6172RB Science a STEM approach Year 2 low res watermark

More documents

Recommendations

Info

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 R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-95-7 YEAR 67 YEAR A STEM APPROACH 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) 978-1-925431-95-7 R.I.C. Publications® – www.ricpublications.com.au 2 YEAR 66 Science: A STEM APPROACH STEM project 70 Science: YEAR A STEM APPROACH 2 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. 978-1-925431-95-7 R.I.C. Publications® – www.ricpublications.com.au 67 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. 978-1-925431-95-7 R.I.C. Publications® – www.ricpublications.com.au 2 YEAR 68 Science: A STEM APPROACH 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 R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-95-7 YEAR Science: 2 A STEM APPROACH 71 Student name: CRITERIA Science: YEAR 2 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. R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-95-7 YEAR Science: 2 A STEM APPROACH 69 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 978-1-925431-95-7 R.I.C. Publications® – www.ricpublications.com.au 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 . R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-95-7 YEAR Science: 2 A STEM APPROACH 73 . . Project steps Resource sheets Self-assessment and Group assessment rubric vi Science: A STEM APPROACH YEAR 2 978-1-925431-95-7 R.I.C. Publications® – www.ricpublications.com.au
Biological sciences GROWING AND CHANGING living things animal plant mammal Keywords insect similar grow offspring change reproduce birth stage © R.I.C. Publications Low resolution display copy amphibian develop R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-95-7 YEAR Science: 2 A STEM APPROACH 1
Page 1 and 2: © R.I.C. Publications Low resoluti
Page 3 and 4: Introduction.......................
Page 5: Unit description Lessons The lesson
Page 9 and 10: Biological sciences GROWING AND CHA
Page 45 and 46: Chemical sciences LIVING IN A MATER
Page 57 and 58:
Chemical sciences LIVING IN A MATER
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Earth and space sciences OUR RESOUR
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Physical sciences FORCED TO MOVE fo
Page 119 and 120:
Physical sciences FORCED TO MOVE Un
Page 121 and 122:
Physical sciences FORCED TO MOVE Le
Page 123 and 124:
Physical sciences FORCED TO MOVE Tr
Page 125 and 126:
Page 127 and 128:
Physical sciences FORCED TO MOVE Ho
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Physical sciences FORCED TO MOVE Ap
Page 135 and 136:
Page 137 and 138:
Physical sciences FORCED TO MOVE Th
Page 139 and 140:
Page 141 and 142:
Physical sciences FORCED TO MOVE Cl
Page 143 and 144:
Physical sciences FORCED TO MOVE As
Page 145 and 146:
Physical sciences FORCED TO MOVE ST
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Physical sciences FORCED TO MOVE Gr
show all

6172RB Science a STEM approach Year 2 low res watermark

Create successful ePaper yourself

Delete template?

Save as template?