UNIT PLANNER

Science overarching idea: (topic assigned)

Year Level: 3/4

Sessions: 3

Date:

FORM AND FUNCTION: INDIGENOUS KNOWLEDGE

Overall aims of the unit

Teaching approach assigned and short description:

At the end of this unit students will be able/capable of:

Indigenous Knowledge
8ways of knowing

Understanding that the properties of natural materials will influence their function/ use.
Applying their knowledge to construct objects
Collaborate with two other students, to effectively express their ideas and refine their
communication skills.
To engage with Indigenous Knowledge strategies of learning.
Applying theoretical knowledge to a physical task.
Reflecting on their methods, knowledge and designs.
Making connections between their new knowledge and prior knowledge.
Evaluate own and peers work compared to first draft.
Exploring the natural environments properties and applications.

Story sharing
Learning maps
Non-Verbal
Symbols and Images
Land Links
Non-Linear
Deconstruct, Reconstruct
Community Links
8ways process... Tell a story. Make a plan. Think and do. Draw it. Take it
outside. Try a new way. Watch first, then do. Share it with others
This teaching approach involves connecting students to the world around
them.
It involves narrative-driven learning, visualised learning processes, handson/reflective techniques, use of symbols/metaphors, land-based learning,
indirect/synergistic logic, modelled/scaffolded genre mastery, and
connectedness to community. (8 ways, 2013)

Key vocabulary:
Form and function
Absorbent
Water proof
Weave
Indigenous
Construct
Predict
Test
Adjust
Annotate
Justify
Feedback
Reflect
Collaborate
Sealed
Design

Key equipment / resources:

Key Australian Science curriculum Standard (taken directly from the
Natural Materials:
website):
Twine
Bark
Science Understanding
Leaves
Chemical Sciences:
Flax
Natural and processed materials have a range of physical properties;
Bending wood
These properties can influence their use
Sticks
Hay
Elaborations
Reeves
Sap and honey
1. Describing a range of common materials, such as metals or plastics,
glue
and their uses
sticky tape
2. Investigating a particular property across a range of materials
3. Selecting materials for uses based on their properties
Sketching Paper
4. Considering how the properties of materials affect the management
Newspaper
of waste or can lead to pollution
Stop watch

SESSION 1: STORY, PLAN, DISCUSS, DESIGN

Learning outcomes:
(What will students accomplish?)
Students will be able to justify their designs from their knowledge of form and function
Students will draw, label and annotate their first design of their waterproof basket.
Specific activities session 1
(In terms of what the students will do)
TUNING IN:
Students will listen to an indigenous story emphasising resourcefulness - The Old Frangipani Tree at Flying Fish Point By Trina Saffioti and Illustrated by Maggie
Prewett Magabala Books, 2009. Click here for book review.
DISCUSSION:
Discuss basket making amongst indigenous people.
DEVELOPMENT:
Teachers model drafting process whilst explicitly demonstrating how to label and annotate. Teacher will justify choices based on form and function knowledge
Teacher will explain task and expectations to students.
Separate students into groups of 3.
CONSOLIDATION AND PRACTICE
Students will work in groups of 3 to discuss, draw and draft their design(s).
Encourage students to make more than one design, think of different perspectives and ways to make the baskets.
Students will design a basket that can hold 200 ML of water for a minimum of 10 seconds using the following materials;
Natural Materials: Twine, Bark, Leaves, Flax, Bending wood, Sticks, Hay, Reeds, Sap, and honey
REFLECTING
Gallery walk

SESSION 2 Taking place outside

Learning outcomes:
(What will students accomplish?)
Students will use their drafts to construct water proof basket using the materials provided
Explore the range of materials available to construct
Students will in their groups test initial designs and make adjustments as necessary, justifying and recording why adjustments were made and why
We would expect some students to test some of the materials before construction, whereas some will just start building
Specific activities session 2
(In terms of what the students will do)

TUNING IN:
Hand back designs
Recap previous lesson and the final goal
DISCUSSION:
Give students an opportunity to ask questions about the task
DEVELOPMENT:
Suggestions for effective methods. Advice on task management and time allocation. We need to ensure that students have enough time to test and make adjustments
CONSOLIDATION AND PRACTICE
Students work in their groups to construct their designs, testing and making adjustments
Students record any adjustments made and reasons for making them Teacher to model the process of recording these

SESSION 3

Learning outcomes:
Students reflect and explain their findings
Students will evaluate the work of others and provide feedback
Students connect their knowledge of form and function with the real world
Specific activities session 3
(In terms of what the students will do)
TUNING IN:
Finalising the baskets
Teacher conferences
DEVELOPMENT:
Model correct protocols for giving warm and cool feedback
Students make predictions about which baskets will leak
CONSOLIDATION AND PRACTICE
Testing of baskets in front of the class.
Each student will record warm and cool feedback in a handout template.
Teachers will call on students to share about other groups.
Teachers will take on these roles in the testing process:
Water Pourer / Measurer
Timer
Recorder
Students give warm and cool feedback after each test.
One student records warm and cool feedback
DISCUSSION:
Students reflect in groups
Connecting this experiment to the real world

EXTENSION:
Students will predict what colours they can make using natural substances such as dirt, grass and leaves. Once predictions have been made students will attempt
to process the natural materials to make the colours. Once colours are derived from the materials students will decorate paper with it.

Attachments: (please provide all the handouts and other learning/teaching resources to be used and specify if they are to be used in
session 1, 2 and 3)

References:
Australia.gov.au,. 'Austn-Indigenous-Tools-And-Technology Australia.Gov.Au'. N.p., 2015. Web. 19 Mar. 2015.
Castano, C. (2008). Socio-Scientific Discussions as a way to improve the Comprehension of Science and the Understanding of the Interrelation
between Species and the Environment. Research in Science Education, 38(). pp 567-587
De Beer, J. & Whitlock, E. (2009) Indigenous knowledge in the Life Sciences Classroom: Put on Your de Bono Hats! The American Biology
Teacher. 71(4), pp.209- 216.
Erickson, H. L. (2007). Chapter 1: The thinking classroom. In Concept-based curriculum and instruction for the thinking classroom. Heatherton:
Hawker Brownlow, pp. 5-23.
Krause, K. L., Bochner, S., Duchesne, S. & McMaugh, A. (2010). Educational Psychology for Learning and Teaching. 1st Ed. South Melbourne:
Cengage Learning Australia
Mhakure, D. (2014). Science Teachers Indigenous Knowledge Identities. Mediterranean Journal of Social Sciences. 5(20), pp. 1554-1563. DOI:
10. 5901/mjss.2014.v5n20p1554
Paris, S. G. (1997). Situated motivation and informal learning. Journal of Museum Education, 22 (2/3), pp 22-27.

Regmi, J., & Fleming, M. (2012). Indigenous knowledge and science in a globalized age. Cultural Studies of Science Education, 7(2),
479-484. Retrieved March 9, 2015, from http://download.springer.com/static/pdf/153/art%3A10.1007%2Fs11422-012-9389z.pdf?auth66=1426163735_14deb09241b88cf5270358b0dab4b65e&ext=.pdf
8 Ways. (2013). 8 Aboriginal ways of learning. Retrieved from http://8ways.wikispaces.com/

WARM Feedback
What worked well? (materials,
design, construction of basket)

DOT POINTS FOR PRESENTATION:

COOL Feedback
What could be changed?
You might consider...
What if...

Kate: Form and Function slide added to presentation :)

What is form and function?
How does this relate to our everyday lives?
How can we make further/deeper connections?
Chrissie: (Aims of lesson lide) added to presentation :)
What are the aims of our lessons?
How are these aims relevant to the students?
plan sHow are the lessons addressing the Indigenous knowledge teaching approach?

Sam: SESSION 1
Overview
Introduction to and drafting of baskets
Learning Theories
Constructivism in action
Vygotskys Zone of Proximal Development
Learning as an unrestricted process
Formative assessment
Indigenous knowledge
Non verbal
Symbols and images

Emma: SESSION 2
Overview

will use their drafts to construct a water proof basket using the materials provided, testing initial designs and making adjustments where
necessary Students
Learning Theories
Constructivism in action
Vygotskys Zone of Proximal Development
Learning as an unrestricted process
Formative assessment
Indigenous Knowledge
The power of place - Take it outside!
Deconstruct/Reconstruct - Try a new way
Community in action

Emma: SESSION 3
Overview
Students present their findings, evaluate the work of others and connect their learning with the real world.
Learning Theories
The importance of feedback - John Hattie
Blooms Taxonomy - higher order thinking to critically engage
The value of an inquiry based approach
Indigenous Knowledge
The importance of sharing
Local and relevant - what does this mean for me?