Science & Technology Tool - Stage 1 (Version 1: 26 August 14)
Values & Attitudes / Knowledge & UnderstandingST1-1VA ☒
ST1-2VA ☒
ST1-3VA ☒ / ST1-6PW
Physical World / ST1-7PW
Physical world / ST1-8ES
Earth & Space / ST1-9ES
Earth & Space / ST1-10LW
Living World / ST1-11LW
Living World
ST1-12MW
Material World / ST1-13MW
Material World / ST1-14BE
Built Environments / ST1-15I
Information / ST1-16P
Products
Task
Students describe a range of places and spaces in the local environment and how their purposes influence their design.
Define Discover Dream Design Deliver Debrief (21st Century Fluencies- Solution Fluency)
Context / Working Scientifically ST1-4WS / 1.Question & Predict / Explicit Teaching/Learning Activities
Lesson one- Define and Explore/Produce(Define/Discover/Dream)
(Explore/Define/Dream)Observe ways people use a range of places and spaces in their local environment, eg.areas within the schoolyard and the home.
-Overview of different structures/facilities (built environments)
-Overview of why we have boundaries, fences, signs and rules.
Discuss what an ‘enclosure’ is and look at the different types. (*Some at home- Rabbit hutch/Bird cage- *some in zoos).
Describe what an enclosure could look like. What are some things you would find in an enclosure (fence, water, food area, trees, windows, other animals)
(Produce/Discover)
Students take photographs of any enclosures within their home environment (eg. Bird cage, rabbit/guinea pig hutch- develop or email for class to see (present/discuss/describe differences).
Students stick picture in book and draw and label the enclosure.
Read Gibbon Island- PM READERS
Putting fish in a tank (slowly adding the water)
Lesson two- Question and Predict
Experiment
Insulation- Polar Bears
Discuss enclosures within a zoo and identify the different needs of animals.
Students list the different animals they usually see within a zoo. Students then sort animals into their environmental categories.
Wet environment (Tropical/Fresh Water fish)
Hot environment
Cold/Wet environment
Dry Environment
Brainstorm with the students the different environments and then sort animals into their category as a class.
Students produce there findings on the computer.
Lesson three- Define and Explore/Evaluate
Sort supplied animal pictures into categories and then draw their enclosure around the animal. Students will then draw a birds eye view of this into their pamphlet map.
Lesson four- Define and Explore/Evaluate/Communicate
1.Create a Zoo pamphlet including entry prices, different shows and times and a map
2. Present to class and discuss the differences between zoo’s and as a class decide what zoo is the cheapest to go to and which zoo has more to offer.
Lesson five- Plan and Conduct Investigation/Produce
[Process, Analyse and Evaluate/ Generate and Develop/Communicate
1. Students create a Diorama displaying an animal enclosure of the students’ choice.
2. Present to the class / 6.Define and Explore / Working Technologically ST1-5WT
2.Plan Investigations
Focus / 3.Conduct Investigations / 7.Generate & Develop
Assessment Strategies
For
As
Of / 4.Process Analyse / 8.Produce
5..Communicate / 9.Evaluate