CROSS CURRICULA PRIORITIES Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Asia and Australia’s Engagement with Asia Sustainability Education Social Emotional Learning Inclusive Education GENERAL CAPABILITIES Literacy Numeracy Information and Communication Technology Critical and Creative Thinking Ethical Behaviour Personal and Social Competence Intercultural Understanding 1 2 3 4 5 6 7 8 9 10 ACSSU077 ACSHE081 ACSIS231 ACMSP118 ACMSP120 ACMMG108 ACTDEK023 LEARNING INTENTIONS SUCCESS CRITERIA Students will: Understand that all matter exists in one of three states Explain how some common solid materials take advantage of their properties. I can: Name the three states of matter. Answer questions materials and their properties. Engage Explore Explain Elaborate Evaluate LEARNING STRATEGIES A SCIENCE
Pressure Hydraulic Pneumatic 1 2 3 4 5 6 7 8 9 10 ACSSU043 ACSHE083 ACSIS087 ACMMG108 ACTDEK023 ACTDEP028 ACTDEP025 ACTDEP026 ACTDEP027 ACTDEP024 INTENTIONS SUCCESS CRITERIA Students will: Design a vehicle or tool that uses their knowledge of the properties of matter that they have learnt this term. Communicate their understandings of solid, liquids and gases. Students will show this understanding by developing a set of game cards about solids, liquids and gases. Choose appropriate units of measurement for length, area, volume, capacity and mass. I can : Apply my understandings of the properties of matter to design a vehicle or tool. Create a set of matching cards that matches an image to its description. Select the appropriate unit of measurement when I am designing and constructing my vehicle or tool. Engage Explore Explain Elaborate Evaluate FOCUS LA: Science Assessment Activity Revise concepts and experiments explored throughout the unit thus far. ACTIVITY Student Resources: Teacher Resources: Matter cards template A
1 2 3 4 5 6 7 8 9 10 ACSSU043 ACSHE083 ACSIS087 ACMMG108 ACTDEK023 ACTDEP028 ACTDEP025 ACTDEP026 ACTDEP027 ACTDEP024 INTENTIONS SUCCESS CRITERIA Students will: Critically reflect upon their own and other students completed designs. I can : Complete a peer review and a self reflection responding to the set questions. Engage Explore Explain Elaborate Evaluate FOCUS LA: Science / technology / maths Have we applied our knowledge of solids, liquids and gasses to create for our real world? Can we explain what solids, liquids and gasses are and how they are measured? ACTIVITY Students and teacher establish a learning expo to showcase designs. Students complete a peer review (see attached teacher resource) of selected designs. Students complete a self reflection responding to the following questions: What did you think about … at the start of the unit? What did we want to find out about…? What have you learnt about…? Why do you think that now…? How did you find about..? What activity did you enjoy the most…? What activity did you find the most challenging? Why? What are you still wondering about…? Student Resources: Teacher Resources: Peer review template. Peer review Self reflection A
DESIGN AND CRITERIA SHEET TITLE Criteria (Through completing this task specific criteria, students demonstrate their knowledge, understanding and skills of the achievement standard) B C D E The student work demonstrates evidence of: Students invent a vehicle or tool that achieves it’s intended purpose and function. (thinking) Create a design solution suitable for identified needs or opportunities which are clearly explained and articulated. Create a design solution suitable for identified needs or opportunities which are clearly articulated. Create a design solution suitable for identified needs or opportunities. Create a design of a vehicle or a tool. With assistance create a design of a vehicle or a tool. Students create 3-5 criteria that would make their tool or vehicle successful. (Evaluating) States and elaborates upon specific and measurable criteria for success. States specific and measurable criteria for success. State criteria for success. With some guidance students state criteria for success. Student required support to state criteria for success. Students evaluate their own and others work against suggested criteria for success. (Reflecting) Students use criteria for success to evaluate their ideas and design solutions, refine their design and explain their modifications. Students use criteria for success to evaluate their ideas and design solutions and to refine their design. Students use criteria for success to evaluate their ideas and design solutions. Students require some prompts to use criteria for success to evaluate their ideas and design solutions. Students require assistance to use criteria for success to evaluate their ideas and design solutions. Students create an annotated plan of their design idea. (Creating) Students combine a range of design ideas to communicate to audiences using graphical representation techniques and technical terms. This might include plans from more than one perspective (plan view/side view) or drawing plans to scale. Students select an appropriate form to communicate design ideas to audiences using graphical representation techniques and technical terms. Communicate design ideas to audiences using graphical representation techniques and technical terms. Communicate design ideas to audiences using graphical representation techniques. Students require assistance to communicate design ideas to audiences using graphical representation techniques.
Annotated Design and Technology Criteria Sheet. Red Text indicates intent of the descriptor. Criteria (Through completing this task specific criteria, students demonstrate their knowledge, understanding and skills of the achievement standard) B C D E The student work demonstrates evidence of: Students invent a vehicle or tool that achieves it’s intended purpose and function. (thinking) Create a design solution suitable for identified needs or opportunities which are clearly explained and articulated. Students state how their design meets the purpose of their vehicle or tool and clearly explain why it would be useful. Create a design solution suitable for identified needs or opportunities which are clearly articulated. Students state how their design meets the purpose of their vehicle or tool. Create a design solution suitable for identified needs or opportunities. Students state the purpose of their vehicle or tool. Create a design of a vehicle or a tool. Students design a vehicle or tool with no useful purpose or function. With assistance create a design of a vehicle or a tool. Students required assistance to design a vehicle or tool with no useful purpose or function. Students create 3-5 criteria that would make their tool or vehicle successful. (Evaluating) States and elaborates upon specific and measurable criteria for success. For example “My vehicle needs to go this fast because…” States specific and measurable criteria for success. For example How fast, how long for etc. State criteria for success. With some guidance students state criteria for success. Student required support to state criteria for success. Students evaluate their own and others work against suggested criteria for success. (Reflecting) Students use criteria for success to evaluate ideas and design solutions, refine their design and explain their modifications. Students return to their original design, make Students use criteria for success to evaluate their ideas and design solutions and to refine their design. Students return to their original design and make Students use criteria for success to evaluate their ideas and design solutions. Students require some prompts to use criteria for success to evaluate their ideas and design solutions. Students require assistance to use criteria for success to evaluate their ideas and design solutions.
modifications and explain the reasons for their modifications after receiving feedback. modifications after receiving feedback. Students create an annotated plan of their design idea. (Creating) Students combine a range of design ideas to communicate to audiences using graphical representation techniques and technical terms. This might include plans from more than one perspective (plan view/side view) or drawing plans to scale. Students have created several simple plans from different angles and/or scale of their design that includes appropriate labels and captions. Students select an appropriate form to communicate design ideas to audiences using graphical representation techniques and technical terms. Students have created a simple plan of design that includes appropriate labels and captions and articulate why they have selected a particular form to present their plan. Communicate design ideas to audiences using graphical representation techniques and technical terms. Students have created a simple plan of their design that includes appropriate labels and captions. Communicate design ideas to audiences using graphical representation techniques. Students have created a simple plan of design that does not include labels or captions. Students require assistance to communicate design ideas to audiences using graphical representation techniques.
CRITERIA Criteria (Through completing this task specific criteria, students demonstrate their knowledge, understanding and skills of the achievement standard) B C D E The student work demonstrates evidence of: Make a judgement about the category (solid, liquid or gas) you wish to place each picture in. Can classify substances according to their observable properties and behaviours with 100% accuracy. Can classify substances according to their observable properties and behaviours with greater than 75 % accuracy. Classify substances according to their observable properties and behaviours. Can classify substances according to their observable properties and behaviours with less than 50% accuracy. Can classify substances according to their observable properties and behaviours with less than 25% accuracy. After making a judgement, justify why you have sorted the images in to the categories you have. Remember to refer to the properties of each of the three states of matter. Compare patterns in the data when suggesting explanations. These explanations analyse the properties of the matter. Compare patterns in the data when suggesting explanations. These explanations refer to the properties of the matter. Compare patterns in the data when suggesting explanations. Beginning to compare patterns in the data when suggesting explanations. Requires support to compare patterns in the data when suggesting explanations.