FPD Stem Project

STEM FORWARD PLANNING DOCUMENT
TERM / WEEKS: 4/4-8 UNITED NATIONS SUSTAINABLE YEAR LEVEL: Year 5

DEVELOPMENT GOAL: 13 Climate Change
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Mind mapping I-Mapping Thinking Understanding Capability Understanding
Reading Scan QR code Making predictions Empathy with Earths Group experiments
Sustainability portfolios
health
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
SCSA LINKS
Design Technologies Design Digital Digital TEACHING AND LEARNING EXPERIENCES RESOURCES
Knowledge & Technologies Technologies Technologies
Understandings Process & Knowledge & Process &
Production Skills Understandings Production
Skills
Characteristics Define a Design Hook: https://www.youtube.com/watch?v=jAa58N4Jlos YouTube

and properties of problem, and solutions to
a range set of a user video
of materials sequenced interface for Questions:
and components, steps, with users a digital - Ask students to write words/phrases they don’t
and the suitability making a system
and safe practice decision to (ACTDIP018) know or that are related to climate change on a
of their use create a solution small notebook. Small
(ACTDEK023) for a given task Define a - Higher order questioning: What is the message of notebooks
(WATPPS27) problem, and
set of
the video? for students.
How people
address Select, and sequenced
competing apply, safe steps, with Brainstorm: Mind-map of phrases, question students on
procedures users making
considerations
when a decision to
listen important words/phrases:
when designing p
roducts, services using componen create a - Climate change I-Map Builder
and environments ts and equipme solution for a - Extinction on
nt to make given task
(ACTDEK019)
solutions (WATPPS27)
- Carbon dioxide smartboard
(WATPPS30) - Atmosphere
- Rainforests Large A1
- Ozone Layer paper
- Greenhouse effect Texter
OTHER SCSA LINKS eg Maths, Science Spend 5-10 minutes discussing the phrases – teacher to
Scientific knowledge is used to solve problems and inform personal and
question students to unpick their knowledge and
community decisions (ACSHE100) understanding of the word/phrase.
OBJECTIVES Highlight ‘carbon dioxide’ and state that we will be Highlighter

investigating carbon dioxide in a scientific investigation in
Students will be able to complete a bicarb/vinegar reaction and
today’s lesson.
writing observations of the scientific experiment.
Students will comment on the issue of climate change by BODY: What is Carbon Dioxide? Flask beaker,
contributing to class discussion. bicarb soda,
Scientific Investigation: Vinegar/bicarb soda reaction. vinegar,
Students will identify steps in the design process needed to
clear
design a carbon zero school model.
Students work in groups of three to complete the scientific balloon,
ASSESSMENT investigation. spare cups,
- Anecdotal notes: Note student engagement resource #1
- Work Samples (Portfolios, notebook, resource 1) Use resource #1 (task steps and questions) (Make QR
code for task
LEARNER DIVERSITY: sheet)
- Group students at educational risk together to be
scaffolded by the teacher.
CONCLUSION: Sustainability
portfolios,
Hand out students ‘sustainability portfolios’(includes design brief,
notebook) with design brief as cover page. Outline pins,
purpose of portfolio: To store and maintain research. Resource #2
Show ‘Engineering Process’ poster to class (pin up on wall

next to brainstorm. Question students on each step and
what they think the it means.
Resource #3
Place ‘timetable’ next to poster and write ‘investigate’,
‘ask’ and ‘define’ next to week one. Ask if students can
guess what design step we will be doing next lesson.

Producing texts Carbon Calculator Grow garden App Thinking Understanding Capability Understanding
Note taking Online websites Advertisement Black balloon Partner
Reading i-movie/greenscreen Animal drawing Advertisement investigations
SCSA LINKS
Design Design Digital Digital TEACHING AND LEARNING EXPERIENCES RESOURCES
Technologies Technologies Technologies Technologies
Knowledge & Process & Knowledge & Process &
Understandings Production Skills Understandings Production
Skills
How people Develop Digital systems Collect, Hook: https://www.youtube.com/watch?v=YhcZQmt6Spo YouTube

address negotiated criter have compon store and
competing ia to evaluate a ents with basic present video: Black
Brainstorm:
considerations nd justify design
functions that
different balloons
when designin processes and
may connect
types - Lower order questioning: Where could we place black
together to
g products, solutions form networks of data for balloons in our classroom? (Air conditioner, lamp etc…)
services and (WATPPS31) which a specific
environments transmit data ( purpose
Warm up: Allow students answering previous question to place
(ACTDEK019) Identify ACTDIK014) using softw
black balloons on carbon emitting appliances. Black balloons
available resour are(ACTDIP
ces (WATPPS28) 016) Blue Tac
People in
design BODY: Investigation Lesson:
and technologi Teacher set up five investigation areas for students in groups of
es occupations two to explore and ask inquiry questions regarding the resources
aim to increase
efficiency of provided throughout the classroom. Students
production notebooks
systems, or 1. Carbon Emissions calculator: Students can calculate their
consumer carbon footprint at home, through transport and the food
satisfaction of Ipad:
food and that they eat. Students can then read analysis compared
ei.lehigh.edu/
natural fibre pr to the US and world average.
oducts climate-
2. Greta Thunberg ‘Big Dreams’, ‘You Can Change The World’
(ACTDEK021)
and ‘Discovering Energy’: Students can read these books change
OTHER SCSA LINKS eg Maths, Science and use sticky notes to bookmark phrases or pages with Resource #4,
Solve problems involving multiplication of large numbers by one- or two- relevant information. sticky notes
digit numbers using efficient mental, written strategies and appropriate 3. Grow Garden app: App on iPad’s that covers topics such
digital technologies (ACMNA100)
the process of growing a veggie garden and food scraps. Ipad: ‘Grow
OBJECTIVES Students can learn about environmental issues in a fun Garden’ app
and engaging way.
Students will be able to outline a sustainability strategy you 4. Indigenous Aus vs Post First Fleet Aus: Ask students why
could include in your home or a school in class discussion.
climate emissions only began after the arrival of the first Paper, pencils,
Students will be able to identify sources of carbon fleet (1855). Prompt students to empathise with the Ipad for
emissions in a classroom by labelling them with a black indigenous Australians being the most sustainable
research
balloon. civilisation of all time in a discussion.
5. ‘Make an Advertisement’: Students use the green screen
to make a short advertisement supporting climate
ASSESSMENT Ipad, imovie,
change. Teacher can state the best video will be played
- Anecdotal Notes: Note whether or not a to the class. greenscreen
student could engage and reflect on the
investigation. Task: Allocate an investigation area to each group and state
that during reflection time, they must summarise their
investigation area and provide 3-5 facts they learn from the area
in their notebooks. (Scaffolding, differentiated questioning).
LEARNER DIVERSITY:
- Group weaker students with stronger students to model
Student
the learning experience.
- Higher and lower order questioning to differentiate notebooks,
learning experience. texter
CONCLUSION: Reflection
Ask groups to present what they learnt from their allocated area or
anything else they found interesting.
- Students on map to make notes under headings; Renewable
energy, transport emissions, waste, food.
Allow five minutes to write in design process terms in timetable

(Investigate, define, collaborate, imagine, research). Resource #3

Reading instructions QR code scan Thinking Understanding Capability Understanding
Turbine presentation I-Map Builder Construction of Turbine Resource 6 Design Teams activity
SCSA LINKS
Understandings Production Skills Understandings Production Skills
Forces can Select, and Design solutions Hook: https://www.youtube.com/watch?v=Giek094C_l4 Smartboard

control apply, safe to a user
movement, procedures interface for a
sound or light when digital system Questions: (Higher + Lower order questioning)
(ACTDIP018)
in a product or using compon - What sources of renewable energy were
system ents and
(ACTDEK020) equipment to Select, and mentioned in the video?
apply safe,
make - What are the advantages of renewable energy?
procedures
Characteristics solutions
when - What sources of renewable energy have you
and properties (WATPPS30)
of a range
using compone seen at home or at someone else’s house?
nts and equipm
of materials Develop and ent to make
and communicate solutions Brainstorm: Mind Map
components, alternative (WATPPS30)
and the solutions, and
- Mind map different types of renewable energy. I-map Builder
suitability and follow design Define a - Ask students to copy mind map into their app of
safe practice ideas, using problem, and notebooks. smartboard
of their use annotated set of
(ACTDEK023) diagrams, story sequenced Circle ‘Wind energy’ (Eolic energy) and state that this is
boards and steps, with users the topic for today.
appropriate making a
technical decision to
terms create a Teacher to assign ‘Research Teams’ of four (varying in
(WATPPS29)
solution for a ability) to complete the tasks (these groups will stay the
given task
(WATPPS27) same for the remainder of the term).
OTHER SCSA LINKS eg Maths, Science BODY: Building a Wind Turbine Write teams
Electrical energy can be transferred and transformed in electrical
circuits and can be generated from a range of
Teacher to assign a table to each research team and down
sources (ACSSU097) hand out task sheets to each group.
Assign roles for group members: Resource #5

OBJECTIVES - Materials: Collecting materials from front of class (Make QR code)
and handing them to builders.
Students will be able to design a wind turbine using an
instruction card in a group of four. - Instructor: Reading task sheet and telling the Materials:
builder what to do. Cylinder/plastic
Students will be able to identify two or more forms of - Builder: Builds wind turbine listening to instructor for bottle, wooded
renewable energy through contributing in a class steps. rods, drinking
brainstorm.
- Builder assistant: Hands builder materials (tape, straws, pin, sharp
Students will be able to take on roles in a team to create a pins) and helps builder construct turbine. pencil,
product following a process outlined on a task card. cotton/string,
LEARNER DIVERSITY: sticky tape, thick
ASSESSMENT - Groups to have a range of weak and strong card, scissors
- Work samples students for modelling.
- Rubrik: Objective 2 (resource 15) - Extension: Students can draw diagrams of wind
turbines.
CONCLUSION:
Class to give each team an opportunity to present their
windmill.
Questions: (Higher and lower order questioning)

- Where could we fit a wind turbine at our school?
- How big would a wind turbine have to be to
power our classroom?
- What other forms of renewable energy could we
have at our school?
Allow five minutes to write in design process terms in

Resource 3
timetable (Design, produce, implement, create,
collaborate, investigate, test)

Studying range of Measurement Video sources Thinking Understanding Capability Understanding
texts Gardening activity Resource 6 Partner veggie
Note taking patch planting
SCSA LINKS
(May take 1-2 lessons)
Understandings Production Understandings Production
Skills Skills
Characteristics Select, and Select, and
apply safe,
Hook: Students design teams are numbered 1-4 and are told to Number desks
and properties apply, safe
of a range procedures procedures go to the relevant table:
of materials when
when
using compo
Strategies (table #):
and
components,
using compo nents and eq 1. Reducing waste and Recycling
nents and
and the
equipment to
uipment to
make
2. Food Miles
suitability and
make solutions 3. Carbon Offset
safe practice of
their use
solutions (WATPPS30) 4. Worm Farms
(ACTDEK023)
(WATPPS30)
Develop and
People in design Develop and

communicat
e alternative
Questions: Resource 6
and technologies communicat solutions and Use key questions handout for each group to complete and
occupations aim e alternative
solutions, and
follow design present to class.
to increase ideas, using
efficiency of follow design annotated
production ideas, using diagrams, sto
ryboards and
Brainstorm:
systems, or annotated
consumer diagrams, sto appropriate
satisfaction of ryboards and
technical
terms
Groups Resources:
food and Laptops for
natural fibre prod
appropriate (WATPPS29) 1. Waste + recycling:
technical
ucts (ACTDEK021) terms
https://www.youtube.com/watch?v=jJlqyTb-oy0 each
(WATPPS29) 2. Food miles: Watch video: video (group
https://www.youtube.com/watch?v=jRQEi-C5GDg resources)
OTHER SCSA LINKS eg Maths, Science 3. Carbon offset (planting trees): Watch video: Photocopy
Identify, plan and apply the elements of scientific investigations
to answer questions and solve problems using equipment and
https://www.youtube.com/watch?v=EkMjXGUT6BA pages for
materials safely and identifying potential risks (ACSIS086) 4. Worm Farms: ‘You Can Change the World’ pages: 61-79. students to share
OBJECTIVES Groups are to stop working and have one volunteer from each Student
table in front of the class and display their findings to the class. notebooks
Students will be able to identify a strategy related to
Teacher to scaffold note taking on whiteboard for students to
sustainability in waste or food that can be employed in
schools or homes. copy.
Hats, sunscreen,
Students will be able to follow the process of planting BODY: Planting a tree + Veggie Patch student
seeds in a veggie garden. notebooks
Class will line up outside and go to the grass area/bushland to
Students will be able to recognise that a plant needs Resource:
water, soil and light in order to grow by planting and plant a tree. Teacher will ask students to write process in their
Woolworths
maintaining a veggie patch. notebooks.
Discovery Garden
1. Choose place in garden with enough sun. Seeding Kit
ASSESSMENT 2. Dig a deep hole 40cm deep and wide (student helper).
- Anecdotal notes: Note student 3. Place tree in, and fill with mulch (Student helper). Tree plant, mulch,
engagement, ability to contribute to 4. Use plant fertiliser to ensure strong growth. fertiliser (not for
discussion. 5. Water regularly + fertilise occasionally. students to
- Work samples handle), water,
- Rubrik: Objective 1 (resource 15) Students are to follow the process to plant seeds in veggie ruler
patch in groups of two.
Prior preparation:
Choose suitable
LEARNER DIVERSITY:
space for veggie
patch + tree
- Students at educational risk to be a student helper so that
teacher can scaffold their learning with explicit
instructions and modelling.
CONCLUSION:
Resource 3
Students to line up, go back to class.
Allow five minutes to write in design process terms in timetable.

(Design, produce, implement, create, collaborate, investigate,
test)

Persuasive text Carbon Calculating Canva Thinking Understanding Capability Understanding
Data graphing I-movie, Pic Collage Persuasive text Questioning Partner Data collect
SCSA LINKS
Understandings Production Understandin Production
Skills gs Skills
How people Develop and Digital

systems
Collect, Hook: https://www.youtube.com/watch?v=Heqd7IH7ZTA YouTube
address communicat store and
competing e alternative have compo present video
considerations solutions, and nents with
basic
different Questions: (Higher and lower order questioning)
when designing follow design functions that
types - What forms of transport pollute our Earth?
products, ideas, using of data for
services annotated
may connect
together to a specific - Who knows what fossil fuels are? (If no one, ask someone
and diagrams, sto form purpose to check page 32 of ‘Discovering Energy’ book to answer
environments ryboards and networks
which
using softw question)
(ACTDEK019) appropriate are(ACTDIP
technical transmit data 016) - Are fossil fuels renewable?
Characteristics terms
(ACTDIK014) - What do cars run on?
and properties o (WATPPS29) Design
f a range Data is solutions to
of materials and represente a user
Data Collection:
components, d using interface fo Students design teams are to split up and each go to a different
and the codes r a digital class around the school and ask what form of transport each
suitability and (ACTDIK015) system
safe practice of (ACTDIP018)
student took. Data will be written down on notebooks.
their use
(ACTDEK023) Teacher will use Canva to make bar graph of whole school
transportation.
Students helper to write on whiteboard (Teacher assist).
OTHER SCSA LINKS eg Maths, Science Teacher will state that on average the class is to assume 480 Canva on
Identify and explain characteristic text structures
and language features used in imaginative, informative and
grams of CO2 are emitted per car. Students are asked to figure smartboard
persuasive texts to meet the purpose of the text(ACELY1701) out how many grams a week are emitted by their school.
OBJECTIVES
Work out as a whole class on whiteboard.
Students will be able to gather information and present
it in a bar graph in their notebooks. Questions: How much CO2 can we save as a school? What is a
Students will be able to identify that cars use fossil fuels
realistic target for our school? How can we encourage others to
and emit carbon dioxide which harms the Earth in a ride/walk to school? Calculator
persuasive text. Notebooks
BODY: Persuasive text
Students will be able to empathise with the problem of Students are to write a persuasive text using the information
transport emissions and suggest a strategy to counter its
affects in a persuasive text.
they have investigated regarding transport emissions. Students
can choose from a:
ASSESSMENT - Poster
- Work samples: Persuasive text, data - Letter
collection, notebooks. - Rap/poem
- Rubrik: Objective 3 (resource 15) - Short video
- Song
- Persuasive text A4 Paper,
- Pic Collage iPads with I
Text can be used for written component of project. movie, Ipads
with Pic
LEARNER DIVERSITY: Collage
- Students at an educational risk (reading and writing) can display
their knowledge verbally with teacher assistance.
CONCLUSION:
Students can display their persuasive text to class (seek
feedback
Allow five minutes to write in design process terms in timetable

(Evaluate, produce, create, collaborate, investigate) Resource 3

Exit ticket Minecraft Design Thinking Understanding Capability Understanding
Mapping, designing ‘Questions’: 3 Design team collab
SCSA LINKS
Knowledge &
Knowledge & Process & Process &
Understandings
Understanding Production Production Skills
s Skills
How people Define a Digital systems
have compon
Design, follow and
represent
Hook: https://www.youtube.com/watch?v=wQnBp8Znisw Smartboard
address problem, and ents with basic diagrammatically,
competing set of functions that a simple sequence
consideration sequenced may connect of steps (algorithm), Questions:
s when together to involving branching
designing
steps, with
form networks (decisions) - What aspects of sustainability have been included in this
users making
products,
a decision to
which
transmit data (
and iteration
(repetition)
Minecraft design?
services
create a ACTDIK014) (ACTDIP019) - What aspects could we not include at our school?
and
environments
solution for a Create and - What aspects could we include in our school?
(ACTDEK019)
given task communicate infor
(WATPPS27) mation, including
online Walk around the school:
Forces can collaborative
control
Develop and projects, using - Students will line up and walk around the school with
communicate agreed social,
movement, alternative ethical clipboards and school map (resource 7). Clipboard,
sound or light solutions, and and technical
protocols(codes of
- Students are encouraged to look for space to include pencil,
in a product follow design
or system ideas, using
conduct) some of the sustainability strategies they have been Resource 7
(ACTDIP022)
(ACTDEK020) annotated investigating.
diagrams, stor Work
independently, or
Eg…
yboards and
appropriate
collaboratively - Veggie patch, wind turbine, compost bin, recycling bins,
when required, to
technical plan, develop and trees, bike paths, bike storage, solar panels…
terms communicate
(WATPPS29) ideas
and information for
solutions
(WATPPS32)
OTHER SCSA LINKS eg Maths, Science BODY: Resource 7
Features of environments (e.g. climate, landforms,
vegetation) influence human activities and the
spares
built features of places (ACHASSK113) Design teams are allocated a workspace to begin Students can
brainstorming a final copy of their carbon zero school blueprint draw over
OBJECTIVES
– using the map provided as a template. top of map
Students will be able to provide a strategy for either Resource 8
renewable energy, waste, recycling or transport Allocate ‘Minister’ badge of renewable energy, waste, Hat
depending on their role by planning a design in a team. recycling and transport respectively for each team (draw out of
hat)
Given a map of the school, students will be able to alter
it to present a carbon zero school design including at
least 4 strategies related to climate change action. Questioning: (Higher and lower order questioning)
- What aspects of your sustainability concept can you
Students will be able to understand a design plan by include in your model?
replicating it through virtual design on a Minecraft - Could you use your wind turbine in our design?
server.
Prompt (Learner diversity): Resource 4
ASSESSMENT - Look through your notebook for more information.
- Work samples: Exit ticket, design - Look through the text books ‘You Can Change the World’ Resource 13
blueprint, Minecraft tour. and ‘Discovering Energy’ to refresh your mind.
- Anecdotal notes: Note student Students given EXIT TICKET to complete before leaving for lunch. Create
engagement and interpersonal skills. Minecraft
- Rubrik: Objective 1 and 2 (resource 14) Once students have created their master copy of their server for
blueprints they can have the password to the Minecraft class students
server to begin creating a virtual plan of their model. (Use
online timer). https://www.
LEARNER DIVERSITY: online-
- See above prompts* stopwatch.co
m/bomb-
CONCLUSION: countdown/ -
Students record Minecraft world tour for display (week 9). Timer on
smartboard
Design process terms to add to timetable (Plan, produce,

design). Resource 3

Resource 9 Thinking Understanding Capability Understanding
Constructing models Expert speech Team construction
SCSA LINKS
Design Design Digital Digital TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Technologies Technologies Technologies Technologies QUESTIONS
Understanding Production Understandings Production
s Skills Skills
How people Define a

problem,
Work Hook: Expert Incursion: Vanessa Rauland (Founder of Climate Contact Vanessa
address independentl
competing and set of y, or
Clever app) Rauland:
consideratio
sequenced
steps, with
collaborativel Vanessa will give a small speech about: info@climateclever.org
ns users making y when - Measuring carbon footprint
when designi required, to
ng
a decision to
create a plan,
- Reducing carbon emissions in a school setting
products, solution for a develop and - Climate change Student notebooks
services given task communicat - Low carbon living Recycled materials
and (WATPPS27) e ideas collected over
environments and informati
(ACTDEK019)
Develop and
communicat
on for Allow students to make notes in notebook and ask any questions term:
e alternative solutions they have. - Cardboard
Characteristi solutions, and (WATPPS32) - Milk cartons
cs follow design - Tape, glue,
and properti ideas, using Select, and BODY: Creating Carbon Zero School Model
es of a range annotated apply safe, paint
of materials diagrams, sto procedures - Coloured
and compon ryboards and when Students can spend the lesson constructing their models in their card
ents, and the
appropriate
technical
using compo teams using recycled boxes, milk cartons ect… proved by class. - Fake grass
suitability nents and eq
and safe
terms
uipment to
- Other
practice of
(WATPPS29)
make Students asked to observe another groups model and fill out the materials
their use solutions ‘2 affirmations one suggestion’ worksheet for one other group. - Texters
(ACTDEK023) (WATPPS30) Vanessa will do the same. Resource 9
OTHER SCSA LINKS eg Maths, Science Vanessa and Teacher may prompt students to reflect and make
Reflect on and suggest improvements to scientific
investigations (ACSIS091)
changes to improve their models.
Scientific knowledge is used to solve problems and inform Prompt students to consider:
personal and community decisions (ACSHE083) - Space for Wind turbine
OBJECTIVES
- Solar panels
Students will be able to construct a 3D model of a - Bike racks/paths
Students Wind
design of a carbon zero school in groups of four using - Trees
Turbines (lesson 3
recycled materials. - Veggie garden/compost/worm farms
Students will be able to make improvements on a
design after reflection and criticism in a group of 4.
Aim for students to each make at least one alteration to improve
their model.
Resource 10
Students will be able to review other designs by writing
2 affirmations and one suggestion on their peer’s work. Questioning: Higher order questioning (extension)
- How could aspects of your model be applied in other
ASSESSMENT
parts of society? Where could they be applied?
- Checklist: Objective 2 (Resource 10) - What could we achieved if other
- Work Sample: Objective 3 (Resource 9) schools/homes/shopping centres ect… could use some of
- Rubrik: Objective 1 and 2 (resource 14) the climate friendly resources included in your model?
LEARNER DIVERSITY:
- Students at educational risk will be additional scaffolding
from teacher. Having Vanessa present, this is a good
opportunity to assist students with lower order questioning.
(Blooms Taxonomy).
CONCLUSION:
Vanessa will give positive feedback at the conclusion of the Resource 3
lesson.
Students to assist in adding design concepts to timetable.

(Create, produce, design, reflect, improve)

Literacy Numeracy IICT Capability Critical and Creative Ethical Personal and Social Ethical
Creating Canva Canva app Thinking Understanding Capability Understanding
Using research Design of Canva Resource 12 TEAM collaboration
SCSA LINKS
Design Design Digital Digital TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Technologies Technologies Technologies Technologies QUESTIONS
Understandings Production Understandings Production
Skills Skills
How people Define a Design Hook: Canva Walk through: Smart tv: Canva
address problem, and solutions to
competing set of a user app
considerations sequenced interface fo Walkthrough Steps:
when designing steps, with r a digital 1. Create a design
products, users making system
services a decision to (ACTDIP018)
2. Choose a format (Brochure, poster, A4 document)
and create a 3. Choose a template
environments solution for a Develop 4. Choose text (fonts, colour, headings ect…) Student portfolios
(ACTDEK019) given task
(WATPPS27)
negotiated 5. Choose elements (decorations) + notebooks
criteria to e
Characteristics valuate an 6. File – Download
and properties o Develop and
d justify desi
f a range communicate
of materials and alternative
gn State that students are to use Canva to create their Resource 12: Self-
processes a
components, solutions, and
nd solutions written component. Students are given assessment assessment/criteri
follow design
and the
ideas, using (WATPPS31) criteria to self-assess whilst also highlighting criteria for a
suitability and
safe practice of annotated written component.
diagrams, stor
their use
yboards and
(ACTDEK023)
appropriate Use Plickers Assessment Cards to show teacher how
technical confident they feel about writing their written
terms
(WATPPS29) components. Teacher can use feedback to identify Resource 11
students who need extra help.
OTHER SCSA LINKS eg Maths, Science
Scientific knowledge is used to solve problems and inform
personal and community decisions (ACSHE083)
BODY:
OBJECTIVES - Students are prompted to use notebooks and text
from lesson 5.
Students will be able to construct a written text (brochure, - Students are allocated time to work with their
poster or other text) including all climate action strategies design teams on written component. Students use
considered in their carbon zero school design using
Canva.
self-assessment criteria to structure written
component. Student
Using notes from past lessons, students will be able to - Each Minister is responsible for their component – notebooks,
demonstrate two or more ways they can consider either however teams are allowed to work together to laptops/iPads for
transport emissions, recycling, waste or renewable energy produce component. to use Canva
in designing a school.
Students will be able to construct a written text meeting a Key Teaching Points:
set criterion using a checklist. - Prompt collaboration – each minister should have
allocated time to add their written components.
ASSESSMENT - Students must consider lay out of written
- Self-assessment: Objective 3: (Resource 12) component.
- Rubrik: Objective 1 and 2 - TEAM: “There’s no ‘I’ in team”, Ministers are
responsible for their individual components
however design teams should work together to
construct Canva.
LEARNER DIVERSITY:
- Plickers assessments outline students at educational
risk, provide extra support in meeting task criteria. Resource 11
CONCLUSION:
Students to assist in adding design concepts to timetable.

(Share, present, evaluate, reflect, collaborate, produce) Resource 3

FPD Stem Project

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

FPD Stem Project

Uploaded by

Copyright:

Available Formats

STEM FORWARD PLANNING DOCUMENT

TERM / WEEKS: 4/4-8 UNITED NATIONS SUSTAINABLE YEAR LEVEL: Year 5

Characteristics Define a Design Hook: https://www.youtube.com/watch?v=jAa58N4Jlos YouTube

OBJECTIVES Highlight ‘carbon dioxide’ and state that we will be Highlighter

Show ‘Engineering Process’ poster to class (pin up on wall

TERM / WEEKS: 4/4-8 UNITED NATIONS SUSTAINABLE YEAR LEVEL: Year 5

How people Develop Digital systems Collect, Hook: https://www.youtube.com/watch?v=YhcZQmt6Spo YouTube

Allow five minutes to write in design process terms in timetable

TERM / WEEKS: 4/4-8 UNITED NATIONS SUSTAINABLE YEAR LEVEL: Year 5

Forces can Select, and Design solutions Hook: https://www.youtube.com/watch?v=Giek094C_l4 Smartboard

Assign roles for group members: Resource #5

Questions: (Higher and lower order questioning)

Allow five minutes to write in design process terms in

TERM / WEEKS: 4/4-8 UNITED NATIONS SUSTAINABLE YEAR LEVEL: Year 5

People in design Develop and

Allow five minutes to write in design process terms in timetable.

TERM / WEEKS: 4/4-8 UNITED NATIONS SUSTAINABLE YEAR LEVEL: Year 5

How people Develop and Digital

Allow five minutes to write in design process terms in timetable

TERM / WEEKS: 4/4-8 UNITED NATIONS SUSTAINABLE YEAR LEVEL: Year 5

Design process terms to add to timetable (Plan, produce,

TERM / WEEKS: 4/4-8 UNITED NATIONS SUSTAINABLE YEAR LEVEL: Year 5

How people Define a

Students to assist in adding design concepts to timetable.

TERM / WEEKS: 4/4-8 UNITED NATIONS SUSTAINABLE YEAR LEVEL: Year 5

Students to assist in adding design concepts to timetable.

You might also like