STEM FORWARD PLANNING DOCUMENT # 7

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 Technologies Digital RESOURCES/KEY
Technologies Technologies Knowledge & Technologies TEACHING AND LEARNING EXPERIENCES QUESTIONS
Knowledge & Process & Understandings Process &
Understandings Production Skills Production Skills
Technologies & Designing: Materials & Evaluating: Use Introduction:
Society: Ways Develop and Technologies criteria to evaluate o Gain the student’s attention: Clap familiar rhythm. o Behaviour management
products, communicate Specialisations: and justify simple o Refer back to Design Brief Document and Research & strategy: Clap rhythm.
services and design ideas and Suitability and safe design processes Design Rubric for guidance o Design Brief Document
environments decisions using practice when using and solutions o Inform students that in today’s lesson, we will: o Research & Design Rubric
are designed to annotated drawings materials, systems (WATPPS25) o Begin to collect the nutrients from our worm farm
meet and appropriate and components for a and use it on our garden; observing the impacts on
community technical terms range of purposes growth in our next lesson (Final Lesson 8).
needs, including (WATPPS23) (ACTDEK103)
consideration of o Provide opportunity for questions and clarification.
sustainability o Learning Diversity: Provide additional support for those o Supporting Instructional
(ACTDEK010) students with developing fine and gross motor skills. Worksheet

OTHER SCSA LINKS Body:

Science o Provide students with the necessary tools, equipment and o Materials and gardening/worm
Science Understanding – Biological Sciences: Living things have life cycles resources to collect nutrients from worm place, and use it farming tools.
(ACSSU072). on the class garden.
Inquiry Skills – Communicating: Represent and communicate observations, ideas
o Diagnostic & Formative Assessment: Using teacher o Running Record & Student
and findings using formal and informal representations (ACSIS071).
resource ‘Running Record & Student Observations’, gain Observations Resource
LESSON OBJECTIVES information on student achievement throughout this lesson.
o Given the specific opportunity, students will be able to express themselves in a o Ask the students to make observations and participate in
creative manner; building and contributing to their class garden and worm farm. open class discussions.
o Students will be able to complete various tasks with creative freedom. o Once the class has successfully collected the nutrients from o “Please carefully and neatly
o Students will work cooperatively with others and display their skill set when our worm farm, and watered/maintained the garden, ask pack away any equipment and
operating tools and equipment. students to clean and pack away any equipment and tools tools used during lesson.”
o Students will be able to make observations and scientific predictions. used during lesson.
ASSESSMENTS
Formative & Summative Assessment Conclusion:
o Summative Assessment: Student Checklist o Gain the students attention: Clap familiar rhythm.
o Running Record & Student Observations: Teacher Resource designed for o To reflect, ask the students to discuss with the person next
Student and general observation of Student achievement, during Lessons 1-8. to them one new skill which they learnt in today’s lesson.
o Research and Design Rubric: Teacher and Student Rubric for Research & o Summative Assessment: Teacher resource, begin to o Teacher Resource: Student
Design Tasks. complete ‘Student Checklist’; reviewing student Checklist
o Classroom discussion: Participation and ideas throughout lesson. achievement.
o Inform students of their next lesson and what they will be
Learning Diversity / Additional Support: learning.
o Learning Diversity: Provide additional support for those students with o Next lesson is our final lesson, where we will make
developing fine and gross motor skills. our final observations, reflect and review our o “Praise and recognise the
o For those students with learning difficulties; such as Dysgraphia and Dyslexia: achievements. student’s efforts and
Provide additional worksheet outlining simplified instructions of lesson steps, o Further, make predictions and continue to grow our participation in today’s lesson.”
to refer to throughout the lesson. class garden and worm farm.