Stage 3 Science and Technology: a Change for the Better s3

Stage 3 Science and Technology: The Best Place to Live The services and products in our community

Stage 3 Foundation Statement

Students independently develop questions for scientific investigation, conduct scientific investigations based on fair testing and collect, record and analyse the resulting data. They identify trends in data, evaluate findings and prepare possible explanations. Students use, select and evaluate equipment, computer-based technology and other resources to meet the requirements and constraints of investigations.

Students independently plan, implement and manage the design process and evaluate the results using design criteria. They consider the implications of design and production in relation to environmental, aesthetic, cultural, ethical safety and functional factors. Students select, safely use and evaluate equipment, computer-cased technology and other resources to meet the requirements ad constraints of design tasks.

Students identify, describe and evaluate interdependent relationships between living things and the environment within ecosystems. They identify and describe various sources, forms, uses, transfers and changes in forms of energy. Students explore how natural forces and human interaction cause changes to the Earth over time. They recognise that the Earth is the source of most materials, and resources must be managed for sustainability.

Students recognise that built environments are systems created to meet the needs and requirements of people and communities. They identify techniques used to engage audiences and convey meaning when creating information products. Students explain how production processes have changed over time and model systems used to manufacture products and provide services.

Links to other KLA’s English Collaboratively developing appropriate questions to ask councils etc. Exploring purposes and features of flow charts. Jointly constructing flow charts as a way of organising information. Human Society and its Environment Developing understandings about the way the local area is managed and the effect on our natural environments and human society. Personal Development, Health and Physical Education Identifying community services in relation to health education and health promotion. Creative Arts Making pictures, mobiles etc out of garbage. Mathematics Developing coordinate mapping skills through map reading, drawing pictures following directions through coordinate names. Finding actual measurements from scaled drawings and maps. Outcomes – Learning Processes

Investigating Designing and Making Using Technology INV S3.7 DM S3.8 UT S3.9 Conducts their own Develops and resolves a design Evaluates, selects and uses a investigations and makes task by planning, implementing, range of equipment, computer- judgments based on the results managing and evaluating design based technology, materials of observing, questioning, processes. and other resources to meet planning, predicting, testing, the requirements and collecting, recording and constraints of investigating and analysing data, and drawing designing tasks. conclusions.

Outcomes and Indicators PS S3.5 Creates and evaluates products and services, demonstrating consideration of sustainability, aesthetic, cultural, safety and functional issues.

Indicators • Identifies criteria and uses fair testing when devising a means of evaluating the merits of competing products, eg comparing a range of biscuits, bags, shoes. • Works collaboratively to evaluate the process used to design and construct a bush food/vegetable garden. • Designs a system to mass produce recycled paper products and evaluates the system to make it more efficient. • Identifies criteria to be used when evaluating the design of games, eg audience, skill, cost. • Uses several methods to produce recycled paper and compares the quality of the end products. • Selects and experiments with screen printing techniques to produce banners for a cultural festival or other school event. • Explains to others how to assemble components of a control system, eg a model house alarm or a toilet cistern. • Selects and uses a range of information sources when researching the contribution of individuals and groups to food preservation technology, eg tinned food, seasonal movements. • Observes, documents, analyses and reports on some types of food preparation and preservation systems used over time and by different cultures. • Collects and records information and identifies some of the pros and cons of mining on Aboriginal lands, eg Kakadu, Jabiluka.

Resources Assessment Posters, texts based on Products and services.

Summative Evaluation Learning Experiences

Week/ s Learning Experiences Date Week 1 Unit Introduction  What do we already know about the services and products in our community? 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.

Weeks Investigate services as an aspect of the built environment 2–3  Identify the range of services that are supplied in the built environment, eg water, electricity, garbage collection, roads, shopping centres, health care and education. Compare to experiences of students from other cultures.  Classify into physical, social. Visit the places where services are supplied, eg hospitals, libraries. Identify particular characteristics of each site. Include how space is used or managed, materials used in construction, lighting, regulations on behaviour, facilities available.  Suggest reasons for selections, eg carpet in a library to reduce noise, stainless steel, glass, in a hospital because of ease of cleaning. Research how these services are provided or are controlled, eg local, state, national governments. Compare to other areas, countries and communities - do they have the same services?  Identify similarities, differences. Match services to the need they satisfy.

Weeks Design and make a product or service to meet a need of a person 4-5 or group  Identify the problem or type of special need, as above. Detail the specific requirements needed to address the problem. Suggest the type of product or service that may be of use, eg shopping service for elderly residents, devices to assist people with specific tasks.  Ideas should be based on research. Make a plan or detailed description of the product or service. Consider the methods, equipment, techniques to be used in the proposed design. Suggest where new technologies could be employed. Discuss with others the method of production or organisation.  Can they make suggestions to assist? Consider costs and whether they could be reduced by mass purchasing, or other organisational changes. Collect materials, basing choices on availability and research. Decide on methods of informing intended users about the product/ service. Try contacting existing organisations or self help groups. Seek users’ evaluations of how well the design meets their needs. Week 6 Revision and Catch Up

Weeks Design and make a model fun park 7-8  Visit a fun park. Watch a video. Make a list of services that are included in the fun park, eg rides, food outlets, rest areas, shops. Identify the possible needs people may have when visiting the fun park. List the services that will need to be provided, eg food, rest areas, lost children area, first aid.  Consider legal safety requirements for proposed services and activities. Make a plan of the fun park using modelling materials or drawings. Indicate where activities will be situated, how power will be supplied to equipment, food outlets, ambulance station etc.  Assign roles to carry out different tasks, eg making decisions about layout, construction of individual pieces. Construct a variety of activities for the park. Decide whether they are to be battery powered, or controlled by a computer program. Construct other service buildings and facilities, ensuring all identified requirements are addressed.  Devise a plan detailing how to proceed in the case of emergency. Ensure this information is prominently displayed. Include a map of the park. Advertise the park, using a number of different media, eg posters, radio/television ads.  Identify the main features to be used as a selling point. Consider pricing structures, eg special arrangements for groups, families etc.

Week 9 Investigate the supply of a service such as electricity.  Identify services supplied to households, eg water, electricity, garbage collection. Identify the original source in the supply of the service, eg powerhouse. Research activity that occurs at such a site, eg producing electricity, water purification.  Go on an excursion, watch a video or listen to an expert guest.  Analyse the steps required to bring the service to a house or school, eg high tension wiring, transformer stations, street wiring. Make a flow chart to show how a service is provided, eg garbage collection.  Compare to flow chart of a different service. Identify the people, and their roles involved at each stage, eg pollution controller to check water. Identify the group that has responsibility for providing each service. Research how the service is maintained, eg replacing wires affected by storms.  Explore how the service is paid for, eg people pay water rates, government subsidy. Identify how the service is used when it reaches the home or school, eg lights, doorbell. Research the history of identified facilities and how they have been provided at different times in the past.  Research areas where services are not supplied and how people compensate, eg on farms people have their own water tanks. Week 10 Revision  Reflect on the mind map, etc from Week 1. 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 summarise in their own words what their greatest learnings were throughout this unit.