Curriculum resource module Pre-primary Water flow2. A nalyse Google Earth maps to identify features...

Curriculum resource module

Pre-primary

Water flow

The STEM Learning Project is funded by the Department of Education and implemented by a

consortium in STEM education comprising the Educational Computing Association of WA, the

Mathematical Association of WA, the Science Teachers Association of WA and Scitech.

Material in this module may not be copied or distributed outside of the trial schools. It is

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schools only. We acknowledge and thank the teachers and schools who are the co-creators

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© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2009 to present, unless

otherwise indicated. This material was downloaded from the ACARA website

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Attributions: Microsoft Word, Google, Google Earth.

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Version 2.6.3 – July 2017

Table of contents

The STEM Learning Project ...................................................................................................... 2

Overview ................................................................................................................................... 3

Activity sequence and purpose ............................................................................................ 4

Background .............................................................................................................................. 5

Activity 1: Water transport race............................................................................................. 7

Activity 2: Slopes and angles ............................................................................................... 11

Activity 3: Marble fun run ...................................................................................................... 15

Activity 4: Sharing our findings ............................................................................................. 20

Appendix 1: Assessment rubric ............................................................................................ 24

Appendix 2: General capabilities continuum ................................................................... 28

Appendix 3: Materials list ...................................................................................................... 30

Appendix 4: Design process guide ..................................................................................... 31

Appendix 5: Reflective journal ............................................................................................ 32

Appendix 6: Teacher resource sheet 1.1: Cooperative learning – Roles ...................... 33

Appendix 7: Teacher resource sheet 1.2: Cooperative learning – Think, Pair, Share .. 34

Appendix 8: Reflection sheet 3.1: Prototype troubleshooting ........................................ 35

Appendix 9: Student activity sheet 4.1: Design review .................................................... 36

Appendix 10: Student activity sheet 4.2: 3 – 2 – 1 – Reflection ....................................... 37

Appendix 11: Teacher resource sheet 4.3: Construction skills ......................................... 38

Notes ....................................................................................................................................... 43

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The STEM Learning Project

The STEM Learning Project’s aim is to generate students’ interest, enjoyment and

engagement with STEM (Science, Technology, Engineering and Mathematics) and

to encourage their ongoing participation in STEM learning and the world of work.

The curriculum resources will support teachers to implement and extend the Western

Australian Curriculum and develop the general capabilities across Kindergarten to

Year 12.

Why STEM?

STEM education will develop the knowledge and intellectual skills to drive the

innovation required to address global economic, social and environmental

challenges.

STEM capability is the key to navigating the employment landscape changed by

globalisation and digital disruption. Routine manual and cognitive jobs are in

decline whilst non-routine cognitive jobs are growing strongly in Australia. Seventy-

five per cent of the jobs in the emerging economy will require creative and critical

thinking and problem solving, supported with skills of collaboration, teamwork and

literacy in mathematics, science and technology. This is what we call STEM

capability. The vision is to respond to the challenges of today and tomorrow by

preparing students for a world that requires multidisciplinary STEM thinking and

capability.

The approach

STEM capabilities are developed when students are challenged by a tutor to solve

open-ended, real-world problems using problem-based learning pedagogy which

engages students in the processes of the STEM disciplines working collaboratively in

teams.

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Pre-primary – Water flow

Overview

In this module, students discuss the importance of water and discover effective

ways of transporting it to meet personal and community needs. Water transport is

an authentic real-world problem which challenges STEM knowledge and thinking

skills. Students collaborate, communicate and think creatively as they investigate

the problem and create a solution.

What is the context?

Access to water is vital for sustaining life. All humans, plants and animals need

water, however, people may live long distances from water sources.

What is the problem?

How can we effectively transport water from a source to where it is needed?

How does this module support an integrated STEM learning approach?

Science learning is addressed in Activities 1 and 2. Students describe water

sources, uses for water and ways in which water can be transported. Students

investigate, observe and describe how and why a marble will roll downwards

(ACSSU005, ACSSU002).

Mathematics is addressed in Activities 1 and 3. Students compare volumes, speeds

and distances and use mathematical language to describe these differences

(ACMMG006, ACMMG010).

Technology is addressed in Activities 3 and 4. Students design, construct and

evaluate a structure that can carry water over a distance. The class analyses and

annotates digital images to identify dams or other water sources.

Tasks throughout the module encourage the general capabilities Personal and

social capability.

Students are encouraged to give and receive peer feedback, and are given the

opportunity to respond to feedback.

http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/codes/science/pre-primary/acssu005



http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/codes/mathematics/pre-primary/acmmg006

http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/codes/mathematics/pre-primary/acmmg010

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Activity sequence and purpose

Water transport race

Students understand the importance of water

and consider how it might be transported

from a source to where it is needed.

Slopes and angles

Marbles are used to represent water and

students are challenged to move a marble as

far as they can without pushing it.

Students experiment with ramps, exploring

how angles impact the distance a marble will

travel.

Marble run fun

Students create a marble run as a model for

a water channel.

Students complete the process of designing,

constructing, testing and improving their

models.

Sharing findings

Students critique their designs and reflect on

what they have learnt. Students

communicate their findings to an audience

beyond the classroom where possible.

RESEARCH

Activity 1

INVESTIGATE

Activity 2

IMAGINE

& CREATE

Activity 3

EVALUATE & COMMUNICATE

Activity 4

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Background

Assessment The STEM modules have been developed with the intention

of providing learning experiences for students to solve

authentic real-world problems using science, technology,

engineering and mathematics capabilities. While working

through this module, assessment opportunities will arise for

teachers as outlined below.

Evidence for assessing students will come from ideas

recorded in the class reflective journal and anecdotal

records from observations and conversations about the

students’ models.

The assessment rubric links outcomes to activities, and

shows content descriptions and standards from

mathematics, science and technologies.

Students will also have the opportunity to further develop

the general capabilities within Personal and social

capability. A progress map for Personal and social

capability is included in the General capabilities continuum

but is not for assessment purposes.

Learning

outcomes

Students will be able to:

1. Describe some water sources and the uses for water.

Identify some ways in which water is transported from

sources to homes.

2. Investigate, observe and describe how a marble will roll

downwards.

3. Use mathematical language to describe differences in

volumes, speeds and distances.

4. Analyse Google Earth maps to identify features such as

dams and towns.

5. Design, construct and test a structure to carry marbles

from one point (the source of water) to another (where

the water will be used) and explain how it could carry

water.

6. Work efficiently in collaborative learning situations to

generate a solution.

Timing There is no prescribed duration for this module. The module

is designed to be flexible enough for teachers to adapt.

Activities do not equate to lessons; one activity may require

more than one lesson to implement.

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Vocabulary There are opportunities during the module to develop the

following vocabulary: on top, underneath, in front, behind,

next to, between, roll, down, forward, around, curves,

straight, far, farther, farthest, long, longer, longest, steep,

steeper, steepest, slope steeper, narrower, taller.

A free positional language word wall can be downloaded

at www.twinkl.co.uk/resource/t-l-096-positional-language-

word-cards

Consumable

materials

A materials list is provided for this module. The list outlines

materials outside of normal classroom equipment that will

be needed to complete the activities.

Safety notes Students may need help handling scissors and using tape

dispensers. Marbles are used in several activities and may

become a hazard if spilt on the floor, swallowed, put in ears,

noses etc.

http://www.twinkl.co.uk/resource/t-l-096-positional-language-word-cards


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Activity 1: Water transport race

Activity focus To create awareness of the importance of transporting

water in our everyday lives and the lives of others (eg

farmers, people in developing countries).

To engage students in a water race so they can experience

how water transportation by hand leads to the loss of

water, time and human energy.

Students will:

discuss the importance of water

examine Google Earth images to identify local dams

observe a short video demonstrating how a woman

transports water for her family every day

investigate transporting water by carrying various

containers by hand

evaluate the effectiveness of transporting water by

hand.

Teacher

background

information about

content and

disciplinary

processes

Humans have basic needs including shelter, food and

water. Water is needed for drinking, cooking, washing and

for animals and plants. The ultimate source of water is

rainfall which can be collected in dams, water tanks and

rivers or as groundwater.

In developed countries like Australia, it is common for water

to be gravity fed in pipes from dams or tanks on hills to

houses below. In many developing countries access to

water is limited. It is often the responsibility of women and

children to walk long distances to collect water and carry it

back to their homes each day. Sometimes children cannot

go to school. The World Vision video Walking in Sabina’s

Shoes illustrates the impact of water carrying on women’s

lives.

Teacher

background

information about

instructional

procedures

Students will need some scaffolding around how to interpret

maps.

Storage will need to be provided for collected materials.

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Learning outcomes Students will be able to:

1. Describe some sources and uses for water and ways in

which water is transported (Science).

2. Analyse Google Earth maps to identify features such as

dams and towns (Mathematics).

3. Make comparisons of volumes and use mathematical

language to describe differences (Mathematics).

Equipment required For the class:

Class reflective journal, interactive whiteboard, Google

Earth, masking tape, water.

For the students:

Six buckets or large plastic containers of equal size.

Three smaller containers for carrying water (eg yoghurt

containers).

Preparation Collect containers for the water race and identify a suitable

location for the race.

Preview the Walking in Sabina’s Shoes video and determine

how much of the video to share with students. The video is

thirteen minutes long, although many ideas are presented

in the first seven minutes. Students may want to watch the

video more than once.

Prefill buckets with water.

Load Google Earth and locate local dams.

Activity parts Part 1:

As a class, discuss the importance of water. Brainstorm and

create a class mind map.

Why is water important?

How do we use water?

Where does water come from before it gets to our

taps?

Take the students on a tour of the school to locate different

water supplies. Encourage students to take photos of water

supplies using cameras or devices. Print and display photos

or plot them on a map of the school. Predict what these

water supplies are connected to.

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How does the water travel from its source to our taps?

Examine Google Earth. Begin at the school and zoom out to

find the closest dam.

Explain that some places do not have water pipes. Discuss

how people get their water if there are no pipes.

As a class, watch the World Vision video Walking in Sabina’s

Shoes to illustrate how a woman in a developing country

travels each day to collect and carry water for her family.

Part 2:

Explain to the students that they are going to have a water

race. Organise students into three relay teams. Each team

will need one full bucket of water at one end of the race

and an empty bucket on the opposite end. They will also

need small containers to transport the water.

Mark the water level of the full bucket with masking tape to

demonstrate how full it is at the beginning of the race.

Each team will compete to transfer the water from their full

bucket to the empty bucket using the small containers.

Taking turns, team members will run to fill the empty

container and return to tag the next student in their team.

The race will continue until each bucket that was originally

full of water is empty.

Part 3:

At the end of the race, pour each team’s water back into

the original buckets and mark the new water level.

Compare the original and final water levels to determine

how much water was lost.

Is the water level higher or lower?

Is there more water or less water after the race?

Where has the water gone?

Describe the different water levels. How are the water

levels different?

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Part 4:

Back in the classroom, discuss what happened in the water

race.

Which team was the fastest? Why were they so fast?

Which team saved the most water? How do you know?

Why is wasting water a problem?

Was it a fair race?

Why would Sabina need to reduce water loss? How did

she reduce water loss?

Do you think carrying water by hand is effective? Why

and why not?

Should we collect water by hand from our dams?

Would we have time to come to school?

Digital resources World Vision video

Walking in Sabina’s Shoes

www.youtube.com/watch?v=-bEtqZoD4V4

Literary resource The Wonder Thing by Libby Hathorn

A book to encourage students to think about the world

around them.

https://www.youtube.com/watch?v=-bEtqZoD4V4

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Activity 2: Slopes and angles

Activity focus In this activity, students will use marbles to represent water

and investigate how to move marbles over distances

without pushing them. The teacher should connect this

exercise to how water travels from dams to our houses.

Students will:

design and build structures to move a marble as far as

possible without pushing it

observe a variety of ramps online and discuss the

various reasons people use ramps

critique designs and infer why some marbles moved

farther than others.

Teacher

background

information about

content and

disciplinary

processes

Scientists often use models to investigate and observe

natural phenomena as this can be more efficient and

convenient than testing in the real world. In this activity,

students work with marbles to model the movement of

water. On a level surface a marble must be pushed in order

to move; the push force overcomes the inertia of the

marble. When a marble is placed on a slope, the Earth’s

gravitational pull causes the marble to roll down the slope

in the same way that water flows downhill under the

influence of gravity. The angle of a slope impacts the

movement of a marble. The steeper the slope, the faster a

marble will roll downward. If the slope is too steep, the

marble will fall and may not travel far once it hits the

ground. The key variables which affect the roll of a marble

are its shape and smooth surface, and the angle and

friction of the slope.

Teacher

background

information about

instructional

procedures

Students are to work in small groups and may respond well

to assigned team roles within their groups.

As students build ramp structures there will be many

opportunities to integrate vocabulary.

Students may use positional language as they negotiate

with team members the use of materials (on top of,

underneath, in front of, behind, next to, between).

They may use movement vocabulary to explain to a peer

how their marble travels on their design (roll, down,

forwards, around, curves, straight).

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Students can use measurement vocabulary to describe

how far their marble travelled in comparison to other teams

(far, farther).

They may connect the distance to the length and gradient

of a slope (long, longer, longest, steep, steeper, steepest).

Questioning can be used to guide students through the

process as they predict, observe, test, measure and

communicate their findings. Example questions include:

Predict: What do you think will happen if you make the

slope steeper, narrower, and taller?

Observe: What happened after you made changes? Did it

improve your marble run? Why/why not?

Measure: How far did your marble run? How can you

measure this?


1. Investigate, observe and describe the conditions under

which a marble will roll over a long distance (Science).

2. Use mathematical language to describe the

differences in speeds and distances rolled by marbles

under different conditions (Mathematics).


Class reflective journal, interactive whiteboard and internet

access, coloured string.

For the students:

A marble, a variety of materials such as wooden blocks,

card, cardboard tubes, hollow pool noodles cut lengthwise,

moulding and tubing.

Preparation In the weeks leading up to this activity, collect materials for

students to create their designs.

Prepare the classroom by arranging furniture to create

appropriate space for students to build their designs.

Students may wish to attach their marble run to furniture. A

taped or chalked-off perimeter could be used to limit the

size of each group’s design.

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Discuss what the class learnt in Activity 1 about the need to

move water from a source to people’s homes.

Explain to the students that they will use marbles to

investigate and model the movement of water. Discuss why

marbles will be used instead of water.

Let students know that they will be designing and building

structures to move a marble as far as they can without

pushing it.

Show students the materials they can choose from and

allow time for them to design, build, share and test their

ideas. After the groups have explored how to maximise the

roll of their marble, each team will use a streamer to

measure how far their marble travelled. This does not

include the ramp. Cut the streamer to the correct length

representing the distance travelled. Label streamers with

each group’s name and measure lengths in centimetres.

Lay the streamers on the floor to make a ‘column’ graph

and ask the students to compare the lengths. Which marble

went the farthest? Why did it travel so far? Which marble

went the shortest distance? Why did it not travel far?

Ask the students what they need to do to make the marble

roll? Why?

Explore reasoning with the prompt: Because…

Part 2:

Use Google to search for ‘ramps’ and click on some images

to observe, analyse and discuss.

What is a ramp used for?

What are some different ramps you have seen?

(rollercoaster, skate park, wheelchair ramps, stream

flowing downhill).

Model a ramp using a piece of card and a marble.

Demonstrate by lifting one side of the card to make the

marble move. Discuss how the spherical shape of the

marble allows it to roll. Model positional language to

describe what you are doing with the card and how the

marble is moving. Prompt students to recognise that things

roll or slide downwards on ramps and slopes.

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How do all of these ramps and slopes work?

Which way do things move on these ramps? Why?

Because….

Could we use a ramp to transport water to our homes?

Why?

Because….

Record students' answers in the class reflective journal.

Optional activity: Marble painting

Materials:

Marbles

Activity paint

Muffin tin, egg carton or small bowls to hold paint

Spoons

Paper

Shallow cardboard box (A4 photocopy paper box lid) or a

baking dish lined with white paper

Steps:

1. Drop the marbles in the paint colour of choice.

2. Mix them around to coat them with paint then transfer

them to the cardboard box.

3. Lift and tilt the cardboard box to move the marbles

around, leaving paint trails behind.

An alternative is to squeeze the paint directly into the

cardboard box lid.

Part 3:

Students draw and label their marble slope on a sticky note

to go into the class reflective journal. Record each team’s

distance next to the sticky notes.

Add digital photos to the class reflective journal and scribe

students' comments.

Resource sheets Teacher resource sheet 1.1: Cooperative learning – Roles

Digital resources Positional language word wall

www.twinkl.co.uk/resource/t-l-096-positional-language-

word-cards

http://www.amazon.com/gp/product/B000W9ZFJU/ref=as_li_qf_sp_asin_il_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B000W9ZFJU&linkCode=as2&tag=theartpar02-20&linkId=MS4CET5T4GSSE4JU

http://www.jdoqocy.com/click-5589172-10651292-1428529365000?url=http%3A%2F%2Fwww.discountschoolsupply.com%2FProduct%2FProductDetail.aspx%3Fproduct%3D3682&cjsku=3682

http://www.dpbolvw.net/click-5589172-10651292-1428529365000?url=http%3A%2F%2Fwww.discountschoolsupply.com%2FProduct%2FProductDetail.aspx%3Fproduct%3D28713&cjsku=28713



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Activity 3: Marble fun run

Activity focus To design, construct and test a structure that could act as a

water channel to transport water from a source to a home.

Teacher

background

information about

content and

disciplinary

processes

This activity engages students in an engineering design

process to design, construct, test and evaluate a model of

a structure that could be used to transport water.

Marbles are used to model the flow of water in the same

way that engineers use models in designing and testing

structures. Engineers must first analyse and understand the

problem, imagine possible approaches, plan what will be

done, design the structure, test and improve the structure,

and then document and communicate their solution to the

client.

The key principle that should inform the design is that water

will flow naturally downwards under its own weight. The

structure should therefore have a continuous downward

slope from source to home. Given that it is often not

possible to build a water channel in a straight line, the

design needs to allow for the water to flow around bends

without spilling from the channel.

Teacher

background

information about

instructional

procedures

This activity works better with additional support from parent

help or a buddy class. There would ideally be one helper

per group.


1. Design, construct and test a structure to carry marbles

from one point (the source of water) to another (where

the water will be used) (Technologies).


Class reflective journal

Interactive whiteboard with internet

Parent or buddy class help

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For the students:

Variety of cardboard tubing, masking tape, scissors, egg

cartons, shoe boxes, pre-cut paper plates (these need to

have a curved edge that a marble can roll in), plastic

straws, paper cups, construction paper for securing towers

to.

Preparation Decide on the scale of the structures the students will make

and the distances over which the marbles will run as this will

determine what types of materials are needed. The marble

runs could be one to two metres long or as short as a track

glued onto the back of a shoe box lid.

Decide how materials will be shared and distributed among

students. Decide if you would like each team to receive the

same materials. Alternatively, allow each team to have a

certain number of materials that they can choose.

Students are likely to need help cutting tubes, paper plates

and egg cartons. Parent or buddy class help is suggested.

Alternatively, some materials could be pre-cut before the

lesson.


Review the variables that influenced the distance moved

by the marbles in Activity 2. Discuss how these apply to the

transport of water.

Watch the videos showing examples of how we transport

water in Western Australia (Mundaring Weir and the Golden

Pipeline), and the video showing how an ancient civilization

(Machu Picchu) transported and controlled the flow of

water using water channels.

Discuss the importance of sustainability and conserving

water.

Part 2:

Explain to students that they are going to design, construct

and test a model of a structure that could be used to

transport water. Marbles will be used to model the flow of

water. The model is to safely transport a marble over a

distance of x to a destination (paper bowl or cup) and

have at least one bend in the path.

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Ask students how they will work as a team and how they will

choose ideas.

Provide students with time to discuss designs, how they

would make the model and the materials they will use. As a

class, share ideas in a brainstorming session before groups

finalise their plans and start construction work.

Part 3:

Students begin constructing their marble runs. Teacher

resource sheet 4:3: Construction skills is a useful resource for

this activity.

As students are completing the challenge, ask them to

explain their ideas to you.

How do you plan to make a bend in the water

channel?

How will you join your materials?

How will you stop your marble falling out of your marble

run?

Where will it start and finish?

Which end needs to be higher? Why?

Because…

If a group is experiencing difficulty, ask:

What is not working? Why?

How can you fix it?

Encourage teamwork and persistence.

Take digital photos to document the students’ work.

Part 4:

Test each marble run to see if it safely delivers a marble to a

destination. Talk about each test being fair by using the

same marble and releasing it at the top, not pushing it.

Ask students to give verbal feedback on what they found

interesting about each team’s design. Record the

experiences in the class reflective journal or on sticky notes

to display with photos.

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Resource sheets Teacher resource sheet 1.2: Cooperative learning – Think,

Pair, Share

Student activity sheet 3.1: Prototype troubleshooting

Teacher resource sheet 4:3: Construction skills is a useful

resource for this activity.

Digital resources Tips and tricks for making marble runs

www.youtube.com/watch?v=fDiIfPD52QQ

Brief flyover of Mundaring Weir

www.youtube.com/watch?v=5Qfqq_GRHG0

Time-lapse video of Golden Pipeline

www.youtube.com/watch?v=SAGsPOSGMpA

Machu Picchu: Water management system video (2

minutes). Please note the dialogue in this video will be

difficult for the students to understand. It is suggested that

the teacher commentates while watching the video on

mute.

www.youtube.com/watch?v=9hlg2sYN0yY

http://www.youtube.com/watch?v=fDiIfPD52QQ

http://www.youtube.com/watch?v=5Qfqq_GRHG0

http://www.youtube.com/watch?v=SAGsPOSGMpA

http://www.youtube.com/watch?v=9hlg2sYN0yY

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Students investigating with cylinders, blocks and

marbles.

Instead of using the science journal, a display on the pin up

board was created so the students and parents could see it.

The images below show a class inquiry on water, a student’s design drawing and

a cooperative group material and shape investigation.

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Activity 4: Sharing our findings

Activity focus Reflect on the activities and what students have learnt.

Teacher

background

information about

instructional

procedures

Students engage in reflection and evaluation and

communicate their thinking about how the water channel

model works. Students think about how the design was

changed for improvements and the scientific basis of the

design (ie that the channel has to have a downward slope

to allow the marble or water to roll down under the

influence of gravity).


1. Explain how and why marbles and water will roll down

a slope from the source to where it can be used

(Science).

2. Evaluate a structure designed to carry water over a

distance (Technologies).


Class reflective journal

For the students:

Each student will need pencils and a photo of their group’s

model to annotate.

Preparation Print out a picture of the model for each student, ensuring

there is enough white space to annotate the photo.

Alternatively, provide materials for students to draw and

label their marble run, identifying the slope, channels and

pipes.


Reflect on the previous activity. Discuss any problems the

groups encountered and how they solved these problems

by testing and making modifications.

Revisit vocabulary from Activity 1 (eg channel, pipe and

slope).

Part 2:

Provide each student with a photo of their model water

channel.

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Students should draw a face to indicate how they felt

about the design (eg happy, unsure or sad). This is an

opportunity to assess each student’s ability to evaluate the

success of their designs.

Ask the students if there were any problems and what they

did to fix them. Record answers in the class reflective

journal.

Why did the marble roll along the model channel?

What part of your model channel worked?

What part of your model channel didn’t work? Why?

Optional extension:

Students could use plasticine to create water channels on a

water play table and use watering cans to observe water

flow.

Part 3:

Review the module using the class reflective journal to

promote discussions. Begin by asking the class what they

have learnt and add these answers to the class’s original

brainstorm from Activity 1.

Use a different coloured pen or different coloured sticky

note to distinguish what they have learnt from prior

knowledge.

Ask the students what they have enjoyed about the

activities.

Invite a suitable audience member, such as a plumber or a

member of the Water Corporation, to listen to the students'

discussion.

Part 4:

Students could take their model water channels outside

and pour water down them to see if they work. It should be

noted that this may damage their structures if not made

with waterproof materials.

Extension Excursion or incursion related to the work of the Water

Corporation or Mundaring Weir.

Resource sheets Student activity sheet 4.1: Design review

Student activity sheet 4.2: 3 – 2 – 1 – Reflection

P a g e | 22


We worked in groups to make a marble

move over a long distance without

pushing it.

P a g e | 23


Our first attempt at building a water pipe

Our second attempt… and then the water

P a g e | 24


Appendix 1: Assessment rubric

Science:

A

Excellent

achievement

The student demonstrates

excellent achievement of what

is expected for this year level

B

High

achievement


high achievement of what is

expected for this year level

C

Satisfactory

achievement


satisfactory achievement

of what is expected for this

year level

D

Limited

achievement

The student

demonstrates limited

achievement of what is

expected for this year

level

E

Very low

achievement

The student

demonstrates very

low achievement of

what is expected for

this year level

Science Understanding

Physical

sciences

Content description:

The way objects move depends on a variety of factors,

including their size and shape (ACSSU005)

Learning outcome:

Investigate, observe and describe how a marble will

roll downwards.

Activities:

Activities 1 & 2

Identifies factors that enable the

marble to roll down the slope

(eg the marble is round, the

slope is steep and smooth).

Identifies factors that enable

the marble to roll down the

slope (eg the marble is round,

the slope is steep).

Identifies a factor that

enables the marble to roll

down the slope (eg the

marble is round).

Shares observations

relating to the

movement of a marble

(eg the marble rolls

down the slope).

Does not meet the

requirements of a D

grade.

Biological

sciences

Living things have basic needs,

including food and water (ACSSU002)

Describe some sources and uses for water and ways

by which water can be transported.

Activity 1

Identifies several uses for water

and explains that it comes to us

from dams/tanks/rivers through

pipes.

Identifies several uses for

water and explains that it

comes to us through pipes.

Explains that we need

water to drink and for other

uses such as cleaning.

Identifies water as a

basic need (ie we need

water to drink).

Does not meet the

requirements of a D

grade.

P a g e | 25


Technologies:

A

Excellent

achievement




B

High

achievement




C

Satisfactory

achievement




year level

D

Limited

achievement

The student




level

E

Very low

achievement

The student

demonstrates very

low achievement of


this year level

Design and Technologies – Processes and production skills

Designing Content description:

Generate and record design ideas through describing,

drawing, modelling and/or a sequence of written or spoken

steps.

Learning outcome:

Designs a structure to carry a marble over a distance

and describes how it will work.

Activities:

Activity 3

Generates and records design

ideas, and explains the purpose

of the design and how it will

work.

Generates and records a

design through describing,

drawing or modelling and

describes the steps for making

it.

Generates and records a

design through describing,

drawing or modelling.

States, draws or models

some basic and

incomplete design

ideas.

Does not meet the

requirements of a D

grade.

Producing and

implementing

Use given components and equipment to safely make simple

solutions.

Designs, constructs and evaluates a structure

designed to carry water over a distance.

Activities 3 & 4

Constructs a model that

successfully carries a marble

over a distance. Recognises

that the purpose of the model is

to represent a way of

transporting water and explains

how the model may be suited

to carrying water.


successfully carries a marble

over a distance and meets

the design criteria.

Recognises that the purpose

of the model is to represent a

way of transporting water.


carries a marble over a

reasonable distance and

meets most of the design

criteria.


carries a marble over a

short distance and

meets one or two of the

design criteria.

Does not meet the

requirements of a D

grade.

http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/design-and-technologies2/technologies-overview/glossary/components

http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/design-and-technologies2/technologies-overview/glossary/equipment

P a g e | 26


Collaborating

and

managing

Work independently, or with others when required, for

solutions.

Works efficiently in collaborative learning situations to

generate a solution.

Activities 1 – 4

Consistently works

independently and

cooperatively with others when

required and finds creative

solutions.

Regularly works

independently, or with others

when required, and finds

solutions.

Works independently, and

occasionally with others

when required, to find

solutions.

Seldom works

independently or with

others when required.

Does not meet the

requirements of a D

grade.

P a g e | 27


Mathematics:

A

Excellent

achievement




B

High

achievement




C

Satisfactory

achievement




year level

D

Limited

achievement

The student




level

E

Very low

achievement

The student

demonstrates very

low achievement of


this year level

Measurement and Geometry

Using units of

measurement


Use direct and indirect comparisons to decide which is longer,

heavier or holds more, and explain reasoning in everyday

language (ACMMG006)

Learning outcome:

Makes comparisons of volumes and distances and

uses mathematical language to describe

differences.

Activities:

Activity 1 & 2

Uses mathematical language to

compare the amounts of water

before and after the race and

orders by capacity. Compares

distances travelled by different

marbles using mathematical

language and comparisons of

the lengths of paper streamers.

Uses appropriate language to

compare the amount of

water in buckets before and

after the race. Compares

distances travelled by

different marbles (eg farther,

longer) with reference to

paper streamers.

Compares the amount of

water in the bucket before

and after the race using

everyday language. Refers

to a paper streamer

showing how far a marble

travelled.

Identifies buckets as ‘full’

or ‘empty’ but does not

make comparisons.

Describes the movement

of a marble in terms of

position or distance.

Unable to explain

differences in volume

or distance.

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Appendix 2: General capabilities continuum

Personal and social capability learning continuum

Organising element Level 1A students Typically by the end of Foundation Year,

students

Self-awareness element

Recognise emotions

recognise and identify their own emotions

identify a range of emotions and describe

situations that may evoke these emotions

Recognise personal qualities and

achievements

express a personal preference

identify their likes and dislikes, needs and

wants, and explore what influences these

Understand themselves as learners

select tasks they can do in different learning

contexts

identify their abilities, talents and interests as

learners

Develop reflective practice

recognise and identify participation in or

completion of a task

reflect on their feelings as learners and how

their efforts affect skills and achievements

Self-management element

Express emotions appropriately

recognise and identify how their emotions

influence the way they feel and act

express their emotions constructively in

interactions with others

Develop self-discipline and set goals

make a choice to participate in a class

activity

follow class routines to assist learning

Work independently and show initiative

attempt tasks with support or prompting attempt tasks independently and identify

when and from whom help can be sought

Become confident, resilient and adaptable

identify people and situations with which they

feel a sense of familiarity or belonging

identify situations that feel safe or unsafe,

approaching new situations with confidence

P a g e | 29


Social awareness element

Appreciate diverse perspectives show an awareness for the feelings, needs

and interests of others

acknowledge that people hold many points

of view

Contribute to civil society describe ways they can help at home and

school

Understand relationships explore relationships through play and group

experiences

Communicate effectively respond to the feelings, needs and interests

of others

identify positive ways to initiate, join and

interrupt conversations with adults and peers

Work collaboratively share experiences of cooperation in play and

group activities

Make decisions identify options when making decisions to

meet their needs and the needs of others

Negotiate and resolve conflict listen to others’ ideas, and recognise that

others may see things differently from them

Access to this information is via the link here:

k10outline.scsa.wa.edu.au/home/p-10-curriculum/general-capabilities-over/general-capabilities-overview/general-capabilities-in-

the-australian-curriculum

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Appendix 3: Materials list

Materials needed for this module:

class reflective journal

interactive whiteboard with access to Google Earth or similar

roll of masking tape

access to water

six buckets or large plastic containers of equal size

three smaller containers for carrying water (eg yoghurt containers)

lengths of coloured streamers

a variety of loose parts such as wooden blocks, pre-cut pool noodles,

moulding and tubing

a variety of cardboard tubing, masking tape, scissors, egg cartons, shoe

boxes, pre-cut paper plates (these need to have a curved edge that a

marble can roll in), plastic straws, paper cups and construction paper

marbles.

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Appendix 4: Design process guide

Development

Ideation

Analysis

Finding useful and helpful information about the design problem.

Gathering information, conducting surveys, finding examples of

existing solutions, testing properties of materials, practical testing.

Understanding the meaning of the research findings.

Analysing what the information means, summarising the surveys,

judging the value of existing solutions, understanding test results.

Idea generation – turning ideas into tangible forms so that they can be

organised, ordered and communicated to others.

Activities such as brainstorming, mind mapping, sketching, drawing

diagrams and plans, collecting colour samples and/or material samples

and talking through these ideas can help to generate more creative

ideas.

Using the SCAMPER model can assist with this:

www.mindtools.com/pages/article/newCT_02.htm

www.designorate.com/a-guide-to-the-scamper-technique-for-

creative-thinking/

Development of the design ideas. Improvements, refinements, adding

detail, making it better.

Activities such as detailed drawings, modelling, prototyping, market

research, gaining feedback from intended user, further research – if

needed – to solve an issue with the design, testing out different tools or

equipment, trialling production processes, working out dimensions,

testing of prototypes and further refinement.

Safe production of the final design or multiple copies of the final design.

Fine tuning the production process, such as division of labour for

batch or mass production.

Use of intended materials and appropriate tools to safely make the

solution to the design problem.

Reflection on the process taken and the success of the design.

Evaluation can lead into further development or improvement of the

design and can be a final stage of the design process before a

conclusion is reached.

Could be formal or informal and verbal or written.

Research

Production

Evaluation

http://www.mindtools.com/pages/article/newCT_02.htm

http://www.designorate.com/a-guide-to-the-scamper-technique-for-

http://www.designorate.com/a-guide-to-the-scamper-technique-for-

P a g e | 32


Appendix 5: Reflective journal

When students reflect on learning and analyse their

own ideas and feelings, they self-evaluate, thereby

improving their metacognitive skills. Reflective

journals allow students to express their learning

during any stage of the learning process in a way

that is individual. Journals or reflective processes

can be used in a variety of ways and are suitable

for use from Kindergarten to Year 12.

Early childhood classrooms may use a whole class reflective journal with pictures of

the learning experience and scribed conversations.

When students self-monitor or reflect, the most powerful learning happens.

Reflective practice can be supported in classrooms by creating opportunities for

students to think about their learning and the world around them. Successful learners

apply prior knowledge when posed with new questions and problems and use this

knowledge to decide how they will increase understanding.

Journals become a useful assessment tool that give teachers additional insight into

how students value their own learning and progress.

Students can reflect on learning in their personal journals at any stage of a learning

activity and for any length of time. Teachers can model the journalling process by

thinking aloud and showing students how they can express learning and thoughts in

a variety of ways including diagrams, pictures and writing.

Teachers should encourage students to revisit earlier entries to help them observe

the progression of their thoughts and understanding. Students should comment and

reflect on these entries to help them understand their own learning and the process

they have gone through.

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Appendix 6: Teacher resource sheet 1.1: Cooperative learning –

Roles

Cooperative learning frameworks create

opportunities for groups of students to work

together, generally to a single purpose.

As well as having the potential to increase

learning for all students involved, using

these frameworks can fulfil part of the

Western Australian Curriculum General

Capability: Personal and social capability.

When students are working within groups, positive interdependence can be fostered

by assigning roles to various group members.

These roles could include:

working roles such as Timekeeper, Resources, Reader, Writer, Artist, Planner

social roles such as Motivator, Noise monitor, Observer.

Teachers using the Primary Connections roles of Director, Manager and Speaker for

their science teaching may find it effective to also use these roles for STEM learning.

Further to this, specific roles can be delineated for specific activities that the group is

completing.

It can help students if some background to the purpose of group roles is made clear

to them before they start, but at no time should the roles get in the way of the

learning. Roles may not always be appropriate in given tasks the decision rests with

the teacher.

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Appendix 7: Teacher resource sheet 1.2: Cooperative learning –

Think, Pair, Share

This resource sheet provides a brief outline on a

collaborative learning technique known as

'think – pair – share'.

Cooperative learning frameworks create

opportunities for groups of students to work

together, generally to a single purpose.

As well as having the potential to increase

learning for all students involved, using these

frameworks can fulfil part of the Western

Australian Curriculum General Capability:

Personal and social capability.

In the 'think' stage, each student thinks silently about a question asked by the

teacher.

In the 'pair' stage, students are paired up to discuss their thoughts and answers to

the question.

In the 'share' stage, the students share their answer, their partners answer or what

they decided together. This sharing may be with other pairs or with the whole class. It

is important also to let students 'pass'. This is a key element of making the technique

safe for students.

Think – pair – share increases student participation and provides an environment for

higher levels of thinking and questioning.

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Appendix 8: Student activity sheet 3.1: Prototype troubleshooting

Student’s name Problem/issue Impact on design Solution/change to design

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Appendix 9: Student activity sheet 4.1: Design review

Things that make it work well

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

Things I would change

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

Photograph/ Drawing

P a g e | 37

Version 2.0 – July 2017

Appendix 10: Student activity sheet 4.2: 3 – 2 – 1 – Reflection

3 – 2 – 1 – Reflection

Name 3 things I learnt 2 things I found interesting 1 thing I found difficult

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Appendix 11: Teacher resource sheet 4.3: Construction skills

Construction skills help students use design thinking and technologies to generate

and produce solutions for real-world problems.

This develops students' knowledge, understandings and skills in the Technologies

learning area.


Technologies – Design and technologies – Processes and production skills

Creating solutions by: Producing and implementing

Use given components and equipment to safely make solutions.

Make the

pinhole

bigger with a

sharp pencil.

Poke a hole

with a pin.

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Poke a

hole

with a

pin.

Tie a loop

with a

pipe

cleaner.

Use a paper

binder to fasten

two items

together.

Use cable

ties to tie two

items

together.

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Make a tape

loop with the

sticky side on

the outside.

Cut a pizza slice

shape out of a

paper plate to

make a funnel.

Use a glue gun

to fasten two

flat shapes.

A leather hole

punch can make a

hole for cable ties.

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Velcro tabs

to stick on

flat shapes.

A stapler can fix

some materials

together.

Cut a sector out

of a paper

plate to make a

funnel.

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Cut the end of a

tube into a fan to

attach it to a flat

shape.

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Notes

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Curriculum resource module Pre-primary Water flow2. A nalyse Google Earth maps to identify features...

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