STEM - Year 1 by Teacher Superstore

Title: STEM: year 1

Ready-Ed

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Publications

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o c . che e r o r st super Published by: Ready-Ed Publications www.readyed.net info@readyed.com.au

ISBN: 978 192 561 132 8 2

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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.

Reproduction and Communication by others

Contents Teachers' Notes Curriculum Connections Extended Activities Forming Groups

4 5 6 7

Section 2: Materials, Light And Sound Teachers' Notes Properties 1 Properties 2 Water-Resistant Heat-Resistant Our Senses - Touch Our Senses – Smell 1 Our Senses – Smell 2 Light Making Sound

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Teachers' Notes Living Or Non-Living? 1 Living Or Non-Living? 2 Grouping Living Things Labelling Living Things School Yard Walk 1 School Yard Walk 2 Habitat 1 Habitat 2 Terrific Trees 1 Terrific Trees 2 Plant Survival Creatures Great And Small Ants Up Close What Do Ants Prefer To Eat? Our Place In The Sky 1 Our Place In The Sky 2 The Moon And The Earth The Seasons Landscapes 1 Landscapes 2

9-10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

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Section 3: Design Challenges

Teachers' Notes © ReadyEdP ubl i cat i ons Challenge 1 Challenge 2 •f orr evi ew pur pos esonl y• Challenge 3

43 44 45 46

Section 4: Paper Bag Pairs Teachers' Notes Paper Bag Pair 1&2 Paper Bag Pair 3&4 Paper Bag Pair 5&6 Paper Bag Pair 7&8

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Teachers’ Notes “The important thing is not to stop questioning. Curiosity has its own reason for existing.” Albert Einstein Science, Technology, Engineering and Maths are the collection of learning areas known as STEM. A particular way of thinking draws these subject areas together and encourages students to create solutions to problems. 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. They believe that the workplaces of the future will increasingly rely on students to be able to think critically and flexibly in order to address the fast-moving pace of our world.

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This teacher resource supports educators by facilitating their development of inquirybased learning in the classroom across Science, Mathematics and Technology. 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 has been designed to be completed by Year 1 students and has been broken into four main sections. The first section focuses on Science and Engineering, and asks students to consider living things and the night sky and complete a variety of challenging investigations. The content is generally outlined in the first section of the topic followed by a task to enable opportunities to put learning into practice.

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Ask

Investigate o c . che e Inquiry-Based r o r st super Learning

Reflect

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Enjoy the ride with your students – STEM can lead students in many unexpected directions. Working in small groups; cooperating and collaborating; practising resilience; experiencing failure when activities have unexpected results; and reflecting on what happened, are all typical STEM experiences. Encourage students to embrace the unknown and look for teaching moments to highlight. After all, according to T.S Eliot, it is perhaps the journey that is most important rather than the destination.

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The second section reviews materials, light and sound and creates opportunities for small and larger group investigations. Following on from this, the third section comprises more in-depth inquiry-based investigations. These are group tasks all centred around a particular question. The final section includes a series of shorter design investigations that require low-cost materials easily available. These could be conducted as rotations.

Discuss

Create

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 Year 1 MATHS

Year 1 science

Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013)

Living things have a variety of external features (ACSSU017)

Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001)

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Count collections to 100 by partitioning numbers using place value (ACMNA014)

Recognise, describe and order Australian coins according to their value (ACMNA017) Investigate and describe number patterns formed by skip-counting and patterns with objects (ACMNA018) Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019)

Living things live in different places where their needs are met (ACSSU211) Everyday materials can be physically changed in a variety of ways (ACSSU018)

Observable changes occur in the sky and landscape (ACSSU019) Light and sound are produced by a range of sources and can be sensed (ACSSU020) Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE021)

Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating (ACTDEK003)

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Year 1 Design & Technologies

Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)

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Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)

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Choose simple questions and gather responses and make simple inferences (ACMSP262)

Pose and respond to questions, and make predictions about familiar objects and events (ACSIS024) Participate in guided investigations to explore and answer questions (ACSIS025)

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

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Give and follow directions to familiar locations (ACMMG023)

People use science in their daily lives, including when caring for their environment and living things (ACSHE022)

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

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

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Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)

Use informal measurements to collect and record observations, using digital technologies as appropriate (ACSIS026) Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions (ACSIS027)

Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008) Sequence steps for making designed solutions and working collaboratively (ACTDEP009)

Compare observations with those of others (ACSIS213 ) Represent and communicate observations and ideas in a variety of ways (ACSIS029)

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

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.

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The Top Three Game (3 minutes)

Find A Local Brain

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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.

Imaginary Interview

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?

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So What?

o c . che e r o r st super Class Investigation Book

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?

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.

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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.

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.

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Number off 1, 2 to form pairs.

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

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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.).

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Write out some words (could be connected to the topic). Cut them in half and hand out the parts. Each student has to find the matching half.

Making Groups •

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

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

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

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

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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).

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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.

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Speed share: form pairs, have students face each other in two circles; one inner circle and one outer circle. 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 outer circle moves to the left to face a new partner and speed share starts again.

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“The more that you read, the more things you will know, the more that you learn, the more places you will go.” Dr Seuss 7

Section 1: or eBo st r e p ok u S

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Living Things And Our Night Sky

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teachers' notes

Living Or Non-Living? 1

School Yard Walk 1 & 2 Safety Sweep – Learning outdoors is a wonderful opportunity to take advantage of the natural environment and helps to motivate students. Consider the location where the students will be exploring. Ideally, walk over this area prior to the lesson to move/remove any hazards. Inform your students before you go, what the expectations are. Give students enough time to explore so they can adequately complete the activity. Explain what habitat means, e.g. scientific term given to the environment where a creature lives.

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Living Or Non-Living? 2

1. Students will colour green: grass; plant; tree; flowers; children; dog. Students will colour blue: balls; fence; swing; sandpit; buckets; spades; totem tennis. Research it: Scientists can’t say how many different species exist. New ones are still being discovered. The following article discusses where trees come from to initiate discussion with the class about plants: 4http://education.abc.net.au/ newsandarticles/blog/-/b/2841122/curiouskids-where-did-trees-come-from

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1. Answers will vary. Encourage students to think about how living and non-living things are different. Discuss this. 2. Answers can vary. Mushroom: rubbery, grows, squashy. Tree: solid, has roots, breathes. Fish: has fins, moves, lives in water. 3. They all grow, need food and water to survive. Curiosity questions: ask these questions to expand student thinking and encourage creativity. -- What different conditions do living things need to survive? -- Why are some living things found in some places? -- Why are living things important for people?

and select a suitable option to help them with their own diagram.

Habitat 1

1. A = desert; B = rainforest; C = Arctic; D = river 2. Koalas may try to relocate themselves and be injured in the process; koalas might become threatened

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Terrific Trees 1

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Give the students a chance to plan Brainstorm as a class each habitat on the board to model this activity.

. teThings o Grouping Living c . che e r o r st supeTerrific r Trees 2 seadragon = animal; mammals = animal; gastropods = animal; frangipani = plant; birds = animal; cactus = plant; sea anemone = animal; insects = animal; fungi = animal; reptiles = animal; molluscs = animal; rafflesia = plant Consider making classroom posters to continue this work. Allow students to add to the classroom posters over time. This is a wonderful reflection to look back on.

Labelling Living Things

Why not visit the library – encourage the students to investigate the school resources

A = provide shade; B = provide food; C = provide food and shelter for animals; D = provide beauty (aesthetic value); E = provide entertainment (used for climbing and swinging); F = provide wood for resources

Equipment needed (for each group): • three clear containers or jars, labelled 1-3 • water • timer • three leaves (each from a different type of tree)

Plant Survival

Equipment needed 9

teachers' notes

• • • • •

five seeds (the same) five transparent jars cotton wool marker pen masking tape

* Beans work best with paper towels only, other seeds are better with soil and cotton wool. Talk with the class about how experiments are conducted. Only 1 element is different so you can compare.

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koala – strong claws, tall tree; fish – fin, ocean; eagle – nest, sharp beak; lizard – leathery skin, desert Extension idea: In pairs, children create their own matching game with paper.

Ants Up Close

Ant 2: Queen

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Creatures Great And Small

Ant 1: worker

page 26 to A3 - one for each student Students place six circles in the correct order, then draw pictures/write words using coloured textas/pencils • Students cut out each circle then back and glue onto coloured card. Ensure kids write their names on the back of each circle. • Thread and hang: stack circles on top of one another and pierce a (small) hole through the circles. • Thread string through the hole. Stagger out circles evenly. Tie a knot at top and bottom. • Hang it. Extension idea: Explore the NASA website – useful place for further classroom materials: 4https://www.nasa.gov/audience/ foreducators/index.html •

The Moon And The Earth

Background information: The Moon is the Earth’s only natural satellite. Scientists believe that the Moon was formed billions of years ago after a large object hit the Earth and scattered huge rocks that melted together to form the Moon. It is believed that the Moon is airless, waterless and lifeless. Discuss what a leap year is, and make the connection for students with the phases of the Moon. We have an extra day every 4 years. Make a moon chart in the classroom and discuss daily their observations to record on the classroom chart.

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What Do Ants Prefer To Eat?

Methods and results will vary. Find time to allow students to compare their results with others and discuss what they noticed.

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Task 2: Ant 1 is the worker ant and Ant 2 is the Queen ant because it has wings. Extension idea: Watch this four minute video discussing the life of ants 4http://education.abc.net.au/home#!/ media/2519383/an-ant-s-life

o c . Our Place In The Sky 1c &2 e her r o st super Landscapes 1 my planet = 2; my house = 6; my street = 5; my country = 3; my universe = 1; my town = 4 Materials needed: • scissors • glue • textas, coloured pencils • coloured card • string • needle or something sharp to pierce cardboard • template (page 26) Method: • Photocopy and enlarge template on 10

The Seasons

Answers will vary. Draw attention to clothing, food and other differences in everyday living. Task 1: natural landscapes – C; constructed landscapes – B; managed landscapes - A Task 2: make use of the materials in the classroom or natural items in the playground to complete this task.

Landscapes 2

Fast finisher idea: cut up magazines to allow students to make their own landscapes with managed, natural and constructed features.

Living Or Non-Living? 1

activity

1. The world is full of living and non-living things. Complete the table. What I Know

What I Need To Find Out

Living Things

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Non-Living Things

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2. Use the words to label the living things. Add your own. solid has fins breathes

rubbery grows has roots

moves lives in water squashy

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o c . che e r o t r s s r u e p 3. Complete the sentence. The three things above are all living because …

___________________________________________________________ ___________________________________________________________

Curriculum Link: (ACSSU017)

Living Or Non-Living? 2

activity

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1. Colour the living things green. Colour the non-living things blue.

2. Two questions I have about living and non-living things are:

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Question 1:

___________________________________________________________

. te o ___________________________________________________________ c . che e r o r st super Question 2: ___________________________________________________________ ___________________________________________________________ Research It! How many living things are there in the world? 12

Curriculum Link: (ACSSU017)

Grouping Living Things

activity

We can sort living things into groups. Some living things belong to the plant group. Some living things belong to the animal group.

or eBo st r e p o mammals gastropods kfrangipani u S plant plant plant

TT Tick to show which groups the living things belong to.

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animal

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seadragon plant animal

animal

birds plant animal

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fungi plant animal

plant animal

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plant animal

o c . che e r o reptilesr molluscs rafflesia st supe r plant plant plant animal

animal

Curriculum Link: (ACSSU017)

animal

Labelling Living Things Draw a picture of your favourite living thing. Label three features that it has to help it to survive. Look at the example to help you.

activity

feathers to keep it warm

wings to help it escape predators

or eBo t s r e What keeps it warm? p oclaws to help it u k How does it find food? S catch and eat food

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Think about:

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How does it move?

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Curriculum Link: (ACSSU017)

School Yard Walk 1

outdoor activity

There are hundreds of living things in the school yard hiding under leaves and rocks; crawling on the barks of trees and resting on plants.

TTGo into the yard. Tick the boxes to show what you have found. Add your own.

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bee

slater

wasp

fly

__________

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ladybug

_____________

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dragonfly

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butterfly

snail

centipede

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___________

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moth

Curriculum Link: (ACSSU211)

__________

School Yard Walk 2

activity

TTRecord what you found out on your school yard walk!

Habitat:

or eBo st r e What I think this creature p o k needs to survive: Su

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Labelled sketch of living thing I found:

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Habitat:

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Labelled sketch of living thing I found:

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What I think this creature needs to survive:

Curriculum Link: (ACSSU017)

Habitat 1

activity

‘Habitat’ is the scientific term given to the environment where a creature lives. Habitats have different physical features that help an animal to survive. 1. Match the creature to the correct habitat.

desert

rainforest

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or eBo st r e p ok u S B.

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river

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Arctic

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2. In Pairs! Draw another creature in each habitat. 3. Class Discussion What might happen to a koala if humans chop down Eucalyptus trees to build houses? Curriculum Link: (ACSSU017)

Habitat 2

activity

TTSelect and draw a habitat from the list below. Place three creatures in the habitat that could survive there. rainforest

wetland

coral reef

backyard

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desert

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Curriculum Link: (ACSSU211)

Terrific Trees 1

activity

Trees are an important part of life on Earth. They do lots for us. TTWrite under the pictures to say how trees help us.

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Fun Fact There are two main types of trees: evergreen and deciduous. Evergreen trees have leaves for the whole year. Deciduous trees lose all of their leaves each year during cold or hot seasons to help them to survive. Curriculum Link: (ACSSU211)

Terrific Trees 2

experiment

Trees all create oxygen. Do some trees create more oxygen than others? Do the experiment in small groups to find out.

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Questions

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Leaf

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Steps 1. Collect a leaf from 3 different trees in the school yard. 2. Label three containers 1, 2, 3. 3. Put each leaf into a container and submerge it in water. 4. Observe: can you see any oxygen bubbles now? Can you see any oxygen bubbles one hour later? 5. Record your results in the table.

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A. Which leaf has the most bubbles?_ ______________________________ This one makes the most oxygen! B. Which leaf has the least bubbles? _ ______________________________ This one makes the least oxygen! 20

Curriculum Link: (ACSSU211)

Plant Survival

experiment

What do plants need to grow? Conduct the experiment to find out.

Seed

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Jars

Day 5

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Steps 1. Place masking tape on 5 jars and number 1-5. 2. Put cotton wool or some soil in each jar. 3. Put seed in each jar. 4. Expose each seed to different conditions (see below) and record results.

Day 10

Place in a sunny spot water. ©and Re adyEdPubl i cat i ons

Place in sunny spot and give no water.

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•f o r e vi ew pur posesonl y• Place inr the shade and water.

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o c . che e r o Place in a fridge r st super and water.

Place in shade and give no water.

Results The seed that grew the best ______________________________________ The seed that did not grow _______________________________________ For plants to grow they need______________________________________ Curriculum Link: (ACSSU211)

Creatures Great And Small

activity

Animals live in habitats. Animals have special features to help them to survive. TTCut and paste to match the features and habitats to the creatures.

fish

eagle

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lizard

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koala

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sharp beak

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desert

leathery skin

strong claws

Curriculum Link: (ACSSU211)

fin

Ants Up Close

activity

Ants live in groups known as colonies. Each colony has a winged Queen ant that can fly. This is the only ant that can lay eggs. The worker ants are female and are smaller. They look after the eggs, build tunnels and find food.

Task 1: Draw lines to identify the body parts of an ant.

thorax

mandible

abdomen

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leg

antenna

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head

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Task 2: Which is the Queen ant and which is the worker ant? Label them. How do you know?

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_________________________________________________________ Curriculum Links: (ACSSU017) (ACSHE021)

What Do Ants Prefer To Eat?

experiment

TTWhat do you think ants like to eat? Create an experiment to find out. Equipment: paper cups scissors foods – strawberry, bread crust, biscuit, spoonful of sugar, spoonful of honey

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or eBo st r e ok TTWrite down the steps.p u S Step 1 Step 2

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Step 4

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o c . che e r o r st supe ______________________ r I discovered that:

______________________ Next time I would like to try: ______________________ ______________________

Curriculum Links: (ACSSU017) (ACSHE021)

Our Place In The Sky 1

activity

It is hard to imagine, but Earth is actually very tiny compared to the rest of the Universe. There are millions of stars out there and maybe even other planets like us, still to be discovered. Astronomy is the study of stars, planets and space.

TTNumber the places from smallest to largest. 1 = largest; 6 = smallest.

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My My My r o e t s B r e oo p planet u house kstreet

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My My My © ReadyEd Publ i cat i ons •f orr evi ew pur posesonl y• country universe town

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TTCut out the circles on the next page. Number, label and decorate to create an Our Place In The Sky chain. Your key chain should show the sizes of each place in the world. Look at the picture for ideas.

Curriculum Link: (ACSSU019)

template

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Our Place In The Sky 2

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Curriculum Link: (ACSSU019)

The Moon And The Earth

take home activity activity

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Phases Of The Moon The Moon travels around the Earth every 27.3 days. As the Moon rotates around the Earth, we see different parts of it lit up by the Sun.

TTLook closely at the Moon using binoculars. Conduct Moon observations for one week and record what you notice. Draw and write notes.

Tuesday Wednesday Thursday © Rea dyEdP ubl i cat i ons •f orr evi ew pur posesonl y•

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Friday

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Monday

o c . c e Saturday Sunday her r o st super

Curriculum Link: (ACSSU019)

The Seasons

activity

Our Earth does one complete spin in 24 hours to give us our day. Earth is tilted at an angle as it spins. This means that different parts of Earth face the Sun more directly during the year. Our four seasons: autumn, winter, spring and summer are a result of this.

TTWhat changes do you notice to the days during each season? Draw or write your ideas.

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or eBo t s r e spring p summer ok u S When:__________________ When:__________________

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autumn

winter

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Curriculum Link: (ACSSU019)

Landscapes 1

activity

Do you know the difference between natural, constructed and managed landscapes? Task 1: Match the landscapes to the definitions.

A. These places are made o e t s Bofor example: r r by people, e p ok roads and cities, buildings, u S playgrounds.

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natural landscapes

B. These are natural landscapes that people look after, for example: garden beds, lawns and backyards. © ReadyEdPu bl i c at i ons

constructed landscapes

•f orr evi ew pur posesonl y• managed landscapes

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C. These places are created naturally not by people. Examples are: bushland, wetlands, deserts and lakes.

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o c . che e r o st or managed Task 2: Create a diorama ofr as natural, constructed r upe

landscape. Look at the pictures for ideas. Work in small groups.

urban landscape Curriculum Link: (ACSHE021)

chook pen 29

Landscapes 2

activity

A landscape can include managed, natural and constructed features. TTUse three different colours to show: 99 managed features

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99 natural features

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99 constructed features

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Curriculum Link: (ACTDEP006)

Section 2: r e p u S

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Materials, Light And Sound e t sor

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teachers' notes

Properties 1

Explain the vocabulary on this page. There are terms here that may be new for students and require more explanation. chip packet – aluminum foil, easy to make many packets, lightweight, air-tight rope - nylon, strong, resistant to UV rays nails - steel, long lasting, strong table – wood, durable, strong soccer ball – plastic, strong, scuff-resistant

Properties 2

Our Senses – Smell 1

A: to activate our tastebuds B: to smell if something is burning C: to enjoy nature D: to smell if food is fresh

Our Senses – Smell 2 o eBo t s r r e p ok u S

Prepare in advance – consider using a range of objects that emit smells to enable students to practise using this sense, (e.g. perfume, lavender plant, soap, cooked popcorn) Materials students need: • blindfold • different items to smell (more examples: milk; flower; fruit; coffee granules) Fun fact: Smells help the brain to recall strong memories. Ask the students if there are any smells that they can remember clearly and associate with experiences.

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cubby house: wood, water-resistant, strong window: glass, transparent (light passes through it) outdoor BBQ: steel, doesn't rust, resists heat quilt: cotton, stretches, soft, easily washed wall: brick, strong, doesn't rust, withstands elements ball: plastic, flexible, elastic Curiosity questions: Ask these questions to expand student thinking and encourage creativity: - Which materials are least expensive? - How are the materials made?

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Extra activity – use a blindfold and some new objects and see if students can identify the object via touch.

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Heat-Resistant

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Safety check – this experiment requires discussion in advance. Using magnifying glasses to focus, the Sun can cause fire. Discuss warning signs with students, what to look out for and how to use equipment with care.

Our Senses – Touch

Class discussion – go through the vocabulary in the table in advance to ensure students understand the characteristics. bark: rough, hard, rigid paper: smooth, flexible desk: smooth, hard, rigid eraser: smooth, elastic/flexible 32

Define natural and artificial light with students. Natural light comes from the Sun. Artificial light is emitted from something that is human-made (light bulb, torch, etc.). A: lamp; TV; laptop; electric fire; phone; light bulb - all artificial. B: wood fire; Moon (natural); torch (artificial) C: candle, torch (artificial); Sun (natural) D: light bulb (artificial) Curiosity questions: Ask these questions to expand student thinking and encourage creativity. - What sources of light are the brightest? - What impacts on this? - How do light bulbs work?

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Class discussion – before students design their tests, talk about what materials they will need. How can they test safely? How will they know if the object is water resistant or not?

Making Sound

The less water in the glass, the higher the pitch because the faster the glass vibrates. Game play: to explore how different instruments make different sounds, go to: 4http://education.abc.net.au/home#!/ media/1498659/sound

Properties 1

activity

We use materials every day for different purposes. Different materials have different properties.

Properties Of Materials plastic

wood

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aluminium foil

or eBwaterproof t s r strong e oo p airtightk long Su lasting light-weight light strong resists moisture durable

resists heat light weight

flexible

nylon

strong elastic resistant to UV rays easily shaped

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scuffresistant tensile strength watertight

steel

TT Complete the table! Use the information above to help you.

pencil

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chip packet

rope

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hard enough to grip

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wood

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nails

table

soccer ball Curriculum Links: (ACSSU018) (ACMMG019)

Properties 2

activity

Some materials are strong, some are flexible and some are durable. Before using a material, we should think about its properties. TTMatch the materials to the pictures. TTDiscuss why these materials are used.

or brick steel eBoglass cotton st r e p ok u cubby houseS window outdoor BBQ plastic

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wood

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wall

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quilt

Material:

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Material:

ball

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Material:

Curriculum Links: (ACSSU018) (ACSIS024)

Material:

Water-Resistant

experiment activity

Testing materials is important to understand how they can be used. Scientists test materials for strength, durability and flexibility.

TT Experiment! Create your own test to decide if each object is

water-resistant.

sponge

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Object

Waterr o e t sdid you do? Bo resistant? r What e p ok Yes No u S

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chip packet

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cardboard box

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Curriculum Link: (ACSIS024)

Heat-Resistant

experiment activity

TT Experiment! Use a magnifying glass to focus the Sun’s rays on

the objects below. Each group could take a different object.

What happened after 15 minutes?

Object

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twig

HeatResistant? Yes No

cheese

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chocolate

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brown leaf

Curriculum Link: (ACSSU018)

Our Senses – Touch

experiment activity

Touch is a sense that tells us if objects are soft, hard, rough or smooth. TTUse your sense of touch to work out the objects’ properties. Tick the boxes.

paper

desk

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eraser

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bark

smooth

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soft

hard

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elastic/ flexible

rigid Curriculum Link: (ACSSU018)

Our Senses – Smell 1

activity

TTThere are many different benefits of being able to smell. Look at each image. Underneath say why smell is an important sense.

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Curriculum Link: (ACSSU017)

Our Senses – Smell 2

experiment activity

TTCheck how your sense of smell is working. Pair up! Make a prediction! Will you be able to correctly identify each item by only using your sense of smell? _ ________________________________

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Object

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Correct? Yes No

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Guess

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Steps 1. Put on your blindfold. 2. Your partner gives you 4 objects to smell. 3. As you guess each item, your partner completes the table.

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4 Curriculum Link: (ACSHE021)

Light

activity

TT Lots of things create light. Write and tick to show your ideas. B.

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Sources of light:

__________________________

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

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Sources of light:

Source of light:

__________________________

natural 

artificial 

Curriculum Link: (ACSHE021)

artificial 

Making Sound

experiment activity

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Follow the steps: 1. Line up five drinking glasses. 2. Pour different amounts of water in each glass. 3. Tap the sides of each glass with a pencil.

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We can make sounds from everyday objects.

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Complete the sentence:

I discovered …__________________________________________

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What other everyday objects can you use to create sound? Write and draw your ideas.

Curriculum Link: (ACSSU017)

Section 3: or eBo st r e p ok u S

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Design Challenges

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teachers' notes

Teaching Notes For Section Three Included in this section are longer challenges that could be worked on over the course of a session or extended over days. Implementation could occur in small groups or in pairs depending on resources available. These challenges could lead children to further investigations. Listen to the questions that children are asking as they work through the problems. Are there concepts that need some further explanation before they can explore? Are they making use of prior knowledge? Do they need more information to support their investigations? How are the children working together? Do some children need more encouragement to voice their ideas?

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

Together, discuss key questions that they would like answered.

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

Team Work Tips Discuss these as a class. Assign roles Make sure everyone has a job to do. Examples: • timekeeper • material manager • speaker • helper • encourager • trouble-shooter • coordinator • checker

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“The person who makes no mistakes, never makes anything.” English proverb

Communication Only have one person speaking at a time. Check to see that everyone’s ideas are presented.

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Vote on action If you can’t decide as a team, then vote so the decision is fairly made. Set your own goal As a team member I am going to…

o c . Check to see that youc are really e her r o hearing everyone’s ideas. Build on st s per them to make them even better. u Ask for help If your team isn’t on track, it’s ok to ask for some help from your teacher.

Back to the drawing board! If something isn’t working – that’s ok. Try another idea.

“Team work makes the dream work.”

Challenge 1

activity

TTDesign a package to hold a doughnut that will be sold at the school canteen. Materials you might need: string tape drinking straws paper clips paper cardboard textas fabric buttons ribbons glue

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Sketch a design first.

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Step 1

Build your doughnut holder!

Step 3

Survey classmates.

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. No Reason te Yes o c . che e r o r Would you buy st super this product? Question

Did the packaging attract you?

Curriculum Link: (ACTDEP007)

Challenge 2

activity

TTBuild a slide for a Lego mini figure. Materials you might need: Lego figure tape measure paper cardboard kitchen roll holder piping straws paper cups textas pop sticks cereal box

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Sketch a design first.

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Step 1

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Build your slide!

Trial Distance mini figure travelled down the slide

o c . che e r o t r s 1st attempt 2nd attempt 3rd attempt supe r

Modifications: If I made this slide again I would …

Curriculum Link: (ACSSU017)

Challenge 3

activity

TTBuild a tall and sturdy tower.

Step 1

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Materials you might need: newspaper paddle pops scissors paper tape cardboard books string toilet roll wire tubes mesh kitchen roll blocks tubes alfoil Sketch a design first.

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Design

Height

Did it stand up?

Model A Model B 46

Curriculum Link: (ACTDEP007)

1st or 2nd place?

Section 4: or eBo st r e p ok u S

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Paper Bag Pairs

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teachers' notes

Teaching Notes For Section Four Paper Bag Pairs are short, often openended activities designed to be highly engaging for students.

• Examples might include: Stars:

Use these in the classroom as:

• Gathered all the materials

-- rotation activities

• Put everything away carefully

-- consolidation tasks

• Noticed something interesting

-- rewards

• Asked important questions

• Solved a problem • Listened really well

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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.

-- rainy weather lunch break fillers

• Stayed on track

-- fast finishing exercises

Wishes:

Add to your collection and develop more hands-on investigation materials.

• Ran out of time - could check the clock next time

Paper bag pair rules

• Needed to ask teacher for help to make sure everything was clear

© ReadyEd• PWould ubl i ctoahear t i o ns love more of your ideas Use only what is provided for solving the problems • f o r r e v i e w p u r posesonl y• Think 'outside the box' - be creative • Maybe move to a quieter place to

• •

• Work together - two brains are better than one

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• Pack up when time is up

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• Look after the materials

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• 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 on next time.

• It is important that the wishes are specific so students know what to work on. This can be used in larger groups or as a self-reflection tool also.

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

Paper Light Paper Bag Bag Pair Pair 1: 1: Reflecting Title Materials: Materials: small mirror squares of cardboard of different textures different types of pens white board marker small parts trays x 2 alfoil square shaped material torch sunshine Pull the eachmirror pen apart try can to get it back together in Sun working order. Task: Use to seeand if you reflect light from the or torch Observe the different what theyreflections are all for?are the onto different surfaces.parts. WhatDo doyou youknow notice? Which brightest? Why do you think this is the case?

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Two Stars and a Wish

What’s going on? Light can be bounced onto different surfaces as long as they are smooth. Light reflection is important because we wouldn’t be able to see without it.

calculator

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Materials: pencil paper

Task: You would like to raise $500 for the Koala Foundation by holding a movie night in the library. Make a plan: how much do you charge for entry? What snacks could you sell? What expenses would you have?

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What’s going on? Organising an event is hard work. It is important to make sure all costs are covered first and then try to charge a little more to make profit to donate. Curriculum Links: (ACTDEP005) (ACTDEP006) (ACTDEP007)

Paper Paper Bag Bag Pair Pair 3: 1: Design Title A Chook Pen Materials: Materials: blank graph paper coloured pens pencils ruler different types of pens white board marker small parts trays x 2 Task: Brainstorm what chooks need in their living environment. Next, Pull each apart and try to getthat it back together in working order. Task:a design draw for pen a suitable chicken pen would keep them safe from Observe different parts. Do to you know what they are all for? predatorsthe and be a good place live.

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Two Stars and a Wish Two Stars and a Wish

What’s going on? No point in having a beautiful looking pen if it does not provide any shelter or protection. Designers always think about the purpose of the object.

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Materials: Materials: 1kg rice lunch box 1 measuring cup funnel different types of pens white board marker small parts trays x 2 Task: Work out how many grains of rice would fit in a lunchbox container. Pullyou each pen apart try to them get it easily? back together working order. Task:could How devise a wayand to count Use the in materials Observe provided.the different parts. Do you know what they are all for?

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What’s going on? Working out ways to measure differently helps us to understand quantities of items. 50

Curriculum Links: (ACTDEP005) (ACTDEP006) (ACTDEP007)

Paper Paper Bag Bag Pair Pair 5: 1: School Title Fete Planning Map Materials: Materials: map of school oval or local park ruler pencil different different types of pens white board marker small parts trays x 2 colour markers feteapart is coming layout map ofinwhere all the Task: The Pull school each pen and tryup. toMake get it aback together working order. different stalls, stage and rides on the school Observe the different parts. Dowill yougo know what they oval. are allThink for? about where the toilets can go, how people will move around, where the access to power will be. Explain your map to the class.

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Two Stars and a Wish Two Stars and a Wish

What’s going on? Having a plan makes it easier for visitors to explore the fete.

sunny spot

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Materials: ice cubes

Task: Lay the four different coloured sheets of paper out on the ground in a sunny spot. Place an ice cube on each piece of paper. Watch to see which cube melts fastest. Why do you think this is?

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What’s going on? Different colours can absorb heat differently. This is why when you wear black on a sunny day you feeler hotter than wearing white as this colour reflects the most light. Curriculum Links: (ACTDEP005) (ACTDEP006) (ACTDEP007)

Paper Bag Pair 7: Gravity Exploration Paper Bag Pair 1: Title

Materials: Materials paper : stop watch different types of pens white board marker small parts trays x 2 Task: Using a piece of paper, how can you shape it so that when you drop it

from it stays the airand for as as possible? Scrunchin it,working keep it flat or Pull each peninapart trylong to get it back together order. Task:a height, make a different shape? Make sure you drop the paper from the same height Observe the different parts. Do you know what they are all for? each time. Use the timer to record your results for different paper shapes.

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Two Two Stars Stars and and aa Wish Wish

What’s going on? Gravity is an invisible force that causes objects to move towards each other.

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Materials: Materials: Plasticine resources about planets paper pencil different types of pens white board marker small parts trays x 2 toothpicks

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out about the planets system. Usein the Plasticine to Task: Pull each pen apart and try in toour getsolar it back together working order. Task: Find make models of the planets showing theirwhat position relative to the Observe the different parts. Do you know theyand are size all for? Sun.

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What’s going on? The different planets in our solar system all revolve around the Sun. They each have different characteristics. 52

Curriculum Links: (ACTDEP005) (ACTDEP006) (ACTDEP007)