PBL Unit Plan

Unit Title: Length of unit:

6 weeks
Building our way up: A STEM project

Subject: Teacher(s): Grade Level:

Science Zoe Matthews Year 10

Other subject areas to be included, if any:

Graphics technology

Rationale:

This unit of work is developed for a year 10 class in a school of average socio-economic background in which all students have access to their
own devices. The program is designed as a Project Based Learning (PBL) unit, allowing students to develop an understanding of the Earth and
Space content while applying it to a real word scenario through the incorporation of industry and regulations.

Students in a Western Sydney context have grown up in a fast-growing environment, with new housing developments replacing the natural
environment. During childhood, students notice these changes but do not see the behind the scenes stages that lead to these new residential
areas around them. This project has students investigate what it takes to plan a new suburb, while trying to develop it in a way that is both
sustainable as well as environmentally conscious.

Students utilize and develop a range of science and technology-based skills within the project, as well as furthering their ability to research and
communicate their opinions, knowledge and understanding. The incorporation of the Graphics Technology course with the Science curriculum
allows students a broader scope when developing their project, while still meeting a variety of outcomes within both subjects. This is further
developed through the PBL approach as students are given the chance to take their own focus and direction during the unit. By doing so, student
engagement and interest is encouraged; students of various skill levels are given the chance to participate as lower level students are supported
through additional scaffolding and teacher check in times, while higher ability students are given the chance to control direction and depth
within their project.

Throughout the unit, students are provided the relevant assistance through scaffolded activities, teacher feedback and peer assistance. They are
provided the chance to manage their time and their work in their own ways, a key aspect of the PBL method (English & Kitsantas, 2013).

English, M., & Kitsantas, A. (2013). Supporting Student Self-Regulated Learning in Problem-and Project-Based Learning.  Interdisciplinary Journal
of Problem-based Learning, 7(2), 128-150.
 Outcomes
Outcome Type Outcome Code and Descriptor
Values and attitudes SC5-1VA appreciates the importance of science in their lived and the role of scientific inquiry in increasing
understanding of the world around them
SC5-2VA shows a willingness to engage in finding solutions to science-related personal, social and global
issues, including shaping sustainable futures
SC5-3VA demonstrates confidence in making reasoned, evidence-based decisions about the current and
future use and influence of science and technology, including ethical considerations
GT5-3VA appreciate the finite nature of some resources and the impact of their use on the environment and
society
Skills SC5-5WS produces a plan to investigate identifies questions, hypotheses or problems, individually and
Science collaboratively
SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually
and collaboratively
SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to
develop evidence-based arguments and conclusions
SC5-8WS applies scientific understanding and critical thinking skills to suggest possible solutions to identified
problems
SC5-9WS presents science ideas and evidence for a particular purpose and to a specific audience, using
appropriate scientific language, conventions and representations
Knowledge and SC5-13ES explains how scientific knowledge about global patterns of geological activity and interactions
understanding involving global systems can be used to inform decisions related to contemporary issues
Science
ES3 Content:
People use scientific knowledge to evaluate claims, explanations or predictions in relation to interactions involving the
atmosphere, biosphere, hydrosphere and lithosphere. (ACSHE160, ACSHE194)
Students:
a. outline how global systems rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere, including
the carbon cycle (ACSSU189)
b. describe some impacts of natural events, including cyclones, volcanic eruptions or earthquakes, on the Earth's spheres
c. evaluate scientific evidence of some current issues affecting society that are the result of human activity on global systems, eg
the greenhouse effect, ozone layer depletion, effect of climate change on sea levels, long-term effects of waste management and
loss of biodiversity
d. discuss the reasons different groups in society may use or weight criteria differently to evaluate claims, explanations or
predictions in making decisions about contemporary issues involving interactions of the Earth's spheres
Knowledge, understanding GT5-2 analyses the context of information and intended audience to select and develop appropriate
presentations
 and skills GT5-6 manages the development of graphical presentations to meet project briefs and specifications
Graphic Technology GT5-7 manipulates and produces images using digital drafting and presentation technologies
GT5-11 demonstrates the application of graphics to a range of industrial, commercial and personal settings

Cross curriculum priorities
GT Content:
Core Module 2: Computer-Aided Design (CAD)
Option Module 8: Landscape Drawing
Sustainability
Critical and creative thinking
Ethical understanding
Information and communication technology capability
Literacy
Numeracy
Personal and social capability
Civics and citizenship
Work and enterprise
 Assessment
What am I looking for? How will I know the students have achieved these goals? How will we use formative assessment to give students feedback during the unit?
Include project rubric(s) and an assessment plan so that students know how they will be assessed.
Rubric(s)/Assessment Activity Outcome Code Formative or Individual or
Summative? Group?
What does it take to develop a new suburb or city? Research task SC5-7WS Formative Individual
Students complete three activities (listed in resource 2) to develop an
understanding of what is needed to have a functioning city. This collates
knowledge gained during the excursion, personal knowledge and research.

Group Project Proposal SC5-13ES Formative Group

Students select a contemporary issue that they would like to solve through the SC5-5WS
development of their suburb. They develop an outline of their project with key SC5-8WS
details and a checklist of tasks to complete. Students demonstrate the ability to GT5-2
plan for the development of an investigation. GT5-6

Research and 1-page response SC5-13ES Formative Individual

Students develop an understanding of the earths spheres and natural cycles and SC5-7WS
relate these to the sustainability of the earth’s resources as explored in stage 4. SC5-9WS
Students complete PEEL paragraphs to develop communication skills of their
understanding of these spheres and cycles (individually, no interaction on spheres).
This activity will allow students to gain a better understanding of the
considerations needed within their project to make their suburb both sustainable
and environmentally conscious. This understanding will influence their design and
final presentation.

A4 poster creation SC5-13ES Formative Individual

Students develop a poster outlining the interactions of the earth’s spheres and SC5-9WS
cycles. This can be used as a resource to refer back to, as well as the start of their
final presentation.

Class discussions SC5-7WS Formative Individual and

Students are encouraged to prepare points prior to a class wide discussion SC5-9WS group
regarding the influences the earth’s spheres and cycles have on man-made
environments. They are to consider how this would impact on their suburb, what
they would need to take into consideration during development, as well as
societies expectations regarding the spheres influence on an individual’s home and
problems that arise because of this (e.g. changed travel times due to flooding due
to changes to flood zones for housing developments.

Class debate SC5-13ES Formative Individual and

Students are provided the chance to consider why different members of society SC5-9WS group
will hold different weighting and levels of concern regarding the interactions of GT5-11
global spheres and cycles in the decision-making processes within society.

Draft Project design SC5-8WS Formative Group

Students are required to complete a draft of their suburb. This not only makes sure GT5-2
students start the project and consider the presentation aspect, but also requires GT5-6
students to be able to communicate their understanding and plans. This also allows
for students to demonstrate how they intend to meet the requirements in a more
visual way, and provides a starting point before students begin developing their
suburb plan digitally.

How to use excel effectively SC5-9WS Formative Individual

Students are provided a guide on how to correctly use excel as a data tool.
Students are able to use this time and guide to begin developing their visual data
display to incorporate into their final presentation. (resource 1)

Weekly Project Journal Entries and Final reflection SC5-6WS Formative and Individual
Students are encouraged to consider and reflect on what they have done and what SC5-9WS summative
they intend to do in the future. They think about their own actions and
involvement in the project, as well as the contributions of their peers. It leads
students to consider what aspects of the brief are yet to be incorporated into the
suburb plan.

Final Product and Presentation SC5-13ES Summative Group and

Students are to address a panel of experts with a presentation on their completed SC5-8WS individual
project. They will demonstrate their suburb plan while providing an explanation SC5-9WS
behind why they have chosen to include the services and infrastructure they have. GT5-6
They will make connections between their choices in the development stages and GT5-6
the scientific understandings regarding the influences of the earth’s spheres and
cycles to man-made environments, as well as the influence of humans on the
natural environment.

Scenario
Growing up in the Blacktown, Penrith and Hawkesbury councils, you
have watched as new developments are established around you; and
whether close to home or on a nation-wide level, you have seen the
impact of natural events within everyday Australian suburbs.
The mayor of the Blacktown local government area has asked you,
along with three other town planners to create plans for an
environmentally conscious, sustainable suburb in the Blacktown area.
They have investors ready to make the new suburb a reality, but plans
must be ready within the next 6 weeks to see the suburb start
construction during an expected dry spring.
Challenge
In groups of four (4) you will collaborate together to develop a new
sustainable suburb based on information gained during the field trip.
You must consider what is required in a newly developed area, as well
as the influences the natural environment can have on a man-made
environment.
Your project will take form of a suburb design, developed with the use
of digital technologies. Each group will consider where they are
positioning their new suburb, the requirements it has and how they
will develop it; and it must be established as an environmentally
friendly, sustainable development.

At the completion of the project, each group will present their suburb
in a formal setting to a panel including the classroom teacher, the
mayor of the local government area and the town planners who were
present during the excursion. Students peers will also be invited to
observe other groups suburbs while waiting to present their own.
Driving Question

How does our understanding of global systems and spheres, and possible natural events, influence choices regarding sustainability when
developing new cities or redeveloping existing areas?
 Entry Event Students will partake in a two-part entry event.

Firstly, students will attend an excursion to the local council (in this case, Blacktown) where they will meet
the mayor as well as town planners. Students will be introduced to the various components of a city that
each local council needs to function, such as schools and hospitals as well as water systems. Students are
provided the chance to look at aerial views, model replicas, blueprints and computer models of the council
they are visiting. Town planners will provide students with information about their jobs, including
requirements when planning a new area. Students are encouraged to take this time to ask questions and
take notes.

Secondly, students will be provided the chance to see the difference made by new developments. This will
see students given images as well as google maps aerials from previous years of areas students would be
familiar with (in the case of newer schools, this will include the school grounds). Students would also be
shown development plans for areas that are yet to be developed to observe development from the earlier
stages as well as reflecting on past development.

Products Student Project Guidelines document

- Student contract and group roles
- Project proposal
- Weekly project journal
- Final project reflection (pre- and post-presentation)
Student project
- Digital copy of suburb plan
- Printed section of suburb plan
Presentation
- Visual presentation resources

Due dates are listed in the Project timeline within the student Project Guidelines document

Public Audience Students will conduct their final suburb presentation in front of their teacher, local government area mayor
and town planners from the entry event. Students shall consider what is appropriate language in a formal
presentation, as well as showcase their newly developed understanding and put their efforts into a real
scenario in the local area. This will also open up students to receive feedback from those in the industry and
potentially spark an interest in a field student may not have considered before.
 This will also encourage students to put more effort into the project as they will be presenting to
professionals with a passion for the topic.

Resources and Throughout the project, students will need:

Materials Needed Student Project Guidelines document

- Provided with physical copy for planning
- Provided digital copy to fill I final responses for submission
Laptops/computers and internet access
Modelling software
Excel
Google maps
Writing book
Blank A4 paper
Coloured pens/pencils/markers
A3 paper for sketches
PowerPoint or other presentation software
 Teaching/Learning Strategies and Tools
Outline the strategies and resources that will support students’ completion of the unit
Essential knowledge Stage 4 Earth and Space introduced students to the biosphere, lithosphere, hydrosphere and atmosphere as sources
and skills of both renewable and non-renewable resources. Students will further develop this understanding though the
interactions of these spheres with various cycles (e.g. water as covered in stage 4, carbon, nitrogen), as well as
increasing considerations for sustainability on these spheres and cycles in a developed area.

Students will relate personal understanding and experiences to the impact of large-scale natural event, including
which spheres are involved in the development of these events, and how these events can both positively and
negatively impact on all other spheres within an already existing environment.

Students will gain knowledge on how society influences these spheres ad cycles through the research and
development on considerations when planning a sustainable and environmentally conscious city.

Presentation and digital technology skills will be developed throughout the development on the final project as well
as developing an understanding the developmental stages of a project (in relation to the scientific method), peer
communication and time management skills.

Students will be provided assistance to gain knowledge and develop the necessary skills through scaffolded activities,
student research, communication with professionals, reflection activities (individual and group), pair, group, class or
teacher-based discussions and questioning, teacher feedback through formative assessments.

Time management Project timeline

From the beginning of the project students will be provided with a set timeline outlining when certain activities need
to be completed by. The design aspects of the project are not specified to allow groups to adapt the project in their
own way, however the set activities are intended to provide assistance during the design process. It also allows for
the teacher to provide feedback early enough for students to use it

Student proposal
Students are required to develop their own checklist of what they want to do and include in their project. The ability
to tick these off as they go will assist in keeping track of time and how much work they still need to complete it.

Weekly reflections
By requiring students to reflect on each week, students will be able to highlight if they have done little work during
 the week and consider what they need to do during the next week to stay on top of the project.

Formative assessments
The inclusion of various short activities on a variety of topics is designed to get students to consider aspects of the
environment that need to be considered during the development of their project. This allows students to gain
relevant feedback and gain additional ideas that can be incorporated into their project (early enough to bed used)
without it influencing the grade.
Self-management Selecting groups
Students being given the chance to select their groups rather than being provided teacher determined groups will
allow students to select people who they want to work with to encourage student work ethics

Role specifications
By having students in a set role each week, students know exactly what their main focus of is for the week as part of
the collaborative process. This also assists with keeping students accountable as no one is sharing a role to be able to
claim they did work without actively participating. The set changeover of roles throughout the first four weeks aims
to prevent students from intentionally selecting the easiest task for the week, instead

Student contract
By having students agree to a set of expectations decided upon by the group (rather than teacher set expectations)
students will be encouraged to meet the expectations as well as being held accountable if they do not meet
expectations.

Weekly project journal

The inclusion of the journal encourages students to consider what they have worked on that week. By having
students complete it individually, it allows for the chance to highlight students that have made it up due to lack of
participation as journals should have some level of connectedness as the overall project is group based. By including
this, students will be provided activities to do each week and encourage them to stay on top of their work as they
complete each journal section.

Time management tools

This allows students to regulate themselves during the project without the need for constant teacher instruction and
intervention.

Group management Group roles and student contract

The inclusion of group roles allows groups to know exactly what each member should be working on each week. It
also allows the teacher to keep track of what is happening in each of the groups within during check ins. It also
 provides students the evidence to take to the teacher if a group member is not participating to an appropriate level.

Weekly project journal

This provides students a chance to reflect on their own work as well as the group as a whole. This allows students to
comment on what is and isn’t working well in the group and provide them the basis to start a conversation with their
group to fix any possible problems regarding group communication, peer effort or missing components of the project.

Teacher check in (individual and group)

By having the teacher check in periodically with each group, the group can communicate what they have been doing,
requiring them to stay on top of their work. It also allows the teacher to ask students questions to assist in guiding
them through the project and highlight areas that the group may not have considered and make sure the group has
appropriately added it to their work load rather than giving it all to one person to do. The choice to also have
individual check in time with students will allow the teacher to gage a more honest representation of how groups are
interacting as peer pressures are removed from students while talking to the teacher about any possible struggles the
group may have with managing their project. Group check in opportunities will also provide the chance for the
teacher to mediate group discussions to make sure all members are heard

ICT How to use excel effectively (ICT resource)

During the final presentation, students are expected to explain why they have made certain choices when developing
their new suburb, this should include numerical data. This document will assist students in learning the basics of excel
use, as well as the use of formulas and graph making tools on excel. By providing students this scaffold, students will
be able to find the point where their knowledge could be improved to develop high quality data to add to their
presentation.

Digital technology – introduction to modelling software

Students are provided the choice in modelling programs they would like to use as a group to develop their project,
allowing them to further develop these skills. For students that do not have experience with digital modelling
programs, the teacher can take the time to explain the program while more confident groups begin working.

Research scaffolds
Providing guides for online research will allow students to better guide their research. This may include the teacher
explain how to use databases in a more appropriate manner as well as determining the value of a website.

Google maps
Teacher to be able to take students basic interactions with google maps and teach skills such as placing pins, changing
between view types and searching for specific services or infrastructure.
 Differentiation Scaffolds
This provides lower level learners with the assistance they need while completing activities. The excel ICT scaffold
breaks the explanation down into the smaller parts of excel to cater to students who may not have any experience
working with excel. This allows them to develop an understanding of what they are doing rather than just following
an instruction manual

Open-ended activities
By allowing students the freedom to take the project in the direction of interest, gifted and talented as well as
students with higher interest in the topic are given the space to develop the project to suit their own interests and
needs while still meeting the baseline to have students covering the outcomes.

Teacher check in (individual and group)

Individual check in time allows students to raise questions they may not want to ask in a public setting, as well as gain
assistance completing activities that are new to the student. Group check in time allows for the teacher to find out
who is working on what aspect of the project while making sure it lower ability students are heard and higher ability
students are not being made to complete the majority of the work

Reflection Weekly project journal entry

Students are encouraged to reflect on their personal contributions to the group each week. The variety of refection
Methods questions provide students a range of points to consider and assist in shaping the responses and involvement of
students in the following weeks. By completing this on a weekly basis, the teacher is able to check in with students
and see how they are feeling, and providing students a foundation when speaking to peers and the teacher regarding
what they think needs to happen next.

Final student reflection

The pre-presentation component sees students reflect on their completed project and consider their feelings towards
what they have completed. The post-presentation component leads students to take on provided feedback and see
how this would change the way they feel regarding their project. Overall, it allows students to reflect on what they
have done and make considerations on how to improve in the future.

Resource checklist:
(Attach all relevant resources to the program)

Project schedule/calendar/timeline included within resource 3

Criteria for product (i.e. summative assessment)

Formative assessment strategies

Scaffolds (may support development of essential knowledge and skills, self-management, group management, etc)

Other essential resources