Stage 2 Science and Technology: Indoors, Outdoors

Organising spaces into structures and buildings

Stage 2 Foundation Statement

Students independently implement aspects of a scientific investigation, such as observing, questioning, predicting, testing, recording accurate results, analysing data and drawing conclusions. They demonstrate an understanding of a fair test and identify variables. Students select and safely use equipment, computer-based technology and other resources throughout the processes of investigation.
Students develop and evaluate design ideas recognising the needs of users or audiences. They implement the design process and evaluate solutions using functional and aesthetic criteria. Students select and safely use equipment, computer-based technology and other resources throughout the processes of design and production.
Students identify and describe structures and functions in living things and how they interact with each other and their environment. They identify various forms and sources of energy and identify ways in which energy causes change. Students identify features of the solar system and describe interactions that affect conditions on Earth. They describe how the properties of materials affect their use.
Students identify the ways built environments, products and services are constructed or produced. They use a range of techniques, media and information and communication technologies to communicate design ideas to specific audiences.
Students explore the properties and uses of both natural and made materials and components.
Links to other KLA’s
English
Demonstrating how to formulate questions and access non fiction research material.
Using talking and writing to cooperatively plan, select and manipulate resources and make decisions.
Mathematics
Investigating the properties of 3D objects, especially prisms and pyramids.
Describing objects from different points of view. Classifying and constructing 2D shapes.
Human Society and its Environment
Investigating built environments locally and in other Australian communities, past and present.
Creative and Practical Arts
Visual Arts: sequence starting with remembered experiences, eg places, building. Using colour.
Outcomes – Learning Processes
Investigating / Designing and Making / Using Technology
INV S2.7
Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing
conclusions. / DM S2.8
Develops, implements and evaluates ideas using drawings, models and prototypes at appropriate
stages of the design process. / UT S2.9
Selects and uses a range of equipment, computer-based technology, materials and other
resources with developing skill to enhance investigation and design tasks.

Outcomes and Indicators

BE S2.1: Creates, models and evaluates built environments reflecting consideration of functional and aesthetic factors.

Indicators

• tests different structures, makes predictions and draws conclusions about the strongest shape for supporting an object or load
• interviews students about current playground use and records their responses and proposes ideas for improvements
• identifies and describes a variety of ways in which Aboriginal peoples have used or continue to use natural materials to meet their needs, eg mudbricks, fishtraps
• generates ideas for improving the use of playground space and prepares labelled plans showing different views for presentation to the school executive
• develops and evaluates several ideas for a theme park and models the idea that best meets the design criteria
• creates a model theme park using construction kits and recycled materials, considering rides, food, other services and energy sources
• uses timber strips, cardboard gussets, bark, sticks, saws and glue guns to construct an authenticlooking model, eg an early settler's hut
• selects appropriate materials and resources to model and present ideas for a reading nook to be used by a younger buddy class
• uses a range of electronic and print sources, when comparing ways different groups and cultures design buildings to suit climatic conditions.

Resources

Texts, posters and resources based on spaces into structures and buildings. / Assessment
• Conduct conferences with students to identify the features of various outside/inside features.
• Have students present their findings in the form of similarity/difference charts.
• Discuss the materials that could be used in construction in different environments.
Summative Evaluation

Learning Experiences:

Week/ s / Learning Experiences / Date
Week 1 / Unit Introduction.
What do we already know about the organizing structures and buildings? Brainstorm using mind map, etc.
Share a story, visual text, sites on the internet based on the Unit to build up background knowledge. Encourage children to share what they already know about the unit with others.
What are our Outcomes? What do we hope to learn by the conclusion of the Unit?
Title Page.
Week / s 2 –3 / Design and make a model of a playground.
Gather information, by researching a variety of sources on how playgrounds are planned, eg what structures are required, other areas such as bridges, spaces and other facilities.
Discuss how the model will be made, eg materials needed for selected structures or to reproduce the look and feel of actual building materials. Consider how these methods and available materials may influence the design. Organise groups to make the final decisions about features to be included. Make a plan. Use models and rough sketches to try out different ideas.
Draw a map or picture of the design. Show where items will be placed, eg swings, see-saws, bridges, open space, toilets. Explain to others decisions made regarding selection of structures and materials used, organisation of structures and spaces. Can others make suggestions to improve the design? Assign roles for completion of task. Gather materials. Choose suitable materials from those available. Make the model. Reflect upon your task considering the structures. Include how spaces have been used. Would you like to play in this area? Explain why.
Week/s 4 - 5 / Use computer software to investigate created environments of animals and describe the features of each.
Explore the graphics, graphics tools, objects, characters, backgrounds etc in the software package. Investigate environments created by the computer software, simulation or create own environment using graphics and graphics tools.
Use draw and paint programs to create a habitat that has been investigated, such as floor plans, buildings.
Discuss the advantages of being able to simulate environments and being able to easily manipulate graphics within the computer microworld.
Week 6 /
Revision and Catch Up

Learning Experiences:

Week/ s / Learning Experiences / Date
Weeks 7 and 8 /

Design a plan for a city or community of the future, or suited to a different environment, eg underwater, in space.

Establish conditions that may prevail in the selected environment, eg under water, polluted air, personal aerial transport, shortage of building space. Identify the special needs to be satisfied, eg provision of air to breathe, transport systems, food supplies, sealing out water.
Brainstorm ideas regarding the structures and services required and possible ways to supply them. Use drawings, models or computer graphics packages to explore possibilities. Demonstrate how needs would be met or provided for.
Consider the materials that would be appropriate in the given environment, eg underwater, for aerial buildings, underground. Construct a set of annotated drawings or plans, a model or computer presentation. Present to the class. Evaluate how well the needs have been satisfied.

Week 9 / Investigate buildings and materials in a range of environments.
Observe homes students live in. Make a record of different types of homes, eg a mural/collage, skyline silhouette. Compare differences in their physical structure. Look at a variety of scenes – photographs, videos of cities, country scenes, past and present. Explain aspects of the buildings that appeal, eg shape, colour, surroundings. Identify a variety of buildings with different purposes, eg shops, factories, silos, halls, schools, offices. Observe differences in their features.
Explain how the outside of a building can indicate its purpose, eg signs, features. Predict what a given building might be used for. Test the predictions through further investigation. Discuss whether the area a building is found in gives rise to expectations as to its purpose. Suggest reasons for the observations. Visit a country town, inner city suburb. Record observations of buildings, spaces and their organisation. Use annotated sketches. Compare the placement of the homes as they appear in the city, country or in a suburb, past or present.
 Observe different uses of space. Research how cities have or have not been planned, eg Sydney, Canberra. Explore the needs for ‘green’ areas in a city or town. Make lists of the things that appeal/don’t appeal in the city or in the country. Compare the two lists. Consider whether everyone has the same opinion. Observe the features of buildings. List the parts of a building, eg windows, entrances, steps, doors, verandahs. Observe and sketch a range of different examples.
Compare the shapes of the entrances and windows. Compare a variety of rooms to see the effect of different windows. Walk around the school, visit shops. Make a model to test the effect of large and small windows, eg light, temperature. List the things that buildings are made from. Identify materials used for different features, eg walls, roofs, window frames. Describe as many properties as possible of selected material. Predict the possible effect on material of wetting, leaving in the sun etc. Experiment to test the effects. Compare the effects of different materials.
Suggest possible uses for these materials in construction based on their characteristics. Identify other structures found, eg bridges, towers. Identify shapes used in these structures, eg triangles, rectangles. Explain why these shapes are used. Predict and test what would happen if different shapes were used. Test different shapes to find which are most stable
Week 10 /
Revision.
Reflect on the mind map, etc from Week 1 and now in another colour add what else the class has learnt on this topic.
Evaluate unit and allow time for children to reflect over their work and to summerise in their own words what their greatest learnings were throughout this unit.