6172RB Science a STEM approach Year 2 low res watermark

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STEM project Biological sciences GROWING AND CHANGING Science Understanding STEM curriculum links SCIENCE CURRICULUM • Living things grow, change and have offspring similar to themselves (ACSSU030) Science as a Human Endeavour • Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034) Science Inquiry Skills Planning and conducting • Participate in guided investigations to explore and answer questions (ACSIS038) Processing and analysing data and information • Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions (ACSIS040) Communicating • Represent and communicate observations and ideas in a variety of ways (ACSIS042) TECHNOLOGIES CURRICULUM 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) Digital Technologies Processes and Production Skills • Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004) • Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005) MATHEMATICS CURRICULUM Number and Algebra • Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031) © R.I.C. Publications Low resolution display copy • Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033) Measurement and Geometry • Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (ACMMG037) • Interpret simple maps of familiar locations and identify the relative positions of key features (ACMMG044) • Identify and describe half and quarter turns (ACMMG046) 30 Science: YEAR 978-1-925431-95-7 R.I.C. Publications® – www.ricpublications.com.au A STEM APPROACH 2
Biological sciences GROWING AND CHANGING STEM project Teacher notes STEM project: Design and create a mat for a Bee-Bot activity, which shows how a living thing grows and changes. Students can then program a Bee-Bot to move along the correct pathway. (If your school does not have access to Bee-Bots, students act as a ‘Bee-Bot’ and move around the mat as directed by a fellow student.) Estimated duration: 4 weeks 1. Introduce the project • Go to and ask students what they know about Beebots or other robots. How do they move? What kind of instructions do they need? Note: The direction pad shows forward and backward using up and down arrows, and turns using left and right arrows. • Watch the video about how a Bee-Bot works at . • Display page 32 to read to the class and introduce the problem and task—to design and create a Bee-Bot mat and program a Bee-Bot to follow the life cycle of a living thing in the correct order. Clarify what a living thing is, and any details about the task that students do not understand. Give students a copy of the project steps on page 33. 2. Investigate • Students select a living thing and explore how it grows and changes throughout its life. Students use page 34 to collate information. Information from previous lessons can be applied here. If more stages are needed, students can draw up their own table. • Students explore the website individually to ensure they understand how a Bee-Bot moves and what type of instructions are required to program it. • Students explore the website to explore different mats that can be used with a Bee-Bot. Display the example on page 35. • Practise how to instruct a Bee-Bot/student to the different stages in the life of a butterfly in the correct order, using page 35. 3. Design, plan and manage • Students design a mat by sketching a plan first, using page 36. The sketch should include images of stages of the living thing as it grows and some extra decorative squares to complete the 4 x 4 configuration. Students may write details about the changes in the living thing at each stage if space allows. 4. Create • Groups create their design cooperatively and decide who will complete each component of the design. • Students measure and rule up the squares on the mat using a large sheet of cardboard or a piece of white vinyl cut to the length and width of two rulers; i.e. 60 cm x 60 cm. Divide the large squares into sixteen equal-sized squares in a 4 x 4 array. • Students draw and label images of different stages in the life cycle of a living thing on the squares. Other images/text relating to the living thing such as elements of its habitat will also need to be drawn as filler squares. Alternatively, students may repeat some of the stages so a number of different pathways can be programmed into the Bee-Bot. • Students write one way of programming the Bee-Bot so it follows the growth of the living thing in the correct order. 5. Evaluate and refine • Students check that their mat includes all stages of how the living thing grows and changes throughout its life. • Students also check that their mat is constructed correctly and contains 16 equal-sized squares in the correct array. 6. Communicate • Students display their mat, explaining how they made it and describing the life cycles of their chosen living thing. They can demonstrate the programming they worked out to navigate to the stages of the life cycle. Once they know the life cycle, other students should be given opportunities to test the Bee-Bot mats of other students. Discuss the directions in terms of turns and position, as well as simple digital code. © R.I.C. Publications Low resolution display copy R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-95-7 YEAR Science: A STEM APPROACH 31 2
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