ED3009- KEY LEARNING AREA: SCIENCE AND TECHNOLOGY 3
ITEM 1. Unit of work (Part A-Group)
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CAMPUS / Broome Fremantle Sydney / Student Number
Student Name [OPTIONAL] / 20113117, 20103656, 20110190 / Unit Code / ED3009
Unit Title / Science 3 / Receipt Stamp
Assignment Title/Topic / Unit Plan
Unit Lecturer / Tryon Francis
Unit Tutor / Siobhan Coppinger
Due Date / 13th July 2014
Your assignment should meet the following requirements, please ensure you have by ticking [] the boxes before submitting your assignment;
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ED3009- KEY LEARNING AREA: SCIENCE AND TECHNOLOGY 3
ITEM 1. Unit of work (Part A-Group)
Assignment is submitted on A4 paper
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ED3009- KEY LEARNING AREA: SCIENCE AND TECHNOLOGY 3
ITEM 1. Unit of work (Part A-Group)
Declaration:
This essay / assignment is all my own work, except where duly acknowledged. Ideas, words or passages taken from other sources are indicated using the appropriate school referencing system. The material in this assignment has not been submitted previously for assessment at this or any other tertiary institution.
Student Signature / Connie Kazouris, Danielle Spyros & Nicole Sheridan / Date / 1 / 1 / / / 0 / 7 / / / 2 / 0 / 1 / 4 ------
ASSIGNMENT RECEIPT
Student Name / 20113117, 20103656, 20110190 / Receipt StampAssignment Title / Unit Plan
Unit Code / Title / Science 3 / ED3009
Due Date / 1 / 1 / / / 0 / 7 / / / 2 / 0 / 1 / 4
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ED3009- KEY LEARNING AREA: SCIENCE AND TECHNOLOGY 3
ITEM 1. Unit of work (Part A-Group)
UNIT OUTLINE
UNIT TITLE‘Places in spaces!’
/ STAGE
Stage 1, year One
TERM
3 / STRAND
Built Environments
DURATION
10 hours- 60 minutes per lesson / CONCEPT
How does the purpose of places influence the design processes of the local environment?
RATIONALE
Throughout this unit ‘Places in Spaces’ students will be developing their knowledge and skills on the concept of built environments and how these are built for a purpose and to satisfy users needs in accordance with the NSW Science Syllabus K–10, (2014). In this unit, students will be investigating the built features and places of the local community and identify and compare one as natural and the other as built. Students will identify different features or places such as the park, pool, and shopping centre and will describe the types of things which may be seen there.Students will recognize that built environments are created for a purpose and develop understandings about the needs of various users. Through questioning and seeking solutions to problems, students will develop an understanding of the relationship between science and technology and their significance of their contribution to and influence on society.
This unit also enables students to experience a dynamic interaction of sensory perceptions, a buildup of previous experiences and cognitive processes, which help shape their understandings. Students actively construct meaning in order to make sense of the world around them, Skamp (2012) .The constructivist approach highlights the notion that the students are very much in control of their learning.
Throughout this unit, play performs a significant role in the development of early years learning. It gives opportunities for students to conceptualise their roles as pedagogical leaders and interpret play and pedagogy in original ways though discussing their roles in framing, supporting and balancing their interactions with their peers in order to plan for sustaining shared thinking. (EYLF): Belonging, Being, and Becoming, (2010). The opportunities for exploration and imaginative play embedded within this unit allow for students to make connections between prior knowledge and new learning experiences and stimulates a sense of wellbeing, Fleer (2009). The learning engagements have been designed in alignment with the 5 E model as it allows students to build a deeper conceptual understanding of the science concept, Primary connections 5Es teaching model, Australian Academy of Science, 2008).
Following the Tomlinson model, teachers will be differentiating teaching and learning activities through respectful tasks, flexible grouping and continual assessment according to student readiness, interest and learning profile, Tomlinson (2008).
The 8 ways learning pedagogy framework for Indigenous perspectives has also been incorporated within this unit to enhance students’ conceptual knowledge though various ways in which better suit the complex knowledge systems of the indigenous people resulting in increased student engagement, participation and contribution, McConney, (2011).
GOALS
OUTCOMES& PERFORMANCE- ST1-14BE Describes a range of places and spaces in the local environment and how their purposes influence their design
- observe ways people use a range of places and spaces in their local environment, eg areas within the schoolyard and the home
- explore a range of places and spaces in the local environment and describe their different purposes, e.g. a hospital or playground
- describe how the different purposes of places and spaces in the local environment influence their design, e.g. storage and cooling areas in a supermarket and enclosures for pets and farm animals
- examine some familiar places and spaces in the local environment and suggest modifications to their design
Develop knowledge, understanding of and skills in applying the processes of Working Scientifically
- ST1-4WS investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know
Develop knowledge, understanding of and skills in applying the processes of Working Technologically
- ST1-5WT uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants
- ST1-1VA show interest and enthusiasm for science and technology, responding to their curiosity, questions and needs, wants and opportunities
KLA MATHEMATICS
Outcomes and performance indicators
MA1-1WM Describes mathematical situations and methods using every day and some mathematical language actions, materials, diagrams and symbols
MA1-14MG Sorts, describes and represents familiar two dimensional objects
MA1-16MG Represents and describes the positions of objects in everyday situations and on maps
Numeracy links:
- Two-dimensional space: identify and name parallel vertical and horizontal lines.
- Identify and name different lines in the environment.
- Position: describe the position of objects using everyday language, including ‘left’ and ‘right’. Play action games based on direction
Outcomes and performance indicators
Speaking and listening (communicating)
EN1-1Acommunicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
Spelling
EN1-5A uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words
Reading and viewing
EN1-4A draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
Writing and representing
EN1-7B identifies how language use in their own writing differs according to their purpose, audience and subject matter
Responding and Composing
EN1-11D responds to and composes a range of texts about familiar aspects of the world and their own experiences
Thinking imaginatively and creatively
EN-10C thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts
Literacy Links:
- Texts that inform and describe places
- Talking and listening: oral descriptions using location and position
- Reading: maps and drawings with symbols
- Writing: labeling of diagrams and maps using technical language.
KLA HSIE
Outcomes and performance indicators
ENS1.5 Compares and contrasts natural and built features in their local area and the ways in which people interact with these features.
ENS1.6 Demonstrates an understanding, of the relationship between environments and people.
Students use an inquiry process to develop knowledge and understanding of places in the local area by identifying natural, built and heritage features and the way the environment has been adapted to fulfill needs, inclusive of Aboriginal land management practices. Students develop their own values associated with ecological sustainability and identify responsibilities towards particular places and environments. / KLA CREATIVE ARTS
Outcomes and performance indicators
DAS1.2 Explores and selects movement, using the elements of dance to express ideas, feelings or moods.
VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things.
VAS1.3 Realises what artists do, who they are and what they make.
VAS1.4 Begins to interpret the meaning of artworks, acknowledging the roles of artist and audience.
MUS1.1 Sings plays and moves to a range of music, demonstrating an awareness of musical concepts.
Sensory investigations of the local, natural, and built environment (sights, sounds, smells, textures) allow students to develop individual responses.
KLA PDHPE
Outcomes and performance indicators
PHS1.12 Recognises that positive health choices can promote well-being.
SLS1.13 Recognises that their safety depends on the environment and the behavior of themselves and others.
DMS1.2 Recalls past experiences in making decisions.
Students explore and identify environmental factors that can impact on their health and the health of others. This may include factors such as different types of pollution, the benefits of recycling and utilising environmentally friendly products, or making choices about keeping themselves safe.
GOALS
Assessment- formative (during learning engagement)Formative assessment will be carried throughout each of the lessons in the unit. Our goal in this unit is to monitor student learningand to provide ongoing feedback that can be used to improve our teaching for students to improve their learning. More specifically, formative assessments:
- help students identify their strengths and weaknesses and target areas that need improvement
- Help recognise where students are struggling and address problems immediately.
- In lesson one- a KWL chart is used as a formal assessment which indicates where students are at and where they are headed.
- In lesson two- the use of pic collage helps inform teachers of the students understanding of the concepts as it shows their ideas in a collage format.
- In lesson three- teacher observes students ability to role play and imaginatively creates a built environment for their needs.
- In lesson four and five- teacher observes students responses through discussion about excursion content and observes student conversations.
- In lesson six and seven- teacher observes students ability to represent built environments within the local community on a map. By looking at children’s completed work teacher will be able to clearly identify which students have gained competency in establishing what a built environment is and thinking logically, scientifically and mathematically to determine where they will be placed on the map. E.g. the post office is next to or near the supermarket. Etc.
- In lesson eight-teacher will observe students learning through questioning, discussion and also their draft idea for their built environment.
- In lesson nine- students will create their design using recycled materials
- In lesson ten- students will discuss what they have learnt throughoutthe unit and fill out their last column In the KWL chart.
Although most assessment has occurred throughout this unit there are three major summative assessment pieces for collection at the end of the unit.
These include:
• Students’ adventure journal containing their findings of features, drawing and photographs of visited built environments
• Students’ design template addressing their design purpose
• Students’ created built environments and oral presentations
Work sample- to show understanding and achievement of outcomes
See resources
Evaluation of unit
Evaluation of unit will be based on:
Was the unit ‘Places in spaces!’ successful?
Were the lessons in the unit engaging?
How did the students respond?
Were there ample opportunities for student involvement?
Did all students learn and understand the concept?
Were all the students challenged?
Were there any challenges or setbacks in the unit? If so, what were they and how could they be further developed?
Were the tasks appropriate to achieve outcomes?
Could any modifications be made?
Were there a variety of resources used to maximize student learning?
Was my understanding of students’ prior knowledge accurate?
Did the unit of work follow the 5E model?
Did the unit of work allow for cooperative learning, and learning through social interaction effectively?
Did the unit of work have appropriate links to the ‘Indigenous 8 ways learning framework?
Did the lessons flow throughout the unit effectively and allow children to build on prior knowledge and make connections?
STUDENTS:
There are 26 students in this year one class.
DIFFERENTIATION NEEDS
- Adjustments within this unit have been made to the content, processes and skills. The learning experiences should cater for student readiness levels, prior knowledge and experiences.
- The learning styles which exist in this class include:
Autistic student (very visual and auditory). The use of ipads and the IWB will enable this student to better develop an understanding of the concepts in the classroom.
Kinaesthetic- the hands on activities ( the adventure walk/excursion/ imaginative play/and making a built environment )
Spatial/ bodily- the imaginative play activity - Students will be grouped in pairs for most activities (of mixed and of support/ core/extension abilities)
- Students are able to represent knowledge and understandings in various ways
- Alternate methods of assessing student performance and understanding (formative and summative methods)
- Extension activities are embedded throughout the unit
Pre-unit assessment to engage current level of understanding (in terms of unit/topic/focus)
eg pre-test, teacher judgment, brainstorm, discussion questions prior to unit study
(Task Pre-requisites Science &Technology )BEES1.1 Explores and identifies ways in which built environments suit their users.
Through class picture talks and discussion, students will brainstorm:
- What is a built environment?
- What is a natural environment?
- What kinds of things do you find in a natural environment?
- What is a photograph?
- What is a painting?
- How are they different?
LEARNING MATTER
ESSENTIAL UNDERSTANDINGSStudents will learn about:
Natural and built environments
Characteristics of natural and built environment
- Different types of built environments e.g. Police station, hospital, park
The purpose of built environments in our community
How the purpose of places influences the design processes of the local environment
How built environments suit users in various ways.
The materials needed to create a built environment.
/ ESSENTIAL SKILLSStudents will learn to:
Investigate, predict, observe, classify, explore, discover, experiment, document, plan, design and make and record things, in relation to built environments and the purpose of their design.
Examples of this include:
- Classifying natural and built environments
- Understanding the reason behind the design and purpose of built environments.
- Determining what different built environments are made for.
- Listing built environments in our school and local community.
- Creating a built environment to suit the needs of a particular plant/animal or human.
RELATED TEXT-TYPES
- Roberto the Insect Architect by Nina Laden
- The Curious Garden, by Peter Brown
- ARCHES TO ZIGZAGS: An Architecture A B C, by Michael J. Crosbie
- Architecture Shapes, by Michael Crosbie
- Not a Box, by Antoinette Portis
- Gargoyles, Girders & Glass Houses by Bo Zaunders
- Snail Trail: In Search of a Modern Masterpiece by Jo Saxton
- Two Bad Ants, by Chris Allsburg
- Rome Antics, by David Macaulay
- Round Buildings, Square Buildings, and Buildings That Wiggle Like a Fish by Philip M. Isaacson
- Pop-up London, by Jennie Maizels
- Iggy Peck, Architect, by Andrea Beaty
- Island Boy, by Barbara Cooney
- How a House Is Built, by Gail Gibbons
- The Three Little Pigs, by Steven Guarnaccia
- An Ants Day Off, by Nina Laden
- The Architecture Pop Up Book, by Anton Radevsky
- Draw Me a House: A Book of Colouring in, Ideas and Architectural
LEARNING SEQUENCE
5 E’s / LEARNING ENGAGEMENTS / RESOURCES AND PREPERATION / OUTCOME / 8 WAYSEngage / Lesson 1: Built and natural environments- Pre assessment
- In devised groups, students create a KWL chart about the concept of built environments on colored cardboard (including the characteristics of natural and built environments, the purpose of each, why we need/ use them and where the students might have seen one etc.) Students are encouraged to use pictures to help display their information. The teacher explains and discusses to the students that the ‘L’ column will be filled out at the completion of the unit. This will help the teacher find out what the students know, what they want to know and then what they have learnt at the end of the unit.
- Teacher shows children an animation based on manmade and natural environments to students. Skwirk Animation
- Students assemble in a circle. Teacher pulls out a range of items and places them in the circle. Half the items can be found in a natural environment and the other half in a built environment. Students come and choose an item and return to the circle.
- Students identify whether their object is manmade or natural and why.
- Teacher has an assortment of pictures on the interactive whiteboard and two headings labeled ‘natural’ and ‘built’ environments. Teacher prompts students to talk about the features of natural and built environments and asks students to come up and drag the pictures under the correct headings.
- Teacher opens a Venn diagram on IWB and uses the children's responses to fill in. Students will copy diagram into their workbooks.
- Teacher either reads book to students which focus’ on the difference between natural and built environments OR the three little pigs (hard copy)
- Sheets of cardboard for KWL chart.
- A collection of natural and man made materials.
- IWB- with Venn diagram for characteristics
- Skwirk
- The curious Garden