Aboriginal and Torres Strait Islander histories and cultures€¦ · Web viewBuild the base Lego EV3 robot vehicle, add and code an adaptation to help it survive a RoBoWar. Year

The Canobolas Rural Technology High School Stage 4 STEM Curriculum

Context / Summary:

Design Brief:In the zombie apocalypse, survival is the name of the game. Those who do not adapt may not survive. Fight or flight instincts will become important. This includes our robotic assistants. Build a robotics vehicle, then design and code an adaptation for survival.

Featured Project:Build the base Lego EV3 robot vehicle, add and code an adaptation to help it survive a RoBoWar.

Year 7 Unit 4: Robowars adaptations Duration: 10 weeks (4 x 53 min lessons per cycle, 5 cycles)Science Content Area: Living WorldTechnology area of study: SystemsTimetable model: STEM periods are timetabled lessons. One period each from allocated Science and Mathematics. Two lessons taken from the Stage 4 Agriculture program. STEM runs as a semester course, in rotation with Stage 4 Agriculture.Background/Prior knowledge: This unit is sequenced in Term 4, and is the final unit for Year 7. Students will have different levels of prior knowledge as they come from a range of Partner Primary schools from both in and around Orange. Students have completed three Science units, The Chemical World, Earth and Space and Physical World.

Developed by: Matt Scott (TAS) and Judith Bertolin (Science). Delivered and evaluated by Nicky Nealon (Science) and Peter Finlay (TAS).

Note: This program is to be used in conjunction with student worksheets. Each task has a worksheet to be completed to be added to the students’ portfolio.

Some content for this unit of work is based on the following activities:

http://www.cpalms.org/Public/PreviewResourceLesson/Preview/31239 http://sdnhm.org/oceanoasis/teachersguide/activity8.html http://sciencenetlinks.com/lessons/animal-adaptations/ https://concord.org/stem-resources/variations-and-adaptationshttps://www.stem.org.uk/elibrary/resource/36607/adaptations-and-evolution https://mi-od-live-s.legocdn.com/r/education/-/media/lego%20education/home/downloads/user%20guides/global/ev3/ev3-user-guide-en.pdf?l.r2=-1623019953 http://www.lego.com/en-us/mindstorms/learn-to-program

Highlighted in YELLOW means it is yet to be updated.

The Canobolas Rural Technology High School STEM Curriculum – Three Little Creepers 18/05/2023 11:47 AM 1

http://www.lego.com/en-us/mindstorms/learn-to-program

https://mi-od-live-s.legocdn.com/r/education/-/media/lego%20education/home/downloads/user%20guides/global/ev3/ev3-user-guide-en.pdf?l.r2=-1623019953

https://www.stem.org.uk/elibrary/resource/36607/adaptations-and-evolution

https://concord.org/stem-resources/variations-and-adaptations

http://sciencenetlinks.com/lessons/animal-adaptations/

http://sdnhm.org/oceanoasis/teachersguide/activity8.html

http://www.cpalms.org/Public/PreviewResourceLesson/Preview/31239

Specific Outcomes – addressed directly within the unit.KLA Outcome Content

Science

SC4-14LW relates the structure and function of living things to their classification, survival and reproduction

LW1 There are differences within and between groups of organisms; classification helps organise this diversity. (ACSSU111)Students:f. explain how the features of some Australian plants and animals are adaptations for survival and reproduction in their environment

Science

SC4- 15LW explains how new biological evidence changes people's understanding of the world

LW4 Scientific knowledge changes as new evidence becomes available, and some scientific discoveries have significantly changed people's understanding of the world. (ACSHE119, ACSHE134)Students:c. describe, using examples, how developments in technology have contributed to finding solutions to a contemporary issue, eg organ transplantation, artificial joints/limbs, treatment for diabetes, asthma, kidney or heart disease

Science

SC4-8WS - Selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems

WS8 a. Describe different strategies to solve an identified problem with a scientific componentWS8 d. Using cause and effect relationships to explain ideas and findings.

Mathematics

MA4-7NA - operates with ratios and rates, and explores their graphical representation

Solve a range of problems involving ratios and rates, with and without the use of digital technologies (ACMNA188)

o interpret and calculate ratios that involve more than two numbers

o solve a variety of real-life problems involving ratios, eg scales on maps, mixes for fuels or concrete

o use rates to compare quantities measured in different unitso distinguish between ratios, where the comparison is of

quantities measured in the same units, and rates, where the comparison is of quantities measured in different units

o convert given information into a simplified rate, eg 150 kilometres travelled in 2 hours = 75 km/h

o solve a variety of real-life problems involving rates, including problems involving rate of travel (speed)

Mathematics



Mathematics

Mathematics

Technology Mandatory

4.1.1 applies design processes that respond to needs and opportunities in each design project 

Students learn about analysing needs, problems and opportunities Establishing criteria for success researching generating creative ideas communicating ideas experimenting and testing ideas risk management managing resources producing design solutions evaluating ideas and solutions


4.3.2- demonstrates responsible and safe use of a range of tools, materials and techniques in each design project 

Students learn about risk management strategies responsible behaviour in working environments Occupational Health and Safety practices the safe and responsible use of materials, tools and techniques in

each design project maintenance of tools and equipment


4.5.2- produces quality solutions that respond to identified needs and opportunities in each design project 

Students learn about suitable materials, tools and techniques for design projects skill development and refinement construction steps that contribute to a quality solution relationship of quality solutions to needs and opportunities and

the criteria for success for each design project Technology Mandatory

4.6.1- applies appropriate evaluation techniques throughout each design Project

Students learn about developing criteria for success as a tool for assessing design

development and production ongoing evaluation of design ideas and decisions final evaluation considering



o design process used o design solutions o reflection on learning


Vocabulary to be developed:

MustShouldCould

Learning across the curriculum included in this unit:

Cross-Curriculum priorities Aboriginal and Torres Strait Islander histories and cultures

General Capabilities Critical and creative thinking Ethical understanding

Intercultural understanding Literacy

Numeracy Personal and social capability

8 Ways Strategies included in this unit:

Story Sharing Non-Verbal Land Links

Learning Maps Symbols and images

Assessment: Assessment by portfolio of tasks. Marking rubric attached


Teaching Program Details

Lesson

KLA: Science,Maths, TAS

Syllabus Outcome/Content

Evidence of Learning

Students:

Learning Activities

See student handbook

Resources/Strategies -

See teacher resources

Reg'n

1

- Create a unit title page for the portfolio.

-

- Introduce Unit 4 to class.- Task 1 – Unit title page for portfolio. Draw

and colour a robowars robot using the STEM logo as part of the body. Show videos on the board of EV3 robots or Robowars robots as inspiration.

-

- Student Portfolio- Task 1 – Unit 4 title page- Grey and colour pencils

2

- Brainstorm and define the four key STEM soft skills for the portfolio.

- Complete a research task on a STEM career that is associated to the current unit of work.

- Class discussion and brainstorming- What is a STEM Career? - Task 2 - Brainstorm and define the skills

used in Term 2 lessons that will be useful in a STEM career – teacher to mind map on board. Lead students to these four key skills: - Collaboration- Critical thinking- Communication- Creativity

- Students record skill names and definitions in scaffold. Thumbnail sketches of what each skill may look like in space provided.

- Task 3 - Establish a link between this term’s topic (adaptations and coding robots) and STEM related skills. Teacher to suggest specific STEM career/s for student to research and complete the research scaffold for their portfolio.

- Student Portfolio- Task 2 – STEM skills

brainstorm- Task 3 – STEM Careers

scaffold- Grey and colour pencils

www.pbslearningmedia.org/resource/wpsu09-stemcareers.text.lpchoosingSTEMcareer/choosing-a-stem-career only use what is needed

http://canteengirl.org/game/ STEM Careers game


http://canteengirl.org/game/

http://www.pbslearningmedia.org/resource/wpsu09-stemcareers.text.lpchoosingSTEMcareer/choosing-a-stem-career



Lesson




Students:

Learning Activities




Reg'n

3 Science


- Observe and describe features (traits) of selected animals and plants and explain evolutionary adaptations features.

- Introduce the concept of ‘Fight or Flight’. Show students a range of pictures / video of Australian animals. Working in table groups, students brainstorm any evolutionary adaptations they notice. Each table to share what they noticed with the group and explain the advantage it gives to that animal.

- Task 4 - Think/Pair/Share. Students to draw with detail a cactus placed on their table. Label the parts they think are evolutionary adaptations and explain reasons why it has allowed this plant to survive in its environment. Compare ideas with a partner, each table share ideas with the class. Students update their worksheets along the way.

- Student portfolio- Task 4 – Cactus sketch and

label- Grey and colour pencils-

https://www.stem.org.uk/elibrary/resource/36607

4

Science

TAS


4.5.2- produces quality solutions that respond to identified needs and opportunities in each design project

- Make a model Cactus in pairs/small groups.

- Complete activities with model cactus.

- Mini Maker Activity- The Water Storers: Cactus Adaptations- Following the lesson guide, in pairs/small

groups students make a model cactus from sponge and toothpicks.

- Students use this model to investigate sun shading and storing water, as per the lesson guide.

- Class discussion on the local climate and necessary adaptations they may need to survive.

- Kitchen sponge (one per group)

- Baking paper- Toothpicks- Torch (mobile phone will do)- Plastic cups- Playdough- Scales- Makerspace equipment







Lesson




Students:

Learning Activities




Reg'n

5

TAS

4.1.1 applies design processes that respond to needs and opportunities in each design project  - analysing needs, problems and opportunities

- Describe what happens in each of the steps in the PRIME design process

- Can identify that a design process can be used to produce a solution to a problem.

- Completed PRIME scaffold in student folio, relevant to given design brief.

-

- Present design brief – PRIME – Students record design brief on PRIME worksheet for portfolio.

- In the zombie apocalypse, survival is the name of the game. Those who do not adapt may not survive. Fight or flight instincts will become important. This includes our robotic assistants. Build a robotics vehicle, then design and code an adaptation for survival.

- Class discussion P.R.I.M.E. explored as a

design process. Teacher directs students through

analysis of brief in collaboration using PRIME to complete individual worksheets for folios.

Buzz group activity – divide class into 5 groups. Allocate one of the P.R.I.M.E. areas for each group to draft for the class. Then present to whole class.

- Task 5 - Students record each P.R.I.M.E. step on worksheet.

- Task 5 – Design process and PRIME worksheet


Lesson




Students:

Suggested Learning Activities



See teacher handbook

Reg'n

6 Science


- Complete the individual research task around animal features and behaviours for survival

- Task 6 - Individual research task. Student are to navigate to Creaturepedia. Select region and then Australia. Select four of the six Australian animals, and complete the research activity. Students may collaborate in order to correctly identify the adaptations. Teacher to work with those who have difficulty with an independent task.

- Teacher to revise findings with class, asking students to share what they found with the class.

- Extension – students may complete the other two Australian animals, or select some animals from other continents that may interest them.

- Alternatively – this task may be lead by the teacher using the SMART board if technology is not available.

- Student portfolios- iPads- Task 6 – Animal Adaptations

research sheet.-

http://pbskids.org/wildkratts/creaturepedia/







Lesson




Students:





Reg'n

7 TAS


- researching

- Effectively locate a suitable website using Google

- Create an annotated collage in Microsoft Publisher.

- Complete a PMI analysis

- Introduce students to robots by showing students the SciShow YouTube clip on A brief history of robotics.

- Alternatively Teacher walks students through an introduction of robots using the How Stuff Works website.

- Research existing solutions for inspiration. Each student researches a range of common robots. These may include robotic vacuums, factory robots etc. Use text boxes to annotate images with ideas that could be included as an adaptation on an Lego EV3 robot for robowars.

- Task 7 - Complete a PMI analysis of the basic EV3 wheeled robot.

- Show the YouTube clip on the Google driverless car to give an application of robotics.

- Student portfolios- Task 7 – PMI worksheet- Laptops/iPads/CAD lab-

https://youtu.be/uoC2ZGRI8a8

http://science.howstuffworks.com/robot.htm

https://youtu.be/CqSDWoAhvLU


https://youtu.be/CqSDWoAhvLU




https://youtu.be/uoC2ZGRI8a8

Lesson




Students:





Reg'n

8

TAS

Science

4.1.1 applies design processes that respond to needs and opportunities in each design project  - establishing criteria for success - generating creative ideas


- Completed criteria for success scaffold.

- Generate ideas and materials that could be used

- Mindmapped list of possible materials

- Revise the concept of a criteria for success with students as a tool for evaluating the success of something.

- Task 8A - Define the following four factors that influence design:- Function- Aestetics- Cost- Safety

- Task 8B - Class revisits design brief and Teacher directs students through establishment of the criteria for success (C4S) by questioning and class discussion. One C4S should reflect each of the four factors.

- Students rank the C4S from most important (1) to least important (4) and give an analysis of why they have ranked their C4S in this manner.

- Task 8 – C4S worksheet- Laptops/iPads/CAD lab


Lesson




Students:





Reg'n

9 Maths

MA4-7NA - operates with ratios and rates, and explores their graphical representation

- Produce a scaled, rendered isometric 3D drawing of the EV3 Brick (a rectangle) for portfolio.

- Produce a scaled 3D CAD model in SketchUp

- Working with scale activity. Students inspect the EV3 robot bricks, and take measurements for all sides and key features like the screen.

- Teacher documents these on the board, then explains ratios and scale with students, using house plans and maps as examples of the use of scale. Teacher works with students to apply a 1:2 scale

to all measurements. - Task 9 – Using the Isometric template

worksheet, students follow the lead of the teacher to draw a scale isometric rectangle. Teacher to use the overhead camera to walk students step by step through the task on the sheet.

- Students independently add the details such as the screen and buttons to their drawing of the EV3 brick, and then colour render their final drawing.

- Extension – create a 3D CAD drawing of the EV3 Brick on Sketchup. Use the rotation of views to demonstrate that 2D shapes exist within 3D shapes.

- Task 9 - Isometric template- Grey and colour pencils- rulers - set squares - EV3 Robot kits.

- CAD lab computers


Lesson




Students:





Reg'n

10 TAS



- EV3 Robots begin production

- Teacher distributes kits to students (MAX 6 PER CLASS! Remember there will be another class working in parallel to yours!)

- Using the included instructions, begin to construct the base EV3 Wheeled robot.

- Charge the batteries.

- EV3 Robot Kits

11 TAS



- EV3 Robots complete production

- Teacher distributes kits to students (MAX 6 PER CLASS! Remember there will be another class working in parallel to yours!)

- Using the included instructions, complete the base EV3 Wheeled robot.

- EV3 Robot Kits


Lesson




Students:





Reg'n

12 TAS



- EV3 Robots coding - Using the on-board brick coding function, experiment with making the robot follow instructions to move. Give the students the following challenges:- Travel in a straight line.- Travel straight for one meter.- Travel straight and turn right.- Travel in a square and finish as close to

the starting point as possible (nearest to the pin – merit prize).

- Follow a zigzag line of masking tape with left, right turns and different distances.

-

- EV3 Robot Kits

https://youtu.be/9yXd6ymvErQ

13 TAS



- EV3 Robots coding - Using the on-board brick coding function, experiment with making the robot follow instructions to move. Give the students the following challenges:- Travel in a straight line.- Travel straight for one meter.- Travel straight and turn right.- Travel in a square and finish as close to

the starting point as possible (nearest to the pin – merit prize).

- Follow a zigzag line of masking tape with left, right turns and different distances.

-

- EV3 Robot Kits- https://youtu.be/

9yXd6ymvErQ





Lesson




Students:





Reg'n

14

TAS

Science




- Experiment with adaptations

- Now that students have a working robot, time to add an adaptation. Allow students to experiments with the parts and sensors in the kit, and add them to their robots.

- Basic – A group adds a ramp to the front of their robot, so it can flip over another robot to defeat it.

- Intermediate – A group uses an ultrasonic sensor to detect another robot, turn around and run away to live another day. This may require the computer to code the robot.

- Advanced – A group adds a motorised claw that uses a touch sensor to grab hold of and capture an opponent. This will require the computer to code the robot.

- Once working, set up a 1mx1m (approx.) square on the carpet (like a sumo wrestling ring) and robots can battle for survival.

- Makerspace computers- EV3 Robot Kits- EV3 software on computers-


Lesson




Students:





Reg'n

15

TAS

Science




- Experiment with adaptations

- Now that students have a working robot, time to add an adaptation. Allow students to experiments with the parts and sensors in the kit, and add them to their robots.

- Basic – A group adds a ramp to the front of their robot, so it can flip over another robot to defeat it.

- Intermediate – A group uses an ultrasonic sensor to detect another robot, turn around and run away to live another day. This may require the computer to code the robot.

- Advanced – A group adds a motorised claw that uses a touch sensor to grab hold of and capture an opponent. This will require the computer to code the robot.

Once working, set up a 1mx1m (approx.) square on the carpet (like a sumo wrestling ring) and robots can battle for survival.

- Makerspace computers- EV3 Robot Kits- EV3 software on computers-

16 TAS

4.6.1- applies appropriate evaluation techniques throughout each design Project


- Completed individual evaluation scaffold in portfolios.

- Evaluation sheet – Teacher revisits the criteria for success (C4S) determined in the previous lesson.

- Students think/pair/share final evaluation of the success of their Lego EV3 Robowars robot. Based on the criteria established at

the commencement of the activity. - Individual evaluations are shared with the

class in a group discussion.

- Task 10 – Evaluation worksheet


Lesson




Students:





Reg'n

17 EX TAS



- Completed written safety test for student portfolio

- XXXXX project commenced

- Workshop safety – students complete workshop safety sheet after lesson on safety.

- Teacher demonstrates the safe use of equipment supplied in the makerspace. Individual machine written safety tests if advised in ESiS.

Begin making process.

Equipment Safety in Schools (ESiS) https://online.det.nsw.edu.au/esis/teacher/(DoE intranet link for staff advice)

DoE Curriculum Support 'Learning to work safely http://www.curriculumsupport.education.nsw.gov.au/secondary/technology/safety/student_activities/index.htm

18 EX

TAS

Science



- Completed SWOT scaffold in their portfolio

- Completed mini STEM activity project

- Students decide on the specific solution they will use for XXXXX

- Students complete a SWOT analysis for this design

Mini STEM maker activity – to keep students engaged in STEM and develop critical and creative thinking skills.

- Task 5 – SWOT analysis worksheet

- Mini maker resources go here

19 EX ALL

Aboriginal and Torres Strait Islander histories and culture

-


Documents

Aboriginal and Torres Strait Islander histories and cultures€¦ · Web viewBuild the base Lego EV3 robot vehicle, add and code an adaptation to help it survive a RoBoWar. Year