Water

__Stage 1 Science and Technology: Hot and Cold __ =Energy in the surroundings =

Outcomes – Learning Processes

 * Investigating || Designing and Making || ====== ======

Using Technology
||
 * //INV S1.7 //**
 * Conducts guided investigations by observing, questioning, predicting, collecting and recording **
 * data,and suggesting possible explanations. ** ||
 * //DM S1.8 //**
 * Develops and implements own design ideas in response to an investigation of needs and wants. ** ||
 * //UT S1.9 //**
 * Selects and uses a range of equipment, computer-based technology, materials and other resources to undertake an investigation or design task. ** ||
 * Selects and uses a range of equipment, computer-based technology, materials and other resources to undertake an investigation or design task. ** ||



**Outcomes and Indicators **

 * //PP S1.4: //****<span style="font-family: Calibri,sans-serif;">Identifies and describes different ways some forms of energy are used in the community. ** ||

**<span style="color: windowtext; font-family: Calibri,sans-serif; font-size: 10pt;">Indicators **
<span style="font-family: Calibri,sans-serif; font-size: 10pt;">• Observes the use of levers of differing lengths to move loads and record the results <span style="font-family: Calibri,sans-serif; font-size: 10pt;">• Proposes ways of reversing a change of state after observing how some materials are changed by heating or cooling, eg ice–water–water vapour <span style="font-family: Calibri,sans-serif; font-size: 10pt;">• Develops ideas, plans and makes a reusable container for warm and cold food <span style="font-family: Calibri,sans-serif; font-size: 10pt;">• Collects different containers used to keep food warm or cold and discusses why they maintain temperature <span style="font-family: Calibri,sans-serif; font-size: 10pt;">• Discusses the energy provided by different foods, then designs and prepares a meal to eat in preparation for a busy day <span style="font-family: Calibri,sans-serif; font-size: 10pt;">• Develops a plan with a drawing and some labels for making a moving toy <span style="font-family: Calibri,sans-serif; font-size: 10pt;">• Experiments with a range of materials and found objects to produce a range of different sounds <span style="font-family: Calibri,sans-serif; font-size: 10pt;">• Explores and describes how pushes and pulls can make things move, eg pushing a ball or toy car makes it move <span style="font-family: Calibri,sans-serif; font-size: 10pt;">• Collects toys that move and classifies them according to their type of movement, eg roll, spin, slide, fly <span style="font-family: Calibri,sans-serif; font-size: 10pt;">• Uses graphics software to draw a design for a household appliance explaining how energy is used, eg a toaster uses electricity to heat bread. ||

=<span style="color: windowtext; font-family: Calibri,sans-serif;">Resources = ü <span style="font-family: Calibri,sans-serif;">Texts, posters and resources based onenergy in our surroundings. || <span style="color: windowtext; font-family: Calibri,sans-serif;">Assessment <span style="font-family: Calibri,sans-serif; font-size: 8pt;">• Observe students discussing and recording observations. <span style="font-family: Calibri,sans-serif; font-size: 8pt;">• Use student evaluation comments on the design of posters etc to determine how well the students have understood the task provided. <span style="font-family: Calibri,sans-serif; font-size: 8pt;">• Engage in teacher-student discussion to assess student understanding of the process of classifying, investigating or designing and making. ||

__<span style="font-family: Calibri,sans-serif; font-size: 20pt;">Learning Experiences: __ ü <span style="font-family: Calibri,sans-serif;">What do we already know about the energy in our surroundings? Brainstorm using mind map, etc. ü <span style="font-family: Calibri,sans-serif;">Share a story, visual text, sites on the internet based on the Unit to build up background knowledge. Encourage children to share what they already know about the unit with others. ü <span style="font-family: Calibri,sans-serif;">What are our Outcomes? What do we hope to learn by the conclusion of the Unit? ü <span style="font-family: Calibri,sans-serif;">Title Page. || ||
 * <span style="font-family: Calibri,sans-serif;">Week/ s  ||  <span style="font-family: Calibri,sans-serif;">Learning Experiences   ||  <span style="font-family: Calibri,sans-serif;">Date   ||
 * <span style="font-family: Calibri,sans-serif;">Week 1  || **//<span style="font-family: Calibri,sans-serif;">Unit Introduction. //**
 * <span style="font-family: Calibri,sans-serif;">Week / s 2 –3  || **//<span style="font-family: Calibri,sans-serif;">Investigating objects that are hot or cold. //**

ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Identify ways of deciding whether objects are hot or cold (eg sound, touch, sight). Devise a method (eg touch, temperature strips) to identify a variety of objects as either hot or cold, eg metal, water, ice, glass. Identify objects in the environment and at home which are hot or cold. ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Classify these objects into groups based on the amount of heat the object has. Identify animals that are warmer or colder than us to touch. Visit an animal farm, zoo or aquarium. Collect pictures of different types of foods. Make a pictograph using these so that you can identify how hot or cold they are when we eat them. ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Propose an explanation for why some things are hot and others are cold.

<span style="color: windowtext; font-family: Calibri,sans-serif;">Design and make signs to identify the hot and cold areas in the classroom. ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Brainstorm ideas to determine the most important information needed on the signs, the most suitable size and the most appropriate material to be used to make the signs. ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Explore possible ways of presenting the information (eg symbols, words etc). Make the signs for the hot and cold areas (eg taps, near heaters etc). ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Evaluate the design and suitability of the signs made by the class. Propose possible changes/modifications that would make the signs more useful || ||
 * <span style="font-family: Calibri,sans-serif;">Week/s 4 - 5  || **//<span style="font-family: Calibri,sans-serif;">Investigate ways in which people respond to hot and cold in their environment. //**

ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Discuss the different sorts of clothes that people wear in hot and cold weather. Collect pictures of the clothes that people wear in hot and cold parts of the world. Suggest reasons why people wear different types of clothes in hot and cold weather. Investigate ways that traditional Aboriginal peoples cope with hot and cold in their environment. ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Describe changes to buildings that people make in hot and cold weather conditions and the reasons for these. Propose ways that people in Australia can make changes to their buildings so they are more efficiently kept warm in winter or cool in summer. Research some different types of leisure activities that people of other cultures carry out in hot and cold conditions. || || __<span style="font-family: Calibri,sans-serif; font-size: 20pt;">Learning Experiences: __
 * <span style="font-family: Calibri,sans-serif;">Week 6  || ====<span style="color: windowtext; font-family: Calibri,sans-serif;">Revision and Catch Up ==== || ||
 * <span style="font-family: Calibri,sans-serif;">Week/ s  ||  <span style="font-family: Calibri,sans-serif;">Learning Experiences   ||  <span style="font-family: Calibri,sans-serif;">Date   ||
 * <span style="font-family: Calibri,sans-serif;">Weeks 7 and 8  || **//<span style="font-family: Calibri,sans-serif;">Design and make a model reusable container for hot or cold food //**//<span style="font-family: Calibri,sans-serif; font-size: 10pt;">. //

ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Observe a variety of different types of containers that are used to store or transport hot/cold food. Describe and record the shapes, size of the containers and the materials from which these containers are made. Classify the materials used to make the food containers as reusable, recyclable, disposable. ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;"> Design a visual model of the container showing its size and shape. Design a logo to identify whether the container is for use with hot or cold food. Present the design to the class and explain the reasons for your design. Evaluate the class designs. || ||
 * <span style="font-family: Calibri,sans-serif;">Week 9  || **//<span style="font-family: Calibri,sans-serif;">Investigate some safety/warning signs used to identify hot and cold objects. //**

ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Observe and record situations in our surroundings where warnings about hot and/or cold occur. Describe how warnings are presented so that people from other cultures can understand them. ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Discuss ways that hot and/or cold can be dangerous to people. Visit the local fire station or have a guest speaker from the fire brigade to discuss fire safety.


 * //<span style="font-family: Calibri,sans-serif;">Design and make a poster for the classroom to warn students about care with hot and/or cold objects. //**

ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Discuss the information that needs to go on the poster. Decide the best way to present this information to students in your class. Consider the design of the poster (eg size, shape, material to be used, etc). ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Prepare a poster and present it to other groups in the class for them to evaluate. Display all the group posters for other classes to see. || || ü <span style="font-family: Calibri,sans-serif;">Reflect on the mind map, etc from Week 1 and now, in another colour, add what else the class has learnt on this topic. ü <span style="font-family: Calibri,sans-serif;">Evaluate unit and allow time for children to reflect on their work and to summarise in their own words what their greatest learnings were throughout this unit. || ||
 * <span style="font-family: Calibri,sans-serif;">Week 10  || ====<span style="color: windowtext; font-family: Calibri,sans-serif;">Revision ====