6172RB Science a STEM approach Year 2 low res watermark

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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 Chemical sciences LIVING IN A MATERIAL WORLD materials change properties hard strong bendy Keywords soft smooth stretchy absorbent waterproof see-through combine R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-95-7 YEAR Science: 2 A STEM APPROACH 39 mix uses purpose mixture recycle Unit overview 40 Science: YEAR A STEM APPROACH 2 Chemical sciences LIVING IN A MATERIAL WORLD Different materials can be combined for a particular purpose (ACSSU031) Lesson 1 Students recall their prior knowledge of different materials What are materials? and their properties. Students then explore the properties What properties do of objects made from different materials and test their materials have? knowledge of materials and their properties using an interactive game. Lesson 2 Students explore the school playground to find examples What materials are of how different materials have been used and take a digital found in the local photograph of each use. Students record the material each environment? What are object is made from and list the properties which make that their properties? How material useful for the object. are they used? Lesson 3 Students observe images of objects that have been made What happens when by combining different materials together. Students explore materials are mixed? the work of Charles Macintosh, a chemist who created Do their properties waterproof jackets by combining rubber with fabric. They change? then apply their knowledge of combining materials to draw and label a design for a house that is suitable for an underwater environment. Lesson 4 Students explore toys that are made from different What different materials and toys that are made from more than one materials are toys made material. Students discuss why each material has been from? Why? used to create a particular toy and then use this knowledge to draw and label a design of a toy that uses different materials for different parts. Lesson 5 Students explore how materials are mixed together for What happens to the different purposes by examining breakfast foods that are property of materials mixtures and non-mixtures. Students conduct experiments when they are used to to explore different mixtures that are commonly used while create a mixture? cooking and suggest different uses for each. Lesson 6 Students explore what happens to paper after they place How does paper it in a recycling bin and how different materials are mixed recycling involve together to recycle the paper we throw away. They then mixing materials? apply this knowledge to create a papier-mâché bowl using recycled egg cartons and discuss how mixing materials together created a bowl with different properties to the original egg carton. Summative assessment Assess students’ knowledge of the materials that different objects are made from and their properties and how materials are combined or mixed together for particular purposes. STEM project Students combine materials to recreate an oil spill and Oil spill clean-up then devise a a method to remove the oil from the water and from bird feathers that have been affected by the oil. Students record a video describing the most effective method and how this could be applied to the real world. 978-1-925431-95-7 R.I.C. Publications® – www.ricpublications.com.au Title page Unit overview Curriculum scope and sequence Pages 42–45 46–48 49–52 53–55 56–60 61–63 64–65 66–74 Chemical sciences LIVING IN A MATERIAL WORLD Curriculum scope and sequence SCIENCE UNDERSTANDING Different materials can be combined for a particular purpose (ACSSU031) SCIENCE AS A HUMAN ENDEAVOUR Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034) People use science in their daily lives, including when caring for their environment and living things (ACSHE035) SCIENCE INQUIRY SKILLS Questioning and predicting Pose and respond to questions, and make predictions about familiar objects and events (ACSIS037) Planning and conducting Participate in guided investigations to explore and answer questions (ACSIS038) Use informal measurements to collect and record observations, using digital technologies as appropriate (ACSIS039) 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) Evaluating Compare observations with those of others (ACSIS041) Communicating Represent and communicate observations and ideas in a variety of ways (ACSIS042) Unit overview Lesson STEM 1 2 3 4 5 6 Assessment project © R.I.C. Publications Low resolution display copy R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-95-7 YEAR Science: 2 A STEM APPROACH 41 iv Science: A STEM APPROACH YEAR 2 978-1-925431-95-7 R.I.C. Publications® – www.ricpublications.com.au
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. Chemical sciences LIVING IN A MATERIAL WORLD Teacher notes Science inquiry focus: What happens when materials are combined? Why are materials combined? Science Inquiry Skills: • Questioning and predicting QP • Planning and conducting PC • Processing and analysing data and information PA • Evaluating E • Communicating C Science as a Human Endeavour: • Students observe components in objects, ask questions about and describe properties of materials. • Students understand that science is used in daily life, such as when combining materials to construct objects. Technology/Engineering/Mathematics links: • exploring a PowerPoint presentation as a class • exploring the characteristics and properties of materials that are used for a raincoat • drawing a design for a house and selecting suitable materials based on their properties Background information • A number of different materials may be combined to make different products. The different materials are chosen because of the properties that make them most suitable for their use. For example, a window may be constructed using glass with wooden or aluminium frames. A toy car may be made from plastic, metal and rubber—with each of these materials being used for a particular purpose. Some properties of materials are more important than others. • Composition of objects in the pictures on page 51: Windows are a combination of metal/aluminium, wood and glass; the jacket is made from nylon or leather outer fabric and has a metal or plastic zip with fur fabric inside; the car has a metal body, glass windows and lights, rubber tyres, metal hubcaps; the cardigan is wool, with plastic buttons and cotton thread. Assessment focus: • Use the house design as a formative assessment of students’ understanding of how materials can be combined and what the purpose is. • Observe the final presentation to gauge students’ ability to articulate their understanding. Resources • Digital copy of page 51 • Charles Macintosh PowerPoint presentation at • Alternative Charles Macintosh website • A3 card and drawing materials • Selection of fabrics and materials R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-95-7 YEAR Science: 2 A STEM APPROACH 49 Lesson 3 Lesson 3 Chemical sciences LIVING IN A MATERIAL WORLD Chemical sciences LIVING IN A MATERIAL WORLD Lesson 3 Lesson plan Combining materials images Introduction: 1. Display the images from page 51 to the class. In pairs, students discuss what materials they think make up the objects shown. What materials have been used to make this window? Car? Cardigan? Jacket? Students use a mini whiteboard to list the materials. QP PA 2. With their partner, students discuss the questions Why is a window not made from glass only? Why can’t a car be all metal? Why does a cardigan not have wool buttons? Why shouldn’t a jacket be all fur? QP C Development: 3. Students explore the purpose for combining materials by discussing the work of Charles Macintosh, a chemist who created waterproof jackets. As a class, view the PowerPoint presentation introducing Charles Macintosh at and read the notes to the class (you will need to register for this website before starting the lesson, but it’s free). Alternatively, use the information at . PC 4. In small groups, discuss: What materials did Charles combine to make his jacket waterproof? Why did he not just use all rubber? Or all fabric? E C 5. Students then apply this principle of combining materials that have different properties to draw and label a diagram of an underwater house, showing which materials they would combine together and why. They will need to consider the needs of an underwater house, what kind of properties would be useful and which materials possess those properties. Students should complete page 52 first, to guide their design. PA C Differentiation • Less capable students can be grouped together and provided with extra guidance and support. • More capable students can be grouped together to challenge each other and may choose another theme for their house, such as in space, in the desert etc. They will need to explore what properties these environments require. 50 Science: A STEM APPROACH 978-1-925431-95-7 R.I.C. Publications® – www.ricpublications.com.au Teacher notes Lesson plan Resource sheets Assessment 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 Science knowledge Different materials can be combined for a particular purpose (ACSSU031) Indicators • Identifies objects, the materials they are made from and their properties. 64 Science: A STEM APPROACH YEAR 2 Chemical sciences LIVING IN A MATERIAL WORLD • Identifies combinations of materials that are used in objects, and what purpose they serve. • Draws and labels a diagram of an object that uses a combination of materials because of their properties. • Identifies food items that are mixtures of materials. • Identifies and describes mixtures used in everyday life and what purpose they serve. Answers Page 65 1.–2. Teacher check 3. muesli, fruit salad 4. Teacher check. Answers may include mixing soap and water to have a bubble bath, mixing flour, eggs and butter to make a cake batter etc. 978-1-925431-95-7 R.I.C. Publications® – www.ricpublications.com.au Teacher notes Assessment page(s) Reflection: 6. Students present their house design to the class and describe the materials they have chosen to use based on the properties required. C YEAR 2 Chemical sciences LIVING IN A MATERIAL WORLD 1. Complete the table by listing two objects, the material each is made from and the materials’ properties. Object Material Properties 2. A window combines both glass and a wooden or aluminium frame. Draw and label another object that uses different materials because of their properties. 3. Circle the food items that are mixtures. Assessment muesli fruit salad milk eggs 4. Write two other ways that you have created a mixture in everyday life and why. R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-95-7 YEAR Science: 2 A STEM APPROACH 65 What materials have been combined to make these things? Why shouldn't a car be all metal? Why does a cardigan not have wool buttons? Why is a window not made from glass only? Why shouldn't a jacket be all fur? R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-95-7 YEAR Science: 2 A STEM APPROACH 51 © R.I.C. Publications Low resolution display copy R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-95-7 YEAR Science: 2 A STEM APPROACH v
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