STEM FORWARD PLANNING DOCUMENT # 3

TERM / WEEKS: Term 3 / 8 Weeks UNITED NATIONS SUSTAINABLE

(Last 8 Weeks of Term, 1 Lesson per DEVELOPMENT GOAL: Goal 15 – YEAR LEVEL: Year 4
Week) Life on Land
GENERAL CAPABILITIES

Literacy Numeracy ICT Capability Critical and Creative Thinking Ethical Understanding Personal and Social Capability Intercultural Understanding

CROSS CURRICULUM PRIORITIES

Sustainability
Aboriginal and Asia and Australian Curriculum
Torres Strait Australia’s Design and Technologies
Islander histories engagement with Knowledge & Understanding: Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013).
and cultures Asia o Investigating the suitability of technologies − materials, systems, components, tools and equipment − when designing and making a product, service or
environment, for example a toy for a young child, a composting system for household waste management, raised garden beds for improved access,
weaving nets, bags or baskets.
Process & Production Skills: Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for
the environment (ACTDEP017).
o Evaluating, revising and selecting design ideas, based on criteria for success and including consideration of ethics, social values and sustainability.
Science
Inquiry Skills - Evaluating: Reflect on investigations, including whether a test was fair or not (ACSIS058).
o Reflecting on investigations, identifying what went well, what was difficult or didn't work so well, and how well the investigation helped answer the
question.

SCSA CURRICULUM LINKS

Design Design Digital Digital RESOURCES/KEY
Technologies Technologies Technologies Technologies TEACHING AND LEARNING EXPERIENCES QUESTIONS
Knowledge & Process & Knowledge & Process &
Understandings Production Understandings Production
Skills Skills
Technologies & Designing: Materials & Evaluating: Introduction:
Society: Ways Develop and Technologies Use criteria to o Gain the student’s attention: Clap familiar rhythm. o Behaviour management
products, communicate Specialisations: evaluate and o Remind the students of their research relating to ideas: ‘Sustainability – strategy: Clap rhythm.
services and design ideas Suitability and justify simple gardening, types of herbs and plants, our Australian climate and worm
environments and decisions safe practice design farming’.
are designed to using when using processes and o Refer back to Design Brief Document for guidance o Design Brief Document
meet annotated materials, solutions o Inform students that in today’s lesson, using their prior knowledge and
community drawings and systems and (WATPPS25) research; we will begin the design process for the Class Garden aspect.
needs, including appropriate components for o Assure students that the design process for the Class Worm Farm aspect
consideration of technical a range of will occur in future lessons to come.
sustainability terms purposes o Remind students that a vote will be held by our class; and the favourite garden
(ACTDEK010) (WATPPS23) (ACTDEK103) design will be brought to life in the school community.
OTHER SCSA LINKS o Provide each student with a ‘Parent and Guardian Assistance Flyer’ to o Parent and Guardian Assistance
Science take home; for any interested parents willing to be involved in the class Flyer
Science Understanding – Biological Sciences: Living things have life garden building process, during our next lesson.
cycles (ACSSU072). o Prior to beginning today’s lesson, provide students with a ‘Design Planning o Design & Planning Worksheet
Inquiry Skills – Communicating: Represent and communicate Worksheet’ to plan and outline their garden ideas.
observations, ideas and findings using formal and informal o Further, briefly outline/provide students with a Lesson ’Research &
representations (ACSIS071). o Research & Design Rubric
Design Rubric’, informing students how they will be assessed and what
LESSON OBJECTIVES is expected in tasks.
o Given the specific opportunity, students will be able to express o Provide opportunity for questions and clarification.
o Learning Diversity: Provide an additional worksheet outlining lesson steps and o Additional worksheet outlining
themselves in a creative manner; designing and outlining their own lesson steps and instructions.
class garden. instructions, for students to refer to.
o Students will be able to complete various tasks with creative
freedom. Body:
o Allow students the opportunity and sufficient time to work on and create their o Design & Planning Worksheet
o Students will participate in a classroom vote and be given the
opportunity to share their opinions on design. individual ‘Class Garden Designs’.
o Encourage students to use their imagination to be creative; using elements of o Creative materials: pens,
ASSESSMENTS
design and outlining the elements of their creations. pencils, paper etc.
Diagnostic & Formative Assessment
o Running Record & Student Observations: Teacher Resource o Diagnostic & Formative Assessment: Using teacher resource ‘Running Record o Teacher Resource: Running
& Student Observations’, gain information on student achievement throughout Record and Students
designed for Student and general observation of Student
this lesson. Observations
achievement, during Lessons 1-8.
o Once completed their designs, ask the students to write their name, hand it to o “Please carefully and neatly
o Research and Design Rubric: Teacher and Student Rubric for
the front of the class for collection, and pack away their belongings while each pack away your belongings,
Research & Design Tasks.
o Design & Planning Worksheet: Resource designed for Students to design is placed around the room. write your name on your papers
plan and outline, both their Class Garden & Worm Farm ideas. hand your designs in at the
Conclusion:
o Classroom discussion: Participation and ideas throughout lesson. front of the class; to be
o Gain the students attention: Clap familiar rhythm.
collected and placed around the
Learning Diversity / Additional Support: o Ask the students to take a gallery walk around the classroom and select their
room”.
favourite design (other than their own).
o For those students with learning difficulties; such as Dysgraphia and
o A vote will be conducted; selecting the design which will come to life in their
Dyslexia: Provide additional worksheet outlining simplified
next lesson.
instructions of lesson steps, to refer to throughout the lesson. o “Praise and recognise the
o Remind students to take their ‘Parent and Guardian Assistance Flyer’ home
o Alternatively and /or additionally, provide an outline of these student’s efforts and
instructions at the front of the classroom; to be viewed by all and inform students of their next lesson to engage their interest:
o Building, planting and nurturing our Class Garden to life! participation in today’s lesson.”
student’s.