X Conservation Photos Other links DAINTREE IN DANGER Consequences read more... read more... Unit description <strong>STEM</strong> project The <strong>STEM</strong> project provides students <strong>with</strong> the opportunity to apply what they have learned in the previous science lessons while incorporating technologies, engineering <strong>and</strong> mathematics concepts where possible. The project entails group collaboration <strong>and</strong> an extended learning period of 3–4 weeks. This gives students a real-life experience of working <strong>with</strong> ‘colleagues’ to share ideas <strong>and</strong> test designed solutions. Each <strong>STEM</strong> project contains an overview listing <strong>STEM</strong> concepts <strong>and</strong> alternative project ideas, curriculum links, teacher notes <strong>and</strong> a group assessment rubric, <strong>and</strong> a project brief <strong>and</strong> checklist for students. Any resource sheets required are also provided, as well as a selfassessment sheet. <strong>STEM</strong> project <strong>STEM</strong> project Biological sciences THE CYCLE OF LIFE <strong>STEM</strong> project <strong>Science</strong> Underst<strong>and</strong>ing <strong>STEM</strong> curriculum links SCIENCE CURRICULUM • Living things have life cycles (ACSSU072) • Living things depend on each other <strong>and</strong> the environment to survive (ACSSU073) <strong>Science</strong> as a Human Endeavour • <strong>Science</strong> involves making predictions <strong>and</strong> describing patterns <strong>and</strong> relationships (ACSHE061) • <strong>Science</strong> knowledge helps people to underst<strong>and</strong> the effect of their actions (ACSHE062) <strong>Science</strong> Inquiry Skills (ACSIS068) Biological sciences THE CYCLE OF LIFE Planning <strong>and</strong> conducting • With guidance, plan <strong>and</strong> conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials <strong>and</strong> equipment (ACSIS065) Processing <strong>and</strong> analysing data <strong>and</strong> information • Use a range of methods including tables <strong>and</strong> simple column graphs to represent data <strong>and</strong> to identify patterns <strong>and</strong> trends Communicating • Represent <strong>and</strong> communicate observations, ideas <strong>and</strong> findings using formal <strong>and</strong> informal representations (ACSIS071) TECHNOLOGIES CURRICULUM Design <strong>and</strong> Technologies Processes <strong>and</strong> Production Skills • Generate, develop, <strong>and</strong> communicate design ideas <strong>and</strong> decisions using appropriate technical terms <strong>and</strong> graphical representation techniques (ACTDEP015) • Evaluate design ideas, processes <strong>and</strong> solutions based on criteria for success developed <strong>with</strong> guidance <strong>and</strong> including care for the environment (ACTDEP017) • Plan a sequence of production steps when making designed solutions individually <strong>and</strong> collaboratively (ACTDEP018) Digital Technologies Knowledge <strong>and</strong> Underst<strong>and</strong>ing • Identify <strong>and</strong> explore a range of digital systems <strong>with</strong> peripheral devices for different purposes, <strong>and</strong> transmit different types of data (ACTDIK007) • Recognise different types of data <strong>and</strong> explore how the same data can be represented in different ways (ACTDIK008) Digital Technologies Processes <strong>and</strong> Production Skills • Collect, access <strong>and</strong> present different types of data using simple software to create information <strong>and</strong> solve problems (ACTDIP009) • Implement simple digital solutions as visual programs <strong>with</strong> algorithms involving branching (decisions) <strong>and</strong> user input (ACTDIP011) • Explain how student solutions <strong>and</strong> existing information systems meet common personal, school or community needs (ACTDIP012) • Plan, create <strong>and</strong> communicate ideas <strong>and</strong> information independently <strong>and</strong> <strong>with</strong> others, applying agreed ethical <strong>and</strong> social protocols (ACTDIP013) Statistics <strong>and</strong> Probability MATHEMATICS CURRICULUM • Select <strong>and</strong> trial methods for data collection, including survey questions <strong>and</strong> recording sheets (ACMSP095) <strong>Science</strong>: YEAR 4 32 A <strong>STEM</strong> APPROACH <strong>STEM</strong> project overview <strong>STEM</strong> project A web page for the Daintree Students create a web page to help raise awareness about the endangered Daintree Rainforest ecosystem. Concepts overview: <strong>Science</strong> • Apply knowledge of the relationships that exist between living things that interact in the Daintree Rainforest environment. • Apply knowledge of life cycles of plants <strong>and</strong> animals from the Daintree Rainforest. • Conduct an investigation of environmental awareness campaigns <strong>and</strong> why the Daintree needs to be saved. • Communicate findings in the form of a web page. • Underst<strong>and</strong> the impacts people may have on an ecosystem <strong>and</strong> how science helps explain this. Technology/Engineering • Produce drawings to show features of a web page design. • Evaluate design ideas, based on criteria. • Sequence steps to produce a web page. • Use a digital photography device to upload images to a computer. • Recognise that text <strong>and</strong> images are forms of data when stored using a digital system. • Collect information from online sources, <strong>and</strong> present <strong>and</strong> organise information in a web page. • Explore <strong>and</strong> incorporate common navigation elements on a web page. • Use a web page <strong>and</strong> online survey to collect data to help meet a community need. • Manage a project to publish a web page safely <strong>with</strong> appropriate privacy settings. Mathematics • Use survey questions to collect data about the level of awareness of the Daintree Rainforest. Alternative project ideas: • Students grow a tomato plant over the course of a term <strong>and</strong> track its development using a camera or video recording, in order to compile a documentary. The documentary can then be shared by emailing to friends <strong>and</strong> family. • Students make a stop-motion video based on When the forest meets the sea by Jeannie Baker, to raise awareness of the human impact on the ecosystem of the Daintree Rainforest. An example can be seen at . Students share the link to their video or upload it to a class blog or website. • Students explore the activity at Scootle Education , which allows them to design an enclosure for an injured cassowary. Students then apply their knowledge of the cassowary’s life cycle <strong>and</strong> mutually-beneficial relationships <strong>with</strong> plants, to construct a 3D model of a sanctuary for injured or sick cassowaries. R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-97-1 YEAR <strong>Science</strong>: 4 A <strong>STEM</strong> APPROACH 31 978-1-925431-97-1 R.I.C. Publications® – www.ricpublications.com.au <strong>STEM</strong> project overview <strong>and</strong> <strong>STEM</strong> curriculum links Biological sciences THE CYCLE OF LIFE Investigate Revise the life cycles of the living things in the Daintree Rainforest <strong>and</strong> the relationships they have <strong>with</strong> each other. Make sure you underst<strong>and</strong> which living things are in danger in the Daintree Rainforest <strong>and</strong> why. Explore how web pages are structured <strong>and</strong> what makes them good, bad or interesting. Explore how to use the web page creator at . Design, plan <strong>and</strong> manage Plan what kind of images or photographs you want to use on your web page. Think of a catchy title or headline. Write a plan for the information you will include, being sure to include the keywords producer, consumer, decomposer, mutuallybeneficial, ecosystem <strong>and</strong> life cycle. Design your web page including placement of the title, text, images <strong>and</strong> survey. Make sure the page is easy to navigate. Project steps <strong>STEM</strong> project Create Enter the login details your teacher has provided, at . Upload any photographs you may want to include on your web page to the computer, or search <strong>and</strong> save images from the internet. Enter the title, text <strong>and</strong> images into weebly. Place a survey on the page using the ‘Survey’ icon under ‘More’ in the left-h<strong>and</strong> panel. Check <strong>and</strong> make <strong>changes</strong> Does the text have any errors? Are the images eye-catching? Did you include the required keywords? Did you include a survey? Communicate Publish your web page <strong>and</strong> present it to the class, or send the URL link to family <strong>and</strong> friends to view <strong>and</strong> take part in the survey (remember to include any password required). Compile <strong>and</strong> interpret the data collected from the survey questions <strong>and</strong> include it in your presentation to the class. <strong>STEM</strong> project Biological sciences THE CYCLE OF LIFE Teacher notes <strong>STEM</strong> project: Create a web page to help raise awareness about the endangered Daintree Rainforest ecosystem. Estimated duration: 3-4 weeks Notes: Prior to commencing it is advised to send a note to parents such as the one provided on page 38, requesting permission for their child to create a website, if permission has not yet been given as part of a whole school policy already. If some parents do not allow permission then students can simply create a design <strong>and</strong> layout of a web page using paper <strong>and</strong> markers. Teachers will also need to set up a teacher website account at <strong>and</strong> add a class <strong>and</strong> student names. Students can then be provided <strong>with</strong> individual login details to enter into in order to create their web page. Be sure to set the class settings to private. 1. Introduce the project • Display page 34 <strong>and</strong> read through the problem, ensuring students underst<strong>and</strong> what the challenge is. • Display a website that is about saving the Daintree Rainforest, such as , in order to illustrate what current web pages have done to help raise awareness. 2. Investigate • Students research <strong>and</strong> explore existing web pages to decide what features they like, using the links on page 36. • Students should also revisit their previous science work to ensure they underst<strong>and</strong> what life cycles are affected in the Daintree <strong>and</strong> how, as well as how the relationships between the living things are affected. • Students should also spend some time familiarising themselves <strong>with</strong> weebly <strong>and</strong> the components of a web page, by logging in <strong>and</strong> exploring. Teacher notes <strong>STEM</strong> project 3. Design, plan <strong>and</strong> manage • Students plan <strong>and</strong> search for impactful images/photographs to use on their web page. • Students write a catchy title for the web page <strong>and</strong> plan the content for the text, including the keywords. Students also write three appropriate survey questions to find out how people are willing to help save the Daintree. Students should be able to come up <strong>with</strong> questions such as ‘Would you be willing to take part in a tree planting day?’, ‘Would you be willing to donate money?’, ‘Would you be willing to hold a fundraiser activity?’, ‘Would you be willing to sponsor a cassowary?’. • Using an A3 piece of paper students plan the layout of their web page, placing the location of the headline, text, images <strong>and</strong> survey. 4. Create • Students create their web page based on their design. Explain that the web page is set to private, <strong>and</strong> discuss the meaning of <strong>and</strong> the reasons for this. • Students will need to upload images <strong>and</strong> enter text <strong>and</strong> survey questions. Note: The answers to the survey questions will be sent to the email address linked to the account. 5. Evaluate <strong>and</strong> refine • Students check that their web page does not contain any errors, <strong>and</strong> that it contains sufficient text including the keywords, as well as appropriate images to make it eyecatching. 6. Communicate • Students publish their website <strong>and</strong> share the URL <strong>with</strong> friends <strong>and</strong> family, along <strong>with</strong> any passwords required to access the private web page. R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-97-1 YEAR <strong>Science</strong>: 4 A <strong>STEM</strong> APPROACH 33 Internet research Look at these web pages <strong>and</strong> list what was good, bad <strong>and</strong> interesting about them. Web page Plus Minus Interesting https://tinyurl.com/ y7sh2tws https://tinyurl.com/ y85xhzs3 https://tinyurl.com/ y8xxdz26 Biological sciences THE CYCLE OF LIFE <strong>STEM</strong> project Project brief A WEB PAGE FOR THE DAINTREE The problem In the 1970s developers wanted to tear down the Daintree Rainforest. Protestors joined together <strong>and</strong> stopped them, but the threat from all kinds of human activity still remains. This has a devastating effect on the animals <strong>and</strong> plants that depend on each other to survive in the Daintree. How can you help raise awareness to protect this important ecosystem? The task You need to design <strong>and</strong> create a simple web page to explain which living things exist in the Daintree, how they are in danger <strong>and</strong> why they need protection. Things to consider • You must work in pairs. • The web page must have a catchy title www.thekidzsite.com <strong>and</strong> be easy to navigate. NEWS • The web page must have an engaging description of the living things that are in danger <strong>and</strong> how their life cycles <strong>and</strong> relationships are affected by human activity. • You must include the keywords producer, consumer, decomposer, mutually-beneficial, ecosystem <strong>and</strong> life cycle in your text. • The web page must contain at least one image or photograph. • You will need to include a survey on your page to collect data about how people would be willing to help protect the Daintree. • You will need to write three survey questions. Dear 34 <strong>Science</strong>: YEAR A <strong>STEM</strong> APPROACH 4 <strong>STEM</strong> project Biological sciences THE CYCLE OF LIFE Project brief Biological sciences THE CYCLE OF LIFE 978-1-925431-97-1 R.I.C. Publications® – www.ricpublications.com.au Parent letter During this term the class has been learning about the life cycle of the cassowary <strong>and</strong> plants in the Daintree Rainforest. We have also been learning about the relationships that exist in ecosystems <strong>and</strong> how living things depend on each other for survival. As part of this, the students are going to raise awareness of the endangered Daintree Rainforest ecosystem, <strong>and</strong> the plants <strong>and</strong> animals <strong>with</strong>in that ecosystem that are threatened due to human activity. The students have been assigned a project to create a simple web page containing information about this issue, which you will receive a link to once complete. For your child to be able to create a web page, I require your permission. The page will be secure <strong>and</strong> set to private, for which a password will be required. No images of the students will be used <strong>and</strong> the students will be monitored at all times. The web page is created under a teacher educational account, which can only be accessed by the assigned students. See for more information. Please sign <strong>and</strong> return this form by . Regards Student name: Self-assessment <strong>STEM</strong> project: A web page for the Daintree 1. Colour a face to rate how you worked in your team. I contributed equally to the group. I listened carefully to other group member’s ideas <strong>and</strong> encouraged others to share ideas. I spoke respectfully to other group members. I, give permission for Signed Date Date: to create a secure web page. Biological sciences <strong>STEM</strong> project THE CYCLE OF LIFE ©R.I.C. Publications Low Resolution Images Display Copy I was on task the whole time. I am happy <strong>with</strong> the outcome of the project. 2. If you had to do the project over again, what would you change? 3. List one difficulty you faced while working in your group. 4. List one compromise that the group made, to achieve a better result. 5. What grade do you think you deserve, <strong>and</strong> why? https://tinyurl.com/ yafk9dft <strong>Science</strong>: YEAR 4 38 A <strong>STEM</strong> APPROACH 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 <strong>Science</strong>: 4 A <strong>STEM</strong> APPROACH 35 36 <strong>Science</strong>: YEAR A <strong>STEM</strong> 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 <strong>Science</strong>: 4 A <strong>STEM</strong> APPROACH 37 Project steps Resource sheets Self-assessment <strong>and</strong> Group assessment rubric vi <strong>Science</strong>: A <strong>STEM</strong> APPROACH YEAR 4 R.I.C. Publications® – www.ricpublications.com.au
<strong>Earth</strong> <strong>and</strong> space sciences glacier erosion SURFACE CHANGES Keywords s<strong>and</strong> silt l<strong>and</strong>forms ©R.I.C. Publications Low Resolution Images Display Copy extreme weather weathering chemical weathering physical weathering freeze-thaw process biological weathering clay soil rocks fossils geology deforestation construction mining agricultural practices R.I.C. Publications® – www.ricpublications.com.au YEAR <strong>Science</strong>: 4 A <strong>STEM</strong> APPROACH 77
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