Material World
Primary Connections: / Stage 2Essential Learnings by the end of: / Year 5
“New materials have revolutionised modern life. Plastics have been used instead of glass in bottles and windows, and even instead of metals in aeroplanes. Lighter, stronger, warmer fabrics have made extreme weather conditions more comfortable. Designers incorporate new materials in clothes and bags to better suit our needs. Materials scientists are now researching materials that have desirable properties but which have less impact on the environment.
The Material world unit provides opportunities for students to develop an understanding of the properties of materials and how they relate to use. Through investigations, students explore how to test the properties of materials fairly and how to use this knowledge to choose materials wisely.” (Material world, AAS)
Primary Connections units are intended to be taught as whole units. The cross-referencing indicates how specific lessons relate to Ways of Working, within a whole unit
In each cross-referencing document, there are shaded areas showing suggested teaching ideas that are not mentioned in the current Primary Connections resources. These ideas have been provided by Primary Connections personnel who are involved in the development of the cross-referencing document and the ideas are suggestions only, with teachers being encouraged to develop further ideas related to the Essential Learnings.
Ways of working
Lesson/teaching idea / Essential Learnings Statement /ü
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ü / Lesson 1 Curious Clothes
Lesson 2 What a rotter
Lesson 3 Leak, soak or repel
Lesson 4 Snap, tear or stretch
Lesson 6 Investigating insulation / Pose and refine simple questions and make predictions to be tested
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Lesson 3 Leak, soak or repel
Lesson 4 Snap, tear or stretch
Lesson 6 Investigating insulation / Plan activities and investigations, identifying and using elements of a fair test
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ü / Lesson 2 What a rotter
Lesson 3 Leak, soak or repel
Lesson 4 Snap, tear or stretch
Lesson 6 Investigating insulation / Collect and organise data, information and evidence
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Lesson 3 Leak, soak or repel
Lesson 4 Snap, tear or stretch
Lesson 6 Investigating insulation / Evaluate information and evidence to support data gathered from activities and investigations
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Lesson 3 Leak, soak or repel
Lesson 4 Snap, tear or stretch / Select and use tools, technologies and materials suited to the activities and investigations
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Lesson 3 Leak, soak or repel
Lesson 4 Snap, tear or stretch
Lesson 6 Investigating insulation / Draw conclusions that are supported by evidence, reproducible data and established scientific concepts
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ü / Lesson 2 What a rotter
Lesson 3 Leak, soak or repel
Lesson 4 Snap, tear or stretch
Lesson 5 Choosey consumers
Lesson 6 Investigating insulation / Communicate scientific ideas, data and findings, using scientific terminology and formats appropriate to context and purpose
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Lesson 3 Leak, soak or repel
Lesson 4 Snap, tear or stretch
Lesson 6 Investigating insulation / Identify and apply safe practices
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Lesson 5 Choosey Consumers / Reflect on and identify different points of view and consider other people’s values relating to science / Section 2 talks about plastics…scientists are exploring making plastics from other (biodegradable) materials.
Recycling plastic is currently labour intensive and costly- could discuss different people’s values- is the high cost worth it?
Also possibly in the role play- Lesson 5 page 44
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Lesson 6 Investigating insulation
Lesson 7 Material matters / Reflect on learning, to identify new understandings and future applications / Lesson 2, #8, Fair test, other fair test ideas (maths)
Knowledge and Understanding-
Science as a Human Endeavour- Science relates to students’ own experiences and activities in the community
Lesson 1- Curious clothes- gripping glovesOptional- gloves used at work (butcher, fire-fighter) are made from…because.
Uses for each glove / Scientific ideas can be used to explain the development and workings of everyday items
Ethics is a significant part of scientific endeavour
Lesson 1- Curious clothes, - gripping gloves- different gloves used for sports (softball, golf)
Use of materials for objects, structures, use of materials in sport, recreation objects including enhancing performance / Science can help to make natural, social and built environments sustainable and may influence personal human activities
Optional- gloves used at work (butcher, fire-fighter) are made from…because.
Uses for each glove
Use of materials for objects, structures, use of materials in sport, recreation objects including enhancing performance / Science can contribute to people’s work and leisure / Optional- gloves used at work (butcher, fire-fighter) are made from…because.
Uses for each glove
Use of materials e.g. natural timber for implements, paperbark for shelters, TSI musical instruments, traditional dance head-dresses, materials in traditional and cotemporary art.
Materials in cultural groups beyond Australia- include materials for wrapping/food processing, how materials conduct and conserve heat (PNG/Maori hungi)
Use of materials available to specific cultural groups. / Cultures from around the world, including those of Aboriginal people and Torres Strait Islander people, have contributed to scientific understanding
Knowledge and Understanding-
Earth and Beyond- Changes and patterns in different environments and space have scientific explanations.
The earth, solar system and universe are dynamic systems.Changes to the surface of the Earth or the atmosphere have identifiable causes, including human and natural activity.
Knowledge and Understanding-
Energy and change- Actions of forces, and forms and uses of energy are evident in the everyday world.
The greater the force of an object, the greater the change in shape or motion.Forces may act at a distance or may need to be in contact with an object to affect it.
Energy can be transferred from one object to another.
Different forms of energy used within a community have different sources.
Knowledge and Understanding-
Life and Living- Living things have features that determine their interactions with the environment.
Living things can be grouped according to their observable characteristics.Structures of living things have particular functions.
Reproductive processes and life cycles vary in different types of living things.
Living things have relationships with other living things and their environment.
Knowledge and Understanding-
Natural and Processed materials- Properties, changes and uses of materials are related.
Throughout unitExtend by using a microscope/magnifying glass to look at materials / Materials are composed of smaller parts, some of which may be visible to the naked eye, while others are too small to be seen / Lesson 3 Leak, soak or repel? (Curriculum links- science) Test the absorbency of three cotton fabrics that have been woven differently e.g. muslin, cotton gabardine and cotton canvas. Hessian could be added here as the fibres are clearly visible, view cotton or muslin under a magnifying glass. Magnifying glasses could also be used in lesson 4
Throughout unit / Materials are used for a particular purpose because of their specific properties
Tensile strength / The properties of an object can differ from the properties of its component parts / Possibility in lesson 4- tensile strength, e.g. Three Little Pigs’ houses. Discuss building materials – level of tensile strength, lead discussion to concrete including reinforcing rods.
Make bricks using different materials, test for strength.
Properties of materials are affected by processes of change / Lesson 3 Leak, soak or repel - optional #15, waterproof spray.
Technology KLA
Ways of Working
Each of the Ways of working in Technology could be included in Material world as an extension by generating a design task based on some of the materials tested in the unit.
e.g Using what you have discovered about decomposition of materials and absorbency, design and make a carry bag that will repel liquids but eventually decompose.
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Document shows actual links between Primary Connections and Essential Learnings