STEM FORWARD PLANNING DOCUMENT # 1

TERM / WEEKS: Term 3 / 8 Weeks UNITED NATIONS SUSTAINABLE

(Last 8 Weeks of Term, 1 Lesson per DEVELOPMENT GOAL: Goal 15 – YEAR LEVEL: Year 4
Week) Life on Land
GENERAL CAPABILITIES

Literacy Numeracy ICT Capability Critical and Creative Thinking Ethical Understanding Personal and Social Capability Intercultural Understanding

CROSS CURRICULUM PRIORITIES

Sustainability
Aboriginal and Asia and Australian Curriculum
Torres Strait Australia’s Design and Technologies
Islander histories engagement with Knowledge & Understanding: Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes
and cultures Asia (ACTDEK013).
o Investigating the suitability of technologies − materials, systems, components, tools and equipment − when designing and making a product,
service or environment, for example a toy for a young child, a composting system for household waste management, raised garden beds for
improved access, weaving nets, bags or baskets.
Process & Production Skills: Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including
care for the environment (ACTDEP017).
o Evaluating, revising and selecting design ideas, based on criteria for success and including consideration of ethics, social values and
sustainability.
Science
Inquiry Skills - Evaluating: Reflect on investigations, including whether a test was fair or not (ACSIS058).
o Reflecting on investigations, identifying what went well, what was difficult or didn't work so well, and how well the investigation helped answer
the question.

SCSA CURRICULUM LINKS

Design Design Digital Digital RESOURCES/KEY
Technologies Technologies Technologies Technologies TEACHING AND LEARNING EXPERIENCES QUESTIONS
Knowledge & Process & Knowledge & Process &
Understandings Production Skills Understandings Production Skills
Technologies & Designing: Materials & Evaluating: Use Introduction:
Society: Ways Develop and Technologies criteria to evaluate o Gain the student’s attention: Clap familiar rhythm (established o Behaviour management
products, communicate Specialisations: and justify simple behaviour management strategy in classroom). strategy: Clap rhythm.
services and design ideas and Suitability and design processes o Introduce the ideas of ‘Sustainability – gardening, types of herbs o KWL Chart
environments decisions using safe practice and solutions and plants, our Australian climate and worm farming’.
are designed to annotated when using (WATPPS25)
 meet drawings and materials, systems o Conduct a general class KW(L, to conclude the lesson learning) o “What do you already know,
community appropriate and components chart to discuss student’s prior knowledge. and what do you want to
needs, including technical terms for a range of o Once the student’s prior knowledge is established, introduce and learn?”
consideration of (WATPPS23) purposes discuss the ‘Design Brief Document’ outlining the structure and o Design Brief Document
sustainability (ACTDEK103) journey of their next 8 lessons.
(ACTDEK010) o Provide opportunity for questions and clarification. o “Which lesson are you most
OTHER SCSA LINKS o Learning Diversity: Provide an additional worksheet outlining interested to explore?”
Science lesson steps and instructions, for students to refer to.
Science Understanding – Biological Sciences: Living things have life cycles Body:
(ACSSU072). o Once the introduction of the lesson is established, ask the
Inquiry Skills – Communicating: Represent and communicate observations, students to utilise their prior knowledge, and begin to research
ideas and findings using formal and informal representations (ACSIS071).
and gather information on topics:
LESSON OBJECTIVES o Sustainability
o Given the specific opportunity, students will be able to express and discuss o Gardening, types of herbs and plants
their prior knowledge and experiences with their peers. o The Australian climate
o Students will be able to research a variety of chosen topics using their prior o Encourage students to gather and present their research in a o Creative materials: pens,
knowledge and available resources. creative manner. pencils, paper etc.
o Students will be able to gather relevant information with creative freedom. o Allow time for students to research these topics: Research can o Laptops, iPads, books and
ASSESSMENTS be conducted using school laptops, iPads, educational books and educational magazines.
Diagnostic Assessment magazines (subject to availability) and their prior knowledge. o Additional worksheet outlining
o KW(L, to conclude) Chart: “What do you already know, and what do o Provide opportunities for questioning and clarification. lesson steps and instructions.
you want to learn?” o Learning Diversity: Provide students with a resource/worksheet o Resource to collect their
o Classroom discussion: Student participation and ideas to collect their information. information.
o Research task: Gathered and presented (individual designs or using Conclusion:
given resource/worksheet) o Gain the students attention: Clap familiar rhythm. o “Please carefully and neatly
o Informal Assessment/Running Records: Observations of tasks, o Ask the students to pack away their research and assure them pack away your research and
discussions and student achievement throughout lessons. that they will have another opportunity to continue and finalise belongings, and sit down at
this research in their next lesson. your desks”
Learning Diversity / Additional Support: o Inform students of their next lesson to engage their interest: o Additional worksheet outlining
o For those students with learning difficulties; such as Dysgraphia and o Continued research, focusing mostly on: How to sustain a lesson steps and instructions.
Dyslexia: Provide additional worksheet outlining simplified instructions of garden without the use of chemicals. o Resource to collect their
lesson steps, to refer to throughout the lesson. o An exciting visit from guest speaker Stephanie information.
o Alternatively and/or additionally, provide an outline of these instructions Alexander, from the Kitchen Garden Foundation. o “Praise and recognise the
at the front of the classroom; to be viewed by all student’s. o Conclude lesson by asking students to explain to the person they student’s efforts and
o Provide students with a resource/worksheet to collect their information. are sitting next to, one new concept which they learnt during participation in today’s lesson.”
today’s lesson.