Australian Curriculum Science: A STEM Approach: Foundation by Teacher Superstore

Science: A STEM approach (Foundation)

A number of pages in this book are worksheets. The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes.

ISBN 978-1-925431-93-3 RIC–6170

Titles in this series:

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Science: A STEM approach (Foundation) Science: A STEM approach (Year 1) Science: A STEM approach (Year 2) Science: A STEM approach (Year 3) Science: A STEM approach (Year 4) Science: A STEM approach (Year 5) Science: A STEM approach (Year 6)

All material identified by is material subject to copyright under the Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority 2017. For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum. Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors. Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject. You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.

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Science:

A STEM APPROACH

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Foreword Science: A STEM approach (Foundation to Year 6) is a series of books written with the intent to support Australian Curriculum Science while offering a way to introduce a STEM project based on the science concepts taught. All Science Understanding and Science Inquiry Skills for each unit are included, and any connecting Technologies or Mathematics curriculum concepts are also incorporated. The STEM project allows students to apply the science knowledge and understanding, and includes any curriculum links to Technologies and Mathematics curriculum. If you would like us to feature your completed STEM projects on our website, please email a photograph, video or audio of the project to <stemprojects@ricpublications.com.au>. If you would like to view completed STEM projects and get some inspiration, please go to <https://ricpublications.com.au/stem-projects/>.

Contents Introduction ............................................................ iv Unit description ................................................ iv – vi

Earth and space sciences: © R. I . C.Publ i ca t i ons Daily and seasonal changes .................... 73–112 Overview ......................................................... 2–3 Overview .................................................... 74–75 • f o r r e v i e w p u r p osesonl y• Lesson 1 .......................................................... 4–7 Lesson 1 ..................................................... 76–79

Biological sciences:

Living things have needs............................... 1–36

Lesson 2 ........................................................ 8–11

Lesson 2 ..................................................... 80–83

Lesson 3 ..................................................... 12–15

Lesson 3 ..................................................... 84–87

Lesson 4 ..................................................... 16–19

Lesson 4 ..................................................... 88–91

Lesson 5 ..................................................... 20–21

Lesson 5 ..................................................... 92–95

Lesson 6 ..................................................... 22–25

Lesson 6 ................................................... 96–100

Assessment ................................................ 26–28

Assessment ............................................ 101–102

STEM project ............................................. 29–36

STEM project ......................................... 103–112

Physical sciences:

Chemical sciences:

Materials have properties .......................... 37–72

How things move ................................... 113–145

Overview .................................................... 38–39

Overview ................................................ 114–115

Lesson 1 ..................................................... 40–43

Lesson 1 ................................................. 116–119

Lesson 2 ..................................................... 44–47

Lesson 2 ................................................. 120–123

Lesson 3 ..................................................... 48–49

Lesson 3 ................................................. 124–127

Lesson 4 ..................................................... 50–53

Lesson 4 ................................................. 128–131

Lesson 5 ..................................................... 54–57

Lesson 5 ................................................. 132–133

Lesson 6 ..................................................... 58–60

Lesson 6 ................................................. 134–136

Assessment ................................................ 61–62

Assessment ............................................ 137–138

STEM project ............................................. 63–72

STEM project ......................................... 139–145

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Science:

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Introduction What is STEM? In a nutshell, STEM is the integration of science, technologies, engineering and mathematics concepts using project-based and cooperative learning. Educators have been integrating learning areas since the beginning of time, so although the idea behind STEM is not new, this series hopes to make it easier for you to execute learning integration in the classroom. The Australian Government, and governments around the world, have placed a high priority on STEM skills. The future workforce will require current students to be creative and critical thinkers who can collaborate and design solutions to problems. The skills utilised in STEM have never been more valued. STEM education aims to prepare students for the roles of the future with skills such as innovation, creativity, reasoning, problem-solving, and technical science skills such as questioning, observing, systematic experimentation, and analysis and interpretation of data.

Format of this book This series focuses on delivering a comprehensive and contemporary science program, culminating in a STEM project which applies the scientific knowledge acquired during the science lessons. The series incorporates the use of online resources, digital devices and iPad® applications where appropriate, in order to enhance the use of technology in the classroom.

space sciences and Physical sciences. At the start of each sub-strand unit, keywords, a unit overview and curriculum scope and sequence are provided, as shown below. Each unit contains a term’s worth of work with 5–7 lessons, a summative assessment of the science knowledge with teacher notes, and a STEM project.

Unit overview

Title page iv

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Unit overview

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Curriculum scope and sequence R.I.C. Publications® – www.ricpublications.com.au

Unit description Lessons

The lessons are based on science knowledge and skills. The lessons contain a page of teacher notes, outlining the inquiry questions, science strands and any links to technologies and mathematics concepts, followed by a suggested lesson plan. Any resource sheets required for the lesson follow on.

Teacher notes

Assessment

Lesson plan

Resource sheets

A teacher page is provided, outlining the assessment indicators and answers for the following assessment page(s). The assessment page(s) covers the science knowledge explored in the previous lessons.

Teacher notes

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Assessment page(s)

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Unit description STEM project

The STEM project provides students with the opportunity to apply what they have learned in the previous science lessons while incorporating technologies, engineering and mathematics concepts where possible. The project entails group collaboration and an extended learning period of 3–4 weeks. This gives students a real-life experience of working with ‘colleagues’ to share ideas and test designed solutions. Each STEM project contains an overview listing STEM concepts and alternative project ideas, curriculum links, teacher notes and a group assessment rubric, and a project brief and checklist for students. Any resource sheets required are also provided, as well as a selfassessment sheet.

Project steps

Science:

A STEM APPROACH

Resource sheets

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Self-assessment and Group assessment rubric

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Biological sciences LIVING THINGS HAVE NEEDS

Keywords living things

survive

warmth

non-living things

food

shelter

humans

nutrients

space

plants

water

soil

animals

air

sunlight

needs

sleep

wants

protection

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Science:

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Biological sciences

Unit overview

LIVING THINGS HAVE NEEDS

Pages

Living things have basic needs, including food and water (ACSSU002) Lesson 1

Students engage in a school walk to identify living and non-living things. They explore the difference between living and non-living things in order to identify what all living things, including plants, humans and other animals, need to survive—food/nutrients, air and water.

4–7

Lesson 2

Students explore the specific needs of humans and identify the difference between our needs and our wants. They explore what is meant by the term ‘protection’ in relation to our needs (clothing, shelter, warmth, safety) and create a booklet to explain how they meet their five basic needs.

8–11

Students explore the needs of animals, including air, What do other animals need? food, water, sleep and protection and compare these needs to the needs of humans to find similarities and differences. They briefly discover who is responsible for taking care of the needs of animals at home, on a farm, in a zoo or in the wild and explain how wild animals meet their needs.

12–15

Lesson 4

Students explore the needs of plants, including air, sunlight, water, soil and space. They conduct an experiment to grow a radish from a seed and then use a presentation application on an iPad® to draw the needs of their plant and explain how they will cater for its needs. Students will need to provide ongoing care to their radish to ensure its needs are met.

16–19

Lesson 5

Students reflect on how well they catered for their plant’s needs and record their observations on a sheet of paper. Students participate in an interactive online activity to explore what happens if plants’ needs are not met and discuss who is responsible for taking care of plants at home, at school and in the wild.

20–21

Lesson 6

Students draw on prior experiences to predict what happens when humans’ and other animals’ needs are not met. They reflect on their individual needs to decide what need is not being met in each of the given images and draw images to meet this need. Students then play an interactive game created by RSPCA™ to help different pets get their needs.

22–25

Summative assessment

Students explain their knowledge of the needs of living things. They explain how knowing the needs of living things helps us to care for plants in the garden and animals at home.

26–28

STEM project

Students create a home for a parrot out of recycled materials. They must ensure they provide for the parrot's needs when designing and creating their bird home.

29–36

What basic needs do all living things have in common?

What do humans need?

Lesson 3

What do plants need?

What happens if a plant’s needs are not met?

What happens if humans’ and animals’ needs are not met?

Make a home for a parrot

Science:

A STEM APPROACH

YEAR

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Biological sciences

Unit overview

LIVING THINGS HAVE NEEDS

Curriculum scope and sequence Lesson SCIENCE UNDERSTANDING Living things have basic needs, including food and water (ACSSU002)

STEM project

6 Assessment

SCIENCE AS A HUMAN ENDEAVOUR Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013)

SCIENCE INQUIRY SKILLS Questioning and predicting Pose and respond to questions about familiar objects and events (ACSIS014) Planning and conducting Participate in guided investigations and make observations using the senses (ACSIS011)

Engage in discussions about observations and represent ideas (ACSIS233)

Share observations and ideas (ACSIS012)

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Science:

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Biological sciences

Lesson 1

LIVING THINGS HAVE NEEDS

Teacher notes Science inquiry focus:

What basic needs do all living things have in common?

Science Inquiry Skills:

• Questioning and predicting QP • Planning and conducting PC • Processing and analysing data and information PA C

• Communicating

Science as a Human Endeavour:

Assessment focus:

• Use page 7 as a diagnostic assessment of the student’s knowledge of living and nonliving things and the three basic needs of all living things. • Make observational notes of the student’s ability to answer the two communicating questions in the Reflection section.

• Students learn how to identify living from non-living things in the environments they encounter in their everyday lives.

Technology/Engineering/Mathematics links:

• viewing digital texts including images and videos • p laying an interactive game online • r ecording information in a table

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Background information • Living things have characteristics that distinguish them from non-living things. Living things grow, move, respond to stimuli, reproduce and are dependent on their environment. These characteristics are explored by students in detail in Year 3. • In Foundation level, most students would suggest that living things grow and move. Some may suggest that they reproduce/have babies. This is sufficient at this level. • All living things, including humans, plants and other animals, have basic needs. While these needs vary slightly among each, the common needs are air, food and water. Meeting these physical needs allows the living thing to move and grow. • Other needs that vary among living things include: shelter, protection, love, clothing/coverings, correct environmental conditions, soil and sunlight. These will be explored in later lessons.

Resources • Digital cameras • One copy of page 6 to display on the interactive whiteboard • One copy of page 7 for each student or each group • Online image—Basic needs of all living things at <http://tinyurl.com/ ltyr98w> • Online song—'Living and non-living things' at <http:// tinyurl.com/hc753pz>

• For more information about teaching the concept of living things, go to <http://tinyurl.com/mju39ok>.

Science:

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Biological sciences

Lesson 1

LIVING THINGS HAVE NEEDS

Lesson plan Introduction:

1. As a class, conduct a school walk to find living and non-living things. Students, or an adult, can take digital photographs of the living and non-living things found in the school grounds. These may be displayed on a poster for future reference. Students think about and explain why they think each thing identified is living or non-living. QP

Development: 2. Using page 6, display the T-chart to show examples of living and non-living things. Using a think-pairshare, students answer the questions What makes something a living thing? What needs do all living things have in common to help them live? On a large piece of paper, write students' ideas. QP 3. Individually or in small groups, students look at the images of living and non-living things on page 7 and draw a tick or cross in each box to identify the needs of each thing. Students review their checklist to identify the common needs of humans, plants and animals and complete the sentence, ‘All living things need ...’ Note: The specific needs of each type of living thing will be explored in later lessons. PC Differentiation • Less capable students may work together with an adult’s assistance to complete the checklist. • More capable students should be encouraged to write or draw as many living things as they can think of on the back of page 7.

© R. I . C.Publ i cat i ons 5. Display the image of the three basic needs of all living things at <http://tinyurl.com/ltyr98w>. •f o rr evi e wthep uneeds r po se s nl y • if they Students compare their sentence with three shown in theo image to determine

4. As a class, choose some students to share the sentence they wrote on page 7. Write the common needs on the whiteboard—food, water and air.

were correct. PA

6. Explain that all living things must have access to food, water and air to survive. If they don’t meet these needs, they may get sick.

Reflection: 7. Listen to a song about living and non-living things at <http://tinyurl.com/hc753pz>. This song outlines the basic needs of a living thing. 8. Using a think-pair-share or class discussion, students answer the questions How can we tell if something is living or non-living? and What are the basic needs of all living things? C

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Science:

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Biological sciences

Lesson 1

LIVING THINGS HAVE NEEDS

Living thing

Non-living thing

09:00

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Does it Does it need food need water? or nutrients?

YEAR

A STEM APPROACH

Science:

Does it need sunlight? Does it need shelter?

Does it need soil?

All living things need ________________________________________________________________.

Does it need air?

Biological sciences

Teddy bear

Tree

Fish

Book

Dog

Plant

Car

Human

Is it a living thing?

Is it living? LIVING THINGS HAVE NEEDS

Lesson 1

Biological sciences

Lesson 2

LIVING THINGS HAVE NEEDS

Teacher notes Science inquiry focus:

Assessment focus:

What do humans need?

Science Inquiry Skills:

• Questioning and predicting QP • Planning and conducting PC • Processing and analysing data and information PA C

• Communicating

Science as a Human Endeavour:

• Students reflect on their own lives to identify their needs from their wants and examine how they meet their basic needs at home.

• Make observations about the student’s ability to make predictions that are related to the question and their ability to compare the definitions of needs and wants to their predictions. • Use the circle booklets as a formative assessment of the student’s knowledge of how they meet their five basic needs at home.

Technology/Engineering/Mathematics links: • playing an interactive game online

• following a series of steps to create a simple circle booklet

© R. I . C.Publ i cat i ons •f orr evi ew pur poseson l y• Background information Resources • All living things have basic needs, which vary slightly among humans, plants and animals. The common needs are air, food and water. Meeting these physical needs allows a living thing to move, grow and reproduce.

• Online interactive game—Plants and animals at <http://tinyurl. com/4nzqrmo>

• As well as air, food and water, humans and other animals also need sleep and protection from environmental conditions. For most humans, protection comes in the form of clothing and shelter that allows them to stay safe and maintain a healthy body temperature. For this reason, warmth and temperature are often included as basic needs.

• One A3 piece of paper

• Humans and some animals have physical, social and emotional needs. Their physical needs are basic needs that help them to survive. Social and emotional needs are those that give humans a sense of belonging and connection to the people and places they encounter, such as love and relationships. • A famous theorist, Abraham Maslow, developed a hierachy of human needs. This demonstrates that physical needs must be met before any other need. For more information on Maslow’s hierachy of needs, go to <http://tinyurl.com/ m6e3tz3>.

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• Watch the online video, —Needs vs wants at <http:// tinyurl.com/yakylwha> • One A3 copy of page 10. Each poster may be coloured in, cut out and laminated to display in the classroom (optional) • One copy of page 11 for each student. The booklet may be cut out prior to the lesson to save time, if required

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Biological sciences

Lesson 2

LIVING THINGS HAVE NEEDS

Lesson plan Introduction

1. As a class, display the interactive activity at <http://tinyurl.com/4nzqrmo> and choose students to click on a living thing in the scene to take a photograph. Students explain their reasoning behind each choice in terms of its basic needs. Alternatively, students can brainstorm living things and explain their needs orally.

Development: 2. As a class, ask students What do humans need to survive? Do they need more than just food, air and water? Brainstorm things that humans need to survive and write students’ ideas on an A3 piece of paper to create a poster. Note: Add all ideas regardless of whether if they are a need or a want. Leave space at the bottom of the page to write a few sentences about humans wants and needs at the end of the lesson. QP 3. Watch the online video Needs vs wants at <http://tinyurl.com/yakylwha>. Alternatively, display the posters on page 10 to show examples of wants and needs. Using a think-pair-share, students answer the questions What is a need? and What is a want? PA

4. Review the list of needs written on the ‘What do humans need to survive?' poster and put a cross through any that students think are wants, not needs. Discuss that as humans we have five basic needs—air, food, water, sleep and protection. Write these key words on the whiteboard. PA 5. Individually, students reflect on how they meet their five basic needs and present them using the circle booklet template on page 11. Students cut around the outside of the whole booklet. Note: Booklets may be cut by adult helpers prior to the lesson, if required. Students turn their booklet over and copy the five basic needs from the whiteboard–air, food, water, sleep and protection. Students fold each circle inwards to create a booklet. When this is complete, students open one circle at a time and draw images on the inside of each circle to show how they meet each particular need in their lives. PC PA

Differentiation • Less capable students can have the booklet prepared for them with the five needs written on the outside. Adult helpers can assist students to think of how they meet their needs at home. • More capable students should be encouraged to write a short sentence about how they meet their needs inside each circle. For example, inside the shelter circle students may write, I live in a house. 6. When the circle booklets are completed, select students to share their pages with the class. C

Reflection:

7. As a class, reflect on what humans want and need by referring to the A3 poster created in the development. At the bottom of the page, write the sentence starters Humans need ... and Humans want ... Ask students to name the things that humans need to survive and name some examples of our wants to complete the sentences. Note: Keep this poster accessible or on display for later lessons. C

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Science:

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Biological sciences

Lesson 2

LIVING THINGS HAVE NEEDS

AIR SUNLIGHT

SHELTER

WATER

NEEDS Things I MUST have to live.

FOOD SLEEP

CLOTHING

LOLLIES TOYS

BOOKS

WANTS

GAMES

Things I WANT but don’t need to live.

PETS

Science:

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Biological sciences

Lesson 2

LIVING THINGS HAVE NEEDS

'Humans need ...' circle booklet

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Science:

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Biological sciences

Lesson 3

LIVING THINGS HAVE NEEDS

Teacher notes Science inquiry focus:

Assessment focus:

What do other animals need?

• Monitor students' contributions to the animal needs matching game to ensure all students are contributing to the answers.

Science Inquiry Skills:

• Questioning and predicting QP • Planning and conducting PC • Processing and analysing data and information PA C

• Communicating

• Use page 15 as a formative assessment of the student’s knowledge about the needs of animals.

Science as a Human Endeavour:

• Students think about animals they have observed in their daily lives to investigate how animals meet their needs.

Technology/Engineering/Mathematics links:

• viewing digital texts, including videos and online songs • sorting information cards into undefined categories

© R. I . C.Publ i cat i ons Background information Resources •f orr evi ew pur pose sonl y• • All animals, including humans, have five basic needs: air, • A3 poster of human needs food, water, sleep and protection from environmental conditions. Wild animals also require protection from predators and human impacts.

• Domesticated animals such as pets, farm animals and zoo animals have some or all of their needs provided for by humans. Wild animals meet their needs by themselves. • How animals meet their needs: Food—Animals use various feeding behaviours such as hunting, grazing or scavenging to find sources of food. Water—Animals seek water from various water sources such as rivers or lakes. Some animals obtain all of their water from their food. Air—Animals breathe air in different ways. Some have lungs and breathe like humans. Others extract air from water bodies.

created in Lesson 2 • One copy of the animal needs cards on page 14 for each student or group. These must be cut out and shuffled prior to the lesson • Online video—Animal needs at <http://tinyurl.com/ zccgqxp> • One copy of page 15 for each student • Online song—'The needs of an animal' at <http://tinyurl. com/ngwkup4>

Sleep—Animals sleep at different times of the day and in different ways. Some animals, like sharks, continue to move while they are sleeping. Others hibernate for long periods of time. Protection—Animals build, find or fight for space/shelter. They also need features and behaviours that help them protect themselves against predators. 12

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Biological sciences

Lesson 3

LIVING THINGS HAVE NEEDS

Lesson plan Introduction:

1. Using a think-pair-share, ask students to discuss the questions What are the five basic human needs? and How do you meet each need? Students share their answers with the class and then re-read the sentences from the A3 poster of human needs created during Lesson 2, such as ‘Humans need air, food, water, sleep and protection’.

Development:

2. As a class, ask students: What do animals need to survive? Do they have different needs to humans? Write students’ suggestions on the whiteboard. QP 3. Individually or in small groups, give each student a copy of the pre-cut and shuffled cards from page 14. Students choose a pet shelter card and guess which pet they think it belongs to. Students then see if they can match the food and the water source to the pet they think lives in that shelter. For example, if a student chooses the aviary, they may think the animal is a bird. They then choose the birdseed and the water bowl that a bird would use. Students repeat the activity until all cards have been used. PC 4. Students share the five animals they think each of these needs belong to. Who is responsible for making sure these pets get their needs? Who is responsible for making sure the animals on a farm or in a zoo have their needs met? How do wild animals meet their needs? PA 5. Watch the online video Animal needs at <http://tinyurl.com/zccgqxp> to see how different animals meet their needs. PA

6. Provide each student with a copy of page 15 to write and draw about a familiar wild animal of their choice. Students need to draw their wild animal sleeping and its shelter, food and water. Explain that air is all around us and is hard to draw. For this reason, identify a symbol such as blue wavy lines to represent wind. Note: A selection of nonfiction books about wild animals may be provided to ensure information is correct. QP PA Differentiation • Less capable students should be encouraged to view books or online images of their wild animal and may have the sentence scribed for them. • More capable students should be encouraged to choose a less familiar wild animal and research information about how it meets its needs.

Reflection:

7. Select some students to share their completed copy of page 15, explaining the needs of their animal. C 8. As a class, listen to the song 'The needs of an animal' at <http://tinyurl.com/ngwkup4> to reinforce four of the five basic needs of animals—food, water, air and shelter (protection).

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Science:

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Biological sciences

Lesson 3

LIVING THINGS HAVE NEEDS

shelter

food

water

shelter

food

water

shelter

food

water

shelter

food

water

shelter

food

water

Science:

A STEM APPROACH

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Biological sciences

Lesson 3

LIVING THINGS HAVE NEEDS

Wild animals The wild animal I chose is a . Draw your wild animal sleeping. Draw its food, water and home.

My animal needs

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Science:

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Biological sciences

Lesson 4

LIVING THINGS HAVE NEEDS

Teacher notes Science inquiry focus:

Assessment focus:

What do plants need?

• Use the ShowMe app presentation to assess the student’s understanding of the needs of plants.

Science Inquiry Skills:

• Questioning and predicting QP • Planning and conducting PC • Processing and analysing data and information PA C

• Communicating

Science as a Human Endeavour:

• Use observational notes to monitor the student’s ability to participate in guided investigations, including following instructions, using tools and materials safely and resourcefully, and engaging in discussions about the investigation.

• Students learn how to take care of plants and provide for their needs by growing a radish from a seed.

Technology/Engineering/Mathematics links:

• using the ShowMe app to explain how they provided for the needs of their radish plant • explaining why particular needs have been grouped together to identify which living thing the needs are for

Resources © R. I . C.Publ i cat i on s • Plants include trees, flowers, herbs, bushes, grasses, • One copy of page 18 for display •f or r e vi ew pur po s e sinteractive onl y • fruit-bearing plants, vines and ferns. on the whiteboard Background information

• All plants have five basic needs that differ slightly from animals. Plants need air, sunlight, water, soil and space to grow and reproduce.

• Online song–'The needs of a plant' at <http://tinyurl.com/ m2nu9qq>

• How plants meet their needs:

• One copy of page 19 for display on the interactive whiteboard

Air—Plants absorb the carbon dioxide from the air through their leaves. Sunlight—Plants absorb sunlight through their leaves. Water—Plants absorb water through their roots. Soil—Plants anchor themselves to the ground and absorb nutrients from the soil using their roots. Space—Plants have various seed dispersal methods for finding a place of their own. Plants with limited space will compete for nutrients and the weaker plant will not survive. • Unlike animals, plants create their own food through photosynthesis. Plants take carbon dioxide from the air, the sunlight and the water and convert these nutrients into glucose, which the plant uses to grow and produce oxygen, which it emits back into the environment.

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• One large plastic cup for each student or each group. These will need small drainage holes in the bottom • Three-quarters of a cup of soil for each student or each group • Water spray bottles for the class to share • One sunny area to place the cups • Two radish seeds for each student or each group • One iPad® for each student • Online video–How a seed grows at <http://tinyurl.com/nxnz4j8>

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Biological sciences

Lesson 4

LIVING THINGS HAVE NEEDS

Lesson plan Introduction:

1. Display the T-chart on page 18. Students look at the needs in the yes column and compare them to the needs in the no column, before deciding which living thing has the needs shown in the yes column. Students name the five needs of plants, including water, soil, light, space and air. Q P 2. As a class, listen to the song 'The needs of a plant' at <http://tinyurl.com/m2nu9qq> to reinforce the five basic needs of plants.

Development:

3. Individually or in small groups, students conduct an experiment to grow radishes. Follow the simple step-by-step instructions on page 19 to conduct the experiment. Questions have been provided on page 19 to guide the investigation. Note: Remind students to write their name on their plastic cup so they can remember which plant is theirs. Students will also need to provide ongoing care to their radish every day to ensure its needs are met. This should be conducted with little guidance so that students have to think of the plant's needs. PC 4. After the radish seeds have been planted and placed in a sunny position, students use the ShowMe app on an iPad® to create a video. Students take a photograph of their planted radish seeds using the app and draw the five needs of a plant around the outside of the photograph. Students can then create a voiceover to describe how they provided for their plant’s needs. Note: If resources are limited, students can draw a picture of their planted radish seeds and write a C sentence about the needs of a plant. PA

Differentiation • Less capable students may create a short video using the camera on the iPad® if they are unfamiliar with the ShowMe app. Students may also be given prompts to encourage them to think of the plants' needs. For example, ‘We breathe this into our lungs’ or 'Seeds are buried in this’. • More capable students should be encouraged to label each need as well as drawing the images. Students may also be encouraged to find out what a radish is.

Reflection: 5. Using a think-pair-share, students discuss the questions How do you think your seed will grow? What will happen first, second, third ...? QP 6. Watch the online video How a seed grows at <http://tinyurl.com/nxnz4j8>. PA

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Science:

A STEM APPROACH

Biological sciences

Lesson 4

LIVING THINGS HAVE NEEDS

Concept attainment Yes

The needs in the Yes column help which of these living things survive?

Science:

A STEM APPROACH

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Biological sciences

Lesson 4

LIVING THINGS HAVE NEEDS

Grow a radish! Materials • 1 large plastic cup with drainage holes 3

• 4 cup of soil • 2 radish seeds • Access to a water sprayer • Access to a sunny position

Procedure 1. Get the materials. 2. Place soil in the cup. Why do you think 3. Put the seeds on plants ©topR. I . C.Publ i cat i on s need soil? of the soil.

•f orr evi ew pur posesonl y•

Where do you think we should position our plants?

4. Push the seeds into the soil using your finger. Stop when you can't see your fingernail.

How often do you think we should water our plants?

5. Cover the seed with soil. 6. Place the cup in a sunny position.

Which part of the plant do you think will appear above the soil first?

7. Spray the soil with water until it is damp but not wet.

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Science:

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Biological sciences

Lesson 5

LIVING THINGS HAVE NEEDS

Teacher notes Science inquiry focus:

What happens if plant’s needs are not met?

Science Inquiry Skills:

• Questioning and predicting QP

Assessment focus:

• Use the student’s drawing and their two sentences to assess their observation and recording skills.

• Planning and conducting PC • Processing and analysing data and information PA • Communicating

Science as a Human Endeavour:

• Students make observations about the growth of their radish and investigate who is responsible for taking care of plants.

Technology/Engineering/Mathematics links:

• using mathematical language to compare the growth of radishes and to instruct adding more or less water to the plant in the interactive activity • participating in an interactive activity online

• Access to the radishes planted in Lesson 4

• All plants have five basic needs that differ slightly from animals. Plants need air, sunlight, water, soil and space to grow and reproduce.

• Blank piece of paper for each student

• Unlike animals, plants create their own food through photosynthesis. Plants take carbon dioxide from the air, the sunlight and the water and convert these nutrients into glucose, which the plant uses to grow and produce oxygen, which it emits back into the environment.

• Online interactive activity– Growing plants at <http:// tinyurl.com/24ac54u>

• When a plant’s needs are not met, it becomes sick just like an animal. Its physical appearance changes. Its leaves may wilt, turn yellow or shed, or it may develop spots of rot. • Different plants require different amounts of air, water, sunlight, soil and space. This is because plants have adapted to grow in different conditions. Some plants can survive without soil at all, such as air plants, and some share the same space, such as vines around a tree in a rainforest. It is important when choosing plants to check their individual needs.

Science:

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Biological sciences

Lesson 5

LIVING THINGS HAVE NEEDS

Lesson plan Introduction:

1. As a class, revise the radish growing experiment from Lesson 4. What plant did we grow? What are the five basic needs of plants? How did we make sure the plant’s needs were met? C

Development:

2. Select the radish that grew the most and the radish that grew the least. As a class, model a sentence to compare the two radishes. For example, Student A’s radish is taller than Student B’s radish. Write the words 'taller', 'shorter', 'bigger' and 'smaller' on the whiteboard. 3. On a piece of paper, students record their observations by drawing an image of their radish plant. Students then write two sentences to compare the size of their radish growth to other students. For example, 'My radish was taller than ...' and 'My radish was shorter than ...' Note: These sentence starters may be written on the whiteboard for students to complete if required. PC PA Differentiation • Less capable students may orally compare the size of their radish to that of other students and have an adult complete the sentences. • More capable students should be encouraged to write a sentence about whether they think their radish had its needs met and why. 4. In pairs, students tell their partner if they think their radish had its needs met or not, giving reference to the size of the plant. For example, I think my plant did have its needs met as it grew tall and had leaves, or I think my plant did not have its needs met because it only grew a little. P A

6. Display the interactive activity Growing plants at <http://tinyurl.com/24ac54u>. Read the instructions at the top of the interactive activity and choose individual students to have a go at completing each step. The remainder of the class should be encouraged to tell the student when the water level is getting too high or too low by calling out ‘more water' or 'less water’. Allow the plant to grow weak by not providing for its needs. Discuss what the plant looks like when it doesn’t have its needs met. What other signs tell us that plants’ needs are not being met? PC PA

Reflection:

7. As a class, discuss who is responsible for taking care of plants in different places. Who was responsible for taking care of your radish? Who is responsible for taking care of the plants in the garden at home, at school or in the bushland? Q P

8. What needs do all of the plants in the garden at home, at school and in the bushland have and what happens if their needs are not met? PA C

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Science:

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Biological sciences

Lesson 6

LIVING THINGS HAVE NEEDS

Teacher notes Science inquiry focus:

What happens if humans’ and animals' needs are not met?

Science Inquiry Skills:

• Questioning and predicting Q P • Planning and conducting PC • Processing and analysing data and information PA • Communicating

Assessment focus:

• Use page 24 and the class Y-chart as a formative assessment of the student's understanding of the different needs of living things, including humans, plants and other animals.

Science as a Human Endeavour:

• Students discover how they can take care of their needs and the needs of pets at home.

Technology/Engineering/Mathematics links:

• participating in an interactive online activity

• All animals, including humans, have five basic needs: air, food, water, sleep and protection from environmental conditions. Wild animals also require protection from predators and human impacts.

• Domesticated animals such as pets, farm animals and zoo animals, have some or all of their needs provided for by humans. Wild animals meet their needs by themselves. • When a human’s or an animal’s needs are not met, their physical appearance and behaviours may change. Being tired, hungry, thirsty or breathless are the first signs that a human’s or an animal’s needs are not being met. This is a signal to the human or animal that it needs assistance.

• Online images of dying plants • One copy of page 24 for each student • Online interactive activity– Happy animals! It’s a dog’s life at <http://tinyurl.com/ n7amfa8> • Online video–What do pets need? at <http://tinyurl.com/ zujcunn> • One copy of page 25 to be displayed on the interactive whiteboard

• In the wild, animals that don’t have their needs met may not survive, unless assisted by humans. With the introduction of community services, humans, pets and some wild animals may be rehabilitated by doctors, nurses, veterinarians, rangers and other experts. • If resources allow, establish a school/class vegetable garden or introduce a class pet to encourage students to care for their needs on a regular basis and connect to real-life situations.

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R.I.C. Publications® – www.ricpublications.com.au

Biological sciences

Lesson 6

LIVING THINGS HAVE NEEDS

Lesson plan Introduction:

1. Conduct an image search of dying plants and display them using the interactive whiteboard. What has happened to these plants? Did they have their needs met? How can you tell? What did these plants need to survive?

Development:

2. Using a think-pair-share, students answer the questions What do humans and animals need to survive? and What happens if humans and animals don't have their needs met? Q P 3. Using page 24, students reflect on their basic needs to complete the sentences. For example, if I was thirsty, I would drink water. Students then draw an image of them meeting each need. PC PA Differentiation • Less capable students can complete the sentences orally and have an adult scribe their sentence for them. • More capable students should be encouraged to write and complete the sentences If I was breathless, I would ... and If I had no protection, I would ... 4. In pairs, students share their sentences written on page 24. What basic human needs were not included on the page? What might happen if humans do not have access to shelter or air? PA

Q P

5. Display the interactive game 'Happy animals! It's a dog's life' at <http://tinyurl.com/n7amfa8>. Click on the dog bone on the left-hand panel, then click on the dog on the couch. Students turn pets’ sad houses into happy houses. Read the information to the students and select individual students to drag the items to the animal. Why do you think toys have been included as needs? Do you think this is correct? Who is responsible for providing these needs to pets? P C P A

Students think about a pet that they would like to have and, using a think-pair-share, discuss C how they would take care of their pet's needs. P A

Reflection:

7. Display the Y-chart on page 25 and have students brainstorm the needs of each living thing. Draw and/or write each need in the relevant place. C

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Science:

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Biological sciences

Lesson 6

LIVING THINGS HAVE NEEDS

Your basic needs! If I am hungry, I need ______________________.

If I am thirsty, I need ______________________.

If I am tired, I need ______________________.

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Biological sciences

Lesson 6

LIVING THINGS HAVE NEEDS

What do we need? Humans

Plants

Animals

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Science:

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Assessment

LIVING THINGS HAVE NEEDS

Teacher notes Science knowledge

Living things have basic needs, including food and water (ACSSU002)

Indicators

• Identifies humans, animals and plants. • Identifies the basic needs of a human, including air, food, water, sleep and protection. • Identifies the basic needs of a plant, including air, sunlight, water, soil and space. • Identifies the basic needs of an animal, including air, food, water, sleep and protection. Differentiation • Easier option—Page 27 requires students to draw a human, an animal and a plant of their choosing and draw or write the basic needs for each. • Harder option—Page 28 requires students to read and think about real-life contexts. Students then identify the needs of the humans, animals or plants and draw or write them in the correct place.

Answers

Page 27 and Page 28 1. Teacher check Answers should include air, food, water, sleep and protection. Answers may also include love, warmth, shelter or clothing.

2. Teacher check Answers should include air, food, water, sleep and protection. 3. Teacher check Answers should include air, sunlight, water, soil and space.

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Biological sciences

Assessment

LIVING THINGS HAVE NEEDS

The needs of living things Draw the living thing and its needs. 1. Humans

My basic needs are ...

2. Animals

My basic needs are ...

3. Plants

My basic needs are ...

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Science:

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Biological sciences

Assessment Assessment

LIVING THINGS HAVE NEEDS

Caring for living things My family and I are going on a camping trip this weekend. What do we need to take to make sure all our needs are met?

1. My family is getting a new pet. I want to make a list of the things it needs so I know how to take care of it every day. What will my pet need?

2. My family wants to make new garden beds. I get to take care of all the plants. I’ve never cared for plants before. What do plants need?

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Biological sciences

STEM project

LIVING THINGS HAVE NEEDS

STEM project overview Make a home for a parrot:

Students work in pairs to design and create a home for a parrot out of recycled and natural materials. The home must be able to hang in a tree and must meet the parrot’s needs. Students then create a video of their bird house, describing the needs of the parrot and how the features of the home help to cater for these needs.

Concepts overview: Science

• Apply knowledge of living things to create a home for a bird that caters for its basic needs.

Technology/Engineering

• Apply the design process to plan, create and evaluate a home for a bird that caters for its basic needs. • Select appropriate materials and apply safety procedures while creating. • Create a digital video of the completed bird house, explaining the inclusion of each feature and how those features cater for the bird’s needs.

Mathematics

• Use indirect measurement to ensure the home will be big enough for a parrot.

Alternative project ideas: • As a class, grow a class vegetable garden, such as a vertical garden. Small groups can be allocated a garden bed each. Students decide how they will look after their garden bed to provide for the plants’ needs. They take digital photographs of their garden and print them, or upload them to <http://www.storyjumper.com/> to create a gardening book called Caring for plants in the garden. • In small groups, students create a worm farm in a jar. Students research worms to find out their basic needs. Students ensure they collect the materials required to cater for its needs and construct their worm farm in a glass jar. For full instructions, go to <http://tinyurl.com/ khxoupb>.

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Science:

A STEM APPROACH

Biological sciences

STEM project

LIVING THINGS HAVE NEEDS

STEM curriculum links SCIENCE CURRICULUM Science Understanding • Living things have basic needs, including food and water (ACSSU002)

Science as a Human Endeavour • Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013)

Science Inquiry Skills • Pose and respond to questions about familiar objects and events (ACSIS014) • Participate in guided investigations and make observations using the senses (ACSIS011) • Engage in discussions about observations and represent ideas (ACSIS233) • Share observations and ideas (ACSIS012)

TECHNOLOGIES CURRICULUM Design and Technologies Knowledge and Understanding • Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001)

Design and Technologies Processes and Production Skills

(ACTDEP006)

• Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)

• Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008) • Sequence steps for making designed solutions and working collaboratively (ACTDEP009)

Digital Technologies Knowledge and Understanding • Recognise and explore digital systems (hardware and software components) for a purpose

(ACTDIK001)

MATHEMATICS CURRICULUM Measurement and Geometry • Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)

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Biological Earth andsciences space sciences

STEM project

LIVING THINGS HAVE NEEDS DAILY AND SEASONAL CHANGE

Teacher notes STEM project:

1. Introduce the project

3. Design, plan and manage resources

• Read the problem on page 32 to students. • Students plan their bird home and create a diagram of it, labelling the features that • Watch the first 27 seconds of the online cater for the bird’s needs. They should also video clip from the movie Rio at <http:// draw the needs of the bird around the bird tinyurl.com/kyh7zhf>. This video clip home to ensure they cater for each one. shows a macaw and its owner getting ready in the morning in a very unusual • Students collect the materials necessary. way. Remind students about resource management, conserving resources and • As a class, ask students to close their ensuring that resources are shared. eyes and think about these questions: Do all birds live the way Blu lives in the 4. Create movie clip? What kinds of homes do birds • Students choose which materials they live in? What do they need in their home will use to make each feature of their bird to survive? home. • Read the task and the important things to • Students create their bird home according do on page 32 to students. Show students to their diagram. the cardboard cut–out of a parrot using page 34. Students will need to make sure 5. Evaluate and refine their bird home will fit a parrot of this size. • Students evaluate their designed bird Note: Keep the design brief on display on home to ensure that all the criteria on the interactive whiteboard or print an page 32 is included. A3 copy and put it on display for students • Students make any adjustments necessary to refer to. to their designed product.

2. Find out information • Provide time for students to find out information about birds. —— Place images of different bird homes on the interactive whiteboard for students to look at. —— Provide a selection of nonfiction and fiction texts for students to look at, ensuring that only factual information is transferred. —— Talk to people that care for birds such as zookeepers, pet owners and rangers to see how they care for birds.

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6. Communicate • Students create a video of the bird home using an iPad® application or a digital camera, explaining to Jacob the things birds need to survive and how each feature of the home caters for the bird’s needs. • Display the bird feeders outside and have students, in their pairs, take turns to share the features of their bird home and explain how it will help a parrot meet its needs. • Students complete the self-assessment on page 35 to show how well they participated and cooperated.

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Science:

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Biological sciences

STEM project

LIVING THINGS HAVE NEEDS

Project brief The problem Jacob is five years old and wants to own a pet. Every time his parents take him to the pet shop, he looks at all the birds in every cage. He hopes that one day he is allowed to take one home. His parents always say that Jacob is too young for a pet and that he doesn't know how to look after it. How can Jacob show his parents that he knows how to care for a bird?

The task • Design and create a home for a wild bird that Jacob could use to show his parents that he knows how to take care of birds.

• Create a video of the bird home using an iPad® application or a digital camera, explaining to Jacob the things birds need to survive and how each feature caters for the bird’s needs.

Important things you need to do! • You must work in pairs.

• Your bird home must be able to hang in a tree. • It must be able to fit a parrot inside it.

• You must cater for the bird's five basic needs.

• The video must include instructions to Jacob about how to care for a bird, using the features of the bird home.

AT E

• You must use recycled and natural materials found at home or at school.

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Biological sciences

STEM project

LIVING THINGS HAVE NEEDS

Project steps Find out information

Learn about the needs of birds. Talk to people that own birds to find out how they care for them. Read books about pet birds and birds that live in the wild. Look at pictures of birds and their needs on the internet.

Learn about different homes for birds. Look at pictures of bird cages for pets. Look at pictures of bird houses made from recycled materials. Look at pictures of bird homes in the wild.

Design, plan and collect resources Plan your bird home.

Draw a picture of your bird home.

Create

Create your bird home. Choose which materials to use for each part of the home. Make the bird home.

Check and make changes

Check that it is correct and you are happy with it. Check that all the important things on page 32 were done. Check that both partners are happy with it.

Communicate

Use an iPad® to record a video. Talk about how the parts of the home meet the bird’s needs. Tell Jacob how to care for the birds.

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Science:

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Biological sciences

STEM project

LIVING THINGS HAVE NEEDS

Parrot cut-out Create a parrot template for bird house sizing. Attach an A4 copy of this parrot to thick cardboard and cut out. Make a few templates for students to share or make one for each pair.

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Biological sciences

STEM project

LIVING THINGS HAVE NEEDS

Self- assessment Student name:

Date:

STEM project: Make a home for a parrot I listened to my partner. I gave ideas. I helped to find out information.

The project was:

easy

hard

I liked ... .

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Science:

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Biological sciences

STEM project

LIVING THINGS HAVE NEEDS

Group assessment rubric Group members: Project task:

Create a home for a bird that caters for its basic needs. Record a video of the bird home explaining how it meets the bird’s needs.

1 = Below expectation 2 = Meeting expectation 3 = Above expectation

Science knowledge Creates a home for a wild bird that caters for its basic needs—food, water, air, sleep and protection.

Science skills Creates a labelled diagram of their bird home, including the features and the basic needs of a bird. Plans, conducts and evaluates an investigation to find out what things a bird needs to survive and how they obtain these. Communicates science understanding correctly, clearly and concisely using a digital video.

CRITERIA

Technology/Engineering skills

Investigates and uses a range of materials to represent features of the bird home. Creates a bird home using materials and tools safely.

Evaluates designed products to ensure they meet the criteria and makes any necessary changes. Plans and creates a digital video, using an iPad® or digital camera, to explain the needs of a bird and how to care for a bird.

Mathematics Uses informal measurement to ensure the bird home will fit a parrot inside.

Group skills All group members contributed fairly and appropriately. All group members collaborated and communicated effectively. Group members were able to resolve conflicts independently.

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Chemical sciences

MATERIALS HAVE PROPERTIES

hard © R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Keywords objects

plastic

hard/soft

sort

metal

shiny/dull

colour

paper

rough/smooth

size

rubber

flexible/rigid

shape

fabric

coloured/see-through

material

ceramic

smell/no smell

wood

properties

absorbent/waterproof

glass

strong/weak

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Chemical sciences

Unit overview

MATERIALS HAVE PROPERTIES

Objects are made of materials that have observable properties (ACSSU003)

Pages

Lesson 1

To determine students' prior knowledge, engage them in various guided sorting activities to group a set of objects by colour, then by size, then by the materials they think the objects are made from. Students reflect on their predictions by comparing their groups to eight types of materials—wood, glass, plastic, metal, paper, rubber, fabric and ceramic.

40–43

Lesson 2

Students sort given objects into four groups to predict which material they are made from—wood, glass, metal or rubber. Students are then introduced to some basic observable properties that materials have. Students use their senses to describe objects made from wood, glass, metal or rubber before engaging with an interactive game to reflect on their learning.

44–47

Lesson 3

Students sort given objects into three groups to predict which material they are made from—paper, cardboard or plastic. Students revise some of the basic observable properties that materials have and use their senses to describe objects made from paper, cardboard or plastic. Students reflect on their learning by playing a guessing game about objects and the materials they are made from.

48–49

Lesson 4

Students predict which type of fabric is used to make a scarf, a pillowcase, a felt board and a tie. Students then look at a ball of wool, a thick silk ribbon, a felt square and a square of cotton fabric to describe the properties of each type of fabric. Students then compare the types of fabric to determine common properties of objects made from fabric.

50–53

Lesson 5

Engage students in a school walk to identify the materials used to make different parts of buildings. Students scan QR codes using iPads® to predict the types of materials used to build houses around the world. They then watch a video explaining the different types of houses around the world and the materials they are made from. Students compare their predictions to the information provided in the video.

54–57

Lesson 6

Students engage with an interactive activity to choose clothing appropriate for different weather conditions—hot, cold or wet. Students investigate the properties of cotton, wool, leather, silk and plastic and how each type of material is used to make clothing for different purposes.

58–59

What types of materials are used to make clothing?

Summative assessment

Students explain their knowledge of the observable properties of different materials. They list which types of materials are used for building homes and making clothes.

60–62

STEM project

Students create a sailboat that can float for one minute. They must ensure they use a different material for each part—the hull, the deck, the mast, the sails and the rigging. Students then test their boat and explain why they chose the type of material for each part based on the material's properties.

63–72

What are objects made from?

What do objects that are made from wood, glass, metal or rubber look, smell and feel like?

What do objects that are made from paper, cardboard or plastic look, smell and feel like?

What do objects that are made from different fabrics look, smell and feel like?

What types of materials are used to make houses?

Make a sailboat that can float

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Chemical sciences

Unit overview

MATERIALS HAVE PROPERTIES

Curriculum scope and sequence Lesson SCIENCE UNDERSTANDING Objects are made of materials that have observable properties (ACSSU003)

STEM 6 Assessment project

SCIENCE AS A HUMAN ENDEAVOUR Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013)

SCIENCE INQUIRY SKILLS Questioning and predicting Pose and respond to questions about familiar objects and events (ACSIS014) Planning and conducting 3 3 3 3 3 3 © R. I . C.Publ i cat i ons Processing and• analysing and information f odata rr e vi ew pur posesonl y• Participate in guided investigations and make observations using the senses (ACSIS011)

Engage in discussions about observations and represent ideas (ACSIS233)

Communicating Share observations and ideas (ACSIS012)

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Science:

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Chemical sciences

Lesson 1

MATERIALS HAVE PROPERTIES

Teacher notes Science inquiry focus:

Assessment focus:

What are objects made from?

• Use observations or a checklist to monitor the student's ability to sort objects by colour, size and type of material they are made from.

Science Inquiry Skills:

• Questioning and predicting QP • Planning and conducting PC • Processing and analysing data and information PA C

• Communicating

Science as a Human Endeavour:

• Students use their five senses while observing objects, to sort objects into groups and to predict the material that each object is made from.

Technology/Engineering/Mathematics links: • sorting objects by colour and size

• Use the photographs of each group as work samples to demonstrate the student's ability to group objects by colour, size and material. These may also be used to create A3 posters with headings We can sort by colour, We can sort by size, and We can sort by material.

• using mathematical language to compare sizes of objects

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Background information • Objects are made of different materials and can be seen and felt. Some objects are made from natural materials and others are man-made. • Natural materials come from plants, animals and the ground. Materials that come from plants include wood, cotton and latex rubber. Materials that come from animals include wool, silk and leather. Materials that come from the ground include stone; native metals such as copper, silver and gold; and composites such as clay, porcelain and plasticine. • Man-made materials are manufactured from natural materials or created synthetically. These include materials such as glass, plastic, paper, fabric and ceramics. Rubber can also be synthetically made. • While students do not need to know the difference between natural and man-made resources until Year 4, they may inquire as to where materials come from. This could be explained as: some materials come from plants, animals and from the ground, and others are made by humans.

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Resources • One digital camera for teacher use • A selection of three or four objects made from each type of material listed on page 42. Each group will require the same objects to sort and the objects must be various sizes and colours • One copy of the materials buckets on page 43 for each group. These should be cut out and laminated prior to the lesson for use in other lessons

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Chemical sciences

Lesson 1

MATERIALS HAVE PROPERTIES

Lesson plan Introduction: 1. Play a sorting game with the class. Have all students sit on the mat and silently select a category, such as hair colour. Allocate a position in the classroom for each hair colour without the students knowing. Silently, tap individual students on the shoulder and point to the allocated position or say a student's name in that group to instruct them where to move to. When all students have been allocated a position, they quietly discuss why they think they have been placed together. QP PC PA

2. Discuss that humans often sort objects into groups that have something in common. How else could we sort everyone into groups? Encourage students to think about size, clothing worn, gender and eye colour. QP

Development: 3. Divide the class into groups of between four and six students, and in the middle of each group place an assortment of pre-prepared objects from each type of material listed on page 42. Each group's objects should be the same and should contain a variety of different-sized and different-coloured objects. Ask students Can you sort these objects by colour? How many groups did you make? How would you label each group? Check each group's answers as they work and clarify any objects that are in the wrong group. Take a digital photograph of each group with their sorted objects. QP PC PA 4. Using the same objects, complete the same activity but ask students to sort objects according to size. Repeat the questions and take a photograph of each group with their sorted objects. Discuss that sometimes we group objects by their appearance, such as their colour, size or shape, but we can also use our other senses to group items in different ways. QP PC PA

© R. I . C.Publ i cat i ons 5. Using the same objects, ask students to use their five senses tos sorto then objects into the materials • f o r r e v i e w p u r p o s e l y • they think each object is made from. Ask students How many groups did you make? How would

you label each group? Depending on students' answers, ask them to try to sort the items into eight different groups of materials. Take a digital photograph of each group with their sorted objects. QP

6. Give each group a pre-prepared set of the eight buckets on page 43. Assist students to read the words on each label, looking for beginning, middle and end sounds. This will help them to read the words independently during the activity. Ask students Can you match these buckets to your groups? Do any objects need to change groups? Students move any incorrect objects to where they think they should be placed. Take another digital photograph of each group with their sorted objects. PC PA Differentiation: • Less capable students may be told the labels to each sorting activity and asked to sort the objects into those groups. For example, can you sort these objects into small, medium and large objects? Can you group all the metal objects together? • More capable students should be encouraged to name, write or draw other objects that are made from each material. 7. As a class, ask one group to share the objects they had in one group of materials. Take turns to allow all groups to share. Discuss the correct answers and encourage students to check their C groupings and make any adjustments necessary. PA

Reflection: 8. Using a think-pair-share, think of a material and ask students to name an object that is made from that material. For example, can you think of an object that is made from metal? Each pair must C choose two different objects to share with the class. PA R.I.C. Publications® – www.ricpublications.com.au

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• • • • •

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Rubber A material that can be found naturally in some trees or man-made. Objects that are made from rubber include: • rubber erasers • latex gloves/balloons • bouncy balls • rubber bands • rubber ducks

A man-made material that comes from wood. Objects that are made from paper include: • envelopes • paper doilies • patty pans • notepads • newspapers

drinking glasses marbles glass jars glass beakers glass vases or jugs

A man-made material made from minerals. Objects made from glass include:

Glass

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A cloth made by weaving, knitting or felting natural fibres, such as cotton, together. Objects that are made from fabric include: • silk ribbons or ties • felt squares • hankerchiefs or similar cotton fabrics • pompoms

A man-made material made from clay and other natural materials. Objects made from ceramics include: • ceramic ornaments • china mugs • ceramic bowls or plates • ceramic vases or jugs • terracotta pots

Ceramic

A material that can be extracted naturally from the ground or manmade. Objects made from metal include: • metal sharpeners • aluminium foil • stainless steel cutlery • paperclips • gold coins

A man-made material made from minerals. Objects made from plastic include: • plastic buttons • plastic toys • Unifix® blocks or similar • plastic straws • plastic plates or cutlery

Fabric

Metal

Plastic

Paper

A natural material that comes from trees. Objects made from wood include: • craft sticks • matchsticks • wooden blocks/toys • wooden rulers • wooden skewers

Wood

Lesson 1 MATERIALS HAVE PROPERTIES

Chemical sciences

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Chemical sciences

Lesson 1

fabric

plastic

metal

ceramic

MATERIALS HAVE PROPERTIES

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paper

wood

glass

rubber

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Lesson 2

MATERIALS HAVE PROPERTIES

Teacher notes Science inquiry focus:

What do objects that are made from wood, glass, metal or rubber look, smell and feel like?

Science Inquiry Skills: • • • •

Questioning and predicting QP Planning and conducting PC Processing and analysing data and information PA Communicating C

Assessment focus:

• Monitor the student's participation and observation skills while they explore the properties of materials, including the student's use of descriptive words and use of sight, smell and feel.

Science as a Human Endeavour:

• Students use their five senses while observing objects to investigate the basic properties of objects made from wood, glass, metal or rubber.

Technology/Engineering/Mathematics links:

• sorting objects by the material they are made from • using mathematical language to describe thickness, weight and size of objects • exploring properties of materials • participating in an online interactive activity sorting objects by the material they are made from

Resources • One digital camera for teacher use • A selection of five different objects made from each material—wood, glass, metal or rubber. A list of easily accessible objects for each material can be found on page 42. These need to be placed in a cardboard box so students cannot see them

© R. I . C.Publ i cat i ons Background information •f orr evi ew pur posesonl y• • All objects are made from materials that have observable properties. These properties make the material useful for different purposes. • The properties of a material describe its size, shape, colour, texture, malleability, flexibility, strength, odour, sound, density, absorbancy or transparency. See pages 46 and 47 for more detail. • Materials may have opposing properties depending on the object. For example, a steel bar is strong and rigid but aluminium foil is weak and flexible.

Wood

Glass

• strong • hard • dull • rough/ smooth

• flexible/ rigid • coloured • natural smell

Metal

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• smooth • rigid • seethrough • no smell

Rubber

• strong/ weak • hard • dull/shiny • rough/ smooth

• strong/ weak • hard/soft • shiny

• flexible/ rigid • coloured • no smell

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• strong/ weak • hard/soft • dull • rough/ smooth

• flexible/ rigid • coloured • natural smell

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• Four hula hoops • An enlarged set of the property cards on pages 46 and 47. These should be coloured, cut out and laminated prior to the lesson for use in other lessons • Five sets of the property cards on pages 46 and 47. These should be coloured, cut out and laminated prior to the lesson for use in other lessons • Online interactive activity— 'Grouping and changing materials' at <http://tinyurl. com/yyh98g>

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Chemical sciences

Lesson 2

MATERIALS HAVE PROPERTIES

Lesson plan Before the lesson, collect five objects each that are made solely from wood, glass, metal or rubber. Note: Suggestions of easily accessible objects that exhibit a range of properties have been provided on page 42. Place the objects in a cardboard box and place the box and four hula hoops in the centre of the mat. Label each hoop with a different material—wood, glass, metal or rubber.

Introduction: 1. As a class, sit in a circle around the cardboard box and the hula hoops. Ask two students at a time to quickly select an object from the box and choose which material they think it is made from. Students should be encouraged to describe their thinking, such as I think this object is made from metal because it is hard and shiny. Encourage other students to, without saying anything, put their hand up if they disagree with the material choice. The student who is sorting the object must then double-check their choice and sit down when finished. Repeat the activity until all students have had a turn. Note: Digital photographs may be taken to use as evidence of students sorting objects by the material it is made from. QP PA

Development:

2. While students are sitting on the mat, display an enlarged set of the property cards on pages 46 and 47. Encourage students to sound out each word. Describe the meaning of the word to students with reference to the image so that students can read the words independently during the activity. PA 3. Divide the class into five groups and give each group an object made of wood and a set of property cards from pages 46 and 47. Students work as a group to explore the properties of the object they have. PC

© R. I . C.Publ i cat i ons Differentiation • Less capable students may be grouped together and an easy-to-describe •f orr e v i e wp ur p ogiven ses onl y•object from each material or be given limited properties to test for each object. An adult helper can assist students to read the property cards and ask students questions, such as Can you bend it?

• More capable students may be grouped together and encouraged to create a poster of the properties for each material, copying the words from each property card that applies. 4. After a few minutes, students share the properties of their group's object with the other groups. As students suggest the properties of their object, add their descriptive words to an A3 piece of paper to create a poster of the properties of each material. PA 5. Select a student to return their object to the hula hoop on the mat and repeat steps 3 and 4 for the remaining materials. PC PA

Reflection: 6. Using the interactive whiteboard, display the game 'Grouping and changing materials' at <http:// tinyurl.com/yyh98g>. Select individual students to participate in sorting objects by the material it is made from—wood, glass, metal or rubber. Students explain why they think the object is made from C that material with reference to its observable properties. PA

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Chemical sciences

Lesson 2

MATERIALS HAVE PROPERTIES

Basic observable properties of materials – 1 strong or weak (describing the material's ability to withstand force) hard or soft (describing the feel of the material) shiny or dull (describing the reflectiveness of the material) rough or smooth (describing the texture of the material) flexible or rigid (describing the flexibility of the material) coloured or see-through (describing the transparency and colour of the material) smell or no smell (describing if the material has a particular odour)

hard

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Chemical sciences

Lesson 2

MATERIALS HAVE PROPERTIES

Basic observable properties of materials – 2

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Lesson 3

MATERIALS HAVE PROPERTIES

Teacher notes Science inquiry focus:

What do objects that are made from paper, cardboard or plastic look, smell and feel like?

Science Inquiry Skills: • • • •

Questioning and predicting Q P Planning and conducting P C Processing and analysing data and information P A Communicating C

Assessment focus:

• Monitor the student’s participation and observation skills while they explore the properties of materials, including the student’s use of descriptive words and use of sight, smell and feel.

Science as a Human Endeavour:

• Students use their five senses while observing objects to investigate the basic properties of objects made from paper, cardboard or plastic.

Technology/Engineering/Mathematics links:

• sorting objects by the material they are made from • using mathematical language to describe the thickness, weight and size of objects • exploring properties of materials

Background information

Resources

• The properties of a material describe its size, shape, colour, texture, malleability, flexibility, strength, odour, sound, density, absorbancy or transparency. See pages 46 and 47 for more detail.

paper—an envelope, a paper doily, a patty pan, a notepad and a newspaper

© R. I . C.Publ i ca t i ons • All objects are made from materials that have • One digital camera for observable properties. These properties make the teacher use • f o r r e v i e w p u r p o s e sonl y• material useful for different purposes. • Five objects made from • Materials may have opposing properties depending on the object. For example, a plastic dice is strong and rigid but a plastic ruler is weak and flexible.

Paper

Plastic

• weak • hard/soft • dull • rough/smooth • flexible • coloured • smell/no smell

• strong/weak • hard • shiny/dull • smooth/rough • rigid/flexible • see-through/coloured • no smell

Cardboard • strong/weak • hard • dull • rough/smooth

• flexible/rigid • coloured • smell/no smell

• Five objects made from cardboard—a cereal box, a paper towel roll, an egg carton, a sheet of coloured card and paper plates • Five objects made from plastic—buttons, Unifix® cubes or similar plastic manipulatives, straws, plastic plates or cutlery and plastic food wrap • Three hula hoops • An enlarged set of coloured and laminated property cards on pages 46 and 47 (re-use from Lesson 2) • Five sets of coloured and laminated property cards on pages 46 and 47 (re-use from Lesson 2) • 15 pieces of A4 paper

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Chemical sciences

Lesson 3

MATERIALS HAVE PROPERTIES

Lesson plan Before the lesson, collect five objects each that are made solely from paper, cardboard or plastic. Place the objects in a cardboard box and place the box and three hula hoops in the centre of the mat. Label each hoop with a different material—paper, cardboard or plastic.

Introduction:

1. As a class, sit in a circle around the cardboard box and the hula hoops. Ask two students at a time to quickly select an object from the box and choose which material they think it is made from. Students should be encouraged to describe their thinking, such as I think this object is made from paper because it is white and flexible. Encourage other students to, without saying anything, put their hand up if they disagree with the material choice. The student who is sorting the object must then double-check their choice and sit down when finished. Repeat the activity until all students have had a turn. Note: Digital photographs may be taken to use as evidence of the students sorting objects by the material it is made from. Q P P A

Development:

2. While students are sitting on the mat, revise the property cards used in Lesson 2. Ask students to explain what each word means in their own words. Clarify any that the students are unsure of. P A 3. Divide the class into five groups and give each group an object made of paper and a set of property cards used in Lesson 2. Students work as a group to explore the properties of the object they have. On an A4 page, students draw their object in the middle and write/copy the properties of their object around the outside of the image to create a group poster. PC P A

Differentiation • Less capable students may be grouped together and given an easy-to-describe object from each material or be given limited properties to test for each object. An adult helper can assist students to read the property cards and ask students questions, such as Can you bend it? • More capable students may be grouped together and encouraged to create their own poster of the properties for each material, copying the words from each property card that applies. 4. After a few minutes, students share the properties of their group's object with the other groups. As students suggest the properties of their object, add their descriptive words to an A3 piece of paper to create a poster of the properties of each material. Note: Student-created posters can be kept as work samples or displayed around the classroom. P A 5. Select a student to return their object to the hula hoop on the mat and repeat steps 3 and 4 for the remaining materials. P C P A

Reflection: 6. Play a guessing game with the students by thinking of an object made from paper, plastic or cardboard and, without telling the students what the object is, describe its properties and use. For example, 'I'm thinking of an object that is made of a material that is often brown, smooth and rigid. The object is used to pack things into when you move house. My object is ... (a cardboard box)'. Students need to guess the material that the object is made from. When they guess the type of material, reveal the object and reinforce its properties or challenge the students to think of the object. Note: Depending on ability, objects may be limited to those used thoughout the lesson or C extended to include other objects made of paper, cardboard or plastic. PA

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Lesson 4

MATERIALS HAVE PROPERTIES

Teacher notes Science inquiry focus:

Technology/Engineering/Mathematics links:

Science Inquiry Skills:

• using mathematical language to describe the thickness, weight and size of objects

What do objects that are made from different fabrics look, smell and feel like? • Questioning and predicting QP • Planning and conducting PC • Processing and analysing data and information PA • Communicating C

• sorting objects by the fabric they are made from

• exploring properties of materials

Assessment focus:

Science as a Human Endeavour:

• Students use their five senses while observing objects to investigate the basic properties of objects made from different materials.

Background information • All objects are made from materials that have observable properties. These properties make the material useful for different purposes.

• Use page 52 or 53 to monitor the student's observation skills while they explore the properties of fabric, including the student's use of descriptive words and use of sight, smell and feel.

Resources • One digital camera for teacher use • One woolen scarf or similar woollen clothing item

• Materials may have opposing properties depending on the object. For example, natural wool may smell like lanolin but treated wool may have no smell.

Wool

Silk

• strong • soft • dull • rough/smooth • flexible • coloured • smell/no smell

• strong • soft • shiny • smooth • flexible • coloured • smell/no smell

Felt

Cotton

• strong • soft • dull • rough/smooth • flexible • coloured • smell/no smell

• strong • soft • shiny • smooth • flexible • coloured • smell/no smell

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or similar felt-based toy

• One silk tie or similar silk clothing item • One container for each group containing: a ball of wool/yarn, a 10-cm length of silk ribbon, a felt square (10 cm2) and a square of cotton fabric (10 cm2) • An enlarged set of coloured and laminated property cards on pages 46 and 47 (re-use from Lesson 2) • Five sets of coloured and laminated property cards on pages 46 and 47 (re-use from Lesson 2) • One copy of page 52 or 53 for each group, depending on ability • Online image—Which of these things are made of fabric? at <http://tinyurl. com/mpnxgva> (optional)

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Chemical sciences

Lesson 4

MATERIALS HAVE PROPERTIES

Lesson plan Introduction:

1. On a table at the front of the class, display a woollen scarf, a cotton pillowcase, a felt board with felt characters and a silk tie. Students suggest what type of material these objects are made from (fabric). Alternatively, display the image at <http://tinyurl.com/mpnxgva> and ask students to predict which objects they think are made of fabric and why. QP PA

Development:

2. While students are sitting on the mat, revise the property cards used in Lesson 2. Ask students to explain what each word means in their own words. Clarify any that the students are unsure of. PA 3. Divide the class into groups of four and give each group a ball of wool/yarn, a piece of thick silk ribbon (approximately 10 cm), a felt square (approximately 10 cm2) and a square of cotton fabric (approximately 10 cm2). Students use their senses to describe what each type of fabric looks and feels like to determine a set of common properties for fabrics. Students use page 52 to record their observations of each type of fabric in the outer sections and write a set of common properties in the centre section. Note: Digital photographs may be taken to use as evidence of the students using their senses to describe the fabric. PC PA Differentiation: • Less capable students may use the checklist on page 53 to examine the properties of each type of material. An adult may also assist the students to scribe the common properties or students can explain the properties of fabric by creating a video.

• More capable students may be encouraged to research or predict what objects they think each type of fabric is used for and record their answers on a blank piece of paper. PA

Reflection: 5. Choose students to share their observations and their common properties with the class. Reinforce the common properties of these four fabrics and the differences between them. For example, they are all strong, soft, flexible and coloured. Discuss that some fabrics may be rough like felt or C smooth like silk, and that some may have a natural smell. PA 6. Review the objects displayed during the Introduction. Select one of the objects and ask students to suggest words to describe its properties. Students can then predict which type of fabric (wool, silk, felt or cotton) they think it is made from based on its observable features. Note: If the image at <http://tinyurl.com/mpnxgva> was used in the introduction, students will have to rely on their sense C of sight to predict the type of material used. QP

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Lesson 4

MATERIALS HAVE PROPERTIES

Silk

Wool

Felt

Cotton 52

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Lesson 4

MATERIALS HAVE PROPERTIES

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Cotton

Felt

Silk

Wool

hard or

Properties of fabric

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Lesson 5

MATERIALS HAVE PROPERTIES

Teacher notes Science inquiry focus:

What types of materials are used to make houses?

Science Inquiry Skills: • • • •

Questioning and predicting QP Planning and conducting PC Processing and analysing data and information PA Communicating C

Science as a Human Endeavour:

• Students investigate how different types of materials are used to make houses in different environments.

Technology/Engineering/Mathematics links:

• viewing digital texts, including videos and online images • scanning QR codes using an iPad®

Assessment focus:

• Use page 56 or 57 to monitor the student's observations and predictions about the types of materials used to construct houses. • Use the student's responses to the Reflection questions to assess understanding that houses can be made of different materials depending on the environmental conditions and the availability and accessibility of materials.

• identifying types of materials used in the construction of houses

Resources

• Buildings and shelters are made of different materials depending on the conditions of the environment and available materials.

• Online image—The three little pigs at <http://tinyurl. com/y7cfhkow>

• In Australia, the walls of houses are often made of brick, stone, concrete, plasterboard, wood or metal. The roof of a house is often made of sheet metal or clay tiles.

• A class set of iPads® with QR scanners installed

• Different houses around the world are built from different materials. Houses can be made of snow/ice (igloos), fibreglass (houseboats), stone (caves), fabric (tents), mud/ clay (mud houses), reeds (thatched roofs) and wood (tree houses and stilt houses). For more information about houses made from different materials, go to <http://tinyurl. com/ybpo8oel>.

• One copy of page 56 or 57 for each student, depending on ability level • Online video—Homes around the world at <http:// tinyurl.com/yd9awo34>

• If the QR code links do not work, conduct an image search of the following houses—’Rainforest traditional tree house’, ‘Desert tent’, ‘Stilt house’, ‘Traditional hut made from leaves and branches’ and ‘Traditional mud hut’. • Alternatively, a comparison image of houses made from different materials can be found at <http://tinyurl.com/ y9xx3g8r>.

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Chemical sciences

Lesson 5

MATERIALS HAVE PROPERTIES

Lesson plan Introduction: 1. Conduct a school walk and look at the buildings in the school. Using a think-pair-share, students discuss what materials were used to make the main parts of the building (walls, roof, windows and door) and why they think those materials were chosen for each part. QP PA

Development:

2. View the image of the houses in the story The three little pigs at <http://tinyurl.com/y7cfhkow>. Ask students to think about which story these houses remind them of and what happened in the story. Which material was used to build the strongest house? Which materials were used to build the houses that were blown down by the wolf? Why do you think the pigs chose to use those materials? Explain to students that different materials are chosen to build different houses based on how much of the material is available, how easy the material is to get and what the environment that the house will be built in is like. QP 3. Ask students to think about their house. What material are the walls made from? What material is the roof made from? Explain to the students that in Australia most of the houses have walls made from brick or wood and a roof made of clay tiles or metal sheeting, but not all houses around the PA world are built the same way. QP 4. Students use iPads® to scan the QR codes on page 56 to view different types of houses around the world. From observing the images, students predict which materials they think have been used to build the walls and the roof of each house and record their predictions on page 56. Note: If students are unfamiliar with scanning QR codes, place five iPads® in the centre of a group with one image loaded onto each iPad® prior to starting the lesson. QP PC

© R. I . C.Publ i cat i ons Differentiation •f orr e v i einw pu po s eso l y• • Less capable students may work a group tor view and discuss then different types of materials each house is made from and may use an adult helper to scribe or assist in the discussion of materials and their properties.

• More capable students may use page 57 to view the types of houses and record where the type of house is built and what material it is made from. 5. View a video about different houses around the world at <http://tinyurl.com/yd9awo34>. Students discuss how different materials are used to build each house and how this is helpful in different environments. PA

Reflection: 6. Using a think-pair-share, ask students to discuss the following questions. Are all houses built with the same materials? What materials can houses be built from? Why are different materials used to build different houses? C

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Lesson 5

MATERIALS HAVE PROPERTIES

Houses around the world – 1 A house found high in a tree in forests where the ground is often very wet. What material is this house made from?

Tree house

A moveable house found in hot deserts where materials are hard to get. What material is this house made from?

Tent

A house made on stilts found above wet ground or the ocean. What material is u this house made from? ©R . I . C.P bl i cat i ons

Stilt house

•f orr evi ew pur posesonl y•

Hut

A moveable house found in forests where the ground is often dry. What material is this house made from?

Mud hut

A house found in warm areas where there are not many trees and the ground is dry. What material is this house made from?

My house

What materials have been used to make your house?

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Chemical sciences

Lesson 5

MATERIALS HAVE PROPERTIES

Houses around the world – 2 Tree house

Where is this type of house built? What material is this house made from?

Tent

Where is this type of house built? What material is this house made from?

Stilt house

Where is this type of house built?

material isb this house ©What R. I . C.Pu l i c at i omade ns from? •f orr evi ew pur posesonl y• Hut

Where is this type of house built? What material is this house made from?

Mud hut

Where is this type of house built? What material is this house made from?

My house

Where do you live? What materials have been used to make your house?

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Lesson 6

MATERIALS HAVE PROPERTIES

Teacher notes Science inquiry focus:

What types of materials are used to make clothing?

Science Inquiry Skills: • • • •

Questioning and predicting QP Planning and conducting PC Processing and analysing data and information PA Communicating C

Assessment focus:

• View the student's ShowMe videos to monitor their ability to describe the properties of materials used to make clothing.

Science as a Human Endeavour:

• Students investigate how different types of materials are used to make different clothing.

Technology/Engineering/Mathematics links: • viewing digital texts, including videos

• participating in an online interactive activity • using the ShowMe application on an iPad® to take digital photographs and record audio over the images

Background information

Resources

• Clothing and accessories are made of different materials depending on their use and the availability of materials. They can be made from natural fibers such as cotton, linen, wool or silk, or from man-made fibres such as acrylic, nylon, polyester or lycra. Clothing can also be made of other materials including leather, metal, plastic or wood.

• Cotton can be used to make jeans, T-shirts and socks. It is strong when woven into fabric, soft, flexible, smooth, cool to wear and very absorbent. • Wool can be used to make jumpers, gloves, beanies and scarves. It is strong when woven into fabric, soft, flexible, rough, warm to wear and absorbent. • Leather can be used to make jackets, vests, pants, skirts and belts. It is strong, flexible or stiff (depending on the object), smooth or rough and is cool in summer and warm in winter. • Silk can be used to make dresses, ties, hair ribbons and suits. It is strong when woven into fabric, soft, flexible, smooth, shiny, warm to wear and is absorbent. • Plastic can be used to make raincoats, gumboots and umbrellas. It is strong, flexible or stiff, (depending on the object), and is smooth and waterproof. 58

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• Two pieces of clothing made from nylon or lycra, such as a swimsuit, a leotard or cycling pants • One piece of clothing made from cotton, such as jeans, a T-shirt or cotton socks

• One piece of clothing made from wool, such as a woollen jumper, a beanie, a scarf or woollen gloves • One piece of clothing made from leather, such as a jacket, a vest, a skirt or a belt • One piece of clothing made from silk, such as a silk dress, a silk top, a tie or a hair ribbon • One piece of clothing made from plastic, such as a raincoat or gumboots • Five sets of coloured and laminated property cards on pages 46 and 47 (re-use from Lesson 2) • Five iPads® with the ShowMe application installed R.I.C. Publications® – www.ricpublications.com.au

Chemical sciences

Lesson 6

MATERIALS HAVE PROPERTIES

Lesson plan Introduction:

1. Students participate in an online activity at <http://pbskids.org/sid/weatherwheel.html>, where they spin a wheel to select a weather condition (raining, snowing or sunny) and choose the appropriate clothing to match the conditions. Students should be encouraged to explain why they chose each piece of clothing for the conditions.

Development:

2. Show students two pieces of clothing made from nylon or lycra, such as a swimsuit, a leotard or cycling pants. Using a think-pair-share, students discuss the questions If someone was wearing this clothing, what might they be doing? and Why would they wear that particular type of clothing for that activity? Explain to students that materials are chosen for clothing based on their properties. Clothing made from nylon or lycra, such as a swimsuit, a leotard or cycling pants, will be very flexible, stretchy and lightweight. It is designed to be tight-fitting and is often used for exercising. QP

3. While students are sitting on the mat, revise the property cards used in Lesson 2. Ask students to explain what each word means in their own words. Clarify any that students are unsure of. PA 4. Divide the class into five groups and allocate each group a type of clothing material—cotton, wool, leather, silk or plastic. Give each group one iPad® with the ShowMe application installed, one piece of clothing that is made from their given material and a set of property cards from Lesson 2. Note: Examples of clothing made from each material is provided in the resource section on page 58. As a group, students use their senses to describe the piece of clothing and its properties. Students then use the ShowMe application to take a digital photograph of the clothing and describe what material they think it is made from based on its properties, taking turns at speaking. Students may also explain what activity they think that piece of clothing is best suited to based on its properties. Alternatively, students can create posters for each type of material. After a few minutes, rotate groups until they have all observed the five materials. Q P P C P A

Differentiation • Less capable students may be grouped together and given limited properties to test for each material. An adult helper can assist students to read the property cards and ask the students questions, such as Can you stretch it? Is it flexible? (or Can it bend?). • More capable students may be encouraged to research other objects made from each material to create a list of objects for each material. 5. Play a guessing game with the students by thinking of a piece of clothing made from wool, cotton, leather, silk or plastic and, without telling students what the piece of clothing is, describing its properties and the activity you may be doing while wearing that piece of clothing. For example, 'I'm thinking of a piece of clothing that is made of wool. It is soft, fluffy and flexible. I wear it on my hands to keep them warm in winter. My piece of clothing is ... (woollen gloves or mittens)'. Depending on students' abilities, they may be encouraged to play this game in pairs. P A

Reflection: 6. View the online video—Properties of fabrics: The cross-country run at <http://tinyurl.com/ybryybwc> to see a race between three children each wearing an outfit made of a different material—plastic, paper and metal. Using a think-pair-share, students discuss the question at the end of the video— Why did Sarah's clothing help her win the race? C

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Assessment

MATERIALS HAVE PROPERTIES

Teacher notes Science knowledge Objects are made of materials that have observable properties (ACSSU003)

Indicators

• Identifies an object made from a given material based on prior knowledge. • Identifies basic observable properties of different objects and materials. • Identifies types of materials used for building homes. • Identifies types of materials used for making clothes. Differentiation • Easier option—Page 61 requires students to draw two objects made from a given material (wood, glass, plastic, metal, paper or fabric) and then orally describe their properties to a teacher or assistant. Students then identify materials used to build their house and make their clothes, and either write or draw the materials. Alternatively, students may find and sort objects from around the classroom into the types of materials, and describe their properties using a video camera or an iPad®. • Harder option—Page 62 requires students to draw one object made from a given material (wood, glass, plastic, metal or paper) and then write words or sentences to describe its properties. Students then identify three materials that can be used to make houses and three materials that can be used to make clothing. Students may also be encouraged to explain why those materials are used for buildings and clothing, referring to the properties of each material.

© R. I . C.Publ i cat i ons Answers •f orr evi ew pur posesonl y• Page 61 and Page 62 1. Teacher check Answers may include familiar objects such as those listed on page 42. 2. Teacher check Answers may include bricks, metal, wood, glass, clay and fabric.

3. Teacher check Answers may include fabric, plastic and leather. Some students may include individual materials used to make fabrics, such as wool, cotton, silk or nylon.

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Chemical sciences

Assessment

MATERIALS HAVE PROPERTIES

Objects and their properties 1. Draw two objects made of each type of material and describe each object to a teacher.

wood

glass

plastic

metal

fabric

2. Which materials were used to build your house?

3. Which materials were used to make your clothes?

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Assessment

MATERIALS HAVE PROPERTIES

Objects and their properties 1. Draw an object made of each type of material and write words to describe its properties. Material

Observable properties

wood

glass

plastic

metal

paper

2. Name three materials that can be used to build homes. 3. Name three materials that can be used to make clothing. 62

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Chemical sciences

STEM project

MATERIALS HAVE PROPERTIES

STEM project overview Make a sailboat that can float

Students work in pairs to design and build a sailboat that can float. The sailboat must have features made from different materials and must float on water for one minute. Students use an iPad® or digital camera to take a photograph of their sailboat before, during and after the floating challenge to test its effectiveness.

Concepts overview: Science

• Apply knowledge of the properties of different materials to create a sailboat that can float. • Use Science Inquiry Skills to explore properties of materials.

Technology/Engineering

• Apply the design process to plan, create and evaluate a sailboat made from different materials that can float on water. • Select appropriate materials and apply safety procedures while creating. • Take digital photographs of the sailboat before, during and after the floating challenge.

Mathematics

• Use one-to-one correspondence and number recognition to count the number of each part required and to count the number of each type of material needed. communicating their sailboat to other students.

Alternative project ideas: • As a class, design and create a hut village for the playground. Small groups can create a hut each to contribute to the hut village. Students decide which materials to use to make a strong, protective hut and create it. Students film their hut and explain why they chose each material. Videos may be added to a school blog or website to communicate student's learning. • In small groups, students design and create three outfits for a teddy bear that suit each weather type—hot, cold or wet. Students decide which fabrics to use to make each outfit, based on the material’s properties. Outfits must be able to be put on and taken off. Conduct a teddy bear fashion show to display each outfit. Students act as the presenter, explaining their teddy bear's outfits.

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STEM project

MATERIALS HAVE PROPERTIES

STEM curriculum links SCIENCE CURRICULUM Science Understanding • Objects are made of materials that have observable properties (ACSSU003)

Science as a Human Endeavour • Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013)

• Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)

Design and Technologies Processes and Production Skills

• Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006) • Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007) • Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008) • Sequence steps for making designed solutions and working collaboratively (ACTDEP009)

Digital Technologies Knowledge and Understanding • Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)

MATHEMATICS CURRICULUM Number and Algebra • Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001) • Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)

Measurement and Geometry • Compare and order duration of events using everyday language of time (ACMMG007)

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Chemical sciences

STEM project

MATERIALS HAVE PROPERTIES

Teacher notes STEM project: Design and create a sailboat with parts made from different materials that suit the part’s purpose. Take digital photographs of the sailboat before, during and after the floating challenge to test its effectiveness. Estimated duration: 4 weeks

1. Introduce the project

3. Design, plan and manage resources

• Read the problem on page 66 to students. • Watch the first minute of an online video at <http://tinyurl.com/ybgctckr>. This video clip shows children racing toy sailboats that they have created across a pool. • As a class, ask students to close their eyes and think about these questions: How do sailboats move? What parts do sailboats have that help them to move? What type of materials are used to make each part?

• Using page 70, students plan their sailboat and draw a diagram of it, labelling the five parts of the sailboat that need to be included—hull, deck, mast, sails and rigging.Students then decide which materials will be used to make each part and record them on page 70. Students will need to be reminded to think of the properties of each material. • Students collect the materials necessary. Remind students about resource management, conserving resources and ensuring that resources are shared.

• Read the task and the important information on page 66 to students. Note: Keep the design brief on display on the interactive whiteboard or print an A3 copy and put it on display for students to refer to.

• Students create their sailboat, then place five marbles in it and take a photograph of it.

2. Find out information • Provide time for students to find out information about materials and sailboats.

5. Evaluate and refine

• Watch a video about the parts of a sailboat at <http://tinyurl.com/y7yk8hdt>. Note: This explains many different parts of a sailboat. Students will only need to create a hull, a deck, a mast, two sails and ropes for rigging. Use pages 68 or 69 to revise where these five parts of the sailboat are. • Provide a selection of nonfiction and fiction texts about materials and sailboats for students to look at, ensuring that only factual information is transferred. • Review posters, photographs and activities completed throughout the lessons to revise the properties of materials and the objects different materials are used for. Then play an interactive game to test if materials are bendy or waterproof at <http://tinyurl.com/2ats75>.

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• Students place their sailboat in a water trolley for one minute and take a photograph of it. • Students take their sailboat out of the water and take another photograph of it.

6. Communicate • Students discuss their sailboat with another pair. Students should show their sailboat, the photographs before, during and after the floating challenge and tell the other pair about their sailboat's features, the materials each feature was made from and its success. • Students complete the self-assessment on page 71 to assess how well they participated and cooperated with each other.

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MATERIALS HAVE PROPERTIES

Project brief The problem Lauren and Eric desperately want to join the local sailing club but they are too young. The man at the sailing club has invited Lauren and Eric to enter a model sailboat competition that is being held at the lake at the weekend. They are both very excited about entering the competition and are keen to build their sailboat. What materials should Lauren and Eric’s sailboat be made out of to help it stay upright and afloat while it sails in the wind?

The task • Design and create a model sailboat that Lauren and Eric could use in their competition, choosing materials for each part based on the material’s properties.

• Take digital photographs of the sailboat before, during and after the floating challenge to test the effectiveness of the materials chosen for each part.

Important things you need to do! • You must work in pairs. • Your sailboat must have one hull, one deck, one mast, two sails and rigging to hold the sails in place.

• Your sailboat must be able to hold five marbles. • You must take a digital photograph of the sailboat before, during and after the floating challenge.

• You must use a different type of material for each part of the sailboat. 66

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• You must explain why you chose each material for each part, based on its properties.

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Chemical sciences

STEM project

MATERIALS HAVE PROPERTIES

Project steps Find out information

Learn about the parts of a sailboat. Watch a video about the parts of a sailboat. Read books about sailboats. Look at a labelled diagram of a sailboat.

Think about the properties of materials. Explore lots of different objects and test their properties. Read books about materials and their properties. Play an interactive game to test if objects are bendy/waterproof.

Design, plan and collect resources Plan your sailboat.

Create

Create your sailboat. Make each part of the sailboat with the planned materials. Make the sailboat and place five marbles inside it.

Check and make changes

Check that it is correct and you are happy with it. Check that all the important things on page 66 were done. Check that both partners are happy with it.

Communicate

Tell another group about your sailboat. Show photographs and the model sailboat to another group. Tell the other group about the materials used to make it.

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STEM project

MATERIALS HAVE PROPERTIES

Sailboat diagram – 1 mast

rigging sail sail

deck

hull

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Chemical sciences

STEM project

MATERIALS HAVE PROPERTIES

Sailboat diagram – 2 _____________

_______________ __________ __________

__________

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STEM project

MATERIALS HAVE PROPERTIES

1. Draw a picture of your sailboat and label the parts.

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STEM project

MATERIALS HAVE PROPERTIES

Self- assessment Student name:

Date:

STEM project: Make a sailboat that can float I listened to my partner. I gave ideas. I helped to find out information.

The project was:

easy

hard

I liked ... .

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MATERIALS HAVE PROPERTIES

Group assessment rubric Group members: Project task:

Design and create a sailboat with parts made from different materials that suit the part’s purpose. Take digital photographs of the sailboat before, during and after the floating challenge to test its effectiveness.

1 = Below expectation 2 = Meeting expectation 3 = Above expectation

Science knowledge Create a sailboat that is able to float and that has parts made from different materials which suit that part’s purpose.

Science skills Creates a labelled diagram of the sailboat and lists the materials that will be used for each part. Plans, conducts and evaluates an investigation to explore the properties of the materials used for each part.

CRITERIA

Communicates science understanding correctly, clearly and concisely to another pair.

Investigates and uses different types of materials to suit each part of the sailboat, based on the material's properties. Creates a sailboat using materials and tools safely. Takes three photographs using a digital camera to show the sailboat before, during and after the floating challenge.

Mathematics Counts the number of parts and materials correctly using one-to-one correspondence. Sequences three digital photographs of the sailboat in order.

Group skills All group members contributed fairly and appropriately. All group members collaborated and communicated effectively. Group members were able to resolve conflicts independently.

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Earth and space sciences DAILY AND SEASONAL CHANGES

windy

summer

hot

snowy

autumn

warm

cloudy

winter

cool

stormy

spring

cold

thunder

seasonal changes

freezing cold

lightning

hibernation

sunny

season

migration

rainy

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Unit overview

DAILY AND SEASONAL CHANGES

Daily and seasonal changes in our environment affect everyday life (ACSSU004)

Pages

Lesson 1

Students engage in a school walk to observe the day's weather. Students explore the types of weather and how to identify each type of weather by looking at environmental clues. Students match weather words to images to familiarise themselves with different types of weather.

76–79

Lesson 2

Students explore how weather affects our daily lives. They participate in an interactive game and view a video of children enjoying different types of weather. They then identify how we alter our clothing, the activities we do and the places we visit depending on the type of weather.

80–83

Lesson 3

Students participate in an interactive activity to describe the weather in each of four scenes. Students then predict which season they think each image relates to. Students work as a group to predict the types of weather found in each season and compare these to information provided by an online video.

84–87

Lesson 4

Students explore how seasons affect our daily lives. They watch online videos of each season, pausing to think about and record the clothing worn, the activities conducted and the places visited in each season. Students draw images or write words to show how we alter our clothing, the activities we do and the places we visit depending on the type of weather.

88–91

What is weather?

How does weather affect our daily lives?

What are seasons? What is the weather like in each season?

How do seasons affect our daily lives?

Lesson 5

How do seasonal changes affect plants and animals?

plants and animals in each season before predicting how each plant and animal changes with each new season. Students briefly explore how animals avoid winter when food sources are scarce, through a simple introduction to hibernation and migration.

Lesson 6

Students listen to a Dreaming story about changes in seasons. Students revise how weather and seasons affect our daily lives before exploring how they affected traditional Aboriginal and Torres Strait Islanders. Students learn about the six Noongar seasons and the six Kakadu seasons to see how the food they hunt changes with each new season and how this affected where they lived.

96–99

Summative assessment

Students explain their knowledge of weather and seasons. They explain how the weather in each season affects how we alter our clothing, the activities we do and the places we visit.

100–102

STEM project

Students create a diorama to show the weather and seasons of Australia and how each season affects our daily lives, including the clothing we wear, the activities we do and the places we visit. Students then create a video of the diorama to explain how each season affects our daily lives.

103–112

How did traditional Aboriginal and Torres Strait Islanders use their knowledge of weather and seasons in their everyday lives?

Make a diorama showing the seasons

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Earth and space sciences

Unit overview

DAILY AND SEASONAL CHANGES

Curriculum scope and sequence Lesson SCIENCE UNDERSTANDING Daily and seasonal changes in our environment affect everyday life (ACSSU004)

Assessment

STEM project

SCIENCE AS A HUMAN ENDEAVOUR Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013)

SCIENCE INQUIRY SKILLS Questioning and predicting Pose and respond to questions about familiar objects and events (ACSIS014)

Planning and conducting

© R. I . C.Publ i c i o 3 a 3t 3n 3s3 3 •f orr evi ew pur posesonl y• Processing and analysing data and information Participate in guided investigations and make observations using the senses (ACSIS011)

Engage in discussions about observations and represent ideas (ACSIS233)

Communicating Share observations and ideas (ACSIS012)

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Lesson 1

DAILY AND SEASONAL CHANGES

Teacher notes Science inquiry focus:

Assessment focus:

What is weather?

• Use the brainstorm in the Introduction to assess the student's prior knowledge of weather.

Science Inquiry Skills:

• Questioning and predicting QP • Planning and conducting PC • Processing and analysing data and information PA C

• Communicating

Science as a Human Endeavour:

• Monitor the student's responses to the questions in the Reflection to assess their understanding of different types of weather.

• Students observe different features in the sky and landscape as well as the temperature and wind to predict the weather for the day.

Technology/Engineering/Mathematics links:

• viewing digital texts, including online songs and videos • u sing tools safely when cutting out puzzle pieces • identifying the 2D shape made by the connecting puzzle pieces (optional)

respect to wind, temperature, cloudiness, moisture, pressure etc.’ In this unit, weather will relate to sun, wind, rain, cloud, snow, storms, lightning, thunder and temperature.

• Determining the type of weather requires observation of the sky and the landscape, and may require specific measuring devices such as thermometers. • Prompting questions for observing different weather types: – Sunny—Is the sun shining? Is the sun covered by clouds? Is the weather warm or cool? – Cloudy/Partly cloudy—Are there clouds in the sky? If so, how many? Do the clouds look white and fluffy or dark grey? Is the weather warm or cool? – Windy—Are the leaves on trees moving? Is your hair blowing in the wind? Is the weather warm or cool? – Rainy—Is the ground and other things wet? Can you see water droplets falling from the clouds? Is the weather warm or cool? – Stormy—Are the clouds dark grey? Is it raining? Can you see lightning? Can you hear thunder? Is the weather warm or cool?

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with the question 'What is weather?' written in the centre • Digital cameras (optional) • Online video—'Check out the weather song' at <http://tinyurl.com/ y86d4dmt> • One copy of page 78 for each student • Online video—Types of weather at <http://tinyurl. com/lkopqz8> • A mini whiteboard for each student

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Earth and space sciences

Lesson 1

DAILY AND SEASONAL CHANGES

Lesson plan Introduction: 1. Write the question 'What is weather?' on a large piece of paper and read it aloud to the class. Allow 30 seconds of silence for students to think about all the different aspects of weather. Conduct a brainstorm with the students to identify their ideas and write them on the page. QP

Development: 2. As a class, walk outside and observe the day's weather. What things are in the sky? Are the trees moving? Is it wet or dry outside? Is it hot or cold? Using a think-pair-share, students discuss the question How would you describe the weather today? Select pairs to share their ideas with the class. Students may be encouraged to take a digital photograph of the weather each day to create a weather chart. PC PA 3. Listen to the song 'Check out the weather' at <http://tinyurl.com/y86d4dmt>. Pause the song at 2.42 as the rest of the song discusses advanced weather concepts. 4. Provide each student with a copy of page 78. Students cut out the puzzle pieces and match the weather words to the weather pictures. Note: These can be left as puzzle pieces for future practice or pasted in matching pairs onto a piece of coloured paper or into a science journal. Students may be encouraged to name the 2D shape made by the connecting puzzle pieces to check their answers. PC PA Differentiation • Less capable students may be assisted to read the weather words on page 78 by providing them with beginning sounds in each word. This will help them match the weather jigsaw puzzle pieces.

© R. I . C.Publ i cat i ons • More capable students may be encouraged to create more puzzle pieces by• providing them • f o r r e v i e w p u r p o s e s o n l y with a blank copy of the puzzle pieces on page 79. Students draw an image on one piece and have a go at writing the word on another to add different types of weather to the puzzle, such as foggy, partly cloudy or hail.

5. Watch the video Types of weather at <http://tinyurl.com/lkopqz8>. This video explains each type of weather in a simple, concise way.

Reflection: 6. Give each student a mini whiteboard and a whiteboard marker. As a class, conduct a quiz to assess students' understanding. When a question is asked, students respond to the question by drawing an image or writing a word on their mini whiteboard. Questions may include: What is the weather like today? What was the weather like yesterday? If I am hot and sweaty, what might the weather be like? If I am cold and shivering, what might the weather be like? If my hair is blowing into my face, what might the weather be like? Note: Lesson 2 will explore how weather affects our daily lives, C including clothing, activities and places we visit. PA

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Lesson 1

DAILY AND SEASONAL CHANGES

Weather jigsaw puzzles – 1

sunny rainy windy © R. I . C.Publ i cat i o ns •f orr evi ew pur posesonl y• snowy cloudy stormy 78

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Earth and space sciences

Lesson 1

DAILY AND SEASONAL CHANGES

Weather jigsaw puzzles – 2

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Lesson 2

DAILY AND SEASONAL CHANGES

Teacher notes Science inquiry focus:

Assessment focus:

How does weather affect our daily lives?

• Use page 83 to assess the student's understanding of how the weather affects the clothing we wear, the activities we do and the places we visit.

Science Inquiry Skills:

• Questioning and predicting QP • Planning and conducting PC • Processing and analysing data and information PA C

• Communicating

Science as a Human Endeavour:

• Students identify how the weather affects our daily lives, including the clothing we wear, the activities we do and the places we go.

Technology/Engineering/Mathematics links:

• viewing digital texts, including online songs and videos • participating in an online interactive activity to explore different weather conditions • taking digital photographs of themselves at home or at school in different weather conditions to add to a class blog about weather (optional)

Background information

• As humans, weather affects our clothing, our activities and the places we visit. It also impacts how we protect ourselves against extreme conditions, such as wearing sunscreen in the sun and securing items in strong winds. • Sunny weather typically generates images of people wearing light clothing such as shorts, T-shirts and dresses, with thongs or sandals. You may see people playing sport in the park or building sandcastles at the beach. People may also enjoy spending time outdoors visiting zoos and playgrounds, and having barbecues. • Rainy or stormy weather typically generates images of people wearing warm, thick clothing such as tracksuit pants, jeans, warm jackets/parkas, scarves, gloves, closed-in shoes and raincoats, and carrying umbrellas. You may see people jumping in puddles or staying indoors watching movies and playing games. People often visit shopping centres and movie theatres when it is wet outside.

Resources

• Online interactive game— 'Thing 1 and Thing 2’s weather transformer' at <http://tinyurl.com/ yb23zpu6> • Online video—Sesame Street—Weather at <http:// tinyurl.com/jkjkwnz> • A digital copy of page 82 for display on the interactive whiteboard • A copy of page 83 for each student • Digital cameras (optional)

• Windy weather typically generates images of people wearing warm wind-proof jackets, trousers and scarves. You may see people flying kites or making wind socks. People often visit indoor places when it is very windy. 80

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Lesson plan Introduction: 1. Play the interactive game 'Thing 1 and Thing 2’s weather transformer' at <http://tinyurl.com/ yb23zpu6>. Listen to the introduction and the instructions for the game and select students to participate in placing things in the scene. Choose one weather condition to begin. After observing the living and non-living things in the scene, students use a think-pair-share to describe what they might see or feel in each weather type. Discuss the types of clothing worn in each weather type and signs showing that it’s hot or cold (panting or shivering). What activities might you do in each weather? QP

Development: 2. Watch the video Sesame Street—Weather at <http://tinyurl.com/jkjkwnz>. Discuss Elmo’s ideas about weather and identify the clothing worn, the activities conducted and the places they visited in each weather type. PA 3. Display the poster on page 82 on the interactive whiteboard. Discuss each question in relation to different types of weather. What would you wear if it was raining? What would you wear if it was sunny? What activities would you do if it was windy outside? Where you you go if it was snowing? PA

4. Give each student a copy of page 83. Students draw images to show what they would wear, what they would do and where they would go in each type of weather. Note: Leave the poster on page 82 on display on the interactive whiteboard for students to refer to. PC

Differentiation • Less capable students may record a video explaining what they would wear, what they would do and where they would go in each type of weather, with prompting questions being provided by an adult or more capable student. • More capable students should be encouraged to write words or sentences to describe what they would wear, what they would do and where they would go for each weather type. • To incorporate more digital technologies, students may be asked to take digital photographs of themselves in different weather conditions at school and at home. Parents can be encouraged to email them to the teacher or add them to a class blog about weather.

Reflection: 5. Using a think-pair-share, students show their partner the images drawn on page 83 and use sentences to describe the information. For example, when it is raining, I wear my raincoat and C gumboots. I like to go to my friend's house and jump in puddles. PA

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What do you wear?

What do you do?

Where do you go?

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Draw a picture to show what you wear, what you do and where you go in each type of weather. What do you wear?

What do you do?

Where do you go?

sunny

windy

stormy

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Teacher notes Science inquiry focus:

What are seasons? What is the weather like in each season?

Science Inquiry Skills:

• Questioning and predicting QP

Assessment focus:

• Use page 87 to monitor the student's understanding of the types of weather found in each season.

• Planning and conducting PC • Processing and analysing data and information PA C

• Communicating

Science as a Human Endeavour:

• Students explore different types of weather in different seasons to predict which season they are currently experiencing.

Technology/Engineering/Mathematics links:

• viewing and extracting information from online videos • participating in an online interactive activity to explore different seasons • participating in a guided survey to create a tally of results

© R. I . C.Publ i cat i ons Background information Resources •f orr evi ew pur poseson l y• • A season is a division of the year when the weather, ecology and hours of daylight change. • In Australia, we commonly refer to four seasons—summer (December–February), autumn (March–May), winter (June–August) and spring (September–November). In the northern hemisphere, each season occurs during different months. In some places, autumn is also called fall. Students should be aware of both terms. • Summer is typically defined as a period of sunny weather with longer days and shorter nights. It is the hottest season. • Autumn is a transitional season between summer and winter and typically includes a period of warm to cool weather, windy conditions and occasional rain.

• Online interactive game— Seasons at <http://tinyurl. com/2a9zbqw> • Digital copy of page 86 for display on the interactive whiteboard • A copy of page 87 for each group • Online video—Seasons, weather and clothes at <http://tinyurl.com/ hzd49l3>

• Winter is typically defined as a period of rainy, stormy or snowy weather with shorter days and longer nights. It is the coldest season. • Spring is a transitional season between winter and summer and typically includes a period of cool to warm weather, windy conditions and frequent rain. • For more information about Australia’s weather and seasons, go to <http://tinyurl.com/lxjaoy3>.

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DAILY AND SEASONAL CHANGES

Lesson plan Introduction: 1. View the interactive game Seasons at <http://tinyurl.com/2a9zbqw>. Discuss what the weather is like in each picture. Note: Do not tell the students which season each image refers to. Ask students to describe how they know what the weather is like in each image. What things can you see that give C you clues about the weather? PA

Development: 2. Explain to the students that the images represent four seasons—summer, autumn, winter and spring. Using a show of hands, ask students to vote for which season they think the first image is showing. When the vote is complete, select students to move the season word to the image that received the most votes to check if it was correct. Repeat this activity for the remaining images. Note: It is important to mention that, in Australia, very few places receive snow in winter. Many places in Australia will only experience wind, rain, thunder and lightening. In other parts of the world, snow is a common feature of winter. QP PA 3. Display page 86 on the interactive whiteboard to show symbols of different weather types. Encourage students to have a go at reading the words next to each symbol and clarify any confusion. Note: Leave the poster on page 86 on display on the the interactive whiteboard for students to refer to. 4. Divide the class into groups and give each group a copy of page 87. Students work together to predict the types of weather that may occur in each season. As a group, students draw images or write the words of each weather type into the section for each season. Students must ensure they check that the type of weather has not already been drawn/written in that section before adding it. Note: Completed copies of page 87 will be required for Lesson 4. QP PA

• Less capable students may be grouped together and provided with books and images of each different season to help identify the types of weather in each season. • More capable students should be encouraged to write words or sentences to describe the types of weather in each season. 5. Watch the video Seasons, weather and clothes at <http://tinyurl.com/hzd49l3>. Students may be encouraged to place a small tick next to each type of weather they guessed correctly in each season. PA

Reflection: 6. In pairs, students take turns to answer the questions How do you know which season it is? What weather clues can you look for? Which season are we in now? and How do you know? Encourage C pairs to share their ideas with the rest of the class. PA

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Weather symbols

My weather chart Temperature

hot

sunny

partly sunny

cloudy

warm

TODAY’S Weather

cool

windy

cold freezing cold

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stormy

snowy

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Weather and seasons

autumn like in each season?

winter

summer

spring

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Teacher notes Science inquiry focus:

Assessment focus:

How do seasons affect our daily lives?

Science Inquiry Skills:

• Questioning and predicting QP • Planning and conducting PC • Processing and analysing data and information PA

• Use the groups' posters to monitor the students' understanding of how we change our clothing, activities and the places we visit depending on the season.

• Communicating

Science as a Human Endeavour:

• Students identify how seasonal changes affect our daily lives, including the clothing we wear, the activities we do and the places we go.

Technology/Engineering/Mathematics links:

• Viewing and extracting information from online videos

Background information

Resources

• In Australia, we commonly refer to four seasons—summer (December–February), autumn (March–May), winter (June–August) and spring (September–November). In the northern hemisphere, each season occurs during different months. In some places, autumn is also called fall. Students should be aware of both terms. • Seasonal trends in clothing can be seen in clothing stores. Summer clothing is designed to keep you cool in the hot weather. Autumn clothing is designed to keep you warm in the cooler windy weather. Winter clothing is designed to keep you warm in the stormy or snowy weather. Spring clothing is designed to keep you warm in the cooler rainy weather. • Seasonal activities vary depending on interests and specific daily weather but generally include building sandcastles at the beach in summer, building snowmen in snowy winters, jumping in puddles in rainy winters, flying kites in autumn and gardening in spring.

• The places we visit during each season also vary depending on interests and specific daily weather but generally include visiting outdoor places such as the zoo, the park or the beach in summer, autumn and spring, and visiting indoor places such as shopping centres, movie theatres and friends houses in winter and on rainy days in spring and autumn.

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• Online video—Autumn/ Fall at <http://tinyurl.com/ lbu8qpl> • Online video—Summer season at <http://tinyurl. com/o3vag2o> • Online video—Springtime at <http://tinyurl.com/ y9cy79ts> • Online video—Winter at <http://tinyurl.com/ yc6rp2ov> • A selection of objects, images and books for each season. A list of suggestions has been provided on page 90 (optional)

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Lesson plan Introduction:

1. As a class, view students' completed copies of page 87 from Lesson 3. Using a think-pair-share, students discuss the questions What is the weather like in each season and What do you think you would see, feel and do in each season? QP PA

Development:

2. Students view the video Autumn/Fall at <http://tinyurl.com/lbu8qpl>. Discuss what autumn is like in relation to the weather, the clothing worn, the activities conducted and the places people visited. Alternatively, display a selection of objects, books and/or images related to autumn. Suggestions have been provided on page 90. PC 3. Divide the class into four groups and give each group an enlarged copy of page 91. Students draw/write as many autumn-related clothes, activities and places as possible in the section entitled 'autumn'. Students should be encouraged to check that the image has not already been drawn in that section and encouraged to draw small images. PC PA 4. After a few minutes, gather students and view the video Summer season at <http://tinyurl.com/ o3vag2o>. Discuss what summer is like in relation to the weather, the clothing worn, the activities conducted and the places people visit. Alternatively, display a selection of objects, books and/or images related to summer. Suggestions have been provided on page 90. PC 5. Students return to their groups and draw/write as many summer-related clothes, activities and places as possible in the section entitled 'summer' on page 91. Remind students about not repeating images and sizing in the same section. PC PA

6. After a few minutes, gather students and view the video Springtime at <http://tinyurl.com/ y9cy79ts>. Discuss what spring is like in relation to the weather, the clothing worn, the activities conducted and the places people visited. Alternatively, display a selection of objects, books and/ or images related to spring. Suggestions have been provided on page 90. PC

7. Students return to their groups and draw/write as many spring-related clothes, activities and places as possible in the section entitled 'spring' on page 91. Remind students about not repeating images and sizing in the same section. PC PA 8. After a few minutes, gather students and view the video Winter at <http://tinyurl.com/yc6rp2ov>. Discuss what winter is like in relation to the weather, the clothing worn, the activities conducted and the places people visited. Alternatively, display a selection of objects, books and/or images related to winter. Suggestions have been provided on page 90. PC 9. Students return to their groups and draw/write as many winter-related clothes, activities and places as possible in the section entitled 'winter' on page 91. Remind students about repeating images and sizing in the same section. PC PA Differentiation • Less capable students may be grouped together and provided with iPads® to view the videos multiple times. Students should be encouraged to rewatch the video without sound so it does not distract the other students. • More capable students should be encouraged to write words or sentences to identify seasonrelated clothing, activities and places.

Reflection:

10. Encourage groups to share their poster with another group and identify any differences in the group ideas. Display the posters around the classroom. PA C

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Learning about seasons SPRING

SUMMER

Concrete objects

• Clothing—which may include long-sleeved shirts, dresses, cardigans, tops, closed-in shoes and light trousers. • Other objects—which may include baby animals (real or plush), spring-themed felt boards, a vase of flowers, gardening tools and an insect catcher.

• Clothing—which may include swimsuits, hats, sunglasses, t-shirts, shorts, light dresses, sandals, thongs and singlets. • Other objects—which may include sunscreen, beach towels, shells, picnic baskets, buckets, spades and summer fruit.

Images

• Nature—which may include blossom trees, green leaf trees, flowers growing, birds in a nest, butterflies flying, baby animals and rainbows. • People—which may include children playing in the sunshine wearing long-sleeved clothing and trousers, people gardening or children collecting bugs.

Books

• Nature—which may include the beach, the park, camping grounds, the lake/river and sea creatures at the beach (crabs). • People—which may include children swimming; people fishing, camping or snorkelling; families having a barbecue/ picnic in the park; children playing summer sports (cricket); and people sitting near a fan/airconditioner.

Books © R. I . C.Pu bl i cat i ons • Summer (Board book) by Gerda Muller • Your senses at the beach by Kimberly M •f orr evi ew p u r posesonl y• Hutmacher

• Spring (Board book) by Gerda Muller • Everything spring (Picture the seasons) by Jill Esbaum • It's spring by Linda Glaser

• Summer by June Factor and Alison Lester

AUTUMN

WINTER

Concrete objects

• Clothing—which may include long-sleeved shirts, dresses, cardigans, denim jackets, tops, closed-in shoes and trousers. • Other objects—which may include a collection of red and brown coloured leaves, kites, a rake and a plush squirrel collecting nuts for the winter.

• Clothing—which may include scarves, beanies, Ugg™ boots, gloves, thick socks, thick jacket/ parka, closed-in shoes and a raincoat. • Other objects—which may include warm blankets, umbrellas, a rain gauge, snowglobes and an empty tin of Milo™.

Images

• Nature—which may include leaves falling from trees, piles of leaves, deciduous trees and landscapes showing autumn colours. • People—which may include children flying kites wearing long-sleeved clothes and trousers, children jumping in piles of leaves and adults raking up leaves in the garden.

Books • • • •

Autumn (Board book) by Gerda Muller Awesome autumn by Bruce Goldstone Autumn is here! by Heidi Pross Gray I know it's autumn by Eileen Spinelli Science:

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• Nature—which may include ski slopes, thunder and lightning scenes, snowcovered houses and semi-flooded streets. • People—which may include children building snowmen, children splashing in puddles, people walking with umbrellas and people skiing down mountains.

Books

• Winter (Board book) by Gerda Muller • My puddle adventure (The most wonderful time of the year) by Ally Nathaniel • How do you know it's winter? by Ruth Owen

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summer

spring

autumn

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Lesson 5

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Teacher notes Science inquiry focus:

How do seasonal changes affect plants and animals?

Science Inquiry Skills:

• Questioning and predicting QP • Planning and conducting PC • Processing and analysing data and information PA C

• Communicating

Science as a Human Endeavour:

Assessment focus:

• View the student's completed copy of page 95 to assess their understanding of how animals cope with winter changes. • View the brainstorm conducted in Step 2 and Step 8 to assess the student's understanding of how seasonal changes affect plants and animals.

• Students identify how seasonal changes affect plants and animals, including plant and animal reproduction in spring, trees bearing fruit in summer, animal hibernation and migration in winter and fruit harvesting in autumn.

Technology/Engineering/Mathematics links: • viewing and extracting information from online videos • participating in an online interactive game

© R. I . C.Publ i cat i ons Background information Resources •f orr evi ew pur poseson l y• • Plants and animals sense changes in the environment from season to season. • In spring, as sunlight hours increase and frequent rain occurs, plants and animals reproduce. Flowers blossom on plants to allow for pollination. Animals begin courting rituals to find a mate and reproduce. Some animals will travel a long distance to find a mate. • Throughout summer, with the abundance of available food sources and sunlight, plants and animals are able to grow and mature. Some trees begin sprouting fruit/seeds and young animals begin to develop independence. It is also time for animals to begin storing food for winter. • In autumn, as sunlight hours decrease and temperatures become cooler, some trees shed their leaves to conserve energy for winter. Some animals continue storing food and other begin to migrate for the winter.

• Online interactive game— Sticks and the Seasons at <http://tinyurl.com/ y7yzqn7d> • One A3 copy of page 94 • Online video—Hibernation at <http://tinyurl.com/ hydhogj> • Online video—What is migration? at <http:// tinyurl.com/y9v5lwl8> • One copy of page 95 for each student

• Winter is often a stage of dormancy as food sources become scarce. Plants will not produce leaves or fruit to conserve stored energy. Some animals may migrate to warmer places with more food or hibernate to conserve energy. Other animals may grow thicker fur to combat the cold.

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Lesson plan Introduction: 1. As a class, explore the interactive game Sticks and the seasons at <http://tinyurl.com/y7yzqn7d>. Students predict which season they think is showing and then hover over or click on different parts of the scene to see what happens. Using a think-pair-share, students describe each plant and animal’s appearance and behaviours. Repeat this activity for all seasons. PC PA 2. Display an enlarged copy of page 94. Brainstorm students' ideas about how each season affects plants and animals. QP

Development: 3. Using the interactive game Sticks and the seasons, tell students to look carefully at the tree and the flowers to see how they change. Flick between the seasons again and hover over the tree and the garden bed, the flowers, the clouds and the small yellow birds so students can see the changes. Reinforce that plants grow leaves and flowers begin to blossom during spring. Towards the end of spring and through summer, some trees begin to grow fruit. In autumn, the fruit from the tree is harvested (collected) and the trees begin to shed their leaves. In winter, some trees will appear like lifeless sticks until the sunshine returns in spring. Note: These are general seasonal changes among plants. Specialised adapations also help individual species survive and these will be discussed in Year 5. PC PA 4. Using the interactive game Sticks and the seasons, tell students to look at the fish. Discuss how the fish’s environment changes with each season, including fishing in summer weather and frozen waters in winter. PC PA

5. Discuss that some animals have special ways to cope with the cold, icy winters. Using the interactive game Sticks and the seasons, look at the bird and the squirrel in each season. When does the bird lay eggs? When does the squirrel collect food? What is the squirrel doing during winter? Where did PC PA the birds go during winter? QP 6. View the video Hibernation at <http://tinyurl.com/hydhogj>. Pause the video at 1.23 as the rest of the video discusses more advanced concepts. Using page 95, students draw a picture of an animal hibernating. 7. View the video What is migration? at <http://tinyurl.com/y9v5lwl8>. Using page 95, students draw a picture of a group of animals migrating. Differentiation • Less capable students may be grouped together and provided with iPads® or books to view images of animals hibernating and migrating. Students should be encouraged to describe what each word means in their own words with a teacher scribing their explanation. • More capable students should be encouraged to write a sentence underneath their images to explain what each word means in their own words.

Reflection: 8. Review the brainstorm conducted in Step 2. Read through students initial ideas and add any other suggestions. Note: It may be useful to use a different colour for additional ideas to monitor students' learning. Using a think-pair-share, students answer the questions How do changes in the seasons C affect plants? and How do changes in the seasons affect animals? PA

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Lesson 5

How do seasonal changes affect plants and animals?

winter

summer

DAILY AND SEASONAL CHANGES

spring

autumn

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Lesson 5

DAILY AND SEASONAL CHANGES

Animals in winter Draw a picture to show what each word means.

What is hibernation?

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Teacher notes Science inquiry focus:

How did traditional Aboriginal and Torres Strait Islanders use their knowledge of weather and seasons in their everyday lives?

Science Inquiry Skills:

• Questioning and predicting QP • Planning and conducting PC

Assessment focus:

• View the student's completed copy of page 99 to identify their understanding of how Aboriginal and Torres Strait Islanders use knowledge of weather and seasons to find available food sources.

• Processing and analysing data and information PA C

• Communicating

Science as a Human Endeavour:

• Students identify how seasonal changes affected traditional Aboriginal and Torres Strait Islanders in Australia.

Technology/Engineering/Mathematics links:

• viewing an online animation of the Dreaming story Tiddalick the frog • viewing an online image of the six Noongar seasons

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Background information • Aboriginal and Torres Strait Islander people did not have four seasons like caucasian people. They may have had two, three, four, five, six or seven. The number of seasons depended on where they lived and what the weather was like. • Indigenous Australian people traditionally define time, weather and the seasons by what is happening in the environment around them; i.e. the plants, animals, sky and weather. • Indigenous Australian people traditionally have a deep connection with the natural environment. They know that when seasons start, certain fruits, insects and animals are available for food. Many Dreaming stories explain events in the environment and changes in the weather. • In monsoon/tropical parts of northern Australia, only two seasons are recognised—wet season and dry season.

Resources • Book/Video—Tiddalick the frog or an online reading <http://tinyurl.com/ mzdj3gr> • Online image—Noongar seasons <https://www. noongarculture.org.au/ language/> (scroll to bottom of page) • Digital or enlarged copy of page 98 • A4 copies of page 98 for students to refer to • One copy of page 99 for each student

• For more information about Aboriginal and Torres Strait Islander seasons, go to <http://tinyurl.com/ydh8mvt>.

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Lesson plan Introduction: 1. Read the Dreaming story Tiddalick the frog or view the online reading at <http://tinyurl.com/ mzdj3gr>. Explain that Dreaming stories were created by Aboriginal and Torres Strait Islander people to explain their observations of the weather and how things were created. Discuss the following questions: What did Aboriginal and Torres Strait Islanders believe caused all the water to dry up? What did they believe caused all the water to return? What season do you think it may have been when all the water dried up? What season do you think it was when all the water returned? QP

Development: 2. Revise students' understanding of how weather and seasons affect our daily lives. What are the seasons? How does knowing about the seasons help us? (It tells us what we need to wear for the weather, what activities we might be able/not able to do etc.) C 3. View a pictorial representation of the Noongar seasons at <https://www.noongarculture.org.au/ language/> (scroll to the bottom of the page and click the second blue image in the first row, entitled 'Noongar seasons'). Count the number of seasons. What do the images of Aboriginal and Torres Strait Islander seasons show? Look at and discuss the pictures on each season, and read the text. QP PA 4. Display the pictorial diagram of Kakadu seasons on page 98. This shows another idea of Aboriginal and Torres Strait Islander seasons. Alternatively, this can be viewed in colour but with less images at <http://tinyurl.com/yayr3g5y> (scroll down to the poster entitled 'Kakadu seasons'). Count the number of seasons. Look at where the wet and dry seasons are shown. Discuss the weather for each season and the images of food available. Why would it be important for Aboriginal and Torres Strait Islander people to know about the animals and bush fruit of each season? QP PA

5. Keep the pictorial diagram of Kakadu seasons on display or place one copy of the poster in the centre of each group for students to refer to. Students complete page 99 by drawing a symbol for the type of weather and images of available food sources for each season. Students should be encouraged to use intitial and final sounds to match the seasons on the poster to the season words on page 99. PC PA Differentiation • Less capable students may work with more capable students or an adult to orally discuss the weather and food in each season. They may have words scribed for them to identify the image drawn. • More capable students should be encouraged to write words or a sentence underneath their images to explain the weather and available food sources in each season.

Reflection: 6. Using a think-pair-share, students answer the question Why did Aboriginal and Torres Strait C Islanders need to know about the weather and seasons? PA

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Aboriginal and Torres Strait Islander

Kakadu seasons

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Lesson 6

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Draw a picture to show what the weather is like in each Kakadu season and what food is available.

Season

Weather

Available food sources

Gudjewg monsoon season

Banggerreng storm season

Yegge

cool but humid

Wurrgeng

cold weather

Gurrung

hot and dry

Gunumeleng Pre-monsoon

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Assessment

DAILY AND SEASONAL CHANGES

Teacher notes Science knowledge Daily and seasonal changes in our environment affect everyday life (ACSSU004)

Indicators

• Identifies the weather in each season. • Identifies how the weather in each season affects our clothing. • Identifies how the weather in each season affects the activities we do. • Identifies how the weather in each season affects the places we visit.

Differentiation

• Easier option—Page 101 requires students to draw a picture of themselves in each season, including the weather, a place they may visit, an activity they might do at that place and the clothing they may wear while doing this activity. The poster on page 82 may be displayed on the interactive whiteboard to prompt students' thoughts. • Harder option—Page 102 requires students to read the sentence starters and complete the sentences using a few words. Students then draw a picture depicting each season. The poster on page 82 may be displayed on the interactive whiteboard to prompt students' thoughts.

Answers

Page 101 and Page 102

check—winter Teacher © R. I . C.P3. u bl i c at i ons Answers may include: • r Weather—cloudy, rainy, and snowy •f orr evi ew pu poseso nstormy l y•

1. Teacher check—summer Answers may include: • Weather—sunny and sometimes partly cloudy

• Places—visiting outdoor and indoor places such as ski slopes, a movie theatre, a friend's house or a shopping centre

• Places—visiting outdoor places such as the zoo, the park or the beach • Activities—building sandcastles, playing on play equipment, riding a bicycle or playing sport

• Activities—watching movies, having play dates with friends, building snowmen, skiing, jumping in puddles and playing in the rain

• Clothing—light clothing such as singlets, T-shirts, dresses, shorts, hats, thongs, sandals or swimwear 2. Teacher check—autumn Answers may include: • Weather—sunny, windy and rainy • Places—visiting outdoor and indoor places such as the zoo, the park, a shopping centre or a friend's house

• Clothing—thick, warm clothing such as tracksuit pants, scarves, beanies, gloves, thick socks, thick jackets/parkas, closed-in shoes or a raincoat 4. Teacher check—spring Answers may include: • Weather—cloudy, rainy, sunny and windy

• Activities—flying kites, riding bicycles, cooking with freshly harvested food or jumping in puddles • Clothing—light but warm clothing such as long-sleeved shirts, cardigans, trousers or closed-in shoes

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• Places—visiting outdoor and indoor places such as the zoo, a farm, a shopping centre or a friend's house • Activities—catching insects, smelling newly blossomed flowers, patting young animals or having picnics • Clothing—light but warm clothing such as long-sleeved shirts, cardigans, trousers or closed-in shoes R.I.C. Publications® – www.ricpublications.com.au

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Assessment

DAILY AND SEASONAL CHANGES

Weather and seasons – 1 Draw a picture of yourself in each season. Draw the weather, a place you might visit, an activity you might do there and the clothing you might wear.

1. summer

2. autumn

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Weather and seasons – 2 How does each season affect our daily lives? In summer, the weather is

I go to

I like to

I wear

In autumn, the weather is

I go to

I like to I wear

In winter, the weather is

I go to

I like to

I wear

In spring, the weather is

I go to

I like to

I wear

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STEM project

DAILY AND SEASONAL CHANGES

STEM project overview Make a diorama showing the seasons:

Students work in pairs to design and create a diorama of each season—summer, autumn, winter and spring. The diorama must show how each season affects our daily lives, including the clothes we wear, the activities we do and the places we go. Students then create a video of their diorama, explaining how the weather in each season affects our daily lives.

Concepts overview: Science

• Apply knowledge of weather and seasons and how these affect our daily lives, including the clothes we wear, the activities we do and the places we go.

Technology/Engineering

• Apply the design process to plan, create and evaluate a diorama showing each season and how it affects our daily lives. • Select appropriate materials and apply safety procedures while creating. • Create a digital video of the completed diorama, explaining how the weather in each season affects our daily lives.

© R. I . C.Publ i cat i ons • Use indirect measurement to ensure the diorama for each season will be big enough to fit the paper dolls that the paper doll can conduct the activities in each season •andf o r r e vi ew pur po ses on l yduring • the video. Mathematics

Alternative project ideas: • As a class, design and create a weather station that can be used by young children to observe what season it is. Students research and create simple weather testing devices. Rain gauge <http://tinyurl.com/ya6fthqo> Thermometer <http://tinyurl.com/y88j9289> Windmill <http://tinyurl.com/yaaen2r9> • In pairs, students investigate seasonal food in Australia and food that is available all year round. Students design and create a pictorial menu for a given season. When complete, four pairs with different seasons should combine their menus to create a book. Set up a restaurant role-play area and place one menu book in the area for a couple of days before changing to a different menu.

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STEM curriculum links SCIENCE CURRICULUM Science Understanding • Daily and seasonal changes in our environment affect everyday life (ACSSU004)

Science as a Human Endeavour • Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013)

TECHNOLOGIES CURRICULUM Design and Technologies Knowledge and Understanding • Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)

Design and Technologies Processes and Production Skills

• Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)

(ACTDEP007)

Digital and Technologies Processes and Production Skills • Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)

MATHEMATICS CURRICULUM Measurement and Geometry • Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)

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Page 105

Teacher notes STEM project:

Create a diorama to show the weather and seasons of Australia and how each season affects our daily lives, including the clothes we wear, the activities we do and the places we visit. Create a video of the diorama to explain how each season affects our daily lives. Estimated duration: 4 weeks

1. Introduce the project

3. Design, plan and manage resources

• Read the problem on page 106 to students.

• Students plan their diorama and create a diagram of it, labelling the seasons, the weather and things that can be seen in the environment. For each season's diagram, they should also draw/write the place that will be visited, the activities that will be done and the clothes that will be worn.

• Watch the online video Peppa Pig pen pal at <http://tinyurl.com/y7ma9oup>. This video clip shows Peppa Pig being introduced to what a penpal is and organising to write letters to a penpal in France, who eventually visits Peppa Pig’s house. • As a class, discuss if any students have had a penpal before or if they would be interested in having a penpal. Note: If students are interested in having a penpal, go to <http://www.studentsoftheworld. info/> to explore penpals around the world (kid-friendly).

• Students collect the materials necessary. Remind them about resource management, conserving resources and ensuring that resources are shared.

4. Create

• c Students choose © R. I . C.Publ i at i o nswhich materials they will use to make the features in each season’s diorama. •f orr evi ew pur po sesonl y•

• Read the task and the important information on page 106 to students. Show students the cardboard paper doll templates and clothing on pages 108–110. Students will need to make sure their paper doll character can demonstrate the activities in each season’s diorama for the video.

2. Find out information • Provide time for students to find out information about seasonal changes in their local area. —— Place a copy of page 82 on the interactive whiteboard for students to refer to. —— Provide a selection of nonfiction and fiction texts for students to look at, ensuring that only factual information is transferred. —— Talk to people that live in the area about their favourite activities to do, places to go and clothes to wear in each season. R.I.C. Publications® – www.ricpublications.com.au

• Students create their diorama according to their diagram.

5. Evaluate and refine • Students evaluate their diorama to ensure that all the criteria on page 106 is included. • Students make any adjustments necessary to their designed product.

6. Communicate • Students create a video of their diorama using an iPad® application or a digital camera, explaining each season in Australia and how it affects our daily lives. • Display the dioramas and the iPad® videos around the classroom and conduct a gallery walk for students to view others' designs and videos. • Students complete the self-assessment of how well they participated and cooperated within the group.

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Project brief The problem

Hello!

is a picture On this postcard Opera House. It of the Sydney our home and is really close to urite tourist is one of our favo t. attractions to visi From Louise and

10¢

Joseph

Louise and Joseph have made a new friend that lives overseas. She is a penpal. Louise and Joseph write letters and emails to her about their favourite activities, the places they visit and what it is like to live in Australia. Louise and Joseph want to give their penpal a handmade gift to show her what it is like to live in Australia. They hope that one day she will come and visit. How can Louise and Joseph show their penpal what it is like to live in Australia at different times of the year?

The task • Design and create a diorama that Louise and Joseph can send their penpal to show the places they might visit, the activites they might do and the clothing they might wear for each season.

© R. I . C.Publ i cat i ons • Create a video ofs theo diorama, explaining •f orr evi ew p u r p o s e n l y • what each season is like in Australia. Important things you need to do! • You must work in pairs. • You must make a tissue box diorama for each season. • It must include the types of weather that might be seen in each season. • It must include Louise and the places she might visit, the activities she might do and the clothing she might wear for each season. • The video must include an explanation of each season, including how each season affects our daily lives.

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Project steps Find out information

Learn about the weather and seasons in your local area.

Talk to people that live in your area about weather/seasons.

Read books about weather and seasons.

Look at pictures and videos of weather in different seasons.

Learn about how weather and seasons affect our daily lives.

Look at the different clothes you wear in each season.

Think about the activities that you do in each season.

Think about the places that you visit in each season.

Design, plan and collect resources Plan your diorama.

Draw each season, including the weather and the environment.

Collect the materials you need.

Create

Create your diorama.

Choose which materials to use for each part of the diorama.

Make the diorama.

Check and make changes

Check that it is correct and you are happy with it.

Check that all the important things on page 106 were done.

Check that both partners are happy with it.

Communication

Use an iPad® to record a video.

Explain each season and how it affects our daily lives.

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Self- assessment Student name:

Date:

STEM project: Make a diorama showing the seasons I listened to others. I gave ideas.

The project was:

easy

hard

I liked ... . R.I.C. Publications® – www.ricpublications.com.au

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Group assessment rubric Group members: Project task:

1 = Below expectation 2 = Meeting expectation 3 = Above expectation

Science knowledge Creates diorama showing how the weather in each season affects the clothes we wear, the activities we do and the places we visit.

Science skills Creates a labelled diagram of each season, including the weather and environment, the clothing we wear, the activities we do and the places we visit. Plans, conducts and evaluates an investigation to find out how seasons in their local area affect their daily lives.

Technology/Engineering skills Plans and designs a diorama of each season, including the weather and environment, the clothing we wear, the activities we do and the places we visit. Investigates and uses a range of materials to represent features in each season. Creates a diorama of each season using materials and tools safely. Evaluates designed products to ensure they meet the criteria and makes any necessary changes. Plans and creates a digital video, using an iPad® or digital camera, to explain how each season affects our daily lives.

Mathematics Uses informal measurement to ensure the diorama for each season can fit the paper doll.

Group skills All group members contributed fairly and appropriately. All group members collaborated and communicated effectively. Group members were able to resolve conflicts independently.

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Physical sciences HOW THINGS MOVE

jump

position

move

crawl

speed

fly

slide

force

walk

roll

push

swim

bounce

pull

slither

spin

ramp

climb

motion

surface

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Unit overview

HOW THINGS MOVE

The way objects move depends on a variety of factors, including their size and shape (ACSSU005)

Pages

Lesson 1

Students use their prior knowledge of living things to predict how humans and animals move. They investigate the body features animals use to move in different ways and sort animal cards into groups according to how they move. Students watch an online video that explains how animals move in simple terms.

116–119

Lesson 2

Students reflect on how humans and animals move to predict if objects move in the same way. Students are introduced to the terms 'motion', 'position', 'speed' and 'force' using simple definitions and word wall cards. They then investigate a range of objects to identify how they move.

120–123

Lesson 3

Students identify objects that move using a rolling motion. They predict how the size and shape of an object affects the speed and distance that it rolls. They conduct an experiment to compare two objects rolling down a ramp and record their observations using a simple table.

124–127

Lesson 4

Students identify objects that can slide along a smooth surface. They predict how the size and shape of an object affects the speed and distance that it slides. They conduct an experiment to compare two objects sliding down a ramp and record their observations using a simple table.

128–131

How do humans and other animals move?

How do objects move? Can they move by themselves?

How does the size and shape of an object change how it rolls?

How does the size and shape of an object change how it slides?

Lesson 5

132–133

How does the size and shape of an object change how it bounces?

needed to put objects into a bouncing motion. They predict how the size and shape of a ball affects the height it bounces to and the direction it bounces. They conduct an experiment to compare two different balls by dropping each ball from a controlled height at the same time, discussing their observations as they conduct the experiment.

Lesson 6

Students identify toys that spin and the actions needed to put objects into a spinning motion. They predict how the size and weight of cardboard tube spinners affects the speed and duration at which they spin. They conduct an experiment to compare two different-sized or weighted cardboard tubes, using a controlled flick to get the object in motion, discussing their observations as they conduct the experiment.

134–135

Summative assessment

Students demonstrate their knowledge of different types of motion by identifying objects that roll, slide, bounce and spin.

136–138

STEM project

Students create a racetrack for a toy sports car and a toy fire truck to roll down at the same time. They will then create a video describing the shape, size and weight of each vehicle and showing which vehicle moved faster/slower and which travelled further.

139–145

How does the size and shape of an object change how it spins?

Roll down the racetrack

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Unit overview

HOW THINGS MOVE

Curriculum scope and sequence Lesson SCIENCE UNDERSTANDING The way objects move depends on a variety of factors, including their size and shape (ACSSU005)

Assessment

STEM project

SCIENCE AS A HUMAN ENDEAVOUR Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013)

SCIENCE INQUIRY SKILLS Questioning and predicting Pose and respond to questions about familiar objects and events (ACSIS014)

Planning and conducting

Participate in guided investigations and make observations using the senses (ACSIS011)

Processing and analysing data and information

Engage in discussions about observations and represent ideas (ACSIS233)

Communicating Share observations and ideas (ACSIS012)

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Teacher notes Science inquiry focus:

How do humans and other animals move?

Science Inquiry Skills:

• Questioning and predicting QP • Planning and conducting PC • Processing and analysing data and information PA C

• Communicating

Science as a Human Endeavour:

Assessment focus:

• Use the brainstorm in the Introduction and the Reflection to assess the student's prior knowledge of human and animal movements. • Use the digital photograph of the student's sorted groups as evidence of learning for portfolios or student workbooks.

• Students identify types of human and animal movement and observe animals moving in different ways using online videos.

Technology/Engineering/Mathematics links: • viewing online videos

• p articipating in a brainstorm using an online mind-mapping tool • p articipating in an online interactive activity to group animals by how they move

• t aking a digital photograph of sorted cards as evidence of their learning

• Humans and animals perform different types of movement depending on their body features and the conditions of their environment. They move to meet their basic needs. • Students should be familiar with most of the types of movement used within the lesson. It may be helpful to explain the difference between walking, running and crawling, and the difference between sliding and slithering. • Answers to the sorting activity: —— Animals that fly—bird, bee, butterfly —— Animals that walk/run—dog, cat, spider —— Animals that swim—fish, dolphin, ray —— Animals that slither—worm, snake, snail —— Animals that climb—koala, monkey, sloth —— Animals that jump—kangaroo, rabbit, frog —— Animals that crawl—tortoise, crocodile, caterpillar —— Animals that slide—walrus, seal, penguin

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• Online mind-mapping tool <https://www.mindmup. com/> • Online video—How animals move <https://vimeo. com/41446127> • Online interactive game— Grouping animals (Sorting animals – how they move) <http://tinyurl. com/39kn3s7> • Copy of animal cards on pages 118 and 119 for each pair. These should be cut and laminated prior to the lesson (see Differentiation for each set) • Digital camera or iPad® (optional) • Online video—Sesame Street – Watch these baby animals move at <http://tinyurl.com/ yag3ytt7> R.I.C. Publications® – www.ricpublications.com.au

Physical sciences

Lesson 1

HOW THINGS MOVE

Lesson plan Introduction: 1. Using an online mind-mapping tool such as <https://www.mindmup.com/>, write the question How do humans and other animals move? in the centre box. Read the question aloud to students and allow 30 seconds of silence for them to think about all the different ways of movement. Conduct a brainstorm with students to identify their ideas and add child nodes to the mind map to list students' ideas. Alternatively, conduct this activity on a large piece of paper. QP

Development: 2. View the video How animals move at <https://vimeo.com/41446127>. This video explains different types of movement with examples of how humans and insects demonstrate each action. Pause the video after each action is demonstrated by the hosts and ask students to demonstrate the action on the spot. Which actions could you do easily? Which actions couldn’t you do? (e.g. flying) What do humans need to allow them to move through the air? PC PA 3. Play the interactive game Grouping animals (Sorting animals – how they move) at <http://tinyurl. com/39kn3s7>. Choose students to participate in sorting the animals according to how they move—flying, walking, swimming and slithering. Students should be encouraged to describe which body part the animal uses to move. Alternatively, use some of the pre-prepared animal cards on page 118. 4. Divide the class into pairs and give each pair a set of the pre-prepared animal cards and headings from page 118 and the top half of page 119. Read the headings to students and encourage them to look at the initial sounds in each word to help them read the words independently during the activity. Students work together to sort the animals by how they move. Students then take a digital photograph of their sorted groups using an iPad® or digital camera. These can be printed and used as evidence. PC PA

Differentiation • Less capable students may be limited to using the animal cards on page 118. These cards only focus on flying, swimming, walking/running and slithering, as demonstrated in the interactive game Grouping animals (sorting animals – how they move). • More capable students may be encouraged to use all animal movement cards on pages 118 and 119. These cards include harder-to-differentiate groups such as identifying if animals walk/ run or crawl. Students will need to know the meaning of these three words. 5. Watch the video Sesame Street – Watch these baby animals move at <http://tinyurl.com/yag3ytt7>. This video explains how other animals move, including mammals, birds, reptiles and fish.

Reflection: 6. Re-visit the online mind-mapping tool and read through each type of movement that was suggested during the Introduction activity. As each type of movement is suggested, students should name an animal that uses that type of movement in its everyday life. Add any further types of animal movement that students suggest. Note: The animal movement cards from the sorting C activity can be used to prompt students' ideas if necessary. PA

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Lesson 1

HOW THINGS MOVE

Animal movements – 1 Animals that fly

Animals that walk or run

Animals that swim

Animals that slither

dog

fish

bird

118

cat

snail

spider

butterfly

worm

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Lesson 1

HOW THINGS MOVE

Animal movements – 2 Animals that climb

Animals that jump

kangaroo

koala

rabbit

sloth

frog

monkey

Animals that slide

tortoise

seal

crocodile

walrus

penguin

caterpillar

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Teacher notes Science inquiry focus:

How do objects move? Can they move by themselves?

Science Inquiry Skills: • Questioning and predicting QP

Assessment focus:

• Use page 123 to assess the student's understanding of how objects move, including rolling, sliding, bouncing and spinning.

• Planning and conducting PC • Processing and analysing data and information PA C

• Communicating

Science as a Human Endeavour:

• Students observe how everyday objects move from one place to another, including rolling, sliding, spinning and bouncing.

Technology/Engineering/Mathematics links:

• viewing digital texts, including online videos • identifying and exploring how objects use forces to move • participating in a class vote by answering yes or no to a given question • using mathematical language to describe the size and weight of objects and the speed and distance at which they move

Background information

Resources

• Objects move when they are acted upon by a force. This force can be an environmental factor such as gravity or a force exerted by human activity.

• Online video—Force and motion at <http://tinyurl. com/gr95aow>

• For simple explanations of motion, position, speed and force with images as examples, see page 122.

• A copy of the cards on page 122. These may be coloured, cut and laminated prior to the lesson

• For the purpose of this unit, the focus will be on how things move by rolling, sliding, bouncing and spinning, and how size, shape and weight affect their movement. • Rolling means to move in a continuous motion with constant contact along a surface, turning over and over. • Sliding means to move in a continuous motion with constant contact between one surface of an object and another smooth surface. • Bouncing means to move in a continuous motion making contact with the ground for a short period of time before rebounding into the air.

• A selection of objects that move in different ways, such as a toy car, a tennis ball, a wooden block, a fidget spinner or spinning top, and a hula hoop • A copy of page 123 for each student

• Spinning means to move in a continuous circular turning motion with constant contact between the object and a smooth surface, either on a spot or along a path.

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Lesson 2

HOW THINGS MOVE

Lesson plan Introduction: 1. Take the class outside to conduct a five-minute movement relay with the students. Divide the class into teams of six and place three students from each team at one end of the relay and the other three students at the other end. Call out a type of movement, such as walking, running, crawling, hopping or jumping. Students must perform that movement during the relay until another type of movement is called. Alternatively, these movements can be performed on the spot in a classroom if there is sufficient space. PC

Development: 2. Watch the video Force and motion at <http://tinyurl.com/gr95aow>. This video provides simple definitions of the words 'motion', 'position' and 'speed' and explains different types of motion (up, down, forward, backward, round and round, and zigzag) and different ways we can get stationary objects in motion (push, pull, hit it with another object, and blow on it). Alternatively, use the word wall posters on page 122 and read the definitions to students. 3. Using the word wall posters on page 122, reinforce the words and concepts. For example, ‘When objects are moving they are in motion’, ‘Objects can move along different paths while in motion’, ‘Objects move from one position to another’, ‘Objects move at different speeds’ and ‘Objects use different forces to move’. Note: If the posters were used in Step 2, skip this step. 4. Display a selection of objects that roll, slide, bounce and spin. Some examples are listed in the Resources on page 120. Ask students Can these objects move on their own the same way humans and animals can? Conduct a class Yes/No vote and record the tally on the whiteboard. QP

5. Divide the class into groups of five or six and give each group a set of five objects that move differently. Some examples are listed in the Resources section on page 120. Students explore how each object moves and individually record their observations by writing 'yes' or 'no' in each column on page 123. PC PA Differentiation • Less capable students may place a tick or cross in each column and may be assisted by an adult to read each question. • More capable students may be encouraged to complete page 123 then find additional objects and see how they move. Students can record their objects on the back of page 123.

Reflection: 6. Name a type of movement (e.g. roll, slide, bounce, spin, walk, crawl, fly, fall) and, using a think-pairshare, students decide if an object, an animal, or both objects and animals can move in this way. C Students should be encouraged to provide examples to justify their decision. PA

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Word wall posters Motion

Motion is movement from one place to another.

FORWARD

BACKWARD

DOWN

ROUND AND ROUND

ZIGZAG

Position

Position is the place where something is.

IN in

UNDER under

NEXT nextTO to

BEHIND behind

IN OF in FRONT front of

BETWEEN between

Speed

Speed is how fast or slow something moves.

SLOW

Force

A force is needed to make something move. push

pull

throw

fall

kick

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Lesson 2

HOW THINGS MOVE

How do these objects move?

Draw the object.

Does it roll?

Does it slide?

Does it bounce?

Does it spin?

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Teacher notes Science inquiry focus:

How does the size and shape of an object change how it rolls?

Science Inquiry Skills:

• Questioning and predicting QP • Planning and conducting PC • Processing and analysing data and information PA C

• Communicating

Science as a Human Endeavour:

• Students observe how the size and shape of everyday objects affect how they roll from one place to another by placing objects on a ramp.

Assessment focus:

• Use page 127 to assess the student's observation and recording skills. • Use observation records to monitor the student's understanding of how the size and shape of an object affects how it rolls during the discussion in the Reflection section.

Technology/Engineering/Mathematics links: • viewing online videos

• identifying and exploring how different-sized and shaped objects roll

Resources

• participating in a class vote by answering given questions

• Access to a playground slide or an online image of a playground slide

• using hefting to determine which object in a pair is heavier and which is lighter

• using mathematical language to describe the size and weight of objects and the speed and distance at which they move

Background information • Rolling means to move in a continuous motion with constant contact along a surface, turning over and over. • Objects that roll often have wheels or rounded surfaces, such as cars or balls. When enough force is applied, other objects such as a dice will roll, but will often lose contact with the surface for brief periods of time. • It is difficult for young children to accurately determine factors that affect rolling as, scientifically, it involves massdensity ratios of each object, the speed at which they are travelling, the distance they are travelling and the type of surface they are travelling on. • For the purpose of this unit, students should discover that heavy objects will roll faster and further down a ramp than similar-sized and shaped objects, and that big objects may roll faster or slower down a ramp than a small object, depending on the mass and shape of each object. • For instructions on how to construct a cereal box ramp, go to <http://tinyurl.com/y7r3qpta>. 124

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large toy truck for each group • A tennis ball for each group • A basketball for each group • A large roll of thick masking tape for each group • A small roll of thin sticky tape for each group • A cereal box ramp for each group. These will need to be made prior to the lesson to save time. These ramps will be re-used in Lesson 4 • Digital copy of page 126 for display on the interactive whiteboard • A copy of page 127 for each student • Online video about changing the surface an object moves at <http:// tinyurl.com/yby8pq9f> R.I.C. Publications® – www.ricpublications.com.au

Physical sciences

Lesson 3

HOW THINGS MOVE

Lesson plan Introduction: 1. Take the class outside and, using a tennis ball, conduct a five-minute ramp introduction using the playground slide. Alternatively, display an online image of a playground slide. Determine students' prior knowledge of ramps by asking How do objects move down ramps? Do they slide? Do they spin? Do they roll? Do they bounce? Demonstrate an object rolling, bouncing and spinning down the slide using the tennis ball and demonstrate sliding by asking all students to slide down the slide. Note: This lesson will focus only on rolling. The other types of movement will be covered in Lessons 4–6. QP

Development: 2. Display a small toy car, a sandpit truck or other large toy truck, a tennis ball, a basketball, a large roll of thick masking tape and a small roll of thin sticky tape. How do these objects move? Why do you think these objects roll? Explain that objects often roll if they have wheels or rounded faces. QP

3. Display a digital copy of page 126. Point to the two objects in the first row and ask Which object will roll faster? Conduct a class vote to tally students' predictions about which object they think will roll faster. Repeat the question for all pairs of objects. Conduct another vote to record students predictions about which object in each pair will roll further and record the tally at the bottom of page 126. QP 4. Give each group a cardboard box ramp, a small toy car, a sandpit truck or other large toy truck, a tennis ball, a basketball, a large roll of thick masking tape and a small roll of thin sticky tape. Students experiment to find how the size and shape of each object affects how they roll by placing two objects at the top of their ramp and letting go at the same time. Students should be encouraged to try the same two objects multiple times to ensure their observations are correct. Using page 127, students individually record their observations by circling the object that is heavier, lighter, faster and travelled the furthest. PC PA

Differentiation • Less capable students may work as a group to complete page 127 or can work with an adult to test each pair of objects. • More capable students may be encouraged to complete page 127 then find additional objects and see how their size and shape affect how they roll. Students can record their objects on the back of page 127. 5. Watch the video at <http://tinyurl.com/yby8pq9f>, which shows children rolling different objects down down a grass hill and a downhill path. Discuss which object rolled the fastest and which object rolled the furthest. PA

Reflection: 6. Using a think-pair-share, ask students to discuss the question What things change how an object rolls? Students should be encouraged to think about the size, the weight and the surface that it is rolling on. Note: Students are only required to know that objects move differently. Moving on C different surfaces is covered in the science curriculum for Year 4. PA

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How size and shape affect rolling – 1 Which object will roll faster?

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Test the two objects.

Which object was heavier?

Which object was lighter?

Which object moved faster?

Which object moved further?

How size and shape affect rolling – 2

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Teacher notes Science inquiry focus:

Assessment focus :

Science Inquiry Skills:

• Use observation records to monitor the student's understanding of how the size and shape of an object affects how it slides during the discussion in the Reflection section.

How does the size and shape of an object change how it slides? • Questioning and predicting QP • Planning and conducting PC • Processing and analysing data and information PA • Communicating

• Use page 131 to assess the student's observation and recording skills.

Science as a Human Endeavour :

• Students observe how the size and shape of everyday objects affect how they slide from one place to another by placing objects on a ramp.

Technology/Engineering/Mathematics links: • viewing online videos

• identifying and exploring how different-sized and shaped objects slide • participating in a class vote by answering given questions

Resources © R. I . C.Publ i cat i on s • Cardboard ramps (created in • f o r r e v i e w p u r p o ses oeach nl y • Lesson 3) for group • using mathematical language to describe the size • using hefting to determine which object in a pair is heavier and which is lighter

and weight of objects and the speed and distance at which they move

• A small rectangular wooden construction block for each group

Background information

• A large rectangular wooden construction block for each group

• Sliding means to move in a continuous motion with constant contact between one surface of an object and another smooth surface. • Objects that slide often have flat surfaces, such as boxes or beanbags. Objects with smooth surfaces slide more easily than those with rough surfaces. • It is difficult for young children to accurately determine factors that affect sliding as, scientifically, it involves mass-density ratios of each object, the speed at which they are travelling, the distance they are travelling and the type of surface they are travelling on. • For the purpose of this unit, students should discover that heavy objects will slide faster and further down a ramp than similarly-sized and shaped objects, and that big objects may slide faster or slower down a ramp than a small object, depending on the weight and shape of each object. 128

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• An empty tissue box for each group • A full tissue box for each group • A small teddy bear for each group • A toy doll for each group • A plastic sandpit scoop for each group • A plastic sandpit sieve for each group • A beanbag for each group • A plastic sports cone for each group • Digital copy of page 130 for display on the interactive whiteboard • A copy of page 131 for each student • Online video—Snow daze <http:// tinyurl.com/y9pgznnd> R.I.C. Publications® – www.ricpublications.com.au

Physical sciences

Lesson 4

HOW THINGS MOVE

Lesson plan Introduction: 1. Place a cardboard ramp used during Lesson 3 at the front of the class. Ask students If I placed two objects at the top of this ramp, which types of motion could they use to travel down the ramp? (They can roll, slide, spin or bounce.) What causes objects to roll at different speeds and for different C distances? (Their size and shape.) PA

Development: 2. Display a small rectangular wooden construction block, a large rectangular wooden construction block, an empty tissue box, a full tissue box, a small teddy bear, a toy doll, a plastic sandpit scoop, a plastic sandpit sieve, a beanbag and a plastic sports cone. How do these objects move? (They slide.) Why do you think these objects slide? Explain that objects often slide if they have a flat surface. QP PA 3. Display a digital copy of page 130. Point to the two objects in the first row and ask Which object will slide faster? Conduct a class vote to tally students' predictions about which object they think will slide faster. Repeat the question for all pairs of objects. Conduct another vote to record students' predictions about which object in each pair will slide further and record the tally at the bottom of page 130. QP 4. Divide the class into groups of five or six and give each group a ramp (created in Lesson 3), a small rectangular wooden construction block, a large rectangular wooden construction block, an empty tissue box, a full tissue box, a small teddy bear, a toy doll, a plastic sandpit scoop, a plastic sandpit sieve, a beanbag and a plastic sports cone. Students experiment to find how size and shape affect how objects slide by placing two objects at the top of their ramp and letting go at the same time. Students should be encouraged to try the same two objects multiple times to ensure their observations are correct. Using page 131, students individually record their observations by circling the object that is heavier, lighter, faster and travelled the furthest. PC PA

Differentiation • Less capable students may work as a group to complete page 131 or can work with an adult to test each pair of objects. • More capable students may be encouraged to complete page 131 then find additional objects and see how their size and shape affect how they slide. Students can record their objects on the back of page 131. 5. Watch the video at <http://tinyurl.com/y9pgznnd>. This video shows cartoon animal characters attempting to slide down a snow hill before searching for objects they can use to help them slide. Discuss why the characters couldn't slide down the snow hill at the beginning and how they used objects to help them slide. Discuss the movement made by the duck before he eventually slid down the hill. PA

Reflection: 6. Using a think-pair-share, students discuss the question What things change how an object slides? Students should be encouraged to think about an object's size, weight and the surface that it is sliding on. Note: Students are only required to know that objects move differently. Moving on C different surfaces is covered in the science curriculum for Year 4. PA

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How size and shape affect sliding – 1 Which object will slide faster?

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Physical sciences

Lesson 4

HOW THINGS MOVE

Test the two objects.

Which object was heavier?

Which object was lighter?

Which object moved faster?

Which object moved further?

How size and shape affect sliding – 2

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Teacher notes Science inquiry focus:

How does the size and shape of an object change how it bounces?

Science Inquiry Skills:

• Questioning and predicting QP • Planning and conducting PC • Processing and analysing data and information PA C

• Communicating

Assessment focus:

• Use observation records to monitor the student's planning and conducting skills during the experiments and to monitor the student's understanding of how the size and shape of an object affect how it slides during the discussion in the Reflection section.

Science as a Human Endeavour:

• Students observe how the size and shape of different balls affect the way they bounce by dropping balls from a controlled height.

Technology/Engineering/Mathematics links:

• viewing digital texts, including online animations • identifying and exploring how different-sized and shaped balls bounce • participating in a class vote by answering yes or no to a given question

• using mathematical language to describe the size and weight of objects and the speed and distance at which they move

Background information

Resources

• Bouncing means to move in a continuous motion, making contact with the ground for a short period of time before rebounding into the air.

• Online animation —Bouncing ball at <http://tinyurl.com/ y79zljba>

• Objects that bounce are often made of plastic or rubber containing air inside, such as balls. Other objects made from different materials may also bounce but may not contain the energy to continue bouncing.

• Basketball court access

• It is difficult for young children to accurately determine factors that affect bouncing as, scientifically, it involves mass-density ratios of each object, the speed at which they are travelling, the distance they are travelling, the type of surface they are bouncing on and the amount of gravity and air resistance acting on the object.

• A basketball for each group • A tennis ball for each group • A golf ball for each group • A small foam or PVC ball for each group • An AFL football for each group • A beach ball for each group

• For the purpose of this unit, students should discover that two objects of different weights will fall at the same rate from a given position, regardless of their mass, but will bounce to a different height. Students should also discover that different-shaped balls will bounce in different directions. 132

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Physical sciences

Lesson 5

HOW THINGS MOVE

Lesson plan Introduction: 1. Watch the short animation that demonstrates bouncing at <http://tinyurl.com/y79zljba>. Ask students What type of motion are they using? (How are they moving?) Did they start and finish bouncing in the same position (place)? What speed did they bounce? (Did they bounce fast or slow?) Can objects really start bouncing without any help from humans? What happened to the sack at the end of the animation? What do we need to be careful of when we are bouncing objects high into the air? QP PA

Development: 2. Take students to a basketball court and divide the class into groups of six. Conduct a five-minute movement relay by placing three students from each group at one end of the basketball court at the remaining three students at the halfway line. Give each player in a team a different ball, including a basketball, a tennis ball, a golf ball, a small foam or PVC ball, an AFL football and a beach ball. Students take turns bouncing their ball to the other side before tagging the next player. When all players have had one turn they should sit down to show they are finished. Repeat the activity a few times with students switching the ball they use with another player each time. PC 3. Discuss which balls were easier to bounce and which were harder to bounce. Why do you think the balls that were easier to bounce were so? Why do you think the balls that were harder to bounce were so? Discuss that the size, shape and weight of an object and the material it is made of affect how it bounces. PA

4. Conduct a show-of-hands vote to identify students' understanding of how size and shape affect how high a ball bounces. Will a heavy ball like a basketball bounce higher or lower than a light ball like a tennis ball? Will a round ball like a basketball bounce higher or lower than an oval- shaped ball like an AFL football? Will two balls the same size and shape bounce to the same height? QP 5. In their groups, students experiment to find how the size and shape of a ball affect the height it bounces to by having two students drop a ball from the same height. The other group members should be encouraged to make sure the balls start at the same height, that both students drop their ball at the same time without any extra force being applied, and should judge which ball bounces higher. Students should also be encouraged to test each combination of balls multiple times to ensure their observations are correct. Repeat the activity testing different ball combinations. Note: Remind students that balls should not be bounced above head height to avoid injuries as shown by the animation. PC Differentiation • Less capable students may be grouped together and may work with an adult to test each pair of objects and discuss the results. Students may also have a starting height marked out for them using tape along a wall or pole. • More capable students may be grouped together and encouraged to test three objects at the same time to compare the heights of each test.

Reflection: 6. Using a think-pair-share, students discuss the question What things change how an object bounces? Students should be encouraged to think about the size and the weight of an object and the material it is made from. Note: Students are only required to observe that objects made from different materials bounce differently. The properties of particular materials and how this impacts an C object's behaviour is covered in the science curriculum for Year 4. PA

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Teacher notes Science inquiry focus:

How does the size and weight of an object change how it spins?

Science Inquiry Skills:

• Questioning and predicting QP • Planning and conducting PC • Processing and analysing data and information PA C

• Communicating

Assessment focus:

• Use the videos created by each group to assess students' planning and conducting skills. • Use observation records to monitor the student's understanding of how the size and shape of an object affects how it slides during the discussion in the Reflection section.

Science as a Human Endeavour:

• Students observe how the size and shape of everyday objects affect how they spin.

Technology/Engineering/Mathematics links: • viewing online images

• identifying and exploring how cardboard tubes of different sizes and weights spin • participating in a class vote by answering given questions • recording a digital video of each experiment

© R. I . C.Publ i cat i ons • using mathematical language to describe the size and weight of objects• and the speed and length of time atr f o r r e v i e w p u posesonl y• which they spin • comparing the mass of different objects using hefting

Background information

Resources

• Spinning means to move in a continuous circular turning motion with constant contact between the object and a smooth surface, either on a spot or along a path.

• Online image search—Toys that spin

• Some objects spin when they are propelled in a circular motion on a hard, smooth surface, such as spinning tops. These objects usually have a central point which makes contact with the hard surface.

• Two short cardboard tubes for each group

• Some objects spin using ball bearings that allow the object to move, such as fidget spinners. • It is difficult for young children to accurately determine factors that affect spinning as, scientifically, it involves mass-density ratios of each object, the speed at which they are propelled, the type of surface they are spinning on and the amount of gravity acting on the object.

• Two long cardboard tubes for each group

• A large ball of playdough for each group • A digital camera or iPad® for each group

• For the purpose of this unit, students should discover that similar-shaped objects of different weights and sizes spin differently.

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Physical sciences

Lesson 6

HOW THINGS MOVE

Lesson plan Introduction: 1. Conduct an image search of toys that spin. Ask students to predict how they think these toys move. Discuss that all these toys spin around in circles, either in one spot or along a path. Do you think these toys can spin without any help from humans? How do we make these objects spin? (We can flick them, we can push them and we can spin them using our hands and fingers.) QP

Development: 2. As a class, explain that each group will make their own spinners that are different sizes and have different weights, using cardboard tubes and playdough. You will have to place different amounts of playdough into the cardboard tubes, making sure that it won't fall out. 3. Conduct a show-of-hands vote to identify students' understanding of how size and shape might affect how an object spins. Will a cardboard tube full of playdough spin faster or slower than an empty carboard tube? Will a long cardboard tube full of playdough spin faster or slower than a short cardboard tube full of playdough? Will a short cardboard tube full of playdough spin for a longer or shorter time than an empty short cardboard tube? QP 4. Give each group two long cardboard tubes, two short cardboard tubes and a large ball of playdough. Note: The cardboard tubes should be the same thickness of cardboard. In their groups, students experiment to find how the size and weight of a cardboard tube affect how fast and slow the tube spins and how long it spins for by flicking one side of the cardboard tube to put it into motion. Students should be encouraged to either fill the whole tube or leave the whole tube empty to monitor results easily. The other group members should be encouraged to make sure that the two cardboard tubes being tested are flicked by the same person with roughly the same amount of force. One group member will need to film each spin test and explain the results using an iPad® or digital camera. Students repeat the activity, testing different cardboard tube combinations. PC PA

Differentiation • Less capable students may work as a group with an adult helper asking prompting questions (such as those students predicted answers for) to guide the investigation. • More capable students may be encouraged to test different weights in the large and the small cardboard tubes, such as half-filled tubes, quarter-filled tubes and so on. 5. Clear away the cardboard tubes and the playdough, leaving just the iPad® or digital camera used to record the videos on each group's desk. Rotate each group of students so they are sitting in front of another group's videos. Students watch the other group's videos (on mute) and describe the results of the viewed experiments. If time allows, rotate the students once more to view a third group's videos. PA

Reflection: 6. Using a think-pair-share, students discuss the question What things change how an object spins? C Students should be encouraged to think about the size and the weight of objects. PA

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Assessment

HOW THINGS MOVE

Teacher notes Science knowledge The way objects move depends on a variety of factors, including their size and shape (ACSSU005)

Indicators

• Identifies three objects that roll, including toys with wheels or round surfaces. • Identifies three objects that slide, including objects with flat surfaces. • Identifies three objects that bounce, including balls and spring-loaded toys (optional). • Identifies three objects that spin, including spinners and cogs.

Differentiation

• Easier option—Page 137 requires students to draw a picture of three toys that roll, slide, bounce and spin. Students may be encouraged to find common classroom objects and test how they move to assist them. • Harder option—Page 138 requires students to write the names of three toys that move in each way— rolling, sliding, bouncing and spinning. Students then draw a picture of a toy that performs each movement. Students may be encouraged to find common classroom objects and test how they move to assist them.

Answers

Page 137 and Page 138

1. Teacher check—Toys that roll Answers may include: • Types of balls—marbles, tennis balls, basketballs, beach balls • Toy vehicles—cars, trucks,

• Bicycles, scooters, skateboards or roller skates 2. Teacher check—Toys that slide Answers may include: • Blocks—wooden construction blocks, foam blocks, Duplo® blocks • Role-play toys—plastic cooking sets, plastic furniture and dolls • Figurines—plastic or wooden animals or humans • Puzzles—wooden or cardboard traditional puzzle pieces or sliding puzzles 3. Teacher check—Toys that bounce Answers may include: • Rubber balls—tennis balls, basketballs, netballs and bouncy balls • Plastic balls—beach balls, golf balls and table tennis balls • Spring-loaded toys—animal or monster pop-up toys 4. Teacher check—Toys that spin Answers may include: • Spinning tops—metal, wooden, plastic or self-created spinners • Fidget spinners—metal, wooden, plastic or self-created fidget spinners • Gear construction toys that use cogs • Merry-go-rounds

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Physical sciences

Assessment

HOW THINGS MOVE

Toys that move Draw a picture of three different toys that move in each way. Have a go at writing the name of each toy.

1. Toys that roll

2. Toys that slide

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How do toys move? Write 3 toys that roll. 1. ______________________________ 2. ______________________________ 3. ______________________________

Write 3 toys that slide. 1. ______________________________ 2. ______________________________

© R. I . C.Publ i cat i ons 3. ______________________________ •f orr evi ew pur posesonl y• Write 3 toys that bounce. 1. ______________________________ 2. ______________________________ 3. ______________________________

Write 3 toys that spin. 1. ______________________________ 2. ______________________________ 3. ______________________________ 138

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Physical sciences

STEM project

HOW THINGS MOVE

STEM project overview Roll down the racetrack:

Students work in pairs to design and create a racetrack for a toy sports car and a toy fire engine to roll down at the same time. Students then create a video describing the shape, size and weight of each vehicle and showing which vehicle moved faster/slower and which travelled further along the racetrack.

Concepts overview: Science

• Apply knowledge of how objects roll to create a downhill racetrack that two vehicles can roll down.

Technology/Engineering

• Apply the design process to plan, create and evaluate a racetrack which allows two vehicles of different shapes, sizes and weights to roll down. • Select appropriate materials and apply safety procedures while creating. • Create a digital video of the completed racetrack, describing the size, shape and weight of each vehicle and showing which vehicle rolled faster/slower and which travelled further along the racetrack.

• Use mathematical language to describe which vehicle was heavier/lighter, which travelled faster/slower and which travelled further.

Alternative project ideas: • As a class, design and create a product that will help to move a heavy box from the ground to the top of the play equipment so that no-one gets hurt. Watch the video at <http://tinyurl. com/zjddfgd> to engage students in the task. Students plan and create their design and test it using a heavy box and playground equipment. Students should record a video of their group testing their product and recording its effectiveness. • In pairs, design and create a marble maze using cardboard tubes that will allow a marble to roll from start to finish without stopping. The marble maze must be as tall as a 1-meter ruler and must change direction at least five times. The supporting legs for the maze must be attached to thick cardboard to allow it to be moved around. The rest of the maze should be freestanding. To see an example, go to <http://tinyurl.com/y8wqajez>.

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STEM curriculum links SCIENCE CURRICULUM Science Understanding • The way objects move depends on a variety of factors, including their size and shape (ACSSU005)

Science as a Human Endeavour • Science involves observing, asking questions about, and describing changes in, objects and events

(ACSHE013)

TECHNOLOGIES CURRICULUM Design and Technologies Knowledge and Understanding • Explore how technologies use forces to create movement in products

(ACTDEK002)

Design and Technologies Processes and Production Skills

© R. I . C.Publ i cat i ons • Use materials, components, tools, equipment and techniques to safely make designed solutions •f o r e v i ew pideas, ur pos so nl y • Use personal preferences tor evaluate the success of design processes ande solutions including their• care for • Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)

(ACTDEP007)

environment (ACTDEP008)

• Sequence steps for making designed solutions and working collaboratively (ACTDEP009)

Digital Technologies Knowledge and Understanding • Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)

MATHEMATICS CURRICULUM Measurement and Geometry • Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)

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Physical Earth and sciences space sciences

STEM project

HOW DAILY THINGS AND SEASONAL MOVE CHANGE

Teacher notes STEM project:

Create a racetrack for a toy sports car and a toy fire engine to roll down at the same time. Create a video describing the shape, size and weight of each vehicle and showing which vehicle moved faster/slower and which travelled further. Estimated duration: 4 weeks

1. Introduce the project

4. Create

• Read the problem on page 142 to students.

• Students choose which materials they will use to make each part of the racetrack.

• Watch the online video at <http://tinyurl. com/y9qlpox6> showing how to create a cardboard racetrack.

• Students create their racetrack according to their diagram.

• As a class, discuss students' prior knowledge of how objects move and how the size, shape and weight of objects affect how they roll. • Read the task and the important information on page 142 to students.

2. Find out information

5. Evaluate and refine • Students evaluate their racetrack to ensure that all the criteria on page 142 is included. • Students make any adjustments necessary to their designed product.

6. Communicate

using an iPad® application or a digital © R. I . C.Publ i c at i o ns camera, describing the size, shape and weight of each •f orr evi ew pur po se s ovehicle nl yand•showing —— Find online images of homemade which vehicle moved faster/slower and

• Provide time for students to find out information about toy racetracks and toy vehicles.

cardboard racetracks and racetracks that can be purchased in toy stores.

—— Provide a selection of nonfiction and fiction texts for students to look at, ensuring that only factual information is transferred. —— Conduct experiments with different types of ramps to see which ramp allows the most force to push the objects into motion.

• Students create a video of their racetrack

which travelled further. • Display the racetracks and the videos around the classroom and conduct a gallery walk for students to view other groups' designs and videos. • Students complete the self-assessment of how well they participated and cooperated within the group.

3. Design, plan and manage resources • Students plan their racetrack and create a diagram of it, labelling the materials that will be used to create each part. • Students collect the materials necessary. Remind students about resource management, conserving resources and ensuring that resources are shared.

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STEM project

HOW THINGS MOVE

Project brief The problem Adam and Sari love playing with toy cars. Adam always chooses a small sports car because he likes to pretend he is a race car driver and thinks they move the fastest. Sari likes to choose fire engines because she likes to pretend she is a firefighter, moving fast to put out fires. How can Adam and Sari test which toy car can roll faster and further?

The task 1. Design and create a racetrack that Adam and Sari can use to test which vehicle is the fastest and which vehicle travels the furthest.

2. Create a video showing the two vehicles racing down

the track and their finishing positions.

Important things you need to do! • You must work in pairs. 10 Unifix® cubes high

AT E

WA TE R

• It must be long enough for both cars to roll all the way to their finish position.

• It must have a ramp at the start that is 10 Unifix® cubes high.

• It must be made from recycled cardboard and paper. • The video must include a description of each vehicle, including its size, weight and shape. It must also show which vehicle moved faster/slower and which travelled further. 142

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Physical sciences

STEM project

HOW THINGS MOVE

Project steps Find out information

Learn about the size, shape and weight of each vehicle.

Look at the two vehicles and compare their size.

Look at the two vehicles and compare their shape.

Heft the two vehicles to compare their weight.

Learn about different types of racetracks and ramps.

Look at toy racetracks that can be bought in a shop.

Look at toy racetracks that other people have made at home.

Find out about different types of ramps you can build.

Design, plan and collect resources Plan your racetrack.

Draw your racetrack. Decide which type of ramp you will make— straight or curved.

the barriers and the start line.

Collect the materials you need.

Create

Create your racetrack.

Decide which materials you will use to make each part.

Make the racetrack.

Check and make changes

Check that it is correct and you are happy with it.

Decide which materials you will use to make each part.

Check that both partners are happy with it.

Communicate

Use an iPad® to record a video

Describe each vehicle and the results of the racetrack test.

R.I.C. Publications® – www.ricpublications.com.au

978-1-925431-93-3

YEAR

Science:

A STEM APPROACH

143

Physical sciences

STEM project

HOW THINGS MOVE

Self- assessment Student name:

Date:

STEM project: Roll down the racetrack I listened to others. I gave ideas.

The project was:

easy

hard

I liked ... . 144

Science:

A STEM APPROACH

YEAR

978-1-925431-93-3

R.I.C. Publications® – www.ricpublications.com.au

Physical sciences

STEM project

HOW THINGS MOVE

Group assessment rubric Group members:

Project task:

1 = Below expectation 2 = Meeting expectation 3 = Above expectation

Science knowledge Creates a racetrack that a toy sports car and a toy fire engine can roll down.

Science skills Creates a labelled diagram of their racetrack, including the materials they will use to make each part.

© R. I . C.Publ i cat i ons Communicates science understanding correctly, clearly and concisely using a digital •f orr evi ew pur posesonl y• video. Plans, conducts and evaluates an investigation to find out which type of ramp gives the most push to start the race.

CRITERIA

Technology/Engineering skills Plans and designs a racetrack that allows two vehicles to race side-by-side, using a ramp to put each vehicle in motion. Prepares and uses materials safely when creating a racetrack using cardboard and paper. Creates a racetrack that includes a ramp and a straight stretch of track to record where the car started and finished. Evaluates designed racetrack to ensure it meets the criteria and makes any necessary changes. Plans and creates a digital video, using an iPad® or digital camera, to explain how fast and how far each vehicle rolled.

Mathematics Uses informal measurement to identify the size and weight of each vehicle and to measure the height and length of the racetrack.

Group skills All group members contributed fairly and appropriately. All group members collaborated and communicated effectively. Group members were able to resolve conflicts independently. R.I.C. Publications® – www.ricpublications.com.au

978-1-925431-93-3

YEAR

Science:

A STEM APPROACH

145

146

Science:

A STEM APPROACH

YEAR

978-1-925431-93-3