The Canobolas Rural Technology High School Context ... · The Canobolas Rural Technology High...

The Canobolas Rural Technology High School STEM Curriculum – Clean the Drink 22/05/2017 11:45 AM 1

The Canobolas Rural Technology High School Stage 4 STEM Curriculum

Context / Summary: Design Brief: Drought has hit our local community hard, and greatly impacting the survival of farming animals. What water is available is stagnate and its quality is falling. You have been employed by a company to come up with a cheap way to make dirty water clearer. Featured Project: Design and make a water cleaner from a used PET Bottle Mini Projects: Water tower challenge

Year 7 Unit 1: Clean the drink water filtration device.

Duration: 10 weeks (6 x 53 min lessons per cycle, 5 cycles)

Science Content Area: Chemical World

Technology area of study: Products

Timetable model: STEM periods are timetabled lessons. Two period each from allocated Science and Mathematics, as part of the Integrated Project Learning program. Two lessons taken from the Stage 4 Agriculture program. STEM runs as a semester course, in rotation with Stage 4 Agriculture.

Background/Prior knowledge: This unit is sequenced in Term 1, the first term at high school for Year 7. Students will have different levels of prior knowledge as they come from a range of Partner Primary schools from both in and around Orange. It is assumed that students can describe some physical conditions of the environment and how these affect the growth and survival of things (ST3-11LW). This includes being able to identify physical conditions of their local environment (for this task, water) and use gathered data to develop explanations.

Developed by: Jude Bertolin, Nicky Nealon, Matt Scott and Sulaiman Siddiqui 2016 Review and updated by: Matt Scott 2017 Note: This program is to be used in conjunction with student worksheets. Each task has a worksheet to be completed to be added to the students’ portfolio. Alternatively, a Class OneNote can be used if the BYOD use is high enough. The content for this unit of work and includes content from the links listed in the resource/strategies column of the program.


Specific Outcomes – addressed directly within the unit.

KLA Outcome Content

Science

SC4-17CW - Explains how scientific understanding of, and discoveries about the properties of elements, compounds and mixtures relate to their uses in everyday life

CW3-Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques. d. describe aqueous mixtures in terms of solute, solvent and solution c. relate a range of techniques used to separate the components of some common mixtures to the physical principles involved in each process, including filtration d. investigate the application of a physical separation technique used in everyday situations or industrial processes, e.g. water filtering.

Science

SC4-8WS - Selects and uses appropriate strategies, understanding and skills to

produce creative and plausible solutions to identified problems

WS8 a. Describe different strategies to solve an identified problem

with a scientific component

WS8 d. Using cause and effect relationships to explain ideas and

findings.

Science

SC4-9WS - presents science ideas, findings and information to a given audience

using appropriate scientific language, text types and representations

WS9 a. Presenting ideas, findings and solutions to problems using

scientific language

WS 9e.Constructing and using appropriate type of graph to express

relationships

Science

SC4-2VA - Shows a willingness to engage in finding solutions to science-related

personal, social and global issues, including shaping sustainable futures.

Mathematics MA4-2WM – applies appropriate mathematical techniques to solve problems Computation with integers

- Compare, order, add and subtract integers

Mathematics

MA4-5NA - Operates with fractions, decimals and percentages - express one quantity as a fraction of another - convert fractions to decimals (terminating and recurring) and percentages



KLA Outcome Content

Mathematics MA4-7NA - operates with ratios and rates, and explores their graphical

representation

- solve a variety of real-life problems involving ratios

Mathematics

MA4-1WM Communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols

Measurement and Geometry - Draw different views of prisms and solids formed from

combinations of prisms • - draw (in two dimensions) prisms, and solids formed from

combinations of prisms, from different views, including top, side, front and back views

Mathematics

MA4-19SP - Collects, represents and interprets single sets of data, using appropriate statistical displays

Construct and compare a range of data displays, including stem-and-leaf plots and dot plots (ACMSP170)

construct divided bar graphs, sector graphs and line graphs,

with and without the use of digital technologies calculate the length of bar required for each section of divided bar

graphs and the angle at the centre required for each sector of

sector graphs (Problem Solving)

Technology Mandatory

4.1.1 applies design processes that respond to needs and opportunities in each design project

Students learn about

analysing needs, problems and opportunities

Establishing criteria for success

researching

generating creative ideas

communicating ideas

experimenting and testing ideas

risk management

managing resources

producing design solutions

evaluating ideas and solutions

Technology Mandatory 4.3.2- demonstrates responsible and safe use of a range of tools, materials and techniques in each design project


risk management strategies

http://syllabus.bostes.nsw.edu.au/glossary/mat/angle/?ajax



KLA Outcome Content

responsible behaviour in working environments

Occupational Health and Safety practices

the safe and responsible use of materials, tools and techniques in each design project

maintenance of tools and equipment

Technology Mandatory 4.5.2- produces quality solutions that respond to identified needs and opportunities in each design project


suitable materials, tools and techniques for design projects

skill development and refinement

construction steps that contribute to a quality solution

relationship of quality solutions to needs and opportunities and the criteria for success for each design project

Technology Mandatory

4.6.1- applies appropriate evaluation techniques throughout each design Project


developing criteria for success as a tool for assessing design development and production

ongoing evaluation of design ideas and decisions

final evaluation considering

o design process used

o design solutions

o reflection on learning


Vocabulary to be developed:

Must water design pollution dissolve cone mixture light dirty

Should insoluble solvent soluble criteria cylinder evaluate solution solute

Could turbidity clarity lumen potable ratio

Learning across the curriculum included in this unit:

Cross-Curriculum priorities Aboriginal and Torres Strait Islander histories and cultures

Sustainability

Asia and Australia's engagement with Asia

General Capabilities Critical and creative thinking Ethical understanding

Intercultural understanding Literacy

Numeracy Personal and social capability

Information and communication technology capability

8 Ways Strategies included in this unit:

Story Sharing Non-Verbal Land Links

Learning Maps Symbols and images

Assessment: Assessment by project and portfolio of tasks. Marking rubric attached

“WALT: We are learning to” statements are to be displayed in the classroom to remind students what the purpose of the lesson is.


Teaching Program Details

Lesson

KLA: Science, Maths, TAS

Syllabus Outcome/Content

Evidence of Learning

Students:

Learning Activities

Resources/Strategies -

Reg'n

1

WALT: Be a learner in STEM.

- Complete STEM titlepage for portfolio.

- Complete STEM expectations for portfolio.

- Recognise symbols for STEM and resources

- Class discussion and brainstorming - What is STEM? What is STEM at

Canobolas about? – Students thinking, exploring and making.

- Task 1 – STEM Title Page. Look at the STEM logo. Sketch and colour pictures that represent the S, T, E and M learning areas.

- Introduction to STEM Centre, Thinkerspace, Explorerspace and Makerspace. Expectations for the class. STEM workbook and portfolio.

- Task 2 – STEM Expectations. Negotiate expectations for working in a shared workspace. Think Pair Share – students divided into 5 groups to develop each expectation, share with class and record on worksheet. Use Task 2a – STEM Expectations PowerPoint as an example if students cannot brainstorm their own.

- Student Portfolio - Task 1 – STEM Title Page. - Task 2 – STEM Expectations. - Task 2a – STEM Expectations

PowerPoint. - Brainstorming equipment for

TPS.


Lesson




Students:

Learning Activities


Reg'n

2

Science

TAS

SC4-8WS - Selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems

4.5.2- produces quality solutions that respond to identified needs and opportunities in each design project

WALT: Work in a group to solve a STEM Challenge

- Complete water tower mini STEM activity project.

Mini STEM activity – Water tower storage

- Display a local example of a water tower on the projector screen. Explain to students the concept of gravity water pressure for potable water supply.

- In groups of three, students create a 300mm high tower from the materials supplied to hold a foam cup of water without falling. The cup then must gravity feed the water through a small pipe to another foam cup 300mm from the base

of the tower. - It will be important to limit the materials

used by students to create their tower. This makes it more of a challenge and is good for the budget. This may be through using a material cost and budget system, or by issuing a set amount of materials.

- Foam cups and straws are the main materials.

- Test the towers while placed inside a large shallow plastic tub.

- Photograph student solutions for next lesson.

-

- Student portfolios - Task 3 Water tower challenge - Water in jugs. - Large plastic tub/tray for

testing. - Foam cups. - Hot glue guns and cutting

mats. - Makerspace materials.


Lesson




Students:

Learning Activities


Reg'n

3 TAS


4.6.1- applies appropriate

evaluation techniques

throughout each design

Project

WALT: communicate and evaluate our STEM challenge solution

- Sketch a picture of their water tower structure.

- Evaluate their water tower.

Communicating and Evaluating

- Test water towers is this was not completed in the previous lesson.

- Place completed towers on each group table.

- Use Google Image search to give examples of design illustrations.

- Task 4 - On the white board, demonstrate freehand sketching techniques to draw an example water tower. Use lead pencil do draw a simple wire frame, then use colour pencils and a rule to draw straws that match the colours of their design.

- Alternatively, use the visualiser to demonstrate drawing the water tower on the worksheet.

- Students in groups to think, pair share the evaluation sections of the worksheet. Brainstorm responses on group work paper. Share with the class before writing final responses on the worksheet.

-

- Student water towers.

- Student portfolios.

- Task 4 Water tower sketch

and evaluation worksheet.

- Lead pencils.

- Colour pencils.

- Brainstorming equipment.


Lesson




Students:

Learning Activities


Reg'n

4 Maths

MA4-19SP - Collects,

represents and interprets

single sets of data, using

appropriate statistical

displays

WALT: graphically

communicate with a graph.

- Calculate the individual

costs of makerspace

prototyping materials

- Produce a bar graph

for the portfolio.

Graphing material costs.

- Task 4.5 - Student navigate to Officeworks

website www.officeworks.com.au and

search for material packs as listed on the

task sheet. Record costs in the table. This

could be a teacher directed activity on a

SMART board.

- Using the suggested formula, students

calculate the cost of an individual

prototyping materials.

- Students to graph the results on the

scaffold provided.

- Teacher checks calculated costs, and works

with students to determine a scale for the

bar graph of results.

- Students give the graph a title, scale and

label the materials. Then using colour

pencils, produce the bar graph.

- Student Portfolios. - Task 4.5 – Graphing material

costs. - Colour pencils

http://www.officeworks.com.au/


Lesson




Students:

Learning Activities


Reg'n

5 Science

SC4-2VA - Shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable futures.

WALT: Understand the value of water.

- Identify some main pollutants of water

- Identify why water pollution is a problem

- Identify a way to measure the clarity of water

- Discuss the importance of water clarity

-

Jigsaw activity

- Students sit in groups of 3. Each person is numbered 1,2 or 3. Each person is given a post it note – each number has a different colour. Answer the following question on the post it note for the number you have been given.

1. Why is water important? 2. Name 5 organisms that need water 3. Why do you think dirty water a

problem? - Collate post it notes on whiteboard and

discuss. Water pollution simulation activity –

- Complete Task 5 Murray-Darling Story Water pollution activity – student handbook. Students allocated various

scripts and given bags of “pollutants”

- Complete Task 5: Worksheet. - Use Lego EV3 light meter to show we can

measure of water clarity and compare clean water verses dirty water. No need to record measurements at this stage. Just show difference in the measurement.

- Student portfolios. - Three colours of post it notes. - Task 5 – Murray River Story

resource and worksheet. - Water pollutants from Task 5

Murray River Story. - Large tub of water - Lego EV3 Light meter

http://www.naturalresources.sa.gov.au/files/sharedassets/sa-murray-darling-basin/education/teaching-resources/water/river-murray-story-resource-package-early-to-primary-years-gen.pdf









Lesson




Students:

Learning Activities


Reg'n

6 TAS


- analysing needs, problems and opportunities

WALT: plan a design process.

- Describe what happens in each of the steps in the PRIME design process

- Can identify that a design process can be used to produce a solution to a problem.

- Completed PRIME scaffold in student folio, relevant to given design brief.

The Design Process - Use the PRIME PowerPoint to deliver this

lesson. - Present design brief – PRIME – Drought has

hit our local community hard, and greatly impacting the survival of food crops. You have been employed by Department of Agriculture and CSIRO to prototype a biodome to sustainably grow food crops in dry climates.

- Task 6a - Students record design brief on worksheet.

- Class discussion P.R.I.M.E. explored as a design

process.

Design brief handed out.

Teacher directs students through analysis of brief in collaboration using PRIME to complete individual worksheets for folios.

Buzz group activity – divide class into 5 groups. Allocate one of the P.R.I.M.E. areas for each group to draft for the class. Then present to whole class.

- Task 6b - Students record the five P.R.I.M.E. steps on their worksheet.

- Present design process – explain P.R.I.M.E. and that the process is not linear.

- Task 6c - Students colour the letters for P.R.I.M.E. and the arrows, cut them out and paste them onto the design process sheet as a circular flow chat.

- Student Portfolios. - PRIME PowerPoint - Task 6abc – PRIME worksheet - Colour pencils - Scissors - Glue sticks -


Lesson




Students:

Learning Activities


Reg'n

7 Science


WALT: investigate solubility.

- Use the following terms appropriately in conversation and text –soluble, insoluble, dissolve, solute, solvent, solution,

- Can identify if substances are soluble or insoluble

Practical investigation into solubility - Task 7a - Introduce glossary terms of

soluble, insoluble, mixture and dissolve. Students write definitions.

- Task 7b – Work with class to determine an aim for the investigation. Document on worksheet. Guide students through method and materials needed.

- Investigate trying to dissolve different substances – Students identify them as insoluble and soluble. Test sugar, coffee, salt, sand, flour, jelly crystals etc. Document results in the table on worksheet.

- This could be done as each group tries each substance, or as a buzz group where each group tries one substance and reports back to the group.

- Task 7c – Students use results table and glossary words to write a conclusion. Cloze passage can be used as a hint. Students to share their descriptions of which substances were soluble and which were not.

- Show Youtube clip (bad pirate animation!) https://youtu.be/8UQ6CZGvWz4 to learn definition of solvent and solute. Add to glossary page.

- Extension: dissolving simulations.

- Student portfolios. - Task 7 – Solubility

Investigation. - Glass bowls or plastic cups. - Plastic spoons. - Water. - Materials such as sugar,

coffee, salt, sand, flour, jelly crystals etc.

- Permanent marker.

Dissolving simulation activity http://www.sciencekids.co.nz/gamesactivities/reversiblechanges.html Extension animations: http://www.phschool.com/atschool/phsciexp/active_art/table_salt_dissolving_H2O/salt_solution.swf

https://youtu.be/8UQ6CZGvWz4

http://www.sciencekids.co.nz/gamesactivities/reversiblechanges.html



http://www.phschool.com/atschool/phsciexp/active_art/table_salt_dissolving_H2O/salt_solution.swf




Lesson




Students:

Learning Activities


Reg'n

8 TAS


- researching

WALT: analyse an existing idea to inform our design.

- Effectively locate a suitable website using Google.

- Record a website appropriately.

- Create a design inspiration collage for portfolio.

- Complete a PMI analysis

Research existing solutions

- Think Pair Share activity - Using the Internet, each student researches different methods for filtering water. Verbally think, pair, share of ideas among the class (Could be a teacher guided activity on the board).

- Create a design inspiration collage of filters (any filter can be included, providing their purpose is labelled) using MS Publisher. Give an appropriate title and label each picture. Provide a source URL (not Google Images link) for each image. Print for portfolio.

- Task 8 - Complete a PMI analysis of one chosen design.

- Student portfolio - Task 8 – PMI worksheet - Makerspace computers or

iPads. - BYOD friendly activity.

-


Lesson




Students:

Learning Activities


Reg'n

9 Science

SC4-2VA - Shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable futures.

WALT: Understand what happens without clean water.

- Complete Y chart for portfolio.

- Complete individual creative writing task.

- Complete poster for portfolio.

Global environmental issues: Water

- Show video clips of drought ravaged location. Use Task 9 - Y chart (feel, see, hear) diagram to record student reflections the impact of drought and lack of clean water. Think/Pair/Share ideas

and copy results into worksheet. - Individual Creative writing task. Students

use Y chart to write a story from the point of view of someone living without clean

drinking water. - Graphic communication task: Brainstorm

ideas with class for ways people can keep water supplies/sources clean. Students create a poster about a way students can keep water clean in their local environment.

- Student Portfolios. - PRIME PowerPoint - Task 9 – Y chart worksheet

Clean Water in Third World Countries:https://www.youtube.com/watch?v=Crq1zCnNYck

Jay-Z on the Water crisis: https://www.youtube.com/watch?v=2BXavkcvVVU

https://www.youtube.com/watch?v=Crq1zCnNYck

https://www.youtube.com/watch?v=Crq1zCnNYck

https://www.youtube.com/watch?v=2BXavkcvVVU

https://www.youtube.com/watch?v=2BXavkcvVVU


Lesson




Students:

Learning Activities


Reg'n

10

TAS

Science


- establishing criteria for success

- generating creative ideas

SC4-8WS - Selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems

WALT: establish criteria to determine our success.

- Completed criteria for success scaffold in student portfolio.

Criteria for success.

- Task 10A - Define the following four factors that influence design: - Function - Aesthetics - Cost - Safety

- - Task 10B - Class revisits design brief and

Teacher directs students through establishment of the criteria for success (C4S) by questioning and class discussion. One C4S

should reflect each of the four factors. - Function: The water cleaner must remove

as much pollutant as possible. It must stand upright and not fall or leak in use. It must be portable.

- Aesthetics: The water cleaner should allow the user to see in and monitor the cleaning process. It should look nice enough to be on display.

- Cost: The cost of the support structure that holds the PET bottles must not exceed the construction budget set by the teacher.

- Safety: The water cleaner must be safe to touch, by no dangerous objects protruding. Filtration mediums must be free of any chemicals.

Students rank the C4S from most important (1) to least important (4) and give an analysis of why they have ranked their C4S in this

manner.

- Student portfolios - Task 10 – Criteria for success

worksheet


Lesson




Students:

Learning Activities


Reg'n

11

Maths

TAS

MA4-7NA - operates with ratios and rates, and explores their graphical representation Numeracy Skills Framework

Focus Area 1, mental

computation and numerical

reasoning: Understanding

fractions, decimals and

percentages, rates and

ratios: end of Stage 4:

understands, calculates and

interprets ratios and rates

problems.


- generating creative ideas

WALT: graphically communicate and work with scale.

- produce a scaled 2D drawing of a cylinder and a cone to create a drawing of bottle from different views including side and top for portfolio.

- Generate ideas for biodome support structures

Scaled drawings - Task 11 Orthographic template

worksheet. Students will look at water bottles already drawn on Sketch up and look at the object from top, front and side views to know what 2D is and what

different views look like - Teacher explains ratios and scale with

students, using house plans and maps as examples of the use of scale. Use Google Maps on SMART board to show students practical examples of scale between known places.

- Teacher works with students to apply an appropriate scale to all PET bottle measurements, in this case 1:2. Students record these dimensions on the

worksheet. - Teachers guide students to create views

on task sheet/grid paper of 2D version of 3D shapes.

Extension – create a 3D CAD drawing of a basic PET bottle on TinkerCAD. Use the rotation of views to demonstrate that 2D shapes exist within 3D shapes. Print for Portfolio.

- Student Portfolios. - Task 11 Orthographic

template. - Pencils. - Rulers. - set squares. - CAD lab computers.

https://www.tinkercad.com/

https://www.tinkercad.com/


Lesson




Students:

Learning Activities


Reg'n

12 Science


WALT: determine the most suitable filter mediums

- Recount which material is best for their water cleaners.

Complete collaborative observation sheet for portfolio.

Testing filtration mediums. - Class separates into construction groups.

Teacher distributes scrap paper, glass bowls, plastic cup of dirty water and a filtration medium.

- Groups mix water with spoons and then pour it through filtrations medium into the glass bowl and observes what happens. Students write observations on paper, including the time for the water to pass through the medium.

- Each group reports what happened during their investigation to the class. Teacher makes note of key observation on board for each medium.

- Task 12 - Students update results worksheet for their portfolio. Teacher leads class in discussion about which medium would be most suitable for our water cleaners, and how a combination could be used. Student conclude their medium choice and justify.

Extension: Teacher distributes more mediums for each group to test other groups findings, or combination of materials, if time permits.

- Student Portfolios. - Task 12 Observations. - Glass bowls. - Clear plastic cups. - Water with dirt/sand mixed

in. - Plastic spoons for mixing. - Kitchen sponge - Steel wool - Lunch bags - Chux cloth - Paper towel


Lesson




Students:

Learning Activities


Reg'n

13

TAS

Science

4.1.1 applies design processes that respond to needs and opportunities in each design project SC4-8WS - Selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems

WALT: generate ideas for a water cleaner stand.

- Completed SWOT scaffold in their portfolio

- Completed mini STEM activity project

Idea sketch with +/- analysis. - Working in construction groups, students

develop a design for the PET bottle stand. It must hold the bottle inverted with enough room for a clear plastic cup to be placed underneath to capture cleaned water. Record ideas using brainstorming equipment.

- Task 13 – Students sketch idea for PET bottle stand and complete a +/- analysis for this design

- Mini STEM maker activity.

- To keep students engaged in STEM and develop critical and creative thinking skills. The water raft – how many washers can yours hold? Students are to make and test a raft from aluminium foil and a limited amount of other materials.

- Student Portfolio - Task 13 – Idea Sketch. - Brainstorming equipment for

TPS.

For mini-maker activity:

- Aluminium foil 300mm sq. - 3 drinking straws. - 100mm tape. - Box of metal washers.


Lesson




Students:

Learning Activities


Reg'n

14 TAS

4.3.2- demonstrates responsible and safe use of a range of tools, materials and techniques in each design project


WALT: work safely in STEM.

- Completed written safety test for student portfolio.

- Water cleaner project commences.

Workshop safety

- Teacher revises safe working expectations for the Makerspace with the class. This may include writing the expectations on the board from lesson 1, or reading from portfolio worksheet.

- Teacher guides students through Task 14 – Workshop safety worksheet, using questioning to ensure understanding. Teacher marks, dates and signs worksheet for portfolio before making can commence.

- Teacher demonstrates the safe use of equipment supplied in the makerspace. Individual machine written safety tests if advised in ESiS.

Hands-on Activity: Water Cleaner Engineering Design Project.

- Teacher establish groups of three students. - Students compare ideas for water cleaner,

select a final idea to work with. Student may choose to sketch revised ideas while working as a group to show the Teacher before commencing work.

- Teacher to determine a way to limit the over use of materials. This may include a value and budget system, or giving student a set amount of resources.

Begin making process.

- Student portfolios. - Task 14 – Workshop safety. - Large PET bottles (1.25L). - Makerspace materials. - Filtration mediums from lesson

11. Equipment Safety in Schools (ESiS) https://online.det.nsw.edu.au/esis/teacher/(DoE intranet link for staff advice) https://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_bio/cub_bio_lesson02_activity1.xml

https://online.det.nsw.edu.au/esis/teacher/

https://online.det.nsw.edu.au/esis/teacher/

https://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_bio/cub_bio_lesson02_activity1.xml





Lesson




Students:

Learning Activities


Reg'n

15 TAS



WALT: construct a portable water cleaning device.

- Water cleaner project continues

Construction water cleaners. - Making and testing water cleaners, based

on student design portfolio ideas.

- Student Portfolios. - Makerspace materials.


Lesson




Students:

Learning Activities


Reg'n

16 Science


WALT: investigate some properties of water.

Properties of water. - Explain the properties of cohesion and

adhesion to the class. Record definitions on worksheet.

- Tape one end of the string to the inside bottom of a cup.

- Fill the other cup with water (and food colouring if you want) and put the free end of the string in the water (not taped).

- Lift the cup with water up above the other, but not directly over it. Hold it far enough that the string is taut. Be careful not to pull the string out of either cup.

- Slowly pour the water out of the top cup onto the string. Remember to keep it taught at all times. Task 15 - observe what happens. Sketch and record observations.

- Now, soak the entire string in water and try again. You should be able to pour the water straight from the top cup to the bottom cup through the string. Task 15 - observe what happens. Sketch and record observations.

- Student Portfolios. - Task 15 – Properties of water - 2 cups. - A long string (be sure to use

cotton twine or strings that can absorb water. Polyester strings won’t do).

- Water. - Sticky tape.

http://www.rookieparenting.com/traveling-water/




Lesson




Students:

Learning Activities


Reg'n

17 TAS








18 TAS









Lesson




Students:

Learning Activities


Reg'n

19 TAS

4.6.1- applies appropriate evaluation techniques throughout each design Project

WALT: Evaluate our final design solution.

- Record final design in photograph and print for portfolio.

- Completed individual evaluation scaffold in portfolios.

Testing and collecting data day, evaluation - PHOTO evidence - Photo of finished

product for portfolio. Teacher to print for students.

- Students set up water cleaners to test their ability to function. Mix the same dirt/sand amount into a plastic cup. Students observe its clarity. Use Lego EV3 light meter to record % of light passing through dirty water.

- Pour water mixture through water cleaner into another clear plastic cup. Students observe clarity of cleaned water. Use Lego EV3 light meter to record % of light passing through dirty water.

- Task 16 – Evaluation sheet - Students think/pair/share final evaluation of the success of their filter. Based on the criteria established at the commencement of the

activity.

- Student portfolios. - Task 16 Evaluation sheet. - Clear plastic cups. - Water with dirt/sand mixed

in. - Plastic spoons for mixing. - Lego EV3 Light meter. -


Lesson




Students:

Learning Activities


Reg'n

20 Maths

MA4-19SP - Collects, represents and interprets single sets of data, using appropriate statistical displays

WALT: graphically

communicate with a graph.

- Calculate the individual

costs of makerspace

prototyping materials

- Produce a bar graph for

the portfolio.

Graphing test results.

- Review the results of the previous lessons

design testing, noting the light transparency

results from the Lego Eve light meter.

- Students to graph the results from each

group on the scaffold provided. For each

group, there should be a before and after

test light meter reading (as %).

- Teacher checks the light meter reading, and

works with students to determine a scale

for the bar graph of results.

- Students give the graph a title, scale and

label the materials. Then using colour

pencils, produce the bar graph.

- Student Portfolios. - Task 17 – Graphing light

meter test results. - Colour pencils

21

WALT: reflect on making our

water cleaner through a

recount.

- Write a reflective

recount about making

their water cleaner.

Reflecting on our work.

- Teacher revisits the reflection writing

process from Year 7 IPL. Use the Reflections

PowerPoint to remind students of the

reflection writing cycle.

- Task 18 - Students use the cycle to guide

the writing of a reflection recount of making

the water cleaner.

- Student Portfolios. - Reflections PowerPoint. - Task 18 – Reflections.


Lesson




Students:

Learning Activities


Reg'n

22 TAS


- analysing needs, problems and opportunities

WALT: use Sway to present our design process.

- Produce a Sway illustrating the PRIME design process followed.

Design Process revision. - Prior to lesson, teacher makes the Sway

template and photographs of the five design process steps available to students through Class OneNote / OneDrive.

- Revisit the P.R.I.M.E. design process and the design brief for the unit (Task 6).

- Students log into their Student Portal, navigate to sway.com and log in using

their email address. - Teacher demonstrates to students how to

enter photos and text into the Sway template, and how to format it.

- Students enter design process step from

Task 6 and illustrate with photos. - Students share Sway with the teacher /

Embed their Sway in their OneNote page.

- Student Portfolio / OneNote - Task 6 – PRIME worksheet - Makerspace computers. - Sway PRIME template.

- BYOD friendly activity.

23

-

24

-


Lesson




Students:

Learning Activities


Reg'n

25 TAS


- Produce a 3D printed component for their water cleaner

Extension - Teacher introduces 3D printing and revisits CAD using Sketchup. Teacher leads students through simple CAD task, like straw joiners. Students create and 3D print a part to use on their water cleaner.

For students with CAD experience, a design challenge to design and 3D print a water release valve for their water cleaning device. Valve can be two parts, or printed as one.

- CAD lap computers - 3D printers

26 ALL

Aboriginal and Torres Strait Islander histories and culture

- Can identify and describe tools used by Australian Indigenous people

- Can identify and describe how Australian Indigenous people use water

-

Optional Students brainstorm list of tools and equipment used in makerspace. Record list on the board. Students visit website on Indigenous tools and technology. List traditional tools on the board. Link traditional tools with modern tools used for similar tasks.

View Youtube clip on the Aboriginal Water Initiative to investigate how Indigenous people filtered water and for what purpose using low-tech methods.

http://www.australia.gov.au/about-australia/australian-story/austn-indigenous-tools-and-technology https://www.youtube.com/watch?v=JCAtW8zlBPw BradMoggridge- Cultural Value of Water and the Aboriginal Water Initiative [6:26- 7:36 min Aboriginal uses]

http://www.australia.gov.au/about-australia/australian-story/austn-indigenous-tools-and-technology



https://www.youtube.com/watch?v=JCAtW8zlBPw

https://www.youtube.com/watch?v=JCAtW8zlBPw

The Canobolas Rural Technology High School Context ... · The Canobolas Rural Technology High...

Documents

Transcript of The Canobolas Rural Technology High School Context ... · The Canobolas Rural Technology High...