teachertechnet.weebly.comteachertechnet.weebly.com/.../7/41175315/stage_1_built… · Web viewUnit Title . Stage. ... by stepping-into-role to enact a situation and stepping out-of-role

Renae Bonney, Julia Boyle, Ashleigh Laughton, Sheri Williams

Science Unit OutlineUnit Title Stage Year Term DurationPlay to Build, Build to Play

1 2 4 10 weeks

Strand ConceptBuilt Environments People's needs determine how places and spaces are designed and used

RationaleThis unit 'Build to play - play to build' is designed for students to discover and explore natural and man-made materials while investigating the concepts ‘how people's needs determine how places and spaces are designed’. The unit is the final science strand to be explored allowing students to draw upon knowledge, understanding and skills attainted in the physical world, living world, material world, earth and space, information and products strands units completed previously in stage 1.

In line with the NSW Science and Technology K-10 Syllabus this unit is designed to create and develop scientifically literate students who will be engaged in hands on activities “relevant to their lives now and in the future” (BOSTES, 2012). This is done through exposing students to sustainable materials, built and man made environments and engaging them in the Aboriginal culture throughout this unit. Students are encouraged to create their own meaning and understanding of built and man made environments through the use of problem solving and designing using concrete materials.

The Science and Technology K-10 Syllabus demonstrates the need for students to explore their own sense of wonder and curiosity. This is fostered through the freedom of play, student and through KWLH charts implemented throughout the unit allowing students to “effectively engage with science, construct science understandings and develop science processes, and to represent and communicate ideas and information about science” (Primary connections)

Students will create and develop their scientific understanding through the exploration of natural and made environments, through ‘posing questions, testing ideas, developing and evaluating arguments based on evidence.’ (BOSTES, 2012)

Exposure to technology throughout this unit allows students to engage with real life situations and allows them to use a range of tools providing both student choice and allowing the development of problem solving and strategizing. Ipads, interactive whiteboards and cameras provide choice for students in presentation and how they can gather and present data.

The 5E’s Instructional model is prevalent throughout this unit of work. This model is based on the constructivist approach allowing development of student prior knowledge. Activities, outcomes and instruction are structured to provide experiences for Engagement, Exploration, Explanation, Elaboration and Evaluation. Through this approach, students are able to make connections with past and present learning experiences and construct their own understanding.

This unit is designed to incorporate individual work, self-assessment, whole class instruction, discussion and collaborative learning while addressing many outcomes across a range of key learning areas. Implementing an integrated curriculum allows students to make connections as they learn about their world.

Renae Bonney, Julia Boyle, Ashleigh Laughton, Sheri Williams The implementation of an electronic Science Journal used throughout all lessons allows students to record their work and findings in a manner most suitable to their levels of communication. The science journal is used for students to self-assess at the end of each lesson, this will provide opportunities for the students to direct learning and the teacher to evaluate whether the content is understood, and what elements need to be explored further. This form of documentation becomes the primary source of formative assessment.

This unit integrates Aboriginal pedagogy through the 8 Aboriginal ways of learning, eliminating segregation of Aboriginal students and promoting a holistic approach to inclusive education. Through exploring story telling, using non-verbal communication, symbols and images, creating links to the land, deconstruction and reconstruction of learning experiences, learning maps, creating links to the community and using non-linear concepts of learning, optimal learning experiences are created. Although pedagogy is specifically designed to improve outcomes for indigenous students it is also a beneficial way for all students to learn.

The importance of play especially in the early years is articulated by Campbell when stated “play is a motivating force in a child’s intellectual development, using play as a way for children to discover themselves and their world, and the importance of play in providing a vehicle for learning.“ It is for this reason that play has been considered and implemented in all lessons.

Throughout this unit we engage with the theme of sustainability linking back to nature play that is promoted through the concept explored, especially linking to the needs of the school environment and the individual preferences students identify with a space

Class Class demographicFemale 10 Male 13 Total 23 Aboriginal & Torres Strait Islander 3 Gifted & Talented 2 Specialised learning needs 1

Differentiation 8 Ways of Learning Whole ClassLessons are created with variations of difficulty to cater for all students at the stage of their learning journey, that being; working towards, working at or working beyond outcome understanding.

Individual Learning NeedsJohn, Diagnosed ASD Structure Sensory stimulus Visual cues

Gifted and Talented Higher order thinking Deeper inquiry Student interest directed extension tasks


Aboriginal & Torres Strait Islander 8 ways of learning Community involvement Elder consultation

This model incorporates the traditional and modern values of Aboriginals and best practice teachings for maximum achievement for Aboriginal students. These 8 ways of learning are embedded throughout the unit of work allowing Aboriginal learning opportunities tot occur in an integrated manner.

Prior KnowledgeEYLF Early Stage 1 Stage 1 Majority of students have attended the onsite school child care or attended local community pre schools and early childcare centres. Therefore have been exposed to the Early Years Learning Framework five outcomes and take ownership of learning through play-based discovery.

Students possess science skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating as result of working towards and achieving said outcomes.

Students have developed and built upon science skills by completing the working scientifically and working technologically outcomes:STe-4WS Explores their immediate surroundings by questioning, observing using their senses and communicating to share their observations and ideas. STe-5WT Uses a simple design process to produce solutions with identified purposes

Students have knowledge and understanding of the strands natural environment and made environment having addressed the following outcomes Natural EnvironmentSTe-6NE Identifies that the way objects move depends on a variety of factors STe-7NE Observes, using their senses, how daily and seasonal changes in the environment affect them and other living things STe-8NE Identifies the basic needs of living things Made EnvironmentSTe-9ME Identifies that objects are made of materials that have observable properties STe-10ME Recognises how familiar products, places and spaces are made to suit their

The unit takes place late in stage 1 therefore students have built upon early stage 1 skills and continue addressing stage 1 working mathematically and technologically outcomes: ST1-4WS investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know ST1-5WT Uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants

Students have achieved the stage 1 strand outcomes for Material WorldST1-12MW Identifies ways that everyday materials can be physically changed and combined for a particular purpose ST1-13MW Relates the properties of common materials to their use for particular purposes InformationST1-15I Describes a range of familiar information sources and technologies and how their purposes influence their design ProductsST1-16P Describes a range of manufactured

Renae Bonney, Julia Boyle, Ashleigh Laughton, Sheri Williamspurpose products in the local environment and how their

different purposes influence their design

Outcomes and ContentScience Knowledge & Understanding Outcome ST1-14BE Describes a range of places and space in the local environment and how their purposes their designContentThere is a range of places and spaces in the local environmentStudents: Observe ways people use a range of places and spaces in their local environment The purposes of places and spaces in the local environment influence their design. Students explore a range of places and spaces in the local environment and describe their different purposes Students describe how the different purposes of places and spaces in the local environment influence their design Students examine some familiar places and spaces in the local environment and suggest modificationsWorking Scientifically Skills OutcomeST1-4WS investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know ContentStudents question and predict by:• Responding to and posing questions (ACSIS024, ACSIS037)• Making predictions about familiar objects and events and the outcomes of investigations (ACSIS024, ACSIS037, ACSHE021, ACSHE034)Students plan investigations by:• Identifying the purpose of the investigation• Suggesting some types of activities that need to be undertaken during the processes of Working Scientifically• Suggesting observations that could be made to collect data and/or information about their questions and predictions• Recognizing that the results of investigations can inform the processes of Working TechnologicallyStudents conduct investigations by:• Working cooperatively and individually when participating in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources, surveys and fieldwork (ACSIS025, ACSIS038)• Using a range of methods to gather data and/or information, including using their senses to make observations safely and carefully, using simple tools and equipment• Using informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate (ACSIS026, ACSIS039)• Making and recording observations and measurements honestly, using tally marks and informal unitsStudents process and analyse data and information by: • Using a range of methods to sort information, including drawings and provided tables, to match objects and events based on easily observable characteristics (ACSIS027, ACSIS040) • Describing changes in objects and events observed in investigations (ASSHE021, ASSHE034) Comparing observations with those of others to identify similarities and differences in the findings of their investigations (ACSIS213, ACSIS041)• Comparing observations with predictions through discussion, as to whether observations were expected and related to their questions and/or predictions (ACSIS212, ACSIS214)• Sharing their ideas about the need for safety, care and honesty in observing, recording, displaying and interpreting data and/or informationStudents communicate by: • Representing and communicating observations and ideas using oral and written language, drawing and role-play (ACSIS029, ACSIS042) • Displaying data and information in a variety of ways, including drawings, simple texts, provided tables and graphs, using digital technologies as appropriate• Sharing what they did and what they could do differently throughout the investigating processWorking Technologically Skills

Renae Bonney, Julia Boyle, Ashleigh Laughton, Sheri WilliamsKLA Integration

English MathematicsSpeaking and Listening Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations EN1-1A / Identifies how language use in their own writing differs according to their purpose, audience and subject matterWriting and representing Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers EN1-2AHandwriting and using digital technologies Composes texts using letters of consistent size and slope and uses digital technologies EN1-3ASpelling Uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words EN1-5AThinking imaginatively and creatively Thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts EN1-10CReflecting on learning Identifies and discusses aspects of their own and others’ learning

Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols MA1-1WM

Supports conclusions by explaining or demonstrating how answers were obtained MA1-3WM

Creates, represents and continues a variety of patterns with numbers and objects MA1-8NA

Uses objects, diagrams and technology to explore mathematical problems MA1-2WM

Gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results MA1-17SP

HSIE Creative ArtsOutcome HT1-2 Identifies and describes significant people, events, places and sites in the local community over time ContentSequence familiar objects and events (ACHHS031, ACHHS047)Use a range of communication forms (oral, graphic, written, role play) and digital technologies. (ACHHS038, ACHHS054)Continuity and change some things change over time and others remain the sameCause and effect events, decisions or developments in the past that produce later actions, results or effectsPerspectives people from the past will have different views shaped by their experiencesEmpathetic understanding developing an understanding of another's views, life and decisions made

VAS1.1Makes artworks in a particular way about experiences of real and imaginary things. Continues to explore characteristics of people around them • explores narrative devices by creating comic strips and illustrated stories derived from their experience and imaginative and other events in their lives, drawing on ideas from artworks, cartoons, illustrated books and other books, videos and films• Investigates details of objects, places and spaces and other living things

• talks about significant features and relationships within their artworks, referring to such things as size, scale, proportion, colour.DRAS1.1 Takes on roles in drama to explore familiar and imagined situations• creates a range of roles and situations adapted from their imagination, literature (including poetry)and everyday experiences

Renae Bonney, Julia Boyle, Ashleigh Laughton, Sheri WilliamsSignificance importance of an event, development or individual/group, • expresses an understanding of the shared fiction of the drama by

stepping-into-role to enact a situation and stepping out-of-role to reflect on the action• responds to the action of the drama through individual and group roles, • interprets a dramatic context by responding in a drama formDRAS1.3Interacts collaboratively to communicate the action of the drama with others. • shares their drama making with others• interacts abstractly or in role to communicate meaning to an audience• incorporates props and costumes to communicate role, situation and place.

PDHPECOS1.1: communicates appropriately in a variety of ways DMS1.2: recalls past experiences in decision makingINS1.3: develops positive relationships with peers and other peoplePSS1.5: draws on past experiences to solve problems IRS1.11: identifies the ways in which they communicate, cooperate and care for othersSLS1.13: recognises that their safety depends on the environment and the behaviour of themselves and others

AssessmentPre Assessment Formative Summative Pre Assessment takes form in the designated pre test activities in the beginning of the unit as well as throughout with teacher directed discussion and questioning, both broad and narrow at the start of each lesson.

Formative assessment will take place weekly as students take ownership of learning and assess their own understanding using a template that is incorporated in their science journals. Teacher observation, questioning and evaluating work and play are fundamental to assess student knowledge and determine the direction of the teaching and learning.

The final lesson of the unit provides students opportunity to share their knowledge with the class and teacher. Question starters allow students to pose scientific questions to their peers and higher order questions are asked by the teacher in order to assess the depth of student understanding. A rubric for the unit of work addresses multiple knowledge, understanding and skills content in regards to the concept and clearly indicates specific levels of understanding for each student.

Unit EvaluationContent Teacher Student

Did the activities appropriately challenge students and prompt intellectual engagement?

Were students able to apply knowledge scientific concepts effectively?

Have the activities provided catered successfully for the independent intellectual, physical and social needs of all students?

What aspects of the unit did students find

Were the explicit teaching and reciprocal teaching strategies effective in prompting student’s scientific thinking and literacy?

Was the explicit teaching and demonstrations provided throughout the unit effective for teaching the scientific concept?

Did my classroom management skills provide an environment conducive of learning?

Were the students engaged and appropriately challenged during each activity in the lesson through the unit?

Did all students participate? Was student collaboration following the

primary connections designated roles affective?

Was student’s natural curiosity and interests fostered to heighten engagement?

Renae Bonney, Julia Boyle, Ashleigh Laughton, Sheri Williamseasy/difficult?

How can this unit of work be improved?


Learning Sequence KeyThe 5 E Model

EngageExploreExplain

ElaborateEvaluate

8 Ways of Learning

Differentiation

Aboriginal StudentsGifted/Talented Students

Student Diagnosed with Autism Spectrum Disorder


Learning Sequence Resources& Preparation

Outcome Risk Assessment

Sign off

Week 1

Renae Bonney, Julia Boyle, Ashleigh Laughton, Sheri Williams As a class students to use IWB to complete scootle about built and natural

environments to capture students interests:http://www.scootle.edu.au/ec/viewing/L16/index.html

Students will be grouped with 2 other students and will remain in these groups throughout the unit of work. When teacher has designated groups, they must assign a role to each student, the Speaker, Manager or Director. (5 mins)

Teachers will have a variety of resources both built and natural materials. The students will be asked to classify and sort the built and natural resources into hula hoops. This activity will be used to determine where the students are at and what they already know about built and natural environments. (15 mins)

Teachers will ask the students to discuss within their group the reason for the classification of their materials. (5 mins)

Students can brainstorm within their group, the purpose of the materials within each hula hoop. For example; a piece of wood or glue stick and discuss its

purpose. The students will need to document their findings into a mind-map within their

science journals. This Journal will be electronically used on their ipads. This science journal is called Book creator, a Free App and is available on the apple store. (15 mins)

Establish a KWLH chart and will be used firstly to find out what the students know. Throughout the unit of work find out what the students want to know, what they have learnt and how do they know. This KWLH chart should be used to adapt the unit of work according to the students’ interests, knowledge and conceptions. (10 mins)

Teacher needs to introduce a word wall to the students. Explain to the students that throughout the ten weeks they are able to place new scientific metalanguage that they have learnt that is related to built environments. They can write their word on a sticky posted note and place onto the word wall. Once a student places a word on the wall, as a class and within their groups they can discuss this word and its meaning and purpose within science. (10 mins)

Aboriginal students: Can write or draw for word wall – teach other students within classroom. Gifted and Talented: Ask students to find objects around the classroom to add to task sort and classify extending their thinkingStudent with ASD: Allow student to buddy up allowing the task to become more focused

KWLH Chart

Science Journal – Ipad

Word Wall Sticky posted notes

Natural resources

Built resources

Hula Hoops

Science Journal

ST1-5WT

COS1.1

ACHHS038

MA1-2WMMA1-17SP

EN1-1AEN1-5AEN1-3A

ACSIS038ACSIS040

Low: See Table Below

Renae Bonney, Julia Boyle, Ashleigh Laughton, Sheri WilliamsWeek 2 Students participate in a “Photo Walk” and will be paired up with a partner or

“Buddy”. (5 mins) Teacher will ask students to walk around and looking at the different areas of

the school grounds and gather and document different data, taking photos on their ipads capturing a variety of different environments within the school.

Instruction (5 mins)

Students must take photos on their ipads of a variety of different built environments within the school. For example; playground, shelter, eating area, bubblers, or toilets. The students will use the “Book Creator” app to document these photos. (25 mins)

Students will have a clipboard each and document their findings on the table provided. They will be asked to tick the purpose of the built environment. For example; playground, shelter, eating area, bubblers, quiet time or toilets. (10 mins)

Teacher will bring students back into the classroom and instruct them to place their photos into a Venn diagram - Natural Environments, Built Environments and both Built and Natural Environments. They need to classify what category their photos belong. (15 mins). Teacher is to encourage debate between students justifying their responses.

Why do you think this belongs here? Do you think another material could do the same job?

Aboriginal students:Students are able to make land links and connect to their world. Gifted and Talented Students:Students can label their Ven diagram as well as adding the pictures. Students can extend their knowledge and understanding by being prompted with higher order thinking skills. Student with ASD: will be given visual cues on the ipad app Book creator to add to their science journal. He will be given a structural plan of how the activity will run outside.

Ipad

Clipboard

Pencils

Sheet with Purpose Table

Venn diagram

Science Journal

ST1-14BEST1-4WSST1-5WT

EN1-1A

MA1-3WMMA1-17SP

ACSIS024ACSIS025ACSIS026 ACSIS027

COS1.1

INS1.3

DMS1.2: SLS1.13

Moderate: See Table Below

Week 3

Renae Bonney, Julia Boyle, Ashleigh Laughton, Sheri Williams Aboriginal Elder visits the class to share his knowledge of how the Aboriginal

people design their made environment, sustainability, materials and purpose through traditional Aboriginal ways of teaching i.e. storytelling. He/she brings in samples of the items that are used in aboriginal built environments for the

students to play, manipulate, feel, discover and create. (45 mins)

Students then move on to do a learning map in their journals, reflecting on the work in their journals along the way. (15 mins)

Aboriginal students:This lesson is adapted and made specifically for the aboriginal students. They are able to relate to the Elder, feel confident and express and share their culture with their peers. Student with ASD: John will be provided with a sensory cushion to sit on while the students are sitting in a circle listening to the Aboriginal Elder. John will be provided with visual cues throughout the lesson to ensure his needs are meet.Gifted and Talented Students:Have them prepare questions that they can present to the elder and other students. Before the Aboriginal Elder arrives, get the students to research about the Tribe/Country that they come from.

Outside classroom space

Contact and organise a local Aboriginal elder to visit

Science journal

ST1-5WT

COS1.1

ACHHS038

MA1-2WMMA1-17SP

EN1-1AEN1-5AEN1-3A

ACSIS038ACSIS040

Moderate: See table below

Week 4 On the IWB watch The Three Little Pigs- Animated Story book and participate

in shared reading. (5 mins)https://www.youtube.com/watch?v=2gnhSAu15G8

Initiate a class discussion about the reasons why two little pigs house fell and one didn’t. (5 mins)

Think Pair Share about the materials you would use to build a strong house if

you were a little pig. Share with the class. (5 mins) Students given the task of individually creating a model of an environment in

the school community. (30 mins) Using a variety of materials students are given the opportunity to explore and

experiment during the construction. Students then draw and label a diagram of their model. (10 mins) The teacher rotates around the room and conducts interviews students

individually, asking open-ended questions filming their responses. Complete science journal entry. (10 mins)

IWB with animated story book loaded

Variety of craft supplies

Classroom space to work

Science Journal


MA1-2WMMA1-17SP

EN1-1AEN1-5AEN1-3A

Moderate: See table below


Aboriginal students:The students will be asked to specifically inform the class of what happens when weather conditions impact on their environment. For example; does it destroy any of their environments? Why would it impact then more than built environments?Gifted and Talented Students:Higher order thinking questioning during interview by the teacher. The students can then document their responses in their science journal and refer back to this for later onStudent with ASD:When reading the 3 Little Pigs, the students will be watching a Youtube video with pictures and text available. This was adapted for John so he was able to have visual cues.Week 5 Students asked to remember previous experiences of when their experiences

have been affected/altered by the weather. E.g. Rained at the beach, storm has cancelled a picnic.

Brainstorm different ways in which weather can affect. Use questioning to probe students thinking.

How could you have solved this problem? In what way could this scenario be helped? (10 mins)

Students to participate in groups of 4 in a role-play. Teacher directed scenarios are divided amongst the groups such as “It’s a really rainy day today, and the ground is made of dirt. Act out what you think might happen to

the ground?" (15 mins)

Students to then perform their scenarios in front of the class. (10 mins) How can you represent rain and wind? Use the ideas of the students to test the durability of materials found around

the school using wind, heat, cold...etc. Students are to explore the affect of rain on 4 materials e.g. bricks, dirt etc

and record before and after results on a checklist. (25 mins)

Aboriginal Students:Students are able to make land links and connect to their world

Clip boardsWorksheet check list

Pencils

Water

Watering can

Cardboard to create wind

School environment

Science Journal


DRAS1.1

Moderate: See Tale below

Renae Bonney, Julia Boyle, Ashleigh Laughton, Sheri WilliamsGifted and Talented Students: Allow students to work together and provide extension with complex role playStudent with ASD:Hands-on experiences, visual cues and structural planning.Week 6

Renae Bonney, Julia Boyle, Ashleigh Laughton, Sheri WilliamsExcursion to Sustainable School and Reverse Garbage

Before excursion, ensure to revisit safety rules and responsibilities with students

Students will get into their groups of three for this lesson Students are taken on an excursion to Marrickville Primary School which

promotes sustainable schools and has incorporated sustainability into every aspect of the design of their built environment.

Students take photos of the schools different built environments using the class set of IPads

Teacher is promoting discussion about the schools use of sustainable/natural materials in their design and their purpose in the particular environments

Students each have a clip board to take notes about the environments Students discuss if there is anything they think could be changed in their

own school environment to make it more sustainable. Students go to Reverse Garbage for second half of the excursion. They

use their knowledge and ideas from the sustainable school to decide if there are some recycled materials they want to buy and use to make a new model of the part of their school they think could be modified to make it more sustainable. This new model can also be used for the ‘proposal to the principle’ at the end of the unit.

Upon arrival back to school, students complete their science journal entry Time permitting: Students can start to plan their model on an A3 piece of

paper (WHOLE DAY EXCURSION)

Aboriginal students: The class will be visiting St Jars Marrickville Public School. This school has a wide variety of Aboriginal and Torres Strait Islander students and supports their cultural practices and beliefs. They have elders regularly visiting. This is will help the Aboriginal students in the class to feel comfortable within their surrounding environment.Gifted and Talented students:Higher order questioning while on both excursionsStudent with ASD: Ensure there is an Aid there to support him and the teacher. He will be given a plan of how the day is going to run on the excursion

Clip board

Pencils

Paper

Ipads

Bus times organised

Money ($10 per student for reverse garbage)

Ensure students have adequate clothing/footwear

Ensure students all have adequate food

Science Journals

A3 paper

ST1-4WSST1-14BEEN1-1AEN1-10CEN1-3A

MA1-2WM

HT1-2ACHHS038ACHHS054ACSIS029ACSIS042

DMS1.2COS1.1SLS1.13INS1.3

VAS1.1

High: See table Below

Week 7

Renae Bonney, Julia Boyle, Ashleigh Laughton, Sheri WilliamsModel Planning As a whole class, teacher discusses the new words on the word wall and asks

students to define (formative Assessment). Teacher gives meanings and introduces appropriate metalanguage (explicit teaching). (15 mins)

Students revisit the photos taken on their IPads in their groups, and discuss the environments. This gives them opportunities to ask questions, refine and add to their knowledge, and to obtain more ideas for their new model. (10 mins)

Students discuss using the new knowledge gained, how they could improve their old model. (5 mins)

Students plan their new model; to improve an aspect of their current school environment, or introduce a new aspect to their school to fulfil a certain purpose. E.g. Adapt old school playground, or implement new wet weather shelter. (20 mins)

Students are to draw and label their new model.

Students complete science journal entry (10 mins) Quick finishers-can begin their models (flexible)

Aboriginal Students: Transmission of knowledge connects with cultural learning style

Gifted and Talented Students: These students need to have a thorough understanding of the metalanguage on the Word Wall. If they don’t, they should research this and ensure they have opportunity knowledge. The students need to ensure that they use these words within their science journal. Get the students to explicit label and show similarities and differences in photos taken in the excursion of the school and the photos on their Photo walk.Student with ASD: Provide John with a structure/plan of how he should be planning for his model. Ensure he has his sensory cushion while he is trying to plan his model.

A3 paper (model plans)

Science Journals

IPads

Previous information on clip boards from excursion

Materials from reverse garbage to make model prepared and ready to go

Science Journal

ST1-4WS

EN1-1AEN1-3AEN1-5A

ACSIS025ACSIS038ACSIS212ACSIS214

COS1.1PSS1.5

ACHHS038ACHHS05

4

Low: See table below

Week 8

Renae Bonney, Julia Boyle, Ashleigh Laughton, Sheri Williams Read Roald Dahl Revolting rhymes The three little pigs, revisit the importance

of planning. Students are to use their plan/journal to create the model of part of the school

they have chosen to improve. This is to be completed in their groups. They are to construct this model by using the products collected from Reverse Garbage. (50 mins)

Teacher is to continually wander the room to question students. Why have you chosen this material to make this? What part of the school have you chosen to improve? What is the benefit of this change? How would this change affect your school?

Complete science journal entry (10 mins) Aboriginal Students:Students can build their models of something an environment from their culture. Gifted and Talented Students:Students can use their science journal and make a book about the lessons, taking photos and recordings throughout the processes of making their model. They can label and add extra features to their journal. Student with ASD:Will have a visual plan of how the lesson will run and what is being asked of them. Delegate them a role that they must follow out through the lesson

Science Journals/IpadsReverse Garbage materialsGlueScissorsSticky Tape. Extra raw materials e.g. paper, cardboard, paddle pop sticks.

ST1-5WT SLS1.13

ACSIS024 ACSIS037ACSIS029 ACSIS042


Week 9

As a class, students are to present there finished models. Discussions are to be conducted at the conclusion of each group’s

presentation. Probing questions are to be presented on the smart board to encourage

higher order thinking and correct use of metalanguage. (35 mins) Students are then to test different weather conditions on their model. Students will be given spray bottles, heat lamps and hairdryers to test the

durability of their model. (10 mins) Students are to record this information through the use of Ipads, recording

before and after photos, filming this taking place. Students are to take their clipboard to record observations. (10 mins) Complete science journal entry. (10 mins)Aboriginal Student: Story telling and class discussion allows students to become experts sharing their knowledge of the earthGifted and talented: Science Journal entry to include further extended observation tasks

Science journal, IpadsClipboardsHairdryerSpray BottlesCupsLampsWaterIpadsClipboards

ST1-5WT SLS1.13



Renae Bonney, Julia Boyle, Ashleigh Laughton, Sheri WilliamsStudent with ASD:Ensure John has his sensory cushion with him when in the class. Always have visual cues and notify him if the routine changes and have a plan available for him to see.

Week 10 Students are to collaborate their observations when testing their models

durability. Students are to reflect in class discussion discussing the following

-What worked? What didn’t? What would you change? Why was this effective? Why did this not work? How could you improve this group’s model? (20 mins) (summative assessment)

As a class, students are to revisit first models and discuss how their understanding has developed from their first model. (10 mins)

Students are to create a proposal to the school Principal stating why they believe their model should be implemented in the school. (summative assessment)

Students are to include the following-Why their model is sustainable? -What is the purpose of this change?-Will it affect the natural environment?-How what they have learned may change the school? (30 mins)

Students are to complete their final journal entry stating what they learn, and what they enjoyed. Students can revisit KWLH chart to see if they answered their previous questions. (Formative and summative assessment) (15 mins)

Aboriginal Students:Students are able to connect to their lank and make links between their culture and lessons. Feel comfortable and part of the school environment. Student with ASD:Give student a detailed structural plan of what the students and he will be doing when going outside. This is to make sure they feel comfortable when they change environments.Gifted and Talented: Ask students questions that require higher order thinking. Extend task based on students interests.

Science journal/ipads

Completed models

Resources needed for student presentation

ST1-5WT SLS1.13





Lesson Hazard/risk identification

Priority Risk management plan – elimination or control measures

Lesson 1: Pre-Assessment

Built and Natural Resources – Sharp edges, heavy and materials that can lead to scratching. Eye Injury

Low Inform the students that they need to be careful and diligent when placing and picking up the materials. They need to act accordingly in this activity just like they would in any other activity.

Lesson 2: Photo Walk

Look at outside environment risk

Moderate Careful observation of surroundings. Alert to

Lesson 3: Aboriginal Elder Leaving children

unattended with visitors

Materials that Elder brings into classroom environment

Moderate Teachers need to ensure that they don’t leave the students unattended with the Elder or any visitor, as they don’t have a duty of care for the students.

Before the Aboriginal Elder arrives explain to the students that they must be respectful and listen and behave appropriately. Inform the students that they must not touch any of the Elders materials and resources without him asking them to.

Lesson 4: 3 Little Pigs and Model

Materials and resources being used to create models

Moderate Inform the students that they need to be careful and diligent when placing and picking up the materials. Eg. Putting scissors away appropriately after use. They need to act accordingly in this activity just like they would in any other activity.

Lesson 5: Weather

Look at outside environment risk

Moderate Look at outside environment risk

Lesson 6: Excursion to a Sustainable School and Reverse Garbage

Bus accident

Getting separated from group or lost

High Hire bus with seat belts. Ensure sufficient time is allowed to travel to and from site. Supervise students on bus to minimise distractions to bus driver.

Students to remain walking between 9 supervising teacher/parents. One teacher at the front and another at the end and others in-between. Instruct students that if they get separated they are to remain where they are, until someone comes to find them. “STAY WHERE YOU ARE RULE

Keeping the group together will avoid most issues with contact with members of the public. It is not possible to remove all risk here, however the usual school strategies of stranger danger should apply.


Proximity of members of the public

Weather Conditions

Food requirements

Advise children to bring wet weather clothing, hats and sunscreen

Recommend students to bring adequate food and drinks. Ensure there is an adult that is trained in medical procedures – First Aid Certificate

Lesson 7: Model Planning

Look at classroom environment risk

Low Look at classroom environment risk

Lesson 8: Building Models

Look at classroom environment

Materials and resources being used to create models

Low Inform the students that they need to be careful and diligent when placing and picking up the materials. Eg. Putting scissors away appropriately after use. They need to act accordingly in this activity just like they would in any other activity.

Lesson 9: Classroom Environment

Trips, slips and falls

Eye Injuries

Drop Ipad and injury body part or smash screen

Low Students need to ensure that they pack up after themselves and put all materials in a safe and secure place. When the students are creating their model, they need to ensure that their materials aren’t scattered over the floor and are within an area that wont cause these accidents.

Inform the students to take care with the ipads and to always carrying it with 2 hands. Always have a Ipad Caddy in the classroom for students to place Ipads safely. If the glass does smash make the children aware that they should remain calm and ask another student to get the teacher to inform them off the accident.

Lesson 10:Presentation of Models

Classroom environment

Low Safe classroom environment

Renae Bonney, Julia Boyle, Ashleigh Laughton, Sheri WilliamsFormative Weekly Student Self Assessment:

Renae Bonney, Julia Boyle, Ashleigh Laughton, Sheri WilliamsSummative Assessment Rubric:

CATEGORY 4 3 2 1Purpose Students clearly understand the

purpose of design and the needs of the people’s spaces and places.

Students have a moderate level of understanding about the design needs of spaces and places and its purpose.

Students have some knowledge and understanding of the purpose and design of peoples places and spaces.

Students have limited to no knowledge about the purpose and needs of design for people and environments

Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications.

Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications.

Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications.

Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications.

Data Collection Data taken several times in a careful, reliable manner.

Data taken twice in a careful, reliable manner.

Data taken once in a careful, reliable manner.

Data not taken carefully OR not taken in a reliable manner.

Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better.

Appropriate materials were selected and there was an attempt at creative modification to make them even better.

Appropriate materials were selected.

Inappropriate materials were selected and contributed to a product that performed poorly.

Modification/Testing Clear evidence of troubleshooting, testing, and refinements based on data or scientific principles.

Clear evidence of troubleshooting, testing and refinements.

Some evidence of troubleshooting, testing and refinements.

Little evidence of troubleshooting, testing or refinement.

Journal/Log - Content Journal provides a complete record of planning, construction, testing, modifications, reasons for modifications, and some reflection about the strategies used and the results.

Journal provides a complete record of planning, construction, testing, modifications, and reasons for modifications.

Journal provides quite a bit of detail about planning, construction, testing, modifications, and reasons for modifications.

Journal provides very little detail about several aspects of the planning, construction, and testing process.


Observation Sheet:

Name:_______________ Date: ___________

Material Before Wind Water Other

Renae Bonney, Julia Boyle, Ashleigh Laughton, Sheri WilliamsPrezi Link:

http://prezi.com/0dgmtxyqz9dr/?utm_campaign=share&utm_medium=copy&rc=ex0share

Documents

teachertechnet.weebly.comteachertechnet.weebly.com/.../7/41175315/stage_1_built… · Web viewUnit Title . Stage. ... by stepping-into-role to enact a situation and stepping out-of-role