20386_Science_with_STEM_Year_4_Earth_and_Space_Sciences_Surface_changes

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Introduction What is STEM? In a nutshell, STEM is the integration of science, technologies, engineering and mathematics concepts using project-based and cooperative learning. Educators have been integrating learning areas since the beginning of time, so although the idea behind STEM is not new, this series hopes to make it easier for you to execute learning integration in the classroom. The Australian Government, and governments around the world, have placed a high priority on STEM skills. The future workforce will require current students to be creative and critical thinkers who can collaborate and design solutions to problems. The skills utilised in STEM have never been more valued. STEM education aims to prepare students for the roles of the future with skills such as innovation, creativity, reasoning, problem-solving, and technical science skills such as questioning, observing, systematic experimentation, and analysis and interpretation of data. Format of this book This series focuses on delivering a comprehensive and contemporary science program, culminating in a STEM project which applies the scientific knowledge acquired during the science lessons. The series incorporates the use of online resources, digital devices and iPad® applications where appropriate, in order to enhance the use of technology in the classroom. The units The science units are organised by sub-strand—Biological sciences, Chemical sciences, Earth and space sciences and Physical sciences. At the start of each sub-strand unit, keywords, a unit overview and curriculum scope and sequence are provided, as shown below. Each unit contains a term’s worth of work with 5–7 lessons, a summative assessment of the science knowledge with teacher notes, and a STEM project. Unit overview Biological sciences ecosystem mutually beneficial mutualism Daintree Rainforest producer consumer decomposer life cycle THE CYCLE OF LIFE Keywords cassowary cassowary plum pollination seed dispersal egg chick subadult adult seed seedling tree flower fruit endangered Unit overview Biological sciences THE CYCLE OF LIFE Living things have life cycles (ACSSU072) Living things depend on each other and the environment to survive (ACSSU073) Lesson 1 Students use their prior knowledge to explore what What is an ecosystem? What an ecosystem is through focusing on the Daintree is the Daintree Rainforest Rainforest. Students answer questions about what kinds ecosystem? of living things exist there, why they exist there and how they might interact with each other, using an application like Popplet. Lesson 2 Students explore the relationships between living What role does the cassowary things, focusing on the mutual relationship between play in the Daintree Rainforest? the cassowary and plants in the Daintree Rainforest and What is a mutually-beneficial conducting research using QR codes. Students present relationship? their research using PowToon. Lesson 3 Students research to find definitions for producer, What is a producer, consumer consumer and decomposer. Students practise sorting and decomposer and why are living things into these categories using a pyramid and they important to each other? an online game, and also sort living things from the Daintree Rainforest. Lesson 4 Students act as biologists and research the life cycle of What is the life cycle of a a cassowary and one other animal from the Daintree cassowary? Rainforest. They then compare the life cycles using a Venn diagram. Lesson 5 Students research the life cycle of a cassowary plum What is the life cycle of the using the internet. Students present their life cycle by cassowary plum tree? How either drawing it or using a digital application. Students does the life cycle of a fruiting then discuss questions about the similarities and tree compare to that of an differences between plant and animal life cycles. animal? Lesson 6 Students conduct online research to find out how How does human activity human activity impacts the Daintree ecosystem and impact an ecosystem like the present their findings using a digital application. Daintree Rainforest? Summative assessment Students complete a written assessment covering what a mutually beneficial relationship is; offering examples of producers, consumers and decomposers; drawing life cycle diagrams of a cassowary and a fruiting plant; and describing human activities that have an impact on the Daintree Rainforest. STEM Project Students work in pairs to design and create a simple A web page for the Daintree web page to raise awareness about the endangered Daintree Rainforest ecosystem. The web page will include a survey to obtain information about which way people are willing to offer assistance to this cause. Pages 4–6 7–9 10–15 16–20 21–24 25–27 28–30 Biological sciences THE CYCLE OF LIFE Curriculum scope and sequence SCIENCE UNDERSTANDING Living things have life cycles (ACSSU072) Living things depend on each other and the environment to survive (ACSSU073) SCIENCE AS A HUMAN ENDEAVOUR Science involves making predictions and describing patterns and relationships (ACSHE061) Science knowledge helps people to understand the effect of their actions (ACSHE062) SCIENCE INQUIRY SKILLS Questioning and predicting With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS064) Planning and conducting With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS065) Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS066) Processing and analysing data and information Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068) Compare results with predictions, suggesting possible reasons for findings (ACSIS216) Evaluating Reflect on investigations, including whether a test was fair or not (ACSIS069) Communicating Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071) Lesson Unit overview ©R.I.C. Publications Low Resolution Images Display Copy 31–39 STEM 1 2 3 4 5 6 Assessment project R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-97-1 YEAR Science: 4 A STEM APPROACH 1 2 Science: YEAR A STEM APPROACH 4 978-1-925431-97-1 R.I.C. Publications® – www.ricpublications.com.au R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-97-1 YEAR Science: 4 A STEM APPROACH 3 Title page Unit overview Curriculum scope and sequence iv Science: A STEM APPROACH YEAR 4 R.I.C. Publications® – www.ricpublications.com.au
Adult Egg 2 months Sub-adult 15 months Chick 7 months Fruit Seeds Flower Seedling Tree Unit description Lessons The lessons are based on science knowledge and skills. The lessons contain a page of teacher notes, outlining the inquiry questions, science strands and any links to technologies and mathematics concepts, followed by a suggested lesson plan. Any resource sheets required for the lesson follow on. Lesson 1 Teacher notes Science inquiry focus: What is an ecosystem? What is the Daintree Rainforest ecosystem? Science Inquiry Skills: • Questioning and predicting QP • Planning and conducting PC • Processing and analysing data and information PA Science as a Human Endeavour: • Students make predictions about an ecosystem, what it consists of and the importance of each component. • Students identify various relationships in an ecosystem. Technology/Engineering/Mathematics links: • exploring satellite images and digital photographs of Earth and the Daintree ecosystem • recording information using an application such as Popplet • using a digital concept map creator to organise class questions • using an online dictionary Background information • A habitat is a place where a living thing lives. • An ecosystem may consist of many habitats, and includes the interaction of living things. See for more information. • A set of ecosystems that have similar characteristics can be grouped into biomes such as wetland, desert, tundra, grassland, forest, rainforest and marine. At this stage students can refer to them as ecosystems rather than biomes. • The Daintree Rainforest is located on the north-east coast of Australia. It is a tropical rainforest which has existed for over 100 million years. It is unique because it reaches right to the coastline of the sea. The ecosystem is very complex and contains many diverse plant species and native animals such as the cassowary, and many other bird species, insects and amphibians such as the Northern barred frog. 4 Science: YEAR A STEM APPROACH 4 Assessment Biological sciences THE CYCLE OF LIFE Assessment focus: • Use the four posters as a diagnostic assessment to gauge the level of understanding regarding the four questions posed about the Daintree ecosystem. Resources • Google Earth • Online video—Ecosystem • Daintree photographs • Four pieces of poster paper with one question from page 6 on each (alternatively, computer tablets with the Popplet application can be used) • Digital concept map creator 978-1-925431-97-1 R.I.C. Publications® – www.ricpublications.com.au Biological sciences THE CYCLE OF LIFE Lesson plan Teacher notes Lesson plan Resource sheets A teacher page is provided outlining the assessment indicators and answers for the following assessment page(s). The assessment page(s) covers the science knowledge explored in the previous lessons. Assessment Teacher notes Biological sciences THE CYCLE OF LIFE Science knowledge Indicators Living things have life cycles • Defines and identifies a mutually beneficial relationship in an (ACSSU072) ecosystem. Living things depend on each • Identifies examples of producers, consumers and decomposers. other and the environment to • Chooses an appropriate method to represent data. survive (ACSSU073) • Draws and labels the life cycle of the cassowary. • Draws and labels the life cycle of a fruiting plant. • Identifies and describes the impact of human activity on the Daintree Rainforest ecosystem. Answers Pages 29–30 1. (a) A mutually-beneficial relationship (or mutualism) is one where both organisms benefit from the activities of the other. (b) Some examples include: a sea anemone and clown fish, as clown fish live in the tentacles of sea anemone for protection, while the clown fish eat algae and clean the anemone; the cassowary and the cassowary plum, where the cassowary eats the fruit whole and disperses the seeds through excretion; termites and flagalettes, where the flagellates help digest the wood that the termite eats and get fed themselves; humans and animals breathe out carbon dioxide, while plants absorb the carbon dioxide and produce oxygen for humans to breathe; bees and flowers, where the bees are attracted to the nectar of the flowers and carry the pollen to other flowers causing pollination; bull-horn acacia and ants, where the ants nest in the plant for protection, while protecting the plant from attack by other herbivores; spider crabs and algae, where the algae grows on the shell of the crab and this serves to camouflage the crab; the redbilled ox-pecker and the impala, where the ox-pecker eats the ticks on the impala’s coat which provides food for it, while it grooms the impala and removes harmful parasites; pistol shrimp and goby, where the shrimp makes a burrow for protection, while the goby acts as a lookout because the shrimp has poor eyesight. 2. Students may display the 3. Cassowary life cycle: 4. Cassowary plum life cycle data as a table, in a pyramid (see pages 22 and 23 for drawing or another suitable other fruit tree life cycles): representation. Producers: plants, grass, fruit, trees, corn, wild ginger, mangrove, nuts, orange, flowering plant, wheat, cactus, grapevine Consumers: cassowary, other animals such as cows, humans, musky rat kangaroo, crocodile, butterfly, blue quondong, auger beetle, cat, duck, grasshopper, snake, dingo, horse, hawk, rabbit Decomposers: mushrooms, fungi, worms, slug, snail 5. Answers include logging, tourism, mining and development. Lesson 1 Introduction: 1. Go to Google Earth and show students the Daintree Rainforest by typing it into the search function. Zoom into various spots of the rainforest such as the river or tree canopies. Revise what a habitat is by asking students to name a habitat they can see; e.g. tree, river. What habitats can you see? What living things call these habitats home? What lives in the river? What lives in the tree canopy? QP Note: This is to establish what the students think they know, including any misconceptions, so it is important to not correct them at this stage. Development: 2. Zoom out of the rainforest and show its expansive coverage. Describe the rainforest as an ecosystem. What is an ecosystem? How is it different to a habitat? What living things would you find in a rainforest ecosystem like the Daintree? Why do certain plants and animals live there? QP 3. Watch a video describing what an ecosystem is at . Write a class definition and display it on a word wall. Students may wish to check for a definition using an online dictionary. PC 4. Display an image of the forest growth of the Daintree such as . Place a large piece of poster paper at four stations, each labelled with one of the questions from page 6. Divide the class into four groups, with one at each station. Students discuss and write one answer to the question in five minutes, before passing the paper to the next group in a clockwise motion. Students read the previous group’s answer, discuss and then write their own answer. No answers can be repeated. At the end of the activity there will be four answers to each question. Each group shares their predicted answers for each question. Alternatively, an application such as Popplet may be used to record answers in a concept map; just place one iPad ® at each station, with the question typed in for students to add their answers. QP PA Differentiation • Less capable students can draw pictures in response and contribute to the discussion. • More capable students can write more detailed responses, or take the role of scribe. Reflection: 5. What would you like to find out about the Daintree ecosystem? Students name one thing they want to find out. As a class, add the questions to an online concept map such as . Type ‘Daintree Rainforest’ as the starting ‘node’, add a ‘child node’ for the first question, then a ‘sibling node’ for each question added. Print out the file and display on a word wall. QP PA R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-97-1 YEAR Science: 4 A STEM APPROACH 5 Biological sciences THE CYCLE OF LIFE 1. (a) What is a mutually-beneficial relationship? (b) List 3 examples. Assessment 2. Give three examples each of producers, consumers and decomposers. Choose how you want to display the examples. Lesson 1 Biological sciences THE CYCLE OF LIFE What do you know about the rainforest? What kinds of living things would you find in the Daintree Rainforest? Why do only certain living things exist in the Daintree Rainforest? How do the living things exist together in the Daintree Rainforest? What would happen to the Daintree Rainforest if one of the living things disappeared from the ecosystem? 6 Science: YEAR A STEM APPROACH 4 978-1-925431-97-1 R.I.C. Publications® – www.ricpublications.com.au ©R.I.C. Publications Low Resolution Images Display Copy 28 Science: YEAR A STEM APPROACH 4 978-1-925431-97-1 R.I.C. Publications® – www.ricpublications.com.au R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-97-1 YEAR Science: 4 A STEM APPROACH 29 Teacher notes Assessment page(s) R.I.C. Publications® – www.ricpublications.com.au YEAR 4 Science: A STEM APPROACH v
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