STEM FORWARD PLANNING DOCUMENT

TERM 3 / WEEK 1 UNITED NATIONS SUSTAINABLE YEAR LEVEL: 6

Friday DEVELOPMENT GOAL: Goal 14: Life below
water
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Thinking Ethical Understanding Personal and Social
Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures A ia and A alia engagemen i h A ia Sustainability

SCSA LINKS
Design Design Digital Digital TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
Technologies Technologies Technologies Technologies Content
Knowledge & Process & Knowledge & Process & Lesson Objective students test 3 different types of oil spill clean up
Understandings Production Skills Understandings Production
Skills methods and identify which one is the most effective.

(ACTDEP026) (ACTDIP022 Introduction (5 minutes) - Ball

- Pass ball what is one thing you remember about the
UN goal from last week (once student answers they sit
OTHER SCSA LINKS eg Maths, Science
down)

HPE - applying throwing skills to propel an object

Body: (35 minutes) - Containers
and keep it in motion (ACPMP061)
Oil spill activity - Measuring cup
- Ruler
Maths - Connect volume and capacity and their - Students in groups of 4
- Food dye
units of measurement (ACMMG138) - Oil in 3 containers use 3 methods to clean the oil
- Sunflower oil
- Collect oil and measure with ruler to see which method - Absorbent ropes =
Science - Following a procedure to design an collected the most oil cotton wool
experimental investigation (ACSIS103) - Teacher walks around classroom assisting students and - Skimmers = plastic
asking some questions (eg. What method has worked spoons
best so far? What woild the cotton ball represent? ) - Dispersant dish
washing liquid
 ASSESSMENT
Student journals
Formative – pass ball (have students remembered
information from last session?)

Formative – journal entry answering 4 questions Conclusion (10 minutes)

Students answer 4 questions in their journal:
1. What are tools used to clean oil spills KEY Q :
2. What method worked best? Why? - What does the cotton
3. how could each method affect the environment? wool represent?
(e.g. Dispersants can harm wildlife) - What does the spoon
4. What method is the most ethical? represent?
Show teacher answers at end of class - What does the
dishwashing liquid
represent?
LEARNER DIVERSITY - What method was the
EALD and SWD – visual demonstration of oil spill activity given by most successful?
teacher before students do it themselves Why?
G&T teacher asks them extension questions - What method is most
SWD –hearing or sight impairment -moved to the front of the class ethical?