STEM FORWARD PLANNING DOCUMENT # 6

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: Use Introduction:
Society: Ways Develop and Technologies criteria to o Gain the student’s attention: Clap familiar rhythm. o Behaviour management strategy:
products, communicate Specialisations: evaluate and o Refer back to Design Brief Document and Research & Design Rubric for Clap rhythm.
services and design ideas Suitability and justify simple guidance o Design Brief Document
environments and decisions safe practice design processes o Inform students that in today’s lesson, we will begin to bring our most o Research & Design Rubric
are designed to using when using and solutions voted class worm farm to life!
meet annotated materials, (WATPPS25) o Assisting with today’s lesson: Interested parents and guardians,
community drawings and systems and students and teachers within our school community.
needs, including appropriate components for o Remind students of the appropriate behaviours to be displayed while o Important remember: To have
consideration of technical a range of outside the classroom, and to always have an adult present when using fun!
sustainability terms purposes garden tools and resources.
(ACTDEK010) (WATPPS23) (ACTDEK103) o Provide students with the necessary tools, equipment and resources to build o Creative materials and
OTHER SCSA LINKS the class garden. gardening/worm farming tools.
Science o Provide opportunity for questions and clarification.
Science Understanding – Biological Sciences: Living things have life cycles o Learning Diversity: Provide additional support for those students with o Supporting Instructional
(ACSSU072). developing fine and gross motor skills. Worksheet
Inquiry Skills – Communicating: Represent and communicate observations,
ideas and findings using formal and informal representations (ACSIS071). Body:
o Allow students the opportunity to work efficiently with others, to create
LESSON OBJECTIVES
our class worm farm.
o Given the specific opportunity, students will be able to express
o Duties such as gardening, recycling, watering and composting
themselves in a creative manner; building and contributing to their ready for the worm.
class worm farm. o Remind students of the appropriate use of tools and equipment.
o Students will be able to complete various tasks with creative o Ensure that all students and visiting guests are remaining
freedom. SunSmart.
o Students will work cooperatively with others and display their skill o Diagnostic & Formative Assessment: Using teacher resource ‘Running o Teacher Resource: Running
set when operating tools and equipment. Record & Student Observations’, gain information on student achievement Record and Students
ASSESSMENTS throughout this lesson. Observations
Diagnostic & Formative Assessment o Once the class worm farm is complete, ask students to clean and pack away o “Please carefully and neatly pack
o Running Record & Student Observations: Teacher Resource any equipment and tools used during lesson. away any equipment and tools
designed for Student and general observation of Student used during lesson.”
achievement, during Lessons 1-8. Conclusion:
o Research and Design Rubric: Teacher and Student Rubric for o Gain the students attention: Clap familiar rhythm.
Research & Design Tasks. o Ask students to thank all visiting guests for helping them during today’s
o Design & Planning Worksheet: Resource designed for Students to gardening build.
plan and outline, both their Class Garden & Worm Farm ideas. o To reflect, ask the students to discuss with the person next to them one new
skill which they learnt in today’s lesson.
o Classroom discussion: Participation and ideas throughout lesson
o Inform students of their next lesson and what they will be learning.
and building of class worm farm.
o Now that our Class Garden and Worm Farm have been built and are
Learning Diversity / Additional Support:
beginning to grow; next lesson we will:
o Learning Diversity: Provide additional support for those students
o Make observations about the growth of our garden and worm farm.
with developing fine and gross motor skills. o Collect the nutrients from our worm farm and use it on our garden; o “Praise and recognise the
o For those students with learning difficulties; such as Dysgraphia and observing the impacts on growth in our next lesson. student’s efforts and participation
Dyslexia: Provide additional worksheet outlining simplified in today’s lesson.”
instructions of lesson steps, to refer to throughout the lesson.