Unit Overview STEM Stage 2: Time Capsule

STEM Stage 2 | Science and Technology, Mathematics | Time Capsule – Overview

Lesson summary

Lesson Title Page Summary Resources Approx. duration 1 Introduction to time 2 Students learn about time capsules. Students use enquiry-based learning to find out . Example time capsules for stimulus/reference, eg 2 hours capsules about time capsules discovered or opened in recent times. Students use causal First World War, Steve Job's time capsule, Moon connections to learn each time capsule is different and people bury time capsules time capsule for different reasons. There are suggested resources for the teacher to choose a wide range of time capsules, including different ages, countries, cultures and occupations.

2 Developing a design 4 The students design a time capsule to share with students of the future. Students . Creating a time capsule guide 1–2 hours criteria are trying to show people in the future what it was like to live now. Students to . YouTube video – How to Make a Time Capsule formulate the criteria for the time capsule. Students need to think about what we should be trying to show people in the future.

3 & 4 Researching information 7 Students identify the relevant information for the time capsule. They collate the . Suggested objects to put into time capsules 2–3 hours for the time capsule information to put into the time capsule. Students collaborate to determine exactly . Ideas for a time capsule what information is important to show the way we live now.

5 3D images and digital 10 Students learn how to make 3D images and use digital technology to store this . YouTube video: Build the Best Time Capsule Ever 2 hours storage technology information, along with the other information created and collected from the previous . Computers/tablets and 3D modelling software, eg lesson. Students research which digital technology will be better for long-term TinkerCAD, SketchUp Make, Embossify storage and accessibility by future generations. . 3D modelling tutorial video

6 Materials for our time 12 Students research the materials we could use to make our time capsule. It needs to . Materials and equipment for investigation of the 1–2 hours capsule last for many years, be friendly to the environment and airtight. Students use deterioration (corrosion or biodegradation) of scientific methods to test the materials they should or should not use in the time materials that could make up the structure and capsule. The teacher can choose either one or more experiments to test their contents of a time capsule. materials.

7 Making the time capsule 13 Students make their time capsule using suitable materials determined from the . Containers and/or materials brought from home 1–2 hours experiment. Suggested containers that could be used include Milo tins, glass jars . Grid paper for time capsule sketch and Tupperware containers. Students can bring in potential time capsule containers

from home and discuss which one would be best, based on the experiment(s).

NSW Education Standards Authority This unit was prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright. 1 Lesson Title Page Summary Resources Approx. duration 8 Determining where to 14 Students use maps, a compass and measuring tools to decide where the time . Examples of different sketch maps of familiar and 2 hours plant the time capsule capsule will be placed. Students use informal and formal measurement units to unfamiliar locations measure the perimeter and area of the school grounds. Students need to look at the . Map-drawing equipment: rulers, pencil and eraser best location for the time capsule, considering where any water, sewer or gas pipes or electrical cables are located. Students should consider which areas are least likely to change.

9 Mapping the time 17 Students create a sketch map of the school that includes the natural and man-made . DOGSTAILS criteria 2 hours capsule’s location features and the location of the time capsule. Use the mnemonic DOGSTAILS (date, . Online mapping tools, eg ScribbleMaps, SixMaps orientation, grid, scale, title, author, index, legend, and sources) criteria are used to . Extension: GPS app and handheld GPS unit assess the map. 10 Evaluation and 19 Students organise a school assembly to explain to the students what is in their time . Register a time capsule at the International Time 1–2 hours presentation to the capsule and why they decided to collate that particular information. The students Capsule Society school assembly help decide who should bury the time capsule and when would be the best occasion to bury it.

Total = ~20 hours

Outcome Content Lesson(s) How content is addressed Assessment for learning ST2-4WS Students question and predict 1, 6 Students observe the features and contents of a time capsule, and use this evidence to . Use of visible thinking technique ‘What Students plan investigations make a prediction about the story behind the time capsule’s creation, including the time, makes you say that?’ to assess how Students conduct investigations reasons, place, people and culture. students made links between their Students process and analyse data and Students conduct a scientific investigation into materials that could be used to make the observations and predictions information time capsule or that form part of the contents. For example, students conduct an . Observations during experimentation Students communicate experiment to observe under what conditions materials deteriorate (corrode or . Students to document their testing using biodegrade). the scientific method.

ST2-5WT Students explore and define a task 1–7, 10 Students are introduced to the unit by looking at a variety of time capsules from the past . Contribution of class development of the Students generate and develop ideas and analysing the context, including the needs and wants of the people who made the design criteria time capsules. Students then develop a design criteria for their own time capsule. Students produce solutions . Time capsule design and product . Presentation of time capsule design with Students evaluate Students brainstorm what they would like to include in their time capsule then conduct research to collect data from first-hand and secondary sources in order to form and justification of features, including contents, collate information to be stored. Students compare the use of physical and digital structural design and material selection technology to store the information in the time capsule and produce a 3D image that will . Participation in discussion of the use of be stored on a USB flash drive as one part of the contents. physical vs digital technology to store information in the time capsule. Students test the suitability of materials for the time capsule, considering the criteria, and then construct their time capsule out of suitable and preferably recycled materials.

ST2 – 15I There are processes and considerations 1, 3 & 4, 5, Students use common digital technologies and applications to collect, organise and . Completed tables summarising formation involved in designing and producing 10 communicate information about time capsules and information to be included in their time gathered during the research

information solutions. capsule. This includes a 3D image file, created using CAD software, along with other files . 3D graphic file and organisation of other People interact with information sources containing text, graphic, video and/or audio data and information. digital files on the USB and technologies in a variety of ways. As students collect information from secondary sources, they record and acknowledge . Discussion on the benefit of combining the owner of the information using a bibliography. A range of factors need to be considered media into a product for inclusion in the when using information sources and Students combine media together to present their time capsule to the school. Students time capsule. technologies. may also create a website as a way to communicate the project. . Bibliography . Final presentation (and website)

ST2-16P People use products in a variety of ways 6, 7 Students learn about how scientific testing of materials is applied when developing . Material selection is justified by referring products to ensure a suitable material is selected for a purpose, in this case, encasing (and linking) to the purpose of the time and protecting items for a long period of time. capsule and the results from the testing.

NSW Education Standards Authority This unit was prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright. 3 Outcome Content Lesson(s) How content is addressed Assessment for learning MA2-9MG Measure, order and compare objects using 8, 9 Students use length measurements to locate and define locations of places on the school . Sketch map accuracy familiar metric units of length (ACMMG061) grounds, where their time capsule could be buried (or stored). Students create a sketch . Observation of measuring technique, Use scaled instruments to measure and map using a ruler to ensure scale distances are represented accurately. Students use a including using of physical tools and online compare lengths (ACMMG084) measuring tape and/or trundle wheel to measure distances when adding features to their mapping software sketch map. Students use the distance measuring tool on online mapping software (eg SixMaps) to measure/check larger distances.

MA2-14MG Investigate and represent three- (5), 7 When students create a 3D image for inclusion in their time capsule, they can look at the . Time capsule sketch labelled with 3D dimensional objects using drawings 3D shapes that can be used to construct their model. shapes and the reason for the shape Students consider the shape of their time capsule as they design and produce it for its selection. specific purpose.

MA2-17MG Create and interpret simple grid maps to 9 Students create a sketch map with a simple grid to document the position of where their . Sketch map assessed (eg self and peer show position and pathways (ACMMG065) time capsule will be buried/stored. The map also includes key features of the school’s evaluation) using the DOGTAILS criteria location, a key and the scale.

MA2-18SP Select appropriate methods to collect data, 3 & 4 Students collect categorical data first-hand from students within the class that will be . Question design and constructs, compares, interprets and informative to people in the future. For example, students’ favourite books and popular . Method of collecting data evaluates data displays, including tables, games/hobbies. They analyse the collected data and present it in a graph, which will be . Graph summarising results picture graphs and column graphs included in the time capsule. . Generalised statements composed based

on interpretations of the data.

NSW Education Standards Authority This unit was prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright. 4