<p> Keep in Touch - Different ways of communicating</p><p>Stage 2 Foundation Statement</p><p>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.</p><p>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.</p><p>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.</p><p>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.</p><p>Links to other KLA’s English Demonstrating oral language techniques in presenting news, eg tone variation, voice inflection. Focusing on the differences between ‘oral’ news and ‘written’ news. Encouraging shared reading. Identifying the purpose, audience and techniques needed to design and produce a performance. Mathematics Graphing time that messages take to be passed across the playground or from one building to another, by various methods. Personal Development, Health and Physical Education Investigating qualities needed for effective communication. Extending understandings about why and how communication needs to change in different situations. Human Society and its Environment Considering individual differences using knowledge and skills to present research findings in ways appropriate to the purpose. Identifying newspaper articles relevant to current investigations. Creative and Practical Arts Selecting and assembling appropriate materials and music for a production. Outcomes – Learning Processes</p><p>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 stages of technology, materials and other analysing data, and drawing the design process. resources with developing skill to conclusions. enhance investigation and design tasks.</p><p>Stage 2 Science and Technology Keep In Touch Different Ways of Communicating 1 Outcomes and Indicators IC S2.2: Creates and evaluates information products demonstrating an understanding of the needs of particular audiences.</p><p>Indicators • uses a range of sources to research communication methods and purposes, eg Morse code, short wave radio, message sticks, brochures, TV, and shares findings • identifies how Aboriginal dot paintings can be maps that have special symbols and significance • formulates questions then faxes, posts or e-mails the questions to a buddy class in another school to find out about their favourite television programs • evaluates the effectiveness of school signage and develops and trials ideas for signs before final production • develops ideas for an animation, by planning and drawing a series of pictures for a flip book • plans and produces an animated sequence for young children using video, plasticine figures and signs • reflects on the success of an animation after surveying the targeted audience • selects and explains clay animation techniques (ie plasticine) used to create an animated video about an Australian animal • identifies an appropriate medium, eg video to record a cultural celebration • experiments with a range of desktop publishing features, graphics, font and borders to develop an effective poster.</p><p>Resources Assessment  Texts, posters and resources based on different ways of • Observe students’ comments and discussion when negotiating communicating. design requirements. • Have each student state their own information, as deemed important when using the telephone. • Determine whether the method of communicating a method across the playground meets the design task requirements and achieves the outcome.</p><p>Summative Evaluation</p><p>Stage 2 Science and Technology Keep In Touch Different Ways of Communicating 2 Learning Experiences: Week/ s Learning Experiences Date Week 1 Unit Introduction.  What do we already know about different ways of communicating? 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 Investigate the variety of ways of communicating in specific conditions.</p><p> Collect a variety of familiar objects (or pictures), eg TV set, tap, chair, radio, telephone, plant, comics, computers, CB radio, VHF radio. Match the machine to its purpose, eg telephone, and talk to someone in another place.  Discuss and group those that involve watching, listening, reading, looking at pictures etc. Choose other ways to classify, eg don’t use/use electricity, used alone/with other people. Observe communications devices in the local environment, eg satellite dishes, antenna, flags, lighthouses, telegraph wires, signs. Research the uses of items listed, eg satellite dishes used to receive television messages, flags used on ships. List other possible methods of communicating, eg pigeon, codes, Aboriginal sign languages.  Identify the senses used for each method, eg hearing, sight, feel. Reflect on how this may affect the sensorially disabled. Observe and identify the conditions required for each system to work, eg needs electricity, needs to be able to see far enough, need to know the code, need to be able to read. Predict advantages and disadvantages of different systems, eg is cheap, secret, fast, reliable. Test by trying them out under different conditions.</p><p>Week/s 4 - 5 Use a telephone to communicate information. </p><p> Demonstrate and discuss talking on the telephone using role play. Explore the use of a telephone. Decide what skills are important, eg knowing your own phone number, how to dial, correct answering, what to do in emergencies. </p><p>Design and make a method of communicating a message across the playground or from one building to another. </p><p> Clarify the requirements of the design. Consider the many ways of communicating and evaluate whether they would fulfil the criteria. Choose a method or a combination of methods, taking into account your needs and available resources. Consider: materials needed, eg wire cable, trained animal, special writing implements; knowledge or skills required by receiver, eg how to operate equipment, code or system. Try the system including organization of people and resources. Week 6 Revision and Catch Up</p><p>Stage 2 Science and Technology Keep In Touch Different Ways of Communicating 3 Learning Experiences:</p><p>Week/ s Learning Experiences Date Weeks 7 and 8 Design and make a method of communicating news to other classes or parents. </p><p> Discuss ways of recording news for other people, eg writing, tape recorder, news presented through a series of pictures. Consider whether some methods are best suited to different audiences, eg pictures for other classes. Decide on the audience, eg another class, parents, school assembly, local community.  Gather news from a variety of sources, eg home, school, playground. Select items that would be of interest to the audience. Explain the reasons for the choices. Choose a method of presentation, eg a tape recording may not be appropriate for reporting to parents. Make decisions about how the contents will be arranged, eg school news, playground events.  Create pictures to accompany news. Add captions to pictures. Create the news product and present to the audience. Inter-class news can be swapped on a regular basis. Take part in ‘news swapping’ activities using bulletin board facilities on an electronic mail system (eg Keylink). Send faxes via electronic mail or fax machine.</p><p>Week 9 Investigate how news is recorded. </p><p> Identify methods of recording news, eg papers, television, radio. Predict what technology has been used to record the news items, eg filmed with a video camera, stories written on a computer, photographs taken with a camera.  Identify features of a news article using a variety of children’s magazines, eg headline, pictures, captions. In groups, make illustrations of an item of news and add captions. Suggest ‘headlines’ for simple items. Illustrate one aspect of a news item in students’ news stories. Discuss how the image is a part of the whole item. Add captions to the pictures.  Explore how computer technology can be used to record and present news. Use packages that combine word processing and graphics to experiment with arrangement of text, headings and graphics in a column format. Print out and compare different layouts. Evaluate.</p><p>Week 10 Revision.</p><p> 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.</p><p>Stage 2 Science and Technology Keep In Touch Different Ways of Communicating 4</p>