STEM - Years 2-3

Title: STEM: years 2-3

Ready-Ed Publications

© 2018 Ready-Ed Publications Printed in Australia Author: Miranda Mason Illustrator: Alison Mutton

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission.

Copyright Notice The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that: 1.

The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

2.

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

3.

Copies are not sold or lent;

4.

Every copy made clearly shows the footnote, ‘Ready-Ed Publications’.

Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act. The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au Reproduction and Communication by others Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

Published by: Ready-Ed Publications www.readyed.net info@readyed.com.au

ISBN: 978 192 561 126 7 2

Contents Teachers' Notes Curriculum Connections Extended Activities Forming Groups

4 5-7 8 9

Section 1: Materials And Design Teachers' Notes 11-13 Natural Or Human-Made?

14 Properties Of Materials 1 15 Properties Of Materials 2 16 Which Materials Are The Strongest?

17 Bridges 1 18 Bridges 2 19 Brick Template 20 Investigating Domes 21 Igloos - Dome Structures 22 Investigating Pyramids 23 What Features Do Homes Have?

24 How To Plan A House 25 Testing Out Materials: House Construction Challenge 26 Section 2: Move It - Change It Teachers' Notes First Law Of Motion Second Law Of Motion Potential And Kinetic Energy Build A Working Catapult Wind Power Solar Power 1 Solar Power 2 Materials That Bounce!

Float Or Sink?

Design A Vessel That Floats Gravity And Air Resistance 1 Gravity And Air Resistance 2

Section 3: Design It Teachers' Notes 43-45 Build A Zip Line That Can Carry Lego 46 Build A Paper Table That Can Hold Weight 47 Can You Grow The Tallest Sunflower?

48 Build A Labyrinth Game That Works 49 Create A Model Chook Pen 50 Section 4: Paper Bag Pairs (20 minute STEM activities) Teachers' Notes Paper Bag Pair 1 & 2 Paper Bag Pair 3 & 4 Paper Bag Pair 5 & 6 Paper Bag Pair 7 & 8 Paper Bag Pair 9 & 10

52 53 54 55 56 57

Glossary Of Terms

58

28-29 30 31 32 33 34 35 36 37 38 39 40 41

3

Teachers’ Notes “I have no special talents. I am only passionately curious.” – Albert Einstein Science, Technology, Engineering and Maths are the integrated learning areas known as STEM. STEM requires students to problem-solve and think critically and with a degree of flexibility. The Australian Government through the National Innovation and Science Agenda (Australian Government, Department of Education and Training, December 2015) have shone a spotlight on the importance of students having problem-solving and innovative thinking skills. The workplaces of the future will increasingly rely on students to be able to think critically and flexibly to address the fast moving pace of the world.

This book supports teachers to develop inquiry-based learning in the classroom across Science, Mathematics and Technologies. Literacy is also important as a General Capability and is interwoven in the tasks encouraging students to express their discoveries in a variety of ways (AC, v. 8.3, Literacy).

This resource is written for students in Years 2 and 3. The book is broken into four main sections. The first section focuses on the core Science and Engineering inquiry skills with a variety of challenging investigations outlined. The content is generally outlined in the first part of each topic and more challenging investigations are then included.

The second section reviews the science of forces with opportunities for small and larger group investigations. Following from this, the third section comprises more in-depth inquiry-based investigations. These are group tasks all focussed on a particular question.

The final section is a series of shorter investigations that require the use of low-cost materials that are easily available. These investigations could be conducted as rotations with students in a weekly lesson.

Ask

3 Reflect

Investigate

3

3

Inquiry-Based Learning

Discuss

Create

3 4

3

Enjoy the ride with your students – STEM can take the students in many unexpected directions. This resource offers students opportunities to: practise working in small groups cooperating and collaborating; experience failure when activities have unexpected results; time to reflect on what happened and how things could be developed further. All of these opportunities are vital experiences for children. Embrace the unknown and look for the teaching moments to highlight. After all, according to T.S. Eliot, it is perhaps the journey that is most important and not the destination.

Gilbert Inquiry Framework (2014) 1. Establishing what we want to find out: Posing questions & planning inquiry 2. Finding out: Collecting & analysing evidence 3. Deciding what: Concluding, reflecting & responding to the inquiry 4http://dro.deakin.edu.au/ eserv/DU:30079970/prestoninquirybasedlearning-2015.pdf

Curriculum Connections This resource is linked to the Australian Curriculum and addresses key learning areas in Science, Maths, and Design and Technologies. There are links to be made also across Literacy and General Capabilities. On each activity page the predominant descriptor is included but it is important to be aware that other connections can also be made. For more detailed information regarding the Australian Curriculum please explore the website: www.australiancurriculum.edu.au

Mathematics Year 2

Year 3

Recognise, model, represent and order numbers to at least 1000 (ACMNA027)

Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)

Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028)

Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)

Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)

Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057)

Compare masses of objects using balance scales (ACMMG038) Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (ACMMG037) Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042) Interpret simple maps of familiar locations and identify the relative positions of key features (ACMMG044) Collect, check and classify data (ACMSP049) Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)

Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059) Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061) Tell time to the minute and investigate the relationship between units of time (ACMMG062) Make models of three-dimensional objects and describe key features (ACMMG063) Create and interpret simple grid maps to show position and pathways (ACMMG065 Identify symmetry in the environment (ACMMG066) Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064) Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068) Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)

5

Curriculum Connections Science Year 2 A push or a pull affects how an object moves or changes shape (ACSSU033)

Heat can be produced in many ways and can move from one object to another (ACSSU049)

Earth’s resources are used in a variety of ways (ACSSU032)

A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046)

Different materials can be combined for a particular purpose (ACSSU031) Living things grow, change and have offspring similar to themselves (ACSSU030) Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034) People use science in their daily lives, including when caring for their environment and living things (ACSHE035) Plan a sequence of production steps when making designed solutions individually and corroboratively (ACTDEP018) Use informal measurements to collect and record observations, using digital technologies as appropriate (ACSIS039) Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions (ACSIS040) Participate in guided investigations to explore and answer questions (ACSIS038) Pose and respond to questions, and make predictions about familiar objects and events (ACSIS037) Compare observations with those of others (ACSIS041) Represent and communicate observations and ideas in a variety of ways (ACSIS042)

6

Year 3

Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044) Science involves making predictions and describing patterns and relationships (ACSHE050) Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends(ACSIS057) Compare results with predictions, suggesting possible reasons for findings (ACSIS215) Reflect on investigations, including whether a test was fair or not (ACSIS058) Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)

Curriculum Connections Design & Technologies Year 2

Year 3

Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005)

Investigate how forces and the properties of materials affect the behaviour of a product or system (ACTDEK011)

Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)

Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)

Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)

Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions (ACTDEP014)

Sequence steps for making designed solutions and working collaboratively (ACTDEP009)

Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015) Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016) Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)

7

Extended Activities Use these suggestions to continue the inquiry in your classrooms. They can be applied to different topics and modified to suit your students' needs.

Create A Questions Wall

Imaginary Interview

The Top Three Game (3 minutes)

Find A Local Brain

Everyone thinks of three things they know about a topic. Students pair up and exchange their three points. Repeat this again and swap information with others in the class until time is up.

Invite an expert into the classroom to give a talk on a topic. Put the call out to parents in the community or contact your local university. Check out the CSIRO Scientists in Schools program to check who might also be able to assist: www.csiro.au

Start A Curiosity Corner

Where To Next?

So What?

Class Investigation Book

Make a poster where students can write any questions they have and stick them onto the wall. These could be explored further in class discussion time. Use glass markers and have students write them directly onto windows as an alternative.

Ask the class to bring in items that may connect to a topic. Print off interesting articles or images to make a hands-on learning corner.

In pairs, ask students to imagine what could be done with the information they have discovered. Ask them what could be made better? What could be invented? What could be improved?

8

Ask your students to imagine they are reporters interviewing an expert on the topic that you are exploring. They must write lists of questions to ask the experts based on their knowledge.

Record these using devices (iPads / computers) and playback to the class.

Students draw up a road map showing what they have done so far, what they have learnt and what could happen next – do these on A3 paper and put them up around the room.

Discuss and compare the differences between ideas. Celebrate the variety of perspectives.

Have a class photographer (or take turns) capture photos to document the STEM activities. Collate these to make a class book either digitally or in hard copy.

Forming Groups Use these ideas to help organise your students into groups and keep them on their toes. Encourage them to make connections with others and develop cooperation and collaboration skills.

Making Pairs •

Put name tag cards into a container and draw them out.

•

Number off 1, 2 to form pairs.

•

Students form pairs by finding someone of similar height, with same birthday month, has the same favourite food, number of sibilings, etc.

•

Hand out playing cards. Ask students to find their match (e.g. Queen of Hearts matches Queen of Diamonds, 4 of Clubs matches 4 of Spades, etc.).

Making Groups •

Give students coloured stickers. Without talking, students must form groups according to their sticker colour.

•

Give each student an animal name. Each class member closes eyes and makes the animal noise to find the other members of their group.

•

Write numbers or letters onto ping pong balls. Throw them to each student.

Groups are formed according to the balls (all 2s together, etc.). Keep these and reuse them.

Icebreakers (get your class tuned in and ready to go) •

Students line up according to the number of letters in their name / number of people living in their house / number of pets they have / birthday / shortest to tallest (do this without talking for a real challenge).

•

Each student thinks of a positive adjective to describe themselves that starts with their initials (e.g. M.E. = marvellous and energetic). Students sort into alphabetical order according to initials and share their adjectives.

•

Speed share: form pairs, have students face each other and create a circle with the class. The teacher stands in the centre and gives a speaking topic. “My greatest wish is … / I really love to … / I want to find out about … / I will never … ” Allow 30 seconds to discuss the topic with the student facing them. Then the outside circle moves to a new partner and speed share starts again.

“Millions of people saw the apple fall, but Newton asked why.” – Bernard Baruch

9

Section 1: Materials And Design

10

teachers' notes

Natural Or Human-Made?

Properties Of Materials 1

Curriculum Link:

Curriculum Link:

Earth’s resources are used in a variety of ways (ACSSU032) https://www.australiancurriculum.edu.au/ Search/?q=ACSSU032

Different materials can be combined for a particular purpose (ACSSU031) https://www.australiancurriculum.edu.au/ Search/?q=ACSSU031 Consider laminating copies of the 'Characteristics Of Materials Fact Sheet’ and giving these to students with a whiteboard marker so they can tally the materials they find when they walk around the school.

Answers:

Answers will vary Student misconceptions: Children can have difficulty understanding things they have not experienced. Some may not realise materials can occur naturally. Discuss glass and how it is derived from sand; paper and how it is derived from trees.

Watch It: How does Recyling work?

Curiosity Questions: ----

Which materials are most abundant?

Which ones are rare?

How are the different materials used?

http://splash.abc.net.au/home#!/ media/30438/recycling-household-items

Curiosity Questions:

Properties Of Materials 2

Ask these to expand student thinking and encourage creativity.

-- Where are natural materials found? Why can’t you find them everywhere?

-- What would be the most difficult humanmade material to make?

-- What human-made materials do you think are most often used?

Curriculum Link:

Class Discussion: Make an Advantages / Disadvantages table on the board and add student ideas as you discuss.

Encourage the students to think about the cost of materials, the purpose they are being used for, how long the item might last.

Research It: Look at this link for more about concrete manufacture. http://www.bbc.co.uk/schools/gcsebitesize/ science/ocr_gateway/chemical_resources/ construction_materialsrev3.shtml

Watch It: Short clip explaining why concrete is so strong http://thekidshouldseethis.com/post/ concrete-does-not-dry-out-minute-physics

Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034) https://www.australiancurriculum.edu.au/ Search/?q=ACSHE034

Answers: 1. Additional properties: students could add the following.

Wood: might be rough or smooth, can be different colours, can be flexible, can be light or heavy Metal: different types, precious metals (silver, gold), solid except for mercury, malleable – can be hammered into shapes Plastics: can be transparent, resistant to corrosion, different strengths and hardness Consider using Google Images to show a variety of different cubby houses and discuss the different materials used and why the choices may have been made. Consider different environments (weather) and different purposes (younger / older children)

11

teachers' notes

Which Materials Are The Strongest?

Investigating Domes

Curriculum Link:

Curriculum Link:

Science involves making predictions and describing patterns and relationships (ACSHE050) https://www.australiancurriculum.edu.au/ Search/?q=ACSHE050

Sequence steps for making designed solutions and working collaboratively (ACTDEP009) https://www.australiancurriculum.edu.au/ Search/?q=ACTDEP009

Answers:

Watch It: Not your usual kind of home

Image 1 matches A Image 2 matches C Image 3 matches D Image 4 matches B

http://splash.abc.net.au/home#!/ media/1504290/not-your-usual-kind-of-home

Curiosity Questions: ---

What ways could these problems be prevented?

Why were these materials chosen? How are they being used?

Bridges1 & 2 Curriculum Link: Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007) https://www.australiancurriculum.edu.au/ Search/?q=ACTDEP007

Watch It: Designing Bridges: http://splash.abc.net.au/home#!/ media/2208772/design-a-bridge

Possible Answers: Question 1: Beam bridge – less materials needed but might depend on the length needed.

Question 2: Suspension bridge – the weight is held up by cables and can have multiple towers to go a long way.

Question 3: Simplest bridge to construct is the Beam Bridge but any type could be used.

Question 4: Suspension and beam bridge are likely to be the strongest.

Danyang–Kunshan Grand Bridge in China is the longest bridge in the world, 164km.

Curiosity Questions: ---

What helped your dome to stay strong?

What other materials might have been useful?

Igloos – Dome Structures Curriculum Link: Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018) https://www.australiancurriculum.edu.au/ Search/?q=ACTDEP018

Answers: Order of construction steps: • Mark a dome shape in the ice and show where the small entry will be.

• Make a 'brick' out of compacted snow.

• Stack each snow brick on top of one another.

• Leave a small hole at the top for ventilation.

• The heat from the people inside will melt the bricks together to make them strong.

Investigating Pyramids Curriculum Link: Make models of three-dimensional objects and describe key features (ACMMG063 https://www.australiancurriculum.edu.au/ Search/?q=ACMMG063

Answers: Name the base shapes: square / triangle / circle

Curiosity Questions: --12

Do different base shapes impact strength and stability?

Which pyramid type is easiest to make?

teachers' notes

What Features Do Homes Have?

Curriculum Link: Compare observations with those of others (ACSIS041) https://www.australiancurriculum.edu.au/ Search/?q=ACMMG063

Watch It: Short clip about buildings that are designed for different purposes. http://splash.abc.net.au/home#!/ media/1829037/kid-architects-andsustainable-design

How To Plan A House Curriculum Link: Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006) https://www.australiancurriculum.edu.au/ Search/?q=ACTDEP006 More symbols used in architectural drawings and plans found here: https://www.dlsweb.rmit.edu.au/toolbox/ electrotech/toolbox1204/resources/04diagr ams/02architectural/05symbols.htm

Curiosity Questions: ----

What are the most important things needed in your room?

How does your room connect to the rest of the house?

Does this room need to be rectangular?

Testing Out Materials: House Construction Challenge Curriculum Link: Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013) https://www.australiancurriculum.edu.au/ Search/?q=ACTDEK013 Give students enough time to complete this task. Consider breaking the activity into three parts with a break after each (design / build / reflect and improve). This might help students to reflect and collaborate more effectively.

13

Natural Or Human-Made?

activity

1. Talk to a classmate and list three things you know and three things you want to find out about natural and human-made things.

What I know

To find out

Natural things

Human-made things 2. Take a close look at these items. What are they made of? Check off the list. below.

steel straw

wooden stake glass rope fabric

rubber hard plastic

concrete rocks

3. Where do you find these natural materials? rocks

sand

natural fibres

4. Class Discussion Why do we need to use human-made materials? What are the advantages and disadvantages?

5. Research It How is concrete made? What is the most used building material?

14

Properties Of Materials 1

activity

Characteristics of Materials Fact Sheet How does the material look?

Is your material …

Is your material …

… waterproof?

Is the material transparent or opaque?

Is the material rough or smooth?

… hard or rigid?

… flexible?

… soft and squishy?

… absorbent? … magnetic?

Does your material conduct electricity?

… breakable?

Which group does your material belong to?

Is the material heavy or light?

What are you comparing it to?

… metal?

… plastic?

… stone/ glass?

… fibres?

… wood?

TTTake a walk around your classroom or school. Make a list in the table below of natural and human-made items that you can identify. Use the fact sheet above to list two properties about each natural and human-made item.

Natural items

Properties

Human-made items

Properties

Click It: Play the materials game http://www.bbc.co.uk/bitesize/ks2/science/materials/material_properties/play/ 15

Properties Of Materials 2 1. Read about the materials listed below. Can you add another property to each? Use the information to form your response to Question 2.

Material wood

metal

plastics

Properties

Add another property

• strong , waterproof • opaque, hard and rigid • • • • • • •

come from rocks called ores strong, shiny and hard good conductors of heat and electricity some can be magnetic made from chemicals strong and waterproof not magnetic, insulator of electricity

2. What materials do you think have been used to create the cubby house below? Why do you think these materials have been chosen? Would you have chosen different materials? Annotate the drawing with your ideas.

16

Which Materials Are The Strongest?

activity

Materials are used all around us each day for different purposes. Deciding which material best suits a purpose is an important skill.

TTThe four images below have all been damaged. Look at the possible reasons at the bottom of the page. Match each image to a letter.

Image 1

Image 2

Image 3

Image 4

Reasons A. Corrosion: metals are strong but they can rust over time due to wind and rain B. Fatigue: heavy loads on bridges and walls cause cracks and breaks over time C. People or animals – behaviour can cause materials to break D. Erosion – weather elements can cause materials to break down (wind, water, sun exposure) 17

Bridges 1

experiment activity

Bridges connect two places and allow people and things to be safely carried across.

Different bridge designs are needed for different situations. Around the world there are many different types of bridges that have been built.

TTIn pairs study the bridges below. Do you know any of these types of bridges?

Arch Bridge

Beam Bridge

Curved with abutments at each end that support the weight of the bridge. Arched shaped with short span range.

Simple structure supported at the ends or by pillars. Examples are wooden planks or stone slabs laid across streams.

Wooden Truss Bridge

Suspension Bridge

Typically carries pedestrians and automobiles over short distances. Made from connecting triangular units.

The deck is hung below cables, suspended between towers that hold the weight up.

Span range is medium to long. This bridge can carry light rail.

1. Which bridge would be the cheapest to build? _______________________________________________________________ 2. Which bridge would be best to use over a long distance? _______________________________________________________________ 3. Which bridge would be used over short distances? _______________________________________________________________ 4. Which bridge can carry the heaviest load? _______________________________________________________________ 18

Bridge 2

activity

TTIn a group of three, make a beam bridge using rectangular bricks. Your beam bridge must be able to hold a light load; and toy cars should be able to pass underneath it.

Materials:

template on page 20 to make rectangular bricks sticky tape scissors exercise book to use as a light load toy car to pass underneath the beam bridge

N.B. Bridge is a success if it can hold a light weight (exercise book) without collapsing and a toy car can pass underneath.

Make A Plan How many bricks will we need?

How many bricks high will our bridge be?

How many bricks long will our bridge be?

Results 1. Did our bridge hold a light load (exercise book)?

______________________________________________________________

2. Could a toy car pass underneath our bridge?

______________________________________________________________

3. What changes could we have made to make the bridge more stable?

______________________________________________________________ 19

Brick Template

20

activity

Investigating Domes

activity

The geodesic dome structure was named and popularised by an American architect, Buckmister Fuller, in 1954. Domes are very strong and able to bear a heavy load making them very sturdy structures.

1. Look carefully at this dome structure.

What shapes make up a dome structure? _____________________________________ 2. Challenge Task Build your own dome then draw it in the space below. Use the materials that are specified.

Materials:

toothpicks bluetack or playdough

3. Extra Use exercise books to test the stability of your dome. How many books can you load onto the dome before it begins to collapse?

______________________________________________________________ 21

Igloos - Dome Structures

activity

People make use of construction materials that are easy to find where they live. In cold climates, snow is easy to find and can be used to make dome-shaped homes known as igloos. Snow acts as an insulator - keeping warm air inside igloos. Igloos typically have small entrances to prevent heat from escaping.

1. Put these construction steps in order and you will know how to build an igloo.

Stack each snow brick on top of one another.

Make a 'brick' out of compacted snow.

Mark a dome shape in the ice and show where the small entry will be.

Leave small hole at the top for air ventilation.

The heat from the people inside will melt the bricks together to make them strong.

2. Work in a small group to construct an ice igloo out of recycled plastic milk bottles. Look at the picture to help you plan. Think about: zz how many plastic milk bottles you will need zz how you will arrange the bottles zz creating a small entrance zz leaving a hole at the top for ventilation Materials: plastic milk bottles

glue or sticky tape

Results Did your igloo stay up? ______________________________________________ What could you have done better? _________________________________________________________________ _________________________________________________________________ What was the most challenging part of the build? _________________________________________________________________ _________________________________________________________________ 22

Investigating Pyramids

activity

Most of us can recognise the famous Egyptian pyramids. A pyramid is a triangular structure that converges to a single point. The base can be any polygon shape.

Look at the examples below.

Name the base shape of each pyramid.

TT Construction Challenge Get into small groups and create three pyramids from three different types of materials (see below). You will need scissors, glue and/or sticky tape. Record which material made the most stable pyramid in the table provided.

Materials: newspaper rolled into tubes Material

newspaper tubes

piping

pop sticks

piping

pop sticks

My prediction (which will be the most stable?)

What I observed after I made the pyramid

Stability score (1-5)

23

What Features Do Homes Have?

activity

1. Draw a bird's eye view of one room in your house. Use a pencil. Look at the example to help you.

2. Pair up. Compare your pencil sketch with your partner's sketch. What are two similarities and two differences between them?

3. What do you have to think about before building a home? There are many factors to consider. Number factors below in order of importance. Explain your thinking to the class.

Climate – the weather conditions over time in an environment Location- flat site, rocky site, on a mountain, near the sea, desert Material – what are the best materials to use to build the house?

Use – what is the home going to be used for? Family needs Cost – how much will the project cost?

24

How To Plan A House

activity

Architects are employed to design spaces that suit the needs of people. They provide plans for builders to use to construct houses. Making a plan ensures that nothing is forgotten.

TTYou are going to take on the role of an architect and design one room in a new house being built for your family.

Step 1: Which room have you chosen? What does the space have to provide?

Tick the items that you need and add a few of your own. natural light artificial light storage

electric sockets connecting doors windows

solid walls low or high ceilings light switches

Step 2: Gather supplies for creating your plan (ruler, sharp pencil and eraser).

• Doors are marked like this: • Windows shown like this: • Lights:

• Electric sockets:

• Remember to use a bird's eye view • Label the room

Step 3: In a group, share your plan. Look for ways to improve after hearing other ideas.

25

Testing Out Materials: House Construction Challenge

activity

TTIn your group build two different houses using different materials.

House 1 - Materials: paper sticky tape House 2 - Materials: plastic drinking straws sticky tape Step 1: Brainstorm your design. How will it stand up?

House 1 - Paper

House 2 - Straws

Step 2: How did the building go? Tick the things that worked and cross those that need improvement.

The houses were sturdy.

Fast Fact

They did not lean to one side.

A 6.4 metre tall house was once constructed entirely from paper in Thailand. It currently holds the world record for the largest paper building!

Everyone listened to each other.

We used the time effectively.

We tried to work together.

The materials held together.

Step 3: List two things that would make your houses sturdier.

House 1 - Paper

26

House 2 - Straws

Section 2: Move It - Change It

27

teachers' notes

First Law Of Motion

Potential And Kinetic Energy

Curriculum Link:

Curriculum Link:

Science involves making predictions and describing patterns and relationships https://www.australiancurriculum.edu.au/ Search/?q=ACSHE050 Take the time to discuss each law as students may find these concepts initially abstract. Relate them back to every day actions to help them.

Examples they could use A: A spinning top B: Hitting a tennis ball; mixing a cake C: Waves in a pool; wind blowing a kite

Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061 https://www.australiancurriculum.edu.au/ Search/?q=ACMMG061

Play It: Jet force (explore how forces work) http://splash.abc.net.au/home#!/ media/1390577/jet-force Additional experiences to test out the Laws of Motion: Roll a paper ball down a ramp. What happens when you change the angle of a ramp?

Materials: paper ball, books Use a straw to blow a paper ball and a rubber.

What happens when you blow harder or softer?

Materials: paper, straw, rubber Take 2 marbles. Place them on a table opposite each other about 10cm apart. Push one into the other. What happens?

Materials: 2 marbles, table

Second Law Of Motion Curriculum Link: Science involves making predictions and describing patterns and relationships (ACSHE050) https://www.australiancurriculum.edu.au/ Search/?q=ACSHE050 Possible examples: A Playing golf B Digging in the garden C Pushing a person on a swing

Extra: Yes, the image does show the third law. The force is a roller coaster cart racing downhill at speed.

You can see an equal reaction of the air pushing against the people by looking at their hair.

28

Answers 2. When I pull back the balloon potential energy is built up. The more potential energy I build up the further the marshmallow will travel. As I release the balloon, potential energy changes into kinetic energy. Kinetic energy is what makes the marshmallow travel through the air.

Curiosity Questions: ---

What changes could you make to help the marshmallow travel further?

Where else can you see potential and kinetic energy occurring?

Build A Working Catapult Curriculum Link: Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057) https://www.australiancurriculum.edu.au/ Search/?q=ACSIS057 Students may have difficulty using the rubber bands to create the catapult. Encourage them to experiment wrapping the bands in different ways and discuss their observations.

Research It: This website includes a useful history of catapults http://www.cbc.ca/kidscbc2/the-feed/ storming-the-castle

Wind Power Curriculum Link: Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060) https://www.australiancurriculum.edu.au/ Search/?q=ACSIS060

Possible Answers: 2. Pros: natural energy source, plentiful,

impact on the environment

minimal

teachers' notes

Cons: dependant on location, not suitable everywhere, needs to be very large to generate big amounts of electricity, some people find them visually unappealing 3. Disadvantages of coal include: cost to extract and transport, a fossil fuel, there is not an endless supply 4.Answers will vary

Explore It: This map shows the different clean energy locations currently in Australia https://www.cleanenergycouncil.org.au/ technologies/renewable-energy-map.html

Solar Power 1 & 2 Curriculum Link: Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060) https://www.australiancurriculum.edu.au/ Search/?q=ACSIS060

Watch It:

Watch It: https://www.youtube.com/ watch?v=NcnHwC5_ytI (how to make a bouncy ball)

Float Or Sink?

Curriculum Link: Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061) https://www.australiancurriculum.edu.au/ Search/?q=ACMMG061 Preconceived ideas: Students may have ideas about the relationship between an object’s size and the ability to float. Discuss these before starting to conduct the investigation. Students should realise after the experiment that objects filled with air float; and lighter objects have more chance of floating than heavier objects.

Curiosity Questions: ---

If you were going to design the ideal lifejacket, what would you need to consider?

What makes it easier to float for you when you are swimming?

Short video outlining how solar power works https://www.youtube.com/watch?time_ continue=175&v=NDZzAIcCQLQ

Design A Vessel That Floats

Curiosity Questions:

Curriculum Link:

--

Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013) https://www.australiancurriculum.edu.au/ Search/?q=ACTDEK013 Watch It: Short clip discussing how ships float. http://splash.abc.net.au/home#!/ media/2451215/how-do-ships-float-

----

Can you suggest any difficulties regarding solar power?

Have you noticed any solar power devices at all?

What locations are best suited for solar power panels?

Scientists are working on paint that absorbs the Sun's energy – what would be great about that idea?

Materials That Bounce!

Gravity And Air Resistance

Curriculum Link:

Curriculum Link:

Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061 https://www.australiancurriculum.edu.au/ Search/?q=ACMMG061 Preconceived ideas: Students may believe that how high the ball bounces depends on how heavy, light, big or small it is. They may not consider the more important impact: the material it is made out of.

Science involves making predictions and describing patterns and relationships (ACSHE050) https://www.australiancurriculum.edu.au/ Search/?q=ACSHE050 Background information: Galileo (Italian scientist) found that things with different weight fall at about the same speed. Gravity is a useful force that holds everything together. Every object in the world has a pulling force of gravity working.

29

First Law Of Motion

activity

Without force, life on our planet would be very different. We wouldn’t have movement and things wouldn’t happen.

Sir Isaac Newton was famous for investigating three laws of motion: A. First law: An object in motion will likely stay moving; an object at rest will likely stay at rest.

B. 2nd Law: If a force acts upon an object, it will impact speed and direction.

C. 3rd Law: For every force and action, there is an equal reaction.

TTHere are three examples of Newton's first law of motion. Can you give three more examples? Either draw or find pictures. Label them.

Image 1

Image 2

Image 3

TTMy examples of Newton's first law of motion.

Image A

30

Image B

Image C

Second Law Of Motion

activity

Sir Isaac Newton's second law of motion is:

If a force acts upon an object, it will impact speed and direction TTHere are three examples of Newton's second law of motion. Can you give three more examples? Either draw or find pictures. Label them.

Image 1

Image 2

Image 3

TTMy examples of Newton's second law of motion.

Image A

Image B

Image C

TT Extra Newton's third law of motion is that for every force or action there is an equal reaction. Look at the picture right. Does this show the third law? How?

31

Potential And Kinetic Energy

activity

TTA marshmallow launcher works by potential and kinetic energy. Pair up, then follow the steps to make your own launcher.

Materials: paper cup duct tape

scissors balloon marshmallow tape measure

Steps

3. Stretch the balloon over 4. Place a 1. Cut out the 2. Cut the end of the paper marshmallow bottom of the the tip cup and tie a knot. inside the cup paper cup. off the Secure with duct tape. to shoot. balloon.

Operate 1. As you pull the balloon back, it builds up potential energy.

2. The further you pull back the balloon, the more potential energy is built up and generally the further the balloon will travel.

3. As you release the balloon, the potential energy is converted to kinetic energy.

4. Kinetic energy is what makes the marshmallow move through the air.

Results 1. Measure the distance of six launches (measure using a tape).

Launch 1- Distance:

Launch 4- Distance:

Launch 2 - Distance:

Launch 5- Distance:

Launch 3 - Distance:

Launch 6- Distance:

2. Complete the missing words.

When I pull back the balloon _______________ energy is built up. The more _____________ energy I build up the _______________ the marshmallow will travel. As I release the balloon ____________ energy changes into _____________ energy. ____________ energy is what makes the marshmallow travel through the air.

32

Build A Working Catapult

activity

Catapults use potential and kinetic energy.

Potential energy is built up when the 'launcher' is pulled backwards. When the 'launcher' is released, the potential energy turns into kinetic energy. The 'ammunition' moves through the air because of kinetic energy.

TTYour task is to create a working catapult using the materials listed below. Look at the image to help you with your design. Work in pairs or small groups.

Materials: paddlepop sticks rubber bands or string plastic bottlecap or small plastic spoon glue Questions To Ask 1. Which materials will make the best launcher?__________________________ 2. How can I secure the base from moving?______________________________ _________________________________________________________________ 3. What will the item for launching go into?_ ____________________________ 4. Which materials don’t I need?_______________________________________ Test It Out Trial

Distance

Modifications

New Distance

1 2 3 Conclusion 5. What did I learn from this design challenge? _________________________________________________________________ 33

Wind Power

activity

We can feel the impact of the wind every day. Wind is moving air in our atmosphere. Energy from the wind can be changed into electricity. This is called wind power. Think about a wind turbine. How does it move? The energy in the wind turns the blades. As the blades turn they spin a shaft which is connected to a generator. The generator creates electricity. The electricity is sent through transmission and distribution lines on to homes, businesses and schools.

1. Look at the image below to understand how a wind turbine works. blades generator shaft 2. Complete the pros and cons chart on using wind power.

Pros

Cons

3. Coal is used to create electricity. What are the disadvantages of using coal? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 4. What are some things that need electricity in your home and school? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 34

Solar Power 1

activity

Solar is latin for the word Sun. As well as the wind, the Sun can be used to create electricity.

This is called solar power! Light energy is converted to electric energy.

1. Have you ever seen solar panels fixed to the roofs of houses? Solar panels are used to power a house. When the Sun shines on solar panels, it generates DC (Direct Current) electricity. The electricity is fed into a solar inverter that changes it into AC (Alternating Current) electricity. The AC electricity is used to power appliances, such as washing machines and dishwashers found in your home. Draw a labelled diagram to illustrate this process.

2. We can use the Sun to heat water instead of using electricity from our homes. In pairs or small groups conduct the experiment on the next page.

35

Solar Power 2

activity

Converting Sunlight Into Heat Materials: 3 identical plastic cups 2 sheets of white paper 1 sheet of black paper clear ziplock bag cold water thermometer

Steps i. Label the cups 1, 2 and 3. ii. Fill all cups with the same amount of cold water (same temperature). iii. Place cups 1 and 2 on white paper and cup 3 on black paper. iv. Place all cups in a sunny spot v. Cover cup 2 with the ziplock bag vi. Let all cups sit for 1 hour and then test the temperature using the thermometer. Record your results below.

Results Cup 1 (white paper)

Cup 2 (white paper ziplock bag)

Cup 3 (black paper)

Temperature after 1 hour Temperature after 1.5 hours Conclusion

What did your results teach you?

_________________________________________________________________ _________________________________________________________________ 36

Materials That Bounce!

activity

Balls are great fun. They come in many different shapes and sizes. Balls are made from a variety of materials. Some balls are designed to be bounced and others are designed to be rolled. Different materials make some balls bouncier than others.

TTLook at the table below. It lists four different types of balls. They are all made with different materials. The more elastic the material; the higher the ball will bounce. Elasticity means the ability to return to an original shape after being stretched and squeezed. Make predictions about the bounciness of each ball, then test it for yourself by following the steps below. ball

made from

ping pong

celluloid or plastic

marble

glass/clay/steel

tennis

rubber covered in nylon

rubber

natural rubber

bounciness (low/medium/high) predicted

actual

Steps i. Get into small groups. ii. Choose one person to drop all four balls one at a time from the same height. iii. Choose one person to mark the bounce of each ball (the highest point it reaches) with their hands. iv. Another person measures the bounce of each ball with a measuring tape and records results in the table above. v. Try wetting the balls before releasing them.

Conclusion

What did your results teach you?

_________________________________________________________________ _________________________________________________________________ 37

Float Or Sink?

experiment activity

What do you already know about floating and sinking? Tick the statements you agree with:

TTheavy items will sink TTlight items will float

TTthe shape of an item determines if it will sink or float TTwhen items get wet they can sink

Investigate What materials float? What materials sink? Work in pairs with a large tub of water to test the buoyancy of different items. Add a load to the items which float. Record your findings.

Materials: wooden stick (heavy) wooden stick (light) filled water bottle  empty water bottle water large tub coins to act as a load stopwatch wooden stick (light)

Test

wooden stick (heavy)

water bottle water bottle (full) (empty)

Does it float or sink?

If it floats, how much can you load it with before it sinks? (use coins) How much time does it take to float or sink?

Is this a suitable boat construction material?

Conclusion

What did your results teach you?

_________________________________________________________________ _________________________________________________________________ 38

Design A Vessel That Floats

activity

TTUsing what you know about floating materials, plan, build and test to see if you can make a boat that can float and carry a load.

1. My design:

2. The materials I need:

_______________________________________________________________

_______________________________________________________________

3. My procedure to test:

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

4. My observations:

_______________________________________________________________

_______________________________________________________________

5. I did these things really well:

_______________________________________________________________

_______________________________________________________________

6. Next time I will:

_______________________________________________________________

_______________________________________________________________ 39

Gravity And Air Resistance 1

activity

Our planet pulls everything towards its centre. This force is called gravity. We can’t see gravity but it is working on us all the time.

Gravity is what keeps our feet on the ground! If there was no gravity, we would float like we do in space. When we pick things up we have to pull against gravity. When we drop things, gravity pulls these things toward the ground.

Things fall at different speeds because of air resistance. Galileo, a famous scientist, discovered that an object that is more dense, or has more mass, falls at a quicker rate than a less dense object, due to air resistance. If a feather and a brick, for example, are dropped together, air resistance causes the feather to fall more slowly.

Let’s Investigate Conduct the gravity and air resistance experiment below to see if Galileo was correct!

Materials:  a leaf  a stone  an exercise book  an eraser stop watch Test A: Dropping items of different weight from the SAME height.

Step 1: Choose two items from the above list.

Step 2: Choose the tallest person in your group to drop the items from above their head.

Step 3: Start the stop watch as the item is dropped. Stop as it hits the floor.

Step 4: Record and compare the speeds taken to fall.

My Items: Item 1:

Item 2:

My prediction:_ _________________________________________________ ______________________________________________________________ The results: _____________________________________________________ ______________________________________________________________ 40

Gravity And Air Resistance 2

activity

Materials:  a leaf  a stone  an exercise book  an eraser stop watch Test B: Drop the same item (same weight) from DIFFERENT heights.

Step 1: Choose one item from the above list.

Step 2: Choose the tallest person in your group to drop the item from above their head.

Step 3: Choose the smallest person in your group to drop the same item from above their head.

Step 4: Start the stop watch as the item is dropped. Stop as it hits the floor.

Step 5: Record and compare the speed taken to fall.

My Items: Item 1:

Item 2:

My prediction:_ _________________________________________________ ______________________________________________________________ The results: _____________________________________________________ ______________________________________________________________ Conclusion

What did I learn from this experiment?

______________________________________________________________ ______________________________________________________________

41

Section 3: Design It

42

teachers' notes

General note In this section of the book, there are a number of design challenges for students to complete. They could be worked on over one lesson or extended over days. Students could complete the challenges in small groups or in pairs depending on resources available.

Introduction • • •

Start each challenge by discussing the students' prior knowledge of the topic.

Together, discuss key questions that they would like answered.

Guide students to think outside the box and embrace creativity and curiosity.

Assign roles Make sure everyone has a job to do. You could use roles like: • time keeper • material manager • speaker • helper • encourager • trouble-shooter • coordinator • checker

One at a time Students should be reminded to only have one person speaking at a time.

Check to see everyone’s ideas are presented.

Vote on action If students can’t decide as a team, then they should vote so the decision is fairly made.

Back to the drawing board If something isn’t working – students should try another idea.

Listening is key!

Check to see that students are really hearing everyone’s ideas - they can then build on them to make them even better.

Ask for help If teams are not on track, tell them it’s ok to ask for some help from you.

“I can accept failure, everyone fails at something. But I can’t accept not trying” – Michael Jordan

43

Team Work Tips

teachers' notes

Build A Zip Line That Can Carry Lego Curriculum Link: Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016) https://www.australiancurriculum. edu.au/Search/?q=ACTDEP016

Background Information: Zip lines are an effective way of using gravity to move something along a line from a higher point to a lower one.

Pulleys can be used to help reduce the friction to get the passenger or material travelling down the line faster.

The hardest part of this design challenge will be creating the pulley. Encourage students to try different ways of attaching the carrier to the line so that it slides faster.

Curiosity Questions -- Does a longer zip line mean it goes faster?

-- How much weight can my zip line carry?

-- Are there other materials that would help make my design more effective?

Build A Paper Table That Can Hold Weight Curriculum Link: Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016 https://www.australiancurriculum. edu.au/Search/?q=ACTDEP016

Background Information: It is important to discuss the strength properties of different shapes to help 44

students with their designs. Roll paper into tubes and make a triangle and a square. Test them for strength and stability with the class. The triangle will hold more force but needs to be correctly orientated with the point up.

Students will need lots of tape to strengthen their tubes and design.

Be generous and allow a large roll of masking tape per group.

Explain what a ‘truss’ is to the class – strong support beams often arranged in triangles to support buildings and bridges.

Check Out: How to build strong structures with triangles http://pbskids.org/designsquad/ video/strong-structures-triangles/

Watch It: Short video outlining design process for building a cardboard slide. Discuss the considerations needed for this project to help conceptualise their own table building. https://www.youtube.com/ watch?v=O8AMJkqo2lw

Curiosity Questions -- Will the table be stronger if the legs are different lengths?

-- How could I make the table hold more weight?

-- What shape is the best table top?

Can You Grow The Tallest Sunflower?

Curriculum Link: Living things grow, change and have offspring similar to themselves (ACSSU030) https://www.australiancurriculum.

teachers' notes

edu.au/Search/?q=ACSSU030 This is a task that needs time. Sunflowers take approximately 75 days from sowing seed to flowering. They will need daily water and rich soil as well as a full Sun position if possible. Pest protection is needed in the first month. Consider allowing students to use photos to document the process. Contact your local show, there are often competitions that can be entered for sunflower growing.

Watch It: Discover parts of the flower and their purpose http://splash.abc.net.au/home#!/ media/104078/discover-flower-power

Curiosity Questions -- What type of soil is best for plants?

How could you test that?

-- When is the best time of year to grow sunflowers?

-- How much water do they need?

make and include? Ramps, trap doors, different levels?

-- What helps the ball to move through the labyrinth?

Create A Model Chook Pen Chickens are helpful in several ways. They lay eggs and their poo is a terrific fertiliser for the garden. Discuss the elements that chickens need as part of a coop: water; place to roost; place to lay; area to scratch; protection from weather and predators).

Background Information: Keeping chickens http://www.abc.net.au/news/2017-0916/how-to-keep-backyard-chickenshealthy-and-happy/8940534

Watch It:

Build A Labyrinth Game That Works

Watch a school building their own worm farm and chook pen http://splash.abc.net.au/home#!/ media/31185/want-to-build-a-wormfarm-or-a-chook-shed

Curriculum Link:

Curiosity Questions

Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016)

-- Is it easy to access the chook pen for egg collection and cleaning?

-- How long do you think it will take to actually make?

-- What might it cost to make? How can I find that out?

Background Information: History of labyrinths to learn more https://labyrinthsociety.org/aboutlabyrinths The aim of the Labyrinth game is to move a marble around the labyrinth to reach the centre and back again by tilting the box to move through the paths. This task will involve plenty of cutting. Discuss safe use of scissors in advance.

Curiosity Questions -- Are there other elements you could

45

Build A Zip Line That Can Carry Lego

activity

TTZip lines are a method of transporting materials or even people from one place to another. They are used to carry items down mountains or across rivers. What is being transported and what terrain a zip line needs to cross is always considered before any design begins. Materials to build a zip line need to be strong and flexible. To travel long distances, additional supports and towers sometimes need to be constructed. Try your design skills to make a zip line that can transport a Lego figure. Work in small groups.

Materials: string Lego figure tape drinking straws paper clips paper Step 1

Questions to ask:

1. Using the materials listed above what can you design that will carry a Lego figure down the zip line? _ ______________________________________________________________ 2. How will the Lego figure attach to the line? _ ______________________________________________________________ 3. How can you make the carrier slide fast? _ ______________________________________________________________ 4. Do you need to use all the materials listed? _ ______________________________________________________________ Step 2

Build your design.

Step 3

Test it out and record your results below!

Trial Did it work?

Modifications made 46

1st attempt

2nd attempt

3rd attempt

Build A Paper Table That Can Hold Weight

activity

TTHave a go at building your own table out of newspaper. Your table needs to be as sturdy as possible and hold a weight. It needs legs and a solid top.

TTWork in pairs. Think about how you will fold newspaper into different shapes to use it for building stronger designs. TIP: Try rolling into tubes and taping together for extra strength.

Materials: masking or sticky tape newspaper books Step 1

Questions to ask:

1. How will I make the top? _ ______________________________________________________________ 2. How will I make the table legs to support the top? _ ______________________________________________________________ 3. How big will it be? ________________________________________________ Step 3

This is a sketch of our table design.

Step 4 Test it out - add a load! Tick if your table didn't collapse. Cross if it could not hold the load.

Trial

1st attempt or  2nd attemptor  3rd attempt or 

1 book 2 books ____ books 47

Can You Grow The Tallest Sunflower?

activity

TTSunflowers originate from Central and South America. These happy flowers are very useful and the seeds are used to make oil and food. Plants use the Sun’s energy, water and soil; to grow. Avoiding any pests will help these plants to grow. Different varieties achieve different heights. What can you do to try and ensure you grow the tallest sunflower?

Materials: labelled pot soil sunflower seed sunny position water Step 1

Questions to ask:

1. What are the best conditions needed to help the plant grow? _ ______________________________________________________________ 2. How can I protect the seedling from threats? _ ______________________________________________________________ Step 2

List the steps you will take to plant the seed and support growth.

a. _______________________________________________________________ b. _______________________________________________________________ c. _______________________________________________________________ d. _______________________________________________________________ e. _______________________________________________________________ Step 3

Measure and draw your observations.

Week 1

48

Week 2

Week 3

Week 4

Build A Labyrinth Game That Works

activity

TTA labyrinth is similar to a maze. It is a design with dead ends and a choice of paths and it is difficult to find a single route from the entrance to the centre and back again. Your task is to design your own labyrinth using the materials specified below. Look at the image to help you with your design.

Materials: pizza box paddle pop sticks straws marbles scissors tape glue cardboard Questions To Ask 1. How can I make the base collect the marble and retrieve it easily? _________________________________________________________________ 2. Where are the best places to put holes? _________________________________________________________________ 3. Which materials will make the guide rails best? _________________________________________________________________ 4. How will I attach the guide rails? _________________________________________________________________ Test It Out Let a friend try it out and interview them. Record responses.

5. What did you enjoy?_ _____________________________________________ 6. What was difficult?________________________________________________ 7. What could be improved?__________________________________________ Conclusion 8. What did I learn from this design challenge? _________________________________________________________________ 49

Create A Model Chook Pen

activity

TTChook pens house living things and so their design needs thought. Chickens need: space; fresh hay; water; separate areas to sleep and play and lay. Your task is to make a model chook pen from a shoe box and other materials listed below. You may add to these materials too. Look at the image to help you with your design.

Materials: playdough plasticine cardboard tape matchboxes paper scissors shoebox hay plastic containers toy chickens Questions To Ask 1. What features do chickens need? _________________________________________________________________ 2. How is the pen accessed by people? _________________________________________________________________ 3. Which materials will be more stable? _________________________________________________________________ This is a sketch of my design:

Conclusion 4. What did I learn from this design challenge? _________________________________________________________________ 50

Section 4: Paper Bag Pairs (20 minute STEM activities)

51

teachers' notes

General note The activities in this section are short and often open-ended activities designed to be highly engaging for students.

Print and laminate activity cards (for easy wipe off and reuse), assemble the materials needed for each activity and put them in a labelled paper bag.

Use these in the classroom for: • rotation activities • fast finishers • consolidation of tasks • rewards • rainy weather lunch breaks Add to your collection and develop more hands-on investigation materials.

Paper bag pairs rules • Look after the materials • Use only what is provided • Think outside the square - be creative • Work together, two brains are better than one • Pack up when time is up

Two stars and a wish • Encourage your students to give each other constructive feedback and reflection. At the end of an activity, each student tells/writes ‘two stars’ and ‘one wish’ for their partner.

• The stars are observations about things that the person has done well.

• The wish is something to improve further on next time.

• It is important that the wishes are specific so students know what to work on. This can be used in larger 52

groups or as a self-reflection tool also.

Scaffold this initially for your students and brainstorm things that could be stars and wishes.

• Examples might include: Stars: • Solved a problem • Listened really well • Gathered all the materials • Put everything away carefully • Noticed something interesting • Asked important questions • Stayed on track Wishes: • Ran out of time - could check the clock next activity • Needed to ask teacher for help to make sure everything was clear • Would love to hear more of your ideas for solving the problems • Maybe move to a quieter place to work so not distracted

Paper Paper Bag Bag Pair Pair 1: 1: Pull TitleApart Pens Materials: Materials: different types of pens different types of pens white board marker small parts trays x 2 Task: Pull each pen apart and try to get it back together in working order.

Task: Pull each pen apart and try to get it back together in working order.

Observe the different parts. Do you know what they are all for?

Observe the different parts. Do you know what they are all for?

Two Stars and a Wish Two Stars and a Wish

What’s going on? Inventions have many parts and each have a specific function. Take careful note when you deconstruct something to help you work out what each item does.

Paper Menu Design Paper Bag Bag Pair Pair 2: 1: Tuckshop Title Materials: Materials: blank paper copy of school tuckshop menu grocery catalogues different types of pens white board marker small parts trays x 2 Task: Create a tuckshop menu for the school. Research different meals Pullon each pen apart and trycover to getthe it back together in working order.

Task: and decide suitable prices that cost of the ingredients.

Consider Observeeating the different parts.needs.

Do you know what they are all for? healthy and dietary

Two Stars and a Wish Two Stars and a Wish

What’s going on? The menu choices are impacted by the cost of purchasing ingredients, the popularity of the options and the health requirements. Different cultures also have different food preferences.

53

Paper – Tile A Kitchen Paper Bag Bag Pair Pair 3: 1: Mosaics Title Materials: Materials: coloured cardboard scissors ruler tile shapes template different types of pens white board marker small parts trays x 2 Task: Use cardboard to make tiles and then create your own floor design Task: Pull each pen apart and try to get it back together in working order. for a kitchen. Take a photo to save your design.

Observe the different parts. Do you know what they are all for?

Two Stars and a Wish Two Stars and a Wish

What’s going on? Shapes can be assembled to make patterns that are used in buildings. This is an ancient art form and one that requires measurement and mathematics to make sure the patterns connect with the least amount of wasted tiles.

Paper Paper Bag Bag Pair Pair 4: 1: Invent Title A Game Materials: Materials: cardboard masking tape paper recycled containers different types of pens white board marker small parts trays x 2 lids string rubber bands pebbles eachmaterials pen apart tryato getgame it back together in working order.

Task: Use the toand make new that could be played. Come Task: Pull Observe therules different parts.them Do you know what theyyour are all for? up with the and write down.

Test it with partner.

Two Stars and a Wish Two Stars and a Wish

What’s going on? Games need an aim and also rules to help guide players. Clear communication is important so people understand the rules that are given.

54

Paper Paper Bag Bag Pair Pair 5: 1: Straw Title Ball Races Materials: Materials: straws paper tape different types of pens white board marker small parts trays x 2 Task: Make balls out of paper. Experiment racing these by blowing them Task: Pull each pen apart and try to get it back together in working order. from a starting line to a finish line. Try using different ball sizes. Tally up your Observe the different parts. Do you know what they are all for? winning scores. What had the greatest impact on winning?

Two Stars and a Wish Two Stars and a Wish

What’s going on? There are different forces working on the balls that impact which one wins.

The slope of the track, size of the ball and amount of strength in the blowing also makes a difference.

Paper Bag Pair 6: Explore Static Electricity Paper Bag Pair 1: Title

Materials: Materials: per student confetti half a cup of rice bubbles balloon different types of pens white board marker small parts trays x 2 Task: Can you make the cereal and confetti attach to the balloon without using glue/tape? Blow up the balloon. Twist and hold the end. Rub balloon apart try toExperiment get it back together in working order.

Task: on your Pull hair.each Holdpen above theand confetti. with letting out air and Observe the different parts. Do youonknow whatmaterials. they are all for? rubbing balloons for longer times different

Two Stars and a Wish Two Stars and a Wish

What’s going on? Static electricity is the build-up of electrical charge on the surface of an object. Everything is made up of atoms and atoms have three parts (neutrons, protons and electrons). When you rub the balloon on your head, the balloon pulls electrons from your hair. The negatively charged balloon then attracts the positively charged objects.

55

Paper Bag Pair 7: Moon Craters Paper Bag Pair 1: Title

Materials: Materials : 2 alfoil trays cup flour sultanas pebbles rice bubbles different types of pens white board marker small parts trays x 2 rubber comb

hitting a planet.

Line the base of aorder. tray Task: Pull eachmeteors pen apart andthe try surface to get itofback together in working Task: Simulate with 3cm the of flour.

Experiment dropping different in the flour.

Observe different parts. Do you know whatweighted they areitems all for?

Measure the craters. Comb the tray to start again. What makes the deepest and widest crater? What effect does dropping items from different heights have?

Two Stars and a Wish

What’s going on? Dropping things from different heights explores forces and gravity. Huge meteorites with a great mass would leave a big impact on the moon.

Paper Bag Pair 8: Paper Towel Colours Paper Bag Pair 1: Title

Materials: Materials : 5 different ink pens (not ballpoint) paper towels scissors different types of pens whitetape board marker small parts trays x 2 5 plastic cup with 4cm water

towels into 5 strips 3cm wide).

Mark a dot on Task: Pull paper each pen apart and try to (6cm get itlong backxtogether in working order.

Task: Cut each towel a different ½ way along.

Hang strip Observe thewith different parts.pen Do you know what theyeach are all for?into the water so it is just touching and tape to the side of the cup. Observe.

Two Two Stars Stars and and aa Wish Wish

What’s going on? There are forces at work here between the water molecules and the paper towel. The water is travelling up the paper towel and when it reaches the ink some dyes dissolve and others travel up with the water.

56

Paper Bag Pair 9: Creature Features – How Does It Move?

Paper Bag Pair 1: Title

Materials: Materials: paper pencil creature cards different types of pens white board marker small parts trays x 2 Task: Pull out a movement card from the bag. This tells you how a Task: Pull each pen apart and try to get it back together in working order. creature moves. Work together to list as many creatures as you can that Observe the different parts. Do you know what they are all for? move in this way.

Two Stars and a Wish Two Stars and a Wish

What’s going on? Different living things have different features that are important to allow them to live in their environment, avoid predators or reproduce. These adaptations are unique for each species.

Paper Shadows Paper Bag Bag Pair Pair 10: 1: Title Materials: Materials: pipe cleaners chalk different types of pens white board marker small parts trays x 2 Task: Make animals or people. Head outside and see what shadows the Pull each pen apart andthe try shadow to get it with backchalk together in working order.

Task: form figures on concrete.

Trace so you can easily Observe the different parts. Do you know what they are all for? make comparisons.

Experiment making the shadows taller or shorter. Try different positions.

Two Stars and a Wish

What’s going on? For a shadow to be formed, an object must block light. The object must be opaque or translucent to make a shadow.

57

Glossary Of Terms Property

A quality or characteristic of something (not a possession or house). Words used to identify properties: flexible, inflexible, elastic, protective, waterproof, shiny, etc.

Material

The matter from which something is made, e.g. fabric, metal, wood.

Elasticity

The ability of a material to go back to its normal shape after having been stretched or squashed (elastic – adjective).

Conclusion

An opinion or judgement based on evidence.

Scales

Apparatus to measure weight/mass (not fish scales or the scale on maps).

Mass

The amount of matter in an object.

Gram, kilogram

Measures of mass.

Centimetre, millimetre, metre, kilometre

Measures of length.

Square centimetre, square metre

Measures of area.

Millilitre, litre

Measures of liquid volume.

Cubic centimetres, cubic metres

Measures of volume.

Force

A push, pull or twist.

Gravity

Non-contact force.

Buoyancy

The upward force that enables objects to float in water.

Resistance

A contact force acting in the opposite direction of a force, often provided by water or air.

Displace, displacement

The weight or volume of fluid that is moved by an object floating or sinking in the fluid.

Float

To stay on the surface of; or suspended within a liquid.

Sink

To go below the surface of a liquid.

Evaluation

How well your solution fits the criteria.

Justification

To support your ideas.

Molecules

Tiny particles in objects that can only be seen under a microscope.

58