the edge. Give<br />
the beanbag a<br />
push using a large<br />
amount of force.<br />
3. Place the beanbag<br />
on the table near<br />
the edge. Give<br />
the beanbag a<br />
pull using a large<br />
amount of force.<br />
Remember to<br />
stay out of the<br />
beanbag's path!<br />
4. Throw the beanbag<br />
above your head<br />
so that it lands on<br />
the table using a<br />
medium amount of<br />
force.<br />
Remember to<br />
throw your beanbag<br />
carefully so it<br />
doesn't hit anyone!<br />
Lesson 5<br />
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2 A <strong>STEM</strong> APPROACH 131
Lesson 6<br />
Physical sciences<br />
FORCED TO MOVE<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
How do pushes and pulls affect objects in water?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Evaluating E<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students investigate and explore everyday objects that float<br />
and sink to identify if they are getting pulled to the bottom of<br />
a tub of water or pushed to the surface of the water.<br />
Technology/Engineering/Mathematics links:<br />
• participating in a class vote to record a tally of students floating<br />
and sinking predictions<br />
• counting tally marks to record a total<br />
• using a p<strong>res</strong>entation app, such as ShowMe, on an iPad® to take<br />
a digital photograph of the objects in the water, labelling each<br />
set of objects with float and sink, and drawing directional arrows<br />
to show the direction of each force<br />
• participating in an online interactive activity to sort objects into<br />
two categories—objects that float and objects that sink<br />
Background information<br />
• Objects behave differently when placed in water. Some<br />
objects float, such as those filled with air, and some<br />
objects sink, such as those that are solid.<br />
• Objects float or sink depending on the density of the<br />
particles within each object. The density of an object<br />
affects the amount of gravity and buoyancy that is at<br />
work on the object.<br />
• If an object is more dense than the water it is sitting in,<br />
the object will be pulled to the bottom of the water by<br />
gravity. This is commonly referred to as ‘sinking’.<br />
• If an object is less dense than the water it is sitting<br />
in, the object will be pushed up to the surface of the<br />
water using another invisible force, buoyancy. This is<br />
commonly referred to as ‘floating’<br />
• At this age, it is sufficient for students to see that<br />
objects in water are also affected by forces that push<br />
and pull the object. These forces can be observed by<br />
testing if objects float or sink. Note: Students are not<br />
required to name or explain the invisible forces at work<br />
when objects float or sink.<br />
Assessment focus:<br />
• Use completed copies of<br />
page 136 to assess the<br />
student’s observation and<br />
recording skills.<br />
• Use the student’s digital<br />
p<strong>res</strong>entation to assess their<br />
knowledge of how floating and<br />
sinking relates to pushing and<br />
pulling.<br />
Resources<br />
• An enlarged copy of page 134<br />
• A digital copy of page 135<br />
for display on the interactive<br />
whiteboard<br />
• A large tub of water, a wooden<br />
craft stick, a metal spoon, a<br />
plastic spoon, a metal coin and<br />
a copy of page 136 for each<br />
pair<br />
• An iPad® with a p<strong>res</strong>entation<br />
app, such as ShowMe<br />
• Online video—Sink or float? at<br />
<br />
• Online interactive activity—Sink<br />
or float? at (Click the image<br />
that shows two squa<strong>res</strong> to sort<br />
objects into. This will download<br />
as a .swf file.)<br />
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Physical sciences<br />
FORCED TO MOVE<br />
Lesson 6<br />
Lesson plan<br />
Introduction:<br />
1. As a class, ask students How do pushes and pulls affect objects in water? Display the concept<br />
attainment chart on page 134. Students compare the objects in the first column and contrast them<br />
with the objects in the second column to identify a heading for each column. Note: Objects in the<br />
first column float and objects in the second column sink. Students then predict which of the objects<br />
at the bottom of the page they think belong in each column. QP<br />
Development:<br />
2. Display page 135 on the interactive whiteboard. Conduct a class vote to record students’<br />
predictions of whether each object will float or sink. Ask students to stand if they think the wooden<br />
craft stick will float and remain seated if they think it will sink. Record a tally mark for each student<br />
in the cor<strong>res</strong>ponding section of the table on page 135. Total each row and record it in the final<br />
column. Repeat the vote for each object. QP<br />
3. Divide the class into pairs and give each a large tub of water, a wooden craft stick, a metal spoon, a<br />
plastic spoon, a metal coin and a copy of page 136. Students take turns to investigate if each object<br />
will float or sink and if it will get pushed to the surface of the water or pulled to the bottom of the<br />
tub. One student places an object into the tub to test it, while the other student records the <strong>res</strong>ult<br />
by answering each question in the table on page 136. Students swap roles and test the remaining<br />
objects. PC PA<br />
4. When all four items have been tested, students look at their <strong>res</strong>ults on page 136 to compare<br />
floating and sinking columns to the pushing and pulling columns. Students should conclude that<br />
objects that float are pushed to the surface of the water and objects that sink are pulled to the<br />
bottom. Students take a digital photograph of the tub using a p<strong>res</strong>entation app, such as ShowMe,<br />
on an iPad® and label ‘float’ or ‘sink’ on the image. Students then draw an arrow to show the<br />
direction objects are getting pushed and an arrow to show the direction objects are being pulled.<br />
PA<br />
Differentiation<br />
• Less capable students may be grouped together to discuss how floating and sinking relate to<br />
pushing and pulling.<br />
• More capable students may be encouraged to add an audio recording to their image explaining<br />
which objects floated and which objects sank, and the forces at work on each set of objects.<br />
5. View the video Sink or float? at . This video shows the same<br />
experiment that the students conducted and provides a simple explanation of why things float and<br />
sink. Students compare their <strong>res</strong>ults to the <strong>res</strong>ults in the video. PA<br />
Reflection:<br />
6. As a class, conduct the interactive activity Sink or float? at to sort<br />
objects into two categories—objects that float and objects that sink. Note: This activity requi<strong>res</strong> Flash<br />
player and will not work on an iPad®. Select individual students to move an object into the category<br />
they think it belongs in. When all objects have been sorted, click the check button. Repeat the<br />
activity until all objects are sorted correctly. Ask students to name the objects that were pushed to<br />
the surface of the water and those that were pulled to the bottom of the tub of water. C<br />
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2 A <strong>STEM</strong> APPROACH 133
Lesson 6<br />
Examples of forces at work in water<br />
Physical sciences<br />
FORCED TO MOVE<br />
© R.I.C. Publications<br />
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Which column do each of these objects belong in?<br />
Wooden craft<br />
stick<br />
Metal spoon Plastic spoon Metal coin<br />
134 <strong>Science</strong>:<br />
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Physical sciences<br />
FORCED TO MOVE<br />
Class vote<br />
Lesson 6<br />
Object<br />
Float or<br />
sink?<br />
Tally<br />
Total<br />
Wooden<br />
craft stick<br />
Metal<br />
spoon<br />
Plastic<br />
spoon<br />
Metal coin<br />
Float<br />
Sink<br />
Float<br />
Sink<br />
Float<br />
Sink<br />
© R.I.C. Publications<br />
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Float<br />
Sink<br />
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2 A <strong>STEM</strong> APPROACH 135
Lesson 6<br />
Float or sink?<br />
Physical sciences<br />
FORCED TO MOVE<br />
Object Did it float? Did it sink?<br />
Was it pushed<br />
to the surface of<br />
the water?<br />
Was it pulled to<br />
the bottom of<br />
the tub?<br />
© R.I.C. Publications<br />
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Wooden craft stick<br />
Metal spoon<br />
Plastic spoon<br />
Metal coin<br />
136 <strong>Science</strong>:<br />
A <strong>STEM</strong> APPROACH<br />
YEAR<br />
2<br />
978-1-925431-95-7 R.I.C. Publications® – www.ricpublications.com.au
Physical sciences<br />
FORCED TO MOVE<br />
Assessment<br />
Teacher notes<br />
<strong>Science</strong> knowledge<br />
A push or a pull affects how an object moves or changes shape (ACSSU033)<br />
Indicators<br />
• Identifies the type of force at work in an image—push, pull or gravity.<br />
• Identifies the type of force needed to move an object from a starting position to a finishing<br />
position.<br />
• Identifies ways a person can add more force if an object is too heavy for them to move by<br />
themselves.<br />
• Identifies and explains how objects that float are being pushed to the surface and objects that sink<br />
are being pulled to the bottom of the mass of water.<br />
• Identifies the direction of a push and a pull force that is applied to objects in water, causing them to<br />
float and sink, and draws arrows on a diagram to show the diection of each force.<br />
Answers<br />
Page 138<br />
1. (a) pull<br />
(b) gravity<br />
(c) push<br />
2. (a) A strong push will be needed to move the<br />
box.<br />
(b) Teacher check—Shaun could ask friends to<br />
help him, ask a stronger person to move it<br />
for him or use a simple machine, such as a<br />
trolley to help him move the box.<br />
3. (a) Objects that float<br />
are being pushed<br />
to the surface of<br />
the water by an<br />
invisible force.<br />
(b) Objects that sink<br />
are being pulled<br />
down to the<br />
bottom of a mass<br />
of water by gravity.<br />
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2 A <strong>STEM</strong> APPROACH 137
Assessment<br />
Physical sciences<br />
FORCED TO MOVE<br />
1. Write the type of force at work in each image.<br />
(a)<br />
(b)<br />
(c)<br />
2. Shaun wants to the move the box<br />
from its starting position to the<br />
finish line.<br />
(a) Which type of force would he<br />
need to move the object to the<br />
finish line and how much force<br />
will he need to apply?<br />
(b) If the box was too heavy for Shaun to move by himself, how could<br />
he add more force to the box?<br />
3. Look at each image of objects floating and sinking. Describe how the<br />
images are being pushed or pulled and draw arrows on each image to<br />
show the direction of the force.<br />
(a)<br />
(b)<br />
F I N I S H<br />
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Physical sciences<br />
FORCED TO MOVE<br />
<strong>STEM</strong> project<br />
<strong>STEM</strong> project overview<br />
Air vs gravity<br />
Students design and create a floating ball toy for each partner that uses a push force to make<br />
a table tennis ball float in the air. The toy must have a small container to catch the ball when<br />
gravity pulls it towards the ground. Students take two digital photographs of their floating ball<br />
toy, one while the ball is at <strong>res</strong>t and one while it is in action, and upload these to a computer,<br />
labelling the type of force at work and the direction of the force in each image.<br />
Concepts overview:<br />
<strong>Science</strong><br />
• Apply knowledge of how different forces make objects move in different directions and how the<br />
amount of force needed to move an object depends on the object’s mass.<br />
Technology/Engineering<br />
• Apply the design process to plan, create and evaluate a floating ball toy which uses a push force<br />
to make the ball float, and al<strong>low</strong>s gravity to pull it down towards the ground so that it can be<br />
caught in a container.<br />
• Select appropriate materials and apply safety procedu<strong>res</strong> while creating the toy.<br />
• Take digital photographs of the floating ball toy at <strong>res</strong>t and in action. Upload the photographs<br />
to a computer and add labels to show the type of force at work and the direction of the force on<br />
each image.<br />
Mathematics<br />
• Use indirect measurement to measure the mass of the table tennis ball and to ensure the<br />
floating ball toy is shorter than a ruler.<br />
Alternative project ideas:<br />
• In small groups, students design and create a winch or a pulley system that can be used to lift a<br />
drink bottle. It must use a pull force to lift the drink bottle and gravity to <strong>low</strong>er the drink bottle.<br />
Students must lift the drink bottle as high as a 30-cm ruler. When completed, students record<br />
a video showing how their simple machine used forces to lift the drink bottle and the direction<br />
the drink bottle moved when lifted. See the example at .<br />
• In pairs, design and create a set of sinking and floating toys for young children to play with.<br />
The set must include at least two sinking toys and two floating toys. The sinking toys must be<br />
heavier than the floating toys. Students create a video explaining why teachers should buy their<br />
set of floating and sinking toys to help students learn about pushing and pulling.<br />
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<strong>Science</strong>:<br />
A <strong>STEM</strong> APPROACH<br />
139<br />
2
<strong>STEM</strong> project<br />
Physical sciences<br />
FORCED TO MOVE<br />
<strong>Science</strong> Knowledge<br />
<strong>STEM</strong> curriculum links<br />
SCIENCE CURRICULUM<br />
• A push or a pull affects how an object moves or changes shape (ACSSU033)<br />
<strong>Science</strong> as a Human Endeavour<br />
• <strong>Science</strong> involves observing, asking questions about, and describing changes in, objects and events (ACSHE034)<br />
• People use science in their daily lives, including when caring for their environment and living things (ACSHE035)<br />
<strong>Science</strong> Inquiry Skills<br />
Questioning and predicting<br />
• Pose and <strong>res</strong>pond to questions, and make predictions about familiar objects and events (ACSIS037)<br />
Planning and conducting<br />
• Participate in guided investigations to explore and answer questions (ACSIS038)<br />
• Use informal measurements to collect and record observations, using digital technologies as appropriate (ACSIS039)<br />
Processing and analysing data and information<br />
• Use a range of methods to sort information, including drawings and provided tables and through discussion, compare<br />
observations with predictions (ACSIS040)<br />
Communicating<br />
• Rep<strong>res</strong>ent and communicate observations and ideas in a variety of ways (ACSIS042)<br />
TECHNOLOGIES CURRICULUM<br />
Design and Technologies Knowledge and Understanding<br />
• Identify how people design and produce familiar products, services and environments and consider sustainability to meet<br />
personal and local community needs (ACTDEK001)<br />
• Explore the characteristics and properties of materials and components that are used to produce designed solutions<br />
(ACTDEK004)<br />
Design and Technologies Processes and Production Skills<br />
• Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)<br />
• Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)<br />
• Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for<br />
environment (ACTDEP008)<br />
• Sequence steps for making designed solutions and working collaboratively (ACTDEP009)<br />
Digital Technologies Knowledge and Understanding<br />
• Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)<br />
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MATHEMATICS CURRICULUM<br />
Measurement and Geometry<br />
• Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform<br />
informal units (ACMMG037)<br />
140 <strong>Science</strong>: YEAR<br />
978-1-925431-95-7 R.I.C. Publications® – www.ricpublications.com.au<br />
A <strong>STEM</strong> APPROACH<br />
2
Physical sciences<br />
FORCED TO MOVE<br />
<strong>STEM</strong> project<br />
Teacher notes<br />
<strong>STEM</strong> project:<br />
Students design and create a floating ball toy for each partner that uses a push force to make<br />
a table tennis ball float in the air. The toy must have a small container to catch the ball when<br />
gravity pulls it towards the ground. Students take two digital photographs of their floating ball<br />
toy, one while the ball is at <strong>res</strong>t and one while it is in action, and upload these to a computer,<br />
labelling the type of force at work and the direction of the force in each image.<br />
Estimated duration: 4 weeks<br />
1. Introduce the project<br />
• Read the problem on page 142 to<br />
students.<br />
• Watch the online video at . This video shows a child<br />
using an airconditioner to make inflated<br />
objects levitate using an upward push<br />
force.<br />
• As a class, discuss students’ prior<br />
knowledge of the types of forces and how<br />
forces affect the direction, path and motion<br />
type of the object.<br />
• Read the task and the important<br />
information on page 142 to students.<br />
2. Investigate<br />
• Provide time for students to find out<br />
information about floating ball toys.<br />
— Find online images of floating balls toys<br />
that can be purchased from sto<strong>res</strong>.<br />
— Provide a selection of nonfiction and<br />
fiction texts about forces for students<br />
to look at, ensuring that only factual<br />
information is transferred.<br />
— Conduct experiments with different<br />
amounts of force to see how much push<br />
is required to lift the table tennis ball out<br />
of the container.<br />
3. Design, plan and manage<br />
• Students plan their floating ball toy and<br />
label the forces acting on the toy when it is<br />
at <strong>res</strong>t and in motion. Students plan a list of<br />
materials they will use.<br />
• Students collect the necessary materials.<br />
Remind students about <strong>res</strong>ource<br />
management, conserving <strong>res</strong>ources and<br />
ensuring that <strong>res</strong>ources are shared.<br />
4. Create<br />
• Students choose which materials they will<br />
use to make each part of the floating ball<br />
toy.<br />
• Students create their floating ball toy<br />
according to their diagram.<br />
5. Evaluate and refine<br />
• Students evaluate their floating ball game<br />
to ensure that all the criteria on page 142 is<br />
included.<br />
• Students make any adjustments necessary<br />
to their designed product.<br />
6. Communicate<br />
• Students take a digital photograph of<br />
their floating ball toy at <strong>res</strong>t and in action.<br />
Students upload their digital photographs<br />
to a computer and add labels to show the<br />
type of force at work and the direction of<br />
the force on each image.<br />
• Students may print their images to create<br />
a before and after poster. Display these<br />
posters around the classroom.<br />
• Students complete the self-assessment of<br />
how well they participated and cooperated<br />
within the group.<br />
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R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-95-7 YEAR<br />
<strong>Science</strong>:<br />
A <strong>STEM</strong> APPROACH<br />
141<br />
2
<strong>STEM</strong> project<br />
Physical sciences<br />
FORCED TO MOVE<br />
142 <strong>Science</strong>:<br />
A <strong>STEM</strong> APPROACH<br />
YEAR<br />
2<br />
Project brief<br />
AIR VS GRAVITY<br />
The problem<br />
Mia and Leo are having a play date. They have been challenging each<br />
other to competitions all morning and want to hold a competition to<br />
see who can make a ball float in the air the longest.<br />
How can Mia and Leo make a floating ball toy using materials found<br />
around the home?<br />
The task<br />
Design and create a floating ball toy for each partner<br />
that uses a push force to make a table tennis ball<br />
float in the air. The toy must have a small container<br />
to catch the ball when gravity pulls it towards the ground.<br />
Take a digital photograph of your floating ball toy at <strong>res</strong>t and in action.<br />
Upload the photographs to a computer and label the force at work<br />
and the direction of the force on each image.<br />
Important things you need to do!<br />
• You must work in pairs.<br />
• It must have a small cone or funnel-shaped container that connects<br />
to a thin cylinder, which the ball can sit still in when gravity is pulling<br />
it towards the ground.<br />
• You must use your mouth to make a pushing force through a thin<br />
cylinder, to lift the table tennis ball out of its container and make it<br />
float in the air.<br />
• Your floating ball toy must be strong enough to hold in one hand<br />
without breaking and must be shorter than a ruler.<br />
• You must take a digital photograph of your floating ball toy when<br />
the table tennis ball is at <strong>res</strong>t and when it is floating in the air.<br />
• You must label the types of forces at work and the direction of the<br />
force on each uploaded image, using a computer.<br />
© R.I.C. Publications<br />
Low <strong>res</strong>olution display copy<br />
978-1-925431-95-7 R.I.C. Publications® – www.ricpublications.com.au
Physical sciences<br />
FORCED TO MOVE<br />
<strong>STEM</strong> project<br />
Project steps<br />
Investigate<br />
Research how a push or pull is used to move objects and the direction<br />
an object will move when each force is applied.<br />
Research examples of pushes and pulls and how they work.<br />
Research the direction an object will move when each force is applied<br />
and the position a person should stand to apply each type of force.<br />
Learn how floating ball toys work.<br />
Scan the QR code to see a floating ball toy in action.<br />
Find out how forces work on the ball in a floating ball toy.<br />
Research why the ball must fit snugly in its container.<br />
Design, plan and manage<br />
Plan your floating ball toy.<br />
Draw a diagram of your floating ball toy and label the types of forces<br />
that will act on the table tennis ball and the direction that each force<br />
will make the ball move.<br />
Write a list of the materials you will need for each part.<br />
Collect the materials you need to make your floating ball toy.<br />
Create<br />
Create your floating ball toy.<br />
Measure the length of the cylinder to make sure it is shorter than a<br />
ruler.<br />
Make your floating ball toy.<br />
Check and make changes<br />
Check that it is correct and you are happy with it.<br />
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Check that all the important things in the project brief were done.<br />
Check that both group members are happy with it.<br />
Communicate<br />
Tell another group about your floating ball toy.<br />
Use an iPad® or digital camera to take two digital photographs and<br />
upload them to a computer. Label the forces on each one.<br />
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2 A <strong>STEM</strong> APPROACH 143
<strong>STEM</strong> project<br />
Student name:<br />
Self-assessment<br />
Date:<br />
Physical sciences<br />
FORCED TO MOVE<br />
<strong>STEM</strong> project: Air vs gravity<br />
I listened to the ideas of others.<br />
I gave ideas.<br />
I helped to <strong>res</strong>earch.<br />
I helped collect materials.<br />
I helped with the design plan.<br />
I helped create the design.<br />
The project was easy hard .<br />
The part of the project I liked best was<br />
because<br />
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I could improve my work next time by<br />
I think my work on this project was excellent good fair poor .<br />
.<br />
.<br />
144 <strong>Science</strong>:<br />
A <strong>STEM</strong> APPROACH<br />
YEAR<br />
2<br />
978-1-925431-95-7 R.I.C. Publications® – www.ricpublications.com.au
Physical sciences<br />
FORCED TO MOVE<br />
Group assessment rubric<br />
<strong>STEM</strong> project<br />
Group members:<br />
CRITERIA<br />
Project task:<br />
Design and create a floating ball toy for each partner that uses a push force to make<br />
a table tennis ball float in the air. The toy must have a small container to catch the<br />
ball when gravity pulls it towards the ground. Take two digital photographs of your<br />
floating ball toy, when the ball is at <strong>res</strong>t and in action, and upload these to a computer,<br />
labelling the type of force at work and the direction of the force in each image.<br />
<strong>Science</strong> knowledge<br />
Creates a floating ball toy that uses a push force to lift a table tennis ball into the air,<br />
and has a small container to catch the ball when gravity is at work.<br />
<strong>Science</strong> skills<br />
Creates a labelled diagram of their floating ball toy, showing the forces at work when<br />
using it.<br />
Plans, conducts and evaluates an investigation to find out how much force is required<br />
to lift the ball out of the container.<br />
Communicates science understanding by showing labelled photographs of forces in<br />
action when using a floating ball toy.<br />
Technology/Engineering skills<br />
Plans and designs a floating ball toy that uses forces.<br />
Uses materials safely when creating a floating ball toy.<br />
Creates a floating ball toy that is strong enough to hold in one hand without breaking.<br />
Evaluates their floating ball toy to ensure it meets the criteria and makes any necessary<br />
changes.<br />
Takes digital photographs to show the toy at <strong>res</strong>t and in action, and uploads each<br />
photograph to a computer, labelling the forces at work and the direction of the forces<br />
on each image.<br />
Mathematics<br />
Uses informal measurement to measure the mass of the table tennis ball and to<br />
ensure the toy is shorter than a ruler.<br />
Group skills<br />
Both group members contributed fairly and appropriately.<br />
Both group members collaborated and communicated effectively.<br />
Group members were able to <strong>res</strong>olve conflicts independently.<br />
1 = Be<strong>low</strong> expectations<br />
2 = Meeting expectations<br />
3 = Above expectations<br />
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R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-95-7 YEAR <strong>Science</strong>:<br />
2 A <strong>STEM</strong> APPROACH 145
© R.I.C. Publications<br />
Low <strong>res</strong>olution display copy<br />
146 <strong>Science</strong>:<br />
A <strong>STEM</strong> APPROACH<br />
YEAR<br />
2<br />
978-1-925431-95-7 R.I.C. Publications® – www.ricpublications.com.au