Specific Outcomes – addressed directly within the unit. KLA Outcome Content Science SC4-17CW - Explains how scientific understanding of, and discoveries about the properties of elements, compounds and mixtures relate to their uses in everyday life CW3-Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques. d. describe aqueous mixtures in terms of solute, solvent and solution c. relate a range of techniques used to separate the components of some common mixtures to the physical principles involved in each process, including filtration d. investigate the application of a physical separation technique used in everyday situations or industrial processes, e.g. water filtering. Science SC4-8WS - Selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems WS8 a. Describe different strategies to solve an identified problem with a scientific component WS8 d. Using cause and effect relationships to explain ideas and findings. Science SC4-9WS - presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations WS9 a. Presenting ideas, findings and solutions to problems using scientific language WS 9e.Constructing and using appropriate type of graph to express relationships Science SC4-2VA - Shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable futures. Mathematics MA4-2WM – applies appropriate mathematical techniques to solve problems Computation with integers Compare, order, add and subtract integers Mathematics MA4-5NA - Operates with fractions, decimals and percentages - express one quantity as a fraction of another - convert fractions to decimals (terminating and recurring) and percentages Mathematics MA4-7NA - operates with ratios and rates, and explores their graphical representation - solve a variety of real-life problems involving ratios
KLA Outcome Content Technology Mandatory 4.6.1- applies appropriate evaluation techniques throughout each design Project Students learn about developing criteria for success as a tool for assessing design development and production ongoing evaluation of design ideas and decisions final evaluation considering design process used design solutions reflection on learning Must design pollution dissolve cone mixture light Should insoluble solvent soluble criteria cylinder evaluate solution solute turbidity clarity potable Learning across the curriculum included in this unit: Cross-Curriculum priorities Aboriginal and Torres Strait Islander histories and cultures General Capabilities Critical and creative thinking Ethical understanding Intercultural understanding Literacy Numeracy Personal and social capability 8 Ways Strategies included in this unit: Sharing Non-Verbal Land Learning Maps Symbols and images Assessment: Assessment by portfolio of tasks. Marking rubric attached. Vocabulary to be developed: Syllabus Outcomes: The outcomes used in this document are from the of Studies Teaching and Educational Standards (BOSTES) NSW.
General Capabilities: (See Teaching and Learning Program to identify links to General Capabilities) Learning Across the curriculum used in this document are from the Board of Studies Teaching and Educational Standards (BOSTES) NSW The cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and cultures Asia and Australia's engagement with Asia Sustainability The general capabilities: Critical and creative thinking Ethical understanding Information and communication technology capability Intercultural understanding Literacy Numeracy Personal and social capability Other learning across the curriculum areas: Work and enterprise Teaching Program Details Lesson Science Maths TAS Syllabus Outcomes and Content A student: Evidence of Learning Students: Learning Activities See student handbook Resources/Strategies - See teacher handbook Reg'n
Lesson KLA: Science Maths TAS Syllabus Outcomes and Content A student: Evidence of Learning Students: Suggested Learning Activities See student handbook Resources/Strategies - See teacher handbook Reg'n 6 TAS 4.1.1 applies design processes that respond to and opportunities in each design project - researching Effectively locate a suitable website using Google Record a website appropriately Complete a PMI analysis Task 7 – research solutions Think Pair Share activity - Each student researches one way that dirty water can be cleaned Think, pair, share of ideas to clean water Complete a PMI analysis for one of the methods – Task 8 Laptops 7 Science SC4-2VA - shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable futures. Complete Y chart for portfolio Complete poster for portfolio Global water cleaning ideas Task 9 Show video clips of drought ravaged location. Use Y chart (feel, see, hear) diagram to record present reflections on the people they have seen Poster – pairs – create a poster about a way people solve water cleaning issues overseas or camping etc. – poster to be colour copies so each student can put into their portfolio. Poster can be created on line or with traditional pencils, Texta etc. Resource material pack of sheets about global water quality issues and ways countries around the world clean their water Y-chart 8 TAS Science 4.1.1 applies design processes that respond to needs and opportunities in each design project - generating creative ideas SC4-8WS selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems Completed criteria for success scaffold in student portfolio Generate ideas and materials that could be used Establish criteria - Task 10 - Class revisits design brief and Teacher directs students through establishment of the criteria for success by questioning and class discussion Idea generation – Task 11 students sketch that they think you might work. Mind mapping list of recycled materials they could use. Further research if needed.
9 Maths MA4-7NA operates with ratios and rates, and explores their graphical representation Draw different views of prisms and solids formed from combinations of students produce a 2D drawing of a cylinder and a cone to create a drawing of bottle from different views including side and top Scaled drawings Task 12 - students will look at projects already drawn on Sketch up and look at the object from top, side front and Back views to know what 2D is and what different views look like teachers guide students will create views on grid paper of simple drawings - cylinder and cone to create a bottle grid drawing to go in portfolio Extension – create a 3D CAD drawing of a basic PET bottle on Sketchup. Use the rotation of views to demonstrate that 2D shapes exist within 3D shapes. 3D print the shapes. 1 grid paper pencil rulers set squares CAD lab computers 3D printer 10 TAS Science 4.1.1 applies design processes that respond to needs and opportunities in each design project SC4-8WS selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems Completed SWOT scaffold in their portfolio Completed mini STEM activity project Task 13 Students decide on the specific solution they will use to clean the water Students complete a SWOT analysis for this design Mini STEM maker activity to keep students engaged in STEM, develop critical and creative thinking skills. The water raft – how many washers can yours hold? Students are to make and test a raft from aluminium foil and a limited amount of other materials. Aluminium foil 300mm sq. 3 drinking straws 100mm tape 11 MA4-7NA operates with ratios and rates, and explores their graphical representation Draw a 2D front view drawing of bottle to scale Task 14 – drawing scaled diagrams Students draw scaled diagram of final design including materials to be used. Scale 1:2. Using 2D model of front view.
Lesson KLA: Science TAS Syllabus Outcome/Content A student: Evidence of Learning Students: Suggested Learning Activities See student handbook Resources/Strategies - See teacher handbook Reg'n 12 TAS 4.3.2 demonstrates responsible and safe use of a range of tools, materials and techniques in each design project 4.5.2 produces quality solutions that respond to identified needs and opportunities in each design project Completed written safety test for student portfolio Water cleaner project commenced Task 15 - Workshop safety – students complete workshop safety sheet after lesson on safety. Teacher demonstrates the safe use of equipment supplied in the makerspace. Individual machine written safety tests if advised in ESiS. Begin making process. Equipment Safety in Schools (ESiS) (DoE intranet link for staff advice) DoE Curriculum Support 'Learning to work safely 13 TAS 4.3.2 demonstrates responsible and safe use of a range of tools, materials and techniques in each design project 4.5.2 produces quality solutions that respond to identified needs and opportunities in each design project Water cleaner project continues Task 16 Making and testing Makerspace materials Light meter Water supply and test container
19 ALL Aboriginal and Torres Strait Islander histories and culture Can identify and describe tools used by Australian Indigenous people Can identify and describe how Australian Indigenous people use water Optional Students brainstorm list of tools and equipment used in makerspace. Record list on the board. Students visit website on Indigenous tools and technology. List traditional tools on the board. Link traditional tools with modern tools used for similar tasks. View YouTube clip on the Aboriginal Water Initiative to investigate how Indigenous people filtered water and for what purpose using low-tech methods. Brad Moggridge - Cultural Value of Water and the Aboriginal Water Initiative [6:26- 7:36 min Aboriginal uses]