STEM FORWARD PLANNING DOCUMENT # 8

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 Last lesson: Now that we have collected the
meet and appropriate and components for a nutrients from our worm farm and used it on our
community technical terms range of purposes
needs, including (WATPPS23) (ACTDEK103)
consideration of garden; we must make observations about the
sustainability impacts it has made on the growth of our garden.
(ACTDEK010) o Provide opportunity for questions and clarification.
o Learning Diversity: Provide additional support for those o Supporting Instructional
OTHER SCSA LINKS students with developing fine and gross motor skills. Worksheet
Science
Science Understanding – Biological Sciences: Living things have life cycles Body:
(ACSSU072). o Opportunity for evaluation and reflection: Ask the students
Inquiry Skills – Communicating: Represent and communicate observations, ideas
to make observations and participate in open class
and findings using formal and informal representations (ACSIS071).
discussions.
LESSON OBJECTIVES o Diagnostic & Formative Assessment: Using teacher o Running Record & Student
o Students will be able to complete various tasks with creative freedom. resource ‘Running Record & Student Observations’, gain Observations Resource
o Students will work cooperatively with others and share their opinions open class information on student achievement throughout this lesson.
discussion. o Once the class has successfully made their observations and o “Please carefully and neatly
o Students will be able to make observations and scientific predictions. final scientific predictions, ask students to clean and pack pack away any belongings and
ASSESSMENTS away their belongings used during lesson. resources used during lesson.”
Formative & Summative Assessment
o Summative Assessment: Student Checklist (final completion) Conclusion:
o Running Record & Student Observations: Teacher Resource designed for o Gain the students attention: Clap familiar rhythm.
Student and general observation of Student achievement, during Lessons 1-8. o To reflect, ask the students to discuss with the person next
o Research and Design Rubric: Teacher and Student Rubric for Research & to them what they have learnt and enjoyed most about these
Design Tasks. past 8 lessons.
o Classroom discussion: o Summative Assessment: Teacher resource, begin to o Teacher Resource: Student
o Participation and ideas throughout lesson. complete ‘Student Checklist’; reviewing student Checklist (final completion).
o Student observations and scientific predictions. achievement.
Learning Diversity / Additional Support: o Making final observations and scientific predictions: o “Praise and recognise the
o Learning Diversity: Provide additional support for those students with o What students believe will happen to their garden, student’s efforts and
developing fine and gross motor skills. as it continues to grow. participation throughout today’s
o For those students with learning difficulties; such as Dysgraphia and Dyslexia: o Assure the students that this will become an ingoing lesson and the completion of all
Provide additional worksheet outlining simplified instructions of lesson steps, project, as the class will continue to grow the class garden 8 lessons.”
to refer to throughout the lesson. and worm farm in our school community