Stage 3 Science and Technology: a Change for the Better s1

Stage 2 Science and Technology: Making it Easy Using machines to help us

Stage 2 Foundation Statement

Students independently implement aspects of a scientific investigation, such as observing, questioning, predicting, testing, recording accurate results, analysing data and drawing conclusions. They demonstrate an understanding of a fair test and identify variables. Students select and safely use equipment, computer-based technology and other resources throughout the processes of investigation.

Students develop and evaluate design ideas recognising the needs of users or audiences. They implement the design process and evaluate solutions using functional and aesthetic criteria. Students select and safely use equipment, computer-based technology and other resources throughout the processes of design and production.

Students identify and describe structures and functions in living things and how they interact with each other and their environment. They identify various forms and sources of energy and identify ways in which energy causes change. Students identify features of the solar system and describe interactions that affect conditions on Earth. They describe how the properties of materials affect their use.

Students identify the ways built environments, products and services are constructed or produced. They use a range of techniques, media and information and communication technologies to communicate design ideas to specific audiences. Students explore the properties and uses of both natural and made materials and components.

Links to other KLA’s English Exploring the purpose and features of written explanations including the nature of displays. Mathematics Introduction to ratio through enlarging and reducing drawings to scale. Human Society and its Environment Investigating the influences of relevant technologies on lifestyles and environments as part of cultural studies. Creative and Practical Arts Drama: improvising movement activities through mime.

Outcomes – Learning Processes

Investigating Designing and Making Using Technology INV S2.7 DM S2.8 UT S2.9 Conducts investigations by Develops, implements and evaluates Selects and uses a range of observing, questioning, predicting, ideas using drawings, models and equipment, computer-based testing, collecting, recording and prototypes at appropriate technology, materials and other analysing data, and drawing stages of the design process. resources with developing skill to conclusions. enhance investigation and design tasks. Outcomes and Indicators

PP S2.4: Identifies various forms and sources of energy and devises systems that use energy. Indicators • devises fair tests with assistance to determine which materials are/are not attracted by magnets and presents results in a table • collects and manipulates a range of simple machines and describes how they work, eg egg beater, scissors, can and bottle opener, identifying those with levers • analyses the operation of a variety of lifting devices, eg levers, car jack etc, comparing the ease of lifting with and without the device • selects audio and/or video sources to be used in a presentation on the history of a particular simple machine • uses colour filters when exploring different lighting effects and records the results when adding different colours • explores a range of materials and found objects to produce sounds with varying pitch, proposes ways of classifying sounds and reports on the findings • explores and selects materials to create percussion instruments that produce specific types of sounds • explores the operation and purpose of simple machines to develop ideas for the design of a system, eg a coin sorting system • researches information about musical instruments and applies findings to the design of a musical instrument • designs and constructs a prototype, eg a kite, a windmill, wind speed indicator, after having evaluated a range of ideas for possible shapes and structures • devises a means of testing the performance of a wind powered vehicle, eg a boat or a land yacht.

Resources Assessment  Texts, posters and resources based on using • Have students explain what simple machines can do. • Evaluate students’ devices against design brief. machines to help us. • Listen to student discussions during group work.

Summative Evaluation Learning Experiences:

Week/ s Learning Experiences Date Week 1 Unit Introduction.  What do we already know about using machines to help us? Brainstorm using mind map, etc.  Share a story, visual text, sites on the internet based on the Unit to build up background knowledge. Encourage children to share what they already know about the unit with others.  What are our Outcomes? What do we hope to learn by the conclusion of the Unit?  Title Page. Week / s 2 –3 Design and make a useful device /simple machine.

 Negotiate selection of any one of the following design briefs or identify a need independently.  Design and model a device to: • crush cans for the school recycling system • enlarge or reduce drawings • move a load up a slope • provide childproof safety locking for a cupboard or gate.  For each task, establish criteria for a satisfactory design – identify the need to be addressed, are there any restrictions, work out exactly what is expected of the device. Working in groups, students should generate ideas for the task. Students may seek the advice of professionals or people with special expertise. Students may investigate and evaluate existing products as a source of ideas. Develop group ideas by modelling or using annotated drawings.  Estimate the resource requirements (time, material and tools) and check on their availability. Produce a prototype of the design. Present the design to class and invited experts. Discuss how practical the design is and whether it would present any production problems if manufactured on a small scale. Detail the steps needed for the class to mass produce this product.

Week/s 4 - 5 Design and present a museum display illustrating developments that have occurred in specific technologies.  Identify the range of technologies to be represented, eg types of transport, household appliances, writing, photography or moving pictures, measuring time. Research the implements, devices or procedures as they have evolved over time. Consult members of the community, grandparents or local museums.  Negotiate the style of presentation to be prepared by each group and items required, eg actual examples of devices, photos, captions/information cards, posters. Collect available items, take photographs, prepare diagrams, write and publish text. Obtain an area to be used.  Organise the spaces to maximize viewing area and best display each item. Consider costs and whether admission needs to be charged. Publicise the grand opening. Complete the project and invite the guests Week 6 Revision and Catch Up Learning Experiences:

Week/ s Learning Experiences Date Weeks 7 and 8 Investigate simple machines.

 Explore circumstances when a simple machine makes a task easier, eg walking with a broken leg without crutches, opening a can without a can opener, sweeping the floor without using a broom etc. Levers Compare the effort needed to move large loads with/ without using a lever, or long pole. Sweeping the floor with/without using a broom. Explore the use of similar simple machines in the classroom or home, eg spade, tyre lever. Ramps/wedges Compare the effort needed to lift a large load without using a ramp. Identify areas where ramps/wedges are used in community – as entry/exit to buildings, in pencil sharpeners, as door stops, in axes. Pulleys Visit a local garage, farm or industry and find out where pulleys are used and why. Explore the use of pulleys in the community and explain why these are used.

Week 9 Investigate the use of simple machines in Aboriginal culture.

 Explore the various types of tools used in traditional Aboriginal culture. Identify the features of each and the reason for use.  Invite a guest speaker to demonstrate their use.

Week 10 Revision.

 Reflect on the mind map, etc from Week 1 and now in another colour add what else the class has learnt on this topic.  Evaluate unit and allow time for children to reflect over their work and to summerise in their own words what their greatest learnings were throughout this unit.