6170RB Science A STEM approach Foundation low res watermark

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STEM project Biological sciences LIVING THINGS HAVE NEEDS STEM curriculum links SCIENCE CURRICULUM Science Understanding • Living things have basic needs, including food and water (ACSSU002) Science as a Human Endeavour • Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013) Science Inquiry Skills Questioning and predicting • Pose and respond to questions about familiar objects and events (ACSIS014) Planning and conducting • Participate in guided investigations and make observations using the senses (ACSIS011) Processing and analysing data and information • Engage in discussions about observations and represent ideas (ACSIS233) Communicating • Share observations and ideas (ACSIS012) TECHNOLOGIES CURRICULUM Design and Technologies Knowledge and Understanding • Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001) Design and Technologies Processes and Production Skills • Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006) • Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007) • Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008) • Sequence steps for making designed solutions and working collaboratively (ACTDEP009) Digital Technologies Knowledge and Understanding • Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001) Measurement and Geometry MATHEMATICS CURRICULUM © R.I.C. Publications Low resolution display copy • Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006) 30 Science: A STEM APPROACH YEAR F 978-1-925431-93-3 R.I.C. Publications® – www.ricpublications.com.au
Biological Earth and sciences space sciences LIVING DAILY THINGS AND SEASONAL HAVE NEEDS CHANGE STEM project Teacher notes STEM project: Students work in pairs to design and create a home for a parrot out of recycled and natural materials. The home must be able to hang in a tree and must meet the parrot’s needs. Students then create a video of their bird house, describing the needs of the parrot and how the features of the home help to cater for these needs. Estimated duration: 4 weeks 1. Introduce the project • Read the problem on page 32 to students. • Watch the first 27 seconds of the online video clip from the movie Rio at . This video clip shows a macaw and its owner getting ready in the morning in a very unusual way. • As a class, ask students to close their eyes and think about these questions: Do all birds live the way Blu lives in the movie clip? What kinds of homes do birds live in? What do they need in their home to survive? • Read the task and the important things to do on page 32 to students. Show students the cardboard cut–out of a parrot using page 34. Students will need to make sure their bird home will fit a parrot of this size. Note: Keep the design brief on display on the interactive whiteboard or print an A3 copy and put it on display for students to refer to. 2. Find out information • Provide time for students to find out information about birds. — Place images of different bird homes on the interactive whiteboard for students to look at. — Provide a selection of nonfiction and fiction texts for students to look at, ensuring that only factual information is transferred. — Talk to people that care for birds such as zookeepers, pet owners and rangers to see how they care for birds. 3. Design, plan and manage resources • Students plan their bird home and create a diagram of it, labelling the features that cater for the bird’s needs. They should also draw the needs of the bird around the bird home to ensure they cater for each one. • Students collect the materials necessary. Remind students about resource management, conserving resources and ensuring that resources are shared. 4. Create • Students choose which materials they will use to make each feature of their bird home. • Students create their bird home according to their diagram. 5. Evaluate and refine • Students evaluate their designed bird home to ensure that all the criteria on page 32 is included. • Students make any adjustments necessary to their designed product. 6. Communicate • Students create a video of the bird home using an iPad® application or a digital camera, explaining to Jacob the things birds need to survive and how each feature of the home caters for the bird’s needs. • Display the bird feeders outside and have students, in their pairs, take turns to share the features of their bird home and explain how it will help a parrot meet its needs. • Students complete the self-assessment on page 35 to show how well they participated and cooperated. © R.I.C. Publications Low resolution display copy R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-93-3 YEAR F Science: A STEM APPROACH 31
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