6172RB Science a STEM approach Year 2 low res watermark

Unit description
STEM project
The STEM project provides students with the opportunity to apply what they have learned in the
previous science lessons while incorporating technologies, engineering and mathematics concepts
where possible. The project entails group collaboration and an extended learning period of
3–4 weeks. This gives students a real-life experience of working with ‘colleagues’ to share ideas
and test designed solutions. Each STEM project contains an overview listing STEM concepts and
alternative project ideas, curriculum links, teacher notes and a group assessment rubric, and a project
brief and checklist for students. Any resource sheets required are also provided, as well as a selfassessment
sheet.
STEM project
Science Understanding
STEM curriculum links
SCIENCE CURRICULUM
• Different materials can be combined for a particular purpose (ACSSU031)
Science as a Human Endeavour
Science Inquiry Skills
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Science:
STEM project overview and
STEM curriculum links
2
STEM project
• 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)
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 Knowledge and Understanding
• Explore the characteristics and properties of materials and components that are used to produce designed solutions
(ACTDEK004)
Chemical sciences
LIVING IN A MATERIAL WORLD
Design and Technologies Processes and Production Skills
• Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005)
• 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
STEM project overview
Oil spill clean-up
Students combine materials to recreate an oil spill and then devise a method to remove the oil
from the water and from bird feathers that have been affected by the oil.
Concepts overview:
Science
• Apply knowledge of materials and their properties to remove oil from water.
• Apply knowledge of mixing different materials to remove oil from feathers.
• Conduct investigations to find suitable solutions.
• Create a video to communicate the results of the oil spill clean-up attempt.
• People use science in their everyday lives to understand how to use materials to clean up
environmental disasters.
Technology/Engineering
• Plan steps collaboratively.
• Explore and test the properties of materials for use in a designed solution.
• Evaluate and revise the material used for absorbing oil from water or the substance used to
remove oil from feathers.
• Use a digital application to record a video.
Mathematics
• Use informal measurement to add oil, water and cocoa powder to a bowl.
Alternative project ideas:
• Students design and create an outdoor water trolley using recycled materials. Students select
materials based on their properties to create a trolley that is waterproof and is strong enough
to hold five one-litre jugs of water.
• Students design and create decorated biscuits. Students measure the ingredients and mix
materials together to create the biscuits, following the simple recipe at . Once cooked and cooled, students combine icing and sweets to decorate each
biscuit.
• Students create either their design for an underwater house from Lesson 3 or their design for a
toy from Lesson 4, using the materials labelled on their designs.
MATHEMATICS CURRICULUM
Chemical sciences
LIVING IN A MATERIAL WORLD
• Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform
informal units (ACMMG037)
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STEM project
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Project steps
Chemical sciences
LIVING IN A MATERIAL WORLD
Investigate
Learn about oil spills and test materials.
As a class, watch the video about oil spills by scanning
this QR code.
Learn about what absorbency is and what materials have this property.
Test three materials to see which is the most absorbent.
Test three substances to see which mixes best with oil.
Design, plan and manage
Plan your oil spill and collect your clean-up materials.
Plan how you will recreate an oil spill and what sort of container will
be used.
Collect the materials that will be used to carry out the clean-up, based
on your investigations.
Create
Create your oil spill, then clean it up.
Create the oil spill by pouring water into your chosen container, then
adding vegetable oil and cocoa powder.
Dip the feather in the mixture to soak up the oil, then remove and set
aside.
Absorb the oil from the water.
Remove the oil from the feather.
Check and make changes
Check if the oil is fully removed from the water. If it isn’t, consider if
there is a different material that would be more absorbent.
Check that the feather is completely clean. If it isn’t, think about
another substance you didn’t test that might be better at removing oil.
Communicate
As a group, record a video explaining how you absorbed the oil from
the water and what substance you decided to add to the oily feather
to clean it.
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STEM project
Teacher notes
STEM project:
Students recreate an oil spill using a mixture of oil, cocoa powder and water. They devise a
method to remove the oil from the water by testing different materials to absorb the oil, based
on the properties required. Students then devise a method to remove oil from feathers by testing
different materials to clean the feathers.
Estimated duration: 3–4 weeks
1. Introduce the project
• Play a short Behind the News video to the
class to introduce what an oil spill is, by
clicking on the image at . Students can rewatch the
video by scanning the QR code on their
project brief page on page 69.
• Display page 69 to the class and introduce
the project brief—to remove oil from
the water using an absorbent material,
and remove oil from feathers using an
ingredient that will mix with oil. Students
will first need to recreate an oil spill by
making a mixture of water, oil and cocoa
powder in a plastic tub or large bowl.
• Clarify any details students do not
understand.
2. Investigate
• As a class, explore what absorption is by
looking at the PowerPoint presentation at
. Note: The
last 4 slides don’t need to be viewed as
they relate to a specific investigation of the
absorbency of paper towels.
• In small groups, students brainstorm
materials they think are absorbent and
would like to test. Students then investigate
the absorbency of three materials using the
template on page 71.
• Students also investigate which ingredients
can be mixed with oil, using the template
on page 72.
Chemical sciences
LIVING IN A MATERIAL WORLD
3. Design, plan and manage
• Students plan how they will recreate an oil
spill and what container will be used.
• Students collect the materials and
substances they will need for the oil cleanup.
4. Create
• Students conduct the oil-absorbing
challenge and the feather-cleaning
challenge, based on the results of their
earlier investigations.
5. Evaluate and refine
• Students re-read the design brief to
ensure they have included all the required
components and have satisfied the criteria
and checklist. They make changes if
necessary.
6. Communicate
• Students record a video explaining how
they absorbed the oil from the water and
what substance they decided to add to the
oily feather to clean it.
• Share the video with the class.
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Teacher notes
Chemical sciences
STEM project
Oil absorption investigation
LIVING IN A MATERIAL WORLD
Student names:
Hypothesis: Which materials do you think are absorbent?
Circle which three you will test.
Materials:
Procedure:
• vegetable oil
1. Use the pipette to place drops of oil onto
• pipette/eye-dropper each of your three materials.
2. Observe and record the results.
•
•
•
Results:
Material
Conclusion: Which material is the most absorbent?
Result
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Student name:
CRITERIA
Science: YEAR
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74 A STEM APPROACH
STEM project
Group members:
Project task:
Recreate an oil spill and devise a way to absorb oil using an absorbent material, and
select a substance to remove oil from a feather.
Science knowledge
Understands that materials have properties that can be used for a purpose.
Understands that substances can be mixed for a purpose; e.g. oil and detergent.
Science skills
Conducts an investigation into which materials are absorbent.
Conducts an investigation into which substances will mix with oil and can be used as a
cleaning agent.
Records information and observations from the investigation using a table.
Communicates science knowledge successfully using a digital video.
Technology/Engineering skills
Devises a suitable recreation of an oil spill.
Discusses and plans how to clean up the oil spill and feather, and collects the
appropriate materials needed.
Evaluates and revises the material or substance to improve the oil spill clean-up.
Successfully uses digital technology to film a short video.
Mathematics
Uses informal measurement to create a mixture.
Group skills
Chemical sciences
LIVING IN A MATERIAL WORLD
Project brief
OIL SPILL CLEAN-UP
The problem
An oil spill has occurred in the ocean. Your job is to find
the quickest and most effective way to remove the oil
from the water and save the birds trapped in the oil slick.
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Project brief
Group assessment rubric
Each group member contributed equally to the project and had a clear role.
Each group member collaborated and worked well together to solve problems.
Each group member communicated positively and listened to others.
Chemical sciences
LIVING IN A MATERIAL WORLD
1 = Below expectations
2 = Meeting expectations
3 = Above expectations
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STEM project
The task
1. You need to make an oil spill mixture by combining water, oil and
cocoa powder.
2. You need to work out what material will best soak up the oil from
the water. What properties do you need the material to have?
3. You need to work out what ingredient will best remove the oil
from the feathers. What ingredient will mix with oil?
4. You will then make a video describing the best method and how
this could be applied to the real world.
Important things you need to do!
• You must work in groups of 2–3 students.
• You must make an oil spill by combining water, oil and cocoa
powder.
• You must dip the feathers into the oil spill and coat them well.
• You must remove the oil from the water by absorbing it with a
material.
• You must remove the oil from the feathers by adding a substance to
clean it.
Chemical sciences
LIVING IN A MATERIAL WORLD
STEM project: Oil spill clean-up
I listened to the ideas of others.
I gave ideas.
I helped to research.
I helped collect materials.
I helped with the design plan.
I helped create the design.
The project was easy hard .
The part of the project I liked best was
because
Self-assessment
I could improve my work next time by
Date:
STEM project
© R.I.C. Publications
Low resolution display copy
I think my work on this project was excellent good fair poor .
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Project steps
Resource sheets
Self-assessment and
Group assessment rubric
vi
Science:
A STEM APPROACH
YEAR
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