Getting+About

Stage 1 Science and Technology:Getting About =//Visits in Our School and Local Area //=

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. ** ||


 * ==**Outcomes and Indicators **==
 * //BE S1.1 : //****Creates, modifies or models built environments to suit the needs of users. ** ||
 * ==**<span style="color: windowtext; font-family: Calibri,sans-serif; font-size: 10pt;">Indicators **==

//<span style="font-family: Calibri,sans-serif; font-size: 10pt;">• //<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Observes, records and classifies vehicles passing the school, eg types of vehicles <span style="font-family: Calibri,sans-serif; font-size: 10pt;">• Conducts a survey of traffic passing the school and predicts and hypothesizes about traffic flow and explains findings <span style="font-family: Calibri,sans-serif; font-size: 10pt;">• Selects fabric and uses scissors and staplers safely when creating a display for a transport exhibition <span style="font-family: Calibri,sans-serif; font-size: 10pt;">• Identifies and collects materials and resources that could be useful for making a model bridge or water tower <span style="font-family: Calibri,sans-serif; font-size: 10pt;">• Identifies, lists and classifies materials used in nearby buildings and describes their specific use, eg concrete for floors, nails to hold timber together <span style="font-family: Calibri,sans-serif; font-size: 10pt;">• Draws and explains ideas for reorganising the classroom to make it easier to locate resources and use activity areas <span style="font-family: Calibri,sans-serif; font-size: 10pt;">• Identifies and describes advantages and disadvantages of a new classroom layout <span style="font-family: Calibri,sans-serif; font-size: 10pt;">• Chooses appropriate ways of cutting and joining recycled materials for model furniture for the house of an imaginary character <span style="font-family: Calibri,sans-serif; font-size: 10pt;">• Draws and labels ideas for a cubby or a tree house after reading a fictional text and models their design <span style="font-family: Calibri,sans-serif; font-size: 10pt;">from recycled materials. ||

ü <span style="font-family: Calibri,sans-serif;">Texts, posters and resources based on our local school and community. || <span style="color: windowtext; font-family: Calibri,sans-serif;">Assessment <span style="color: windowtext; font-family: Calibri,sans-serif; font-size: 8pt;">• Identify different types of vehicles for moving different types of loads. <span style="font-family: Calibri,sans-serif; font-size: 8pt;">• Discuss the features and function of a vehicle using a drawing or a model. <span style="font-family: Calibri,sans-serif; font-size: 8pt;">• Note student comments about design or safety aspects of a form of transport. ||
 * =<span style="color: windowtext; font-family: Calibri,sans-serif;">Resources =

__<span style="font-family: Calibri,sans-serif; font-size: 20pt;">Learning Experiences: __
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Week/ s || <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Learning Experiences  || <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Date  ||
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Week 1 || **//<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Unit Introduction. //**

ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">What do we already know about our school and local area ? Brainstorm using mind map, etc. ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">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; font-size: 10pt;">What are our Outcomes? What do we hope to learn by the conclusion of the Unit? ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Title Page. || Wk 1 - Improved use of KWL chart. Good background knowledge of local area already. || = = ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Identify forms of transport in our community by collecting pictures, information and by observing the local area. Classify and reclassify vehicles observed using a variety of criteria, eg number of wheels, where they travel, how they are powered, what/who is carried. ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Identify the characteristics and uses of different vehicles. Identify safety features used, eg seat belts, sitting down on buses. Suggest others that may be useful. Identify the things we need to transport, eg animals, objects; where we need to transport them, eg over water, mountains; and how the needs are catered for. ||  || = =  ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Decide the specifications of your vehicle. Consider its purpose, who/what it will carry, where it needs to travel, making it safe as well as functional. Generate ideas for the design. Try looking at existing vehicles for ideas. ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Draw a plan on paper or use computer software to create the drawing. If using prepared graphics software to make the design from pre-existing components, eg wheels, body, wings, other features, trial different parts to see the effect. Discuss how easy it is to rearrange parts using computer software. Compare computer graphics to other modeling materials. ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Collect materials and decide which are appropriate. Decide on a final design to develop, considering available materials. Make and present the model, explaining the features and their functions, eg features that provide occupant protection. Evaluate the design. Does it meet all of the specifications? ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Can it be improved? || Wk 5 - Great designs, but no so good with evaluations, lots of prompting needed - more work on evaluating own work. || = = ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Discuss findings from local area research about the transport environment. Identify any problem areas, eg bushes obscuring vision, heavy traffic flow, local bridge often covered by flood waters. Suggest possible solutions, considering possible effects on motorists and residents, as well as students. ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Choose a solution and devise a plan to carry it out. Represent ideas in drawings or models. Implement the plan wherever possible. Evaluate the success of the plan.
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Week / s 2 –3 || **//<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Investigate forms of transport in the community. //**
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Week/s 4 - 5 || **//<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Design and model a means of transport of your own choice. //**
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Week 6 || ====<span style="color: windowtext; font-family: Calibri,sans-serif;">Revision and Catch Up ==== ||   ||
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Week/ s || <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Learning Experiences  || <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Date  ||
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Weeks 7 and 8 || = =
 * //<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Design a modification to the transport environment. //**


 * //<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Investigate the local transport environment. //**

ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Observe how transport is organised in the local area. Walk around the district. Make a note of safety features, eg traffic lights, signs, footpaths, kerbs. Make a pictorial record of transport types observed, eg on a painted background of locality, make a collage showing safety features, vehicles etc. ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Identify any danger spots on the way to school, eg obscured corners, roads to cross. Suggest how these could be improved. List road safety rules that apply at such places to make people safer. Identify how roads have been made safe in other areas. Explore how we can make ourselves safer, eg predict which colour cars or clothes stand out best. Devise a way of testing the predictions. || Wk 7/8 - linked to Hippo Race independent project grid. Students enjoyed designing a new bus for Edward - lots of good conversations about features of buses. ||
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Week 9 || **//<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Investigate methods of transport to school. //**

ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Survey the class to discover transport used to get to school, eg foot, bus, car, bicycle. Record results as a pictogram. Suggest reasons for these choices, eg walk because it’s close, drive when it’s raining, too far to walk. ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Predict whether students in another area would travel in the same ways, eg in a country town or inner city suburb. Consider how to test the prediction, eg contact schools in other areas. Compare predictions to the information received.Evaluate what makes a good way to come to school. Consider safety, keeping dry, enjoyment. Discuss whether it’s the same for everyone. Suggest why or why not. || Wk 9 - survey completed on breakfast foods (Hippo Race), data collected and displayed using chartgizmo. ||
 * <span style="display: block; font-family: Calibri,sans-serif; text-align: center;">Week 10 || ====<span style="color: windowtext; font-family: Calibri,sans-serif; font-size: 10pt;">Revision ====

ü <span style="font-family: Calibri,sans-serif; font-size: 10pt;">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; font-size: 10pt;">Evaluate unit and allow time for children to reflect over their work and to summerise in their own words what their greatest learnings were throughout this unit. || Wk 10 || Back to Science