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ED3009- KEY LEARNING AREA: SCIENCE AND TECHNOLOGY 3ITEM 1. Unit of work (Part A-Group)

UNIVERSITY ASSIGNMENT COVER SHEET

SCHOOLTick () the relevant School:AESC Arts & Sciences Business Education Health Sciences Law Medicine Nursing Philosophy & Theology Physiotherapy

CAMPUS Broome Fremantle Sydney Student Number

Student Name [OPTIONAL]

20113117, 20103656, 20110190 Unit Code ED3009

Unit Title Science 3 Receipt Stamp

Assignment Title/Topic Unit Plan

Unit Lecturer Tryon Francis

Unit Tutor Siobhan Coppinger

Due Date 13th July 2014

Your assignment should meet the following requirements, please ensure you have by ticking [] the boxes before submitting your assignment; Assignment is submitted on A4 paper 4cm left margin Double line spacing Declaration below is signed and complete

Pages firmly stapled together Clearly legible Copy retained by me (student) Word count:

Declaration:This essay / assignment is all my own work, except where duly acknowledged. Ideas, words or passages taken from other sources are indicated using the appropriate school referencing system. The material in this assignment has not been submitted previously for assessment at this or any other tertiary institution.

Student Signature

Connie Kazouris, Danielle Spyros & Nicole Sheridan Date 1 1 / 0 7 / 2 0 1 4

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ASSIGNMENT RECEIPT

Student Name 20113117, 20103656, 20110190 Receipt Stamp

Assignment Title Unit Plan

Unit Code / Title Science 3 / ED3009

Due Date 1 1 / 0 7 / 2 0 1 4

1 | P a g e

1 x page <cover sheet>1 x pages <title page> 24 x pages <unit document>2 x pages <references>


2 | P a g e


UNIT PLANBuilt Environments (Stage 1)

Nicole Sheridan (20110190), Connie Kazouris (20103656) & Danielle Spyros (20113117)


UNIT OUTLINE

UNIT TITLE‘Places in spaces!’

STAGEStage 1, year One

TERM3

STRANDBuilt Environments

DURATION10 hours- 60 minutes per lesson

CONCEPTHow does the purpose of places influence the design processes of the local environment?

RATIONALE

Throughout this unit ‘Places in Spaces’ students will be developing their knowledge and skills on the concept of built environments and how these are built for a purpose and to satisfy users needs in accordance with the NSW Science Syllabus K–10, (2014). In this unit, students will be investigating the built features and places of the local community and identify and compare one as natural and the other as built. Students will identify different features or places such as the park, pool, and shopping centre and will describe the types of things which may be seen there. Students will recognize that built environments are created for a purpose and develop understandings about the needs of various users. Through questioning and seeking solutions to problems, students will develop an understanding of the relationship between science and technology and their significance of their contribution to and influence on society.This unit also enables students to experience a dynamic interaction of sensory perceptions, a buildup of previous experiences and cognitive processes, which help shape their understandings. Students actively construct meaning in order to make sense of the world around them, Skamp (2012) .The constructivist approach highlights the notion that the students are very much in control of their learning.

Throughout this unit, play performs a significant role in the development of early years learning. It gives opportunities for students to conceptualise their roles as pedagogical leaders and interpret play and pedagogy in original ways though discussing their roles in framing, supporting and balancing their interactions with their peers in order to plan for sustaining shared thinking. (EYLF): Belonging, Being, and Becoming, (2010). The opportunities for exploration and imaginative play embedded within this unit allow for students to make connections between prior knowledge and new learning experiences

Nicole Sheridan (20110190); Connie Kazouris (20103656); Danielle Spyros (20113117)


and stimulates a sense of wellbeing, Fleer (2009). The learning engagements have been designed in alignment with the 5 E model as it allows students to build a deeper conceptual understanding of the science concept, Primary connections 5Es teaching model, Australian Academy of Science, 2008).

Following the Tomlinson model, teachers will be differentiating teaching and learning activities through respectful tasks, flexible grouping and continual assessment according to student readiness, interest and learning profile, Tomlinson (2008).The 8 ways learning pedagogy framework for Indigenous perspectives has also been incorporated within this unit to enhance students’ conceptual knowledge though various ways in which better suit the complex knowledge systems of the indigenous people resulting in increased student engagement, participation and contribution, McConney, (2011).

GOALS

OUTCOMES& PERFORMANCE

ST1-14BE Describes a range of places and spaces in the local environment and how their purposes influence their design

Students will:

observe ways people use a range of places and spaces in their local environment, eg areas within the schoolyard and the home explore a range of places and spaces in the local environment and describe their different purposes, e.g. a hospital or playground describe how the different purposes of places and spaces in the local environment influence their design, e.g. storage and cooling areas in a

supermarket and enclosures for pets and farm animals examine some familiar places and spaces in the local environment and suggest modifications to their design

SKILLS

Develop knowledge, understanding of and skills in applying the processes of Working Scientifically ST1-4WS investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what

they and others know

Develop knowledge, understanding of and skills in applying the processes of Working Technologically ST1-5WT uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs

and wants ST1-1VA show interest and enthusiasm for science and technology, responding to their curiosity, questions and needs, wants and opportunities



KLA MATHEMATICS

Outcomes and performance indicators MA1-1WM Describes mathematical situations and methods using every day and some mathematical language actions, materials, diagrams and symbolsMA1-14MG Sorts, describes and represents familiar two dimensional objectsMA1-16MG Represents and describes the positions of objects in everyday situations and on maps

Numeracy links: Two-dimensional space: identify and name parallel vertical and

horizontal lines. Identify and name different lines in the environment. Position: describe the position of objects using everyday language,

including ‘left’ and ‘right’. Play action games based on direction

KLA ENGLISH

Outcomes and performance indicators Speaking and listening (communicating)EN1-1A communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations

SpellingEN1-5A uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar wordsReading and viewing EN1-4A draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies

Writing and representingEN1-7B identifies how language use in their own writing differs according to their purpose, audience and subject matterResponding and ComposingEN1-11D responds to and composes a range of texts about familiar aspects of the world and their own experiences

Thinking imaginatively and creatively EN-10C thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts

Literacy Links: Texts that inform and describe places Talking and listening: oral descriptions using location and position Reading: maps and drawings with symbols Writing: labeling of diagrams and maps using technical language.

KLA HSIE KLA CREATIVE ARTS



Outcomes and performance indicators

ENS1.5 Compares and contrasts natural and built features in their local area and the ways in which people interact with these features. ENS1.6 Demonstrates an understanding, of the relationship between environments and people. Students use an inquiry process to develop knowledge and understanding of places in the local area by identifying natural, built and heritage features and the way the environment has been adapted to fulfill needs, inclusive of Aboriginal land management practices. Students develop their own values associated with ecological sustainability and identify responsibilities towards particular places and environments.

Outcomes and performance indicators

DAS1.2 Explores and selects movement, using the elements of dance to express ideas, feelings or moods. VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things. VAS1.3 Realises what artists do, who they are and what they make. VAS1.4 Begins to interpret the meaning of artworks, acknowledging the roles of artist and audience. MUS1.1 Sings plays and moves to a range of music, demonstrating an awareness of musical concepts.

Sensory investigations of the local, natural, and built environment (sights, sounds, smells, textures) allow students to develop individual responses.

KLA PDHPE Outcomes and performance indicators PHS1.12 Recognises that positive health choices can promote well-being. SLS1.13 Recognises that their safety depends on the environment and the behavior of themselves and others. DMS1.2 Recalls past experiences in making decisions. Students explore and identify environmental factors that can impact on their health and the health of others. This may include factors such as different types of pollution, the benefits of recycling and utilising environmentally friendly products, or making choices about keeping themselves safe.

GOALS

Assessment- formative (during learning engagement)Formative assessment will be carried throughout each of the lessons in the unit. Our goal in this unit is to monitor student learning and to provide ongoing feedback that can be used to improve our teaching for students to improve their learning. More specifically, formative assessments:

help students identify their strengths and weaknesses and target areas

Assessment- summative (at the end)Although most assessment has occurred throughout this unit there are three major summative assessment pieces for collection at the end of the unit. These include: • Students’ adventure journal containing their findings of features, drawing and photographs of visited built environments



that need improvement Help recognise where students are struggling and address problems

immediately.

This will consist of: observation; discussion; listening to students’ discussions, explanations, and reasoning; students ‘demonstrations; and samples of student’ work. For example;

In lesson one- a KWL chart is used as a formal assessment which indicates where students are at and where they are headed.

In lesson two- the use of pic collage helps inform teachers of the students understanding of the concepts as it shows their ideas in a collage format.

In lesson three- teacher observes students ability to role play and imaginatively creates a built environment for their needs.

In lesson four and five- teacher observes students responses through discussion about excursion content and observes student conversations.

In lesson six and seven- teacher observes students ability to represent built environments within the local community on a map. By looking at children’s completed work teacher will be able to clearly identify which students have gained competency in establishing what a built environment is and thinking logically, scientifically and mathematically to determine where they will be placed on the map. E.g. the post office is next to or near the supermarket. Etc.

In lesson eight- teacher will observe students learning through questioning, discussion and also their draft idea for their built environment.

In lesson nine- students will create their design using recycled materials

In lesson ten- students will discuss what they have learnt throughout the unit and fill out their last column In the KWL chart.

• Students’ design template addressing their design purpose • Students’ created built environments and oral presentations



Work sample- to show understanding and achievement of outcomesSee resourcesEvaluation of unit

Evaluation of unit will be based on:Was the unit ‘Places in spaces!’ successful? Were the lessons in the unit engaging? How did the students respond? Were there ample opportunities for student involvement? Did all students learn and understand the concept?Were all the students challenged? Were there any challenges or setbacks in the unit? If so, what were they and how could they be further developed? Were the tasks appropriate to achieve outcomes? Could any modifications be made? Were there a variety of resources used to maximize student learning?Was my understanding of students’ prior knowledge accurate?Did the unit of work follow the 5E model?Did the unit of work allow for cooperative learning, and learning through social interaction effectively?Did the unit of work have appropriate links to the ‘Indigenous 8 ways learning framework?Did the lessons flow throughout the unit effectively and allow children to build on prior knowledge and make connections?

STUDENTS:There are 26 students in this year one class.

DIFFERENTIATION NEEDS Adjustments within this unit have been made to the content,

processes and skills. The learning experiences should cater for student readiness levels, prior knowledge and experiences.

The learning styles which exist in this class include:Autistic student (very visual and auditory). The use of ipads and the IWB will enable this student to better develop an understanding of the concepts in the classroom.

Skills, interests and prior knowledge

Pre-unit assessment to engage current level of understanding (in terms of unit/topic/focus)eg pre-test, teacher judgment, brainstorm, discussion questions prior to unit study

(Task Pre-requisites Science &Technology ) BEES1.1 Explores and identifies ways in which built environments suit



Kinaesthetic- the hands on activities ( the adventure walk/excursion/ imaginative play/and making a built environment )Spatial/ bodily- the imaginative play activity

Students will be grouped in pairs for most activities (of mixed and of support/ core/extension abilities)

Students are able to represent knowledge and understandings in various ways

Alternate methods of assessing student performance and understanding (formative and summative methods)

Extension activities are embedded throughout the unit

their users. Through class picture talks and discussion, students will brainstorm:

What is a built environment? What is a natural environment? What kinds of things do you find in a natural environment? What is a photograph? What is a painting? How are they different?

Students have very little formal prior knowledge on built environments. However students have previously been exposed to natural and built settings and have talked about natural and man-made environments briefly in kindergarten.

LEARNING MATTER

ESSENTIAL UNDERSTANDINGSStudents will learn about:

Natural and built environments Characteristics of natural and built environment Different types of built environments e.g. Police station, hospital,

park The purpose of built environments in our community How the purpose of places influences the design processes of the

local environment How built environments suit users in various ways. The materials needed to create a built environment.

ESSENTIAL SKILLSStudents will learn to:Investigate, predict, observe, classify, explore, discover, experiment, document, plan, design and make and record things, in relation to built environments and the purpose of their design. Examples of this include:

Classifying natural and built environments Understanding the reason behind the design and purpose of built

environments. Determining what different built environments are made for. Listing built environments in our school and local community. Creating a built environment to suit the needs of a particular

plant/animal or human.

RELATED TEXT-TYPES Rome Antics, by David Macaulay



Roberto the Insect Architect by Nina Laden The Curious Garden, by Peter Brown ARCHES TO ZIGZAGS: An Architecture A B C, by Michael J.

Crosbie Architecture Shapes, by Michael Crosbie Not a Box, by Antoinette Portis Gargoyles, Girders & Glass Houses by Bo Zaunders Snail Trail: In Search of a Modern Masterpiece by Jo Saxton Two Bad Ants, by Chris Allsburg

Round Buildings, Square Buildings, and Buildings That Wiggle Like a Fish by Philip M. Isaacson

Pop-up London, by Jennie Maizels Iggy Peck, Architect, by Andrea Beaty Island Boy, by Barbara Cooney How a House Is Built, by Gail Gibbons The Three Little Pigs, by Steven Guarnaccia An Ants Day Off, by Nina Laden The Architecture Pop Up Book, by Anton Radevsky Draw Me a House: A Book of Colouring in, Ideas and Architectural

LEARNING SEQUENCE

5 E’s LEARNING ENGAGEMENTS RESOURCES AND PREPERATION

OUTCOME 8 WAYS

Engage Lesson 1: Built and natural environments- Pre assessment In devised groups, students create a KWL chart about the concept of built

environments on colored cardboard (including the characteristics of natural and built environments, the purpose of each, why we need/ use them and where the students might have seen one etc.) Students are encouraged to use pictures to help display their information. The teacher explains and discusses to the students that the ‘L’ column will be filled out at the completion of the unit. This will help the teacher find out what the students know, what they want to know and then what they have learnt at the end of the unit.

Teacher shows children an animation based on manmade and natural environments to students. Skwirk Animation

Students assemble in a circle. Teacher pulls out a range of items and places them in the circle. Half the items can be found in a natural environment and the other half in a built environment. Students come and choose an item and return to the circle.

Students identify whether their object is manmade or natural and why. Teacher has an assortment of pictures on the interactive whiteboard and two

Sheets of cardboard for KWL chart.

A collection of natural and man made materials.

IWB- with Venn diagram for characteristics

Skwirk The curious

Garden

http://www.amazon.com/The-Curious-Garden-Peter-Brown/dp/

ST1-14BEST1-1VAEN1-5AEN1-1AENS1.5MA1-1WM

This task connects to the 8 ways of pedagogy through; Learning Maps: Children can use their prior knowledge of their local community and categorise the pictures provided either in natural or built environment

Land Links: Children using their understandings of their prior knowledge of the concept of natural and built environments as well as the external features and linking to land and nature. This can provide information on how


http://www.amazon.com/The-Curious-Garden-Peter-Brown/dp/0316015474#reader_0316015474


http://www.skwirk.com.au/index.php?option=com_class&view=contents&layout=topic&cattitle=BacktoNature&catid=9994&bcumb=9994_112_10&tab=b2&Itemid=339


headings labeled ‘natural’ and ‘built’ environments. Teacher prompts students to talk about the features of natural and built environments and asks students to come up and drag the pictures under the correct headings.

Teacher opens a Venn diagram on IWB and uses the children's responses to fill in. Students will copy diagram into their workbooks.

Teacher either reads book to students which focus’ on the difference between natural and built environments OR the three little pigs (hard copy) http://www.amazon.com/The-Curious-Garden-Peter-Brown/dp/0316015474#reader_03160154

0316015474#reader_0316015474

things have impacted and affected the place they were from.

Explore

Lesson 2: Identifying the purpose of built and natural environments within our school Teacher takes students on a playground walk. Students identify aspects of

built and natural environments within the school space and take photos of natural and built areas.

Students are encouraged to think about ‘why’ these environments are built. What is the purpose??

Students are grouped into pairs; each pair will have an ipad and a clipboard to use for their investigation.

Students take photos of built areas in the school environment such as the school canteen, the toilets and the vegetable garden.

Upon returning, teacher will engage students in a discussion about the purpose of building these built environments and why we need them etc.

Students will use the ‘Pic collage’ app to transfer their pictures and their information in a presentable format to share with the class. This application allows students to upload pictures and add text to explain their findings.

Ipads Clipboard Pic collage

application downloaded onto Ipads

ST1-14BEST1-5WTEN1-5AST1-1VAENS1.5

This task connects to the 8 ways of pedagogy through;Non-Verbal: Children go and investigate by taking pictures of the local environment and questioning and reflecting upon why these environments are to be built.Symbols and Images: children learn to use images to display their knowledge in a pic collage form. Non-linear: Through the children taking pictures, it is their own individual understanding of the concept. Community Links: As children understand the reasoning as to why environments may be built in built environments, children can extend their understanding by going outside to the







community and building upon what they already know.

EngageExplore

Lesson 3: Identifying built environments in our local community Students will identify and list the various built environments that exist

within their local environment. E.g Church, restaurants, public library, houses, local swimming pool, hospitals, police station, fire station, parks and farms

Students may have cut out pictures to match with their label Teacher uses Google earth to search for more real life built

environments and may also identify some natural and compare and contrast the two.

https:// earth . google .com Students are given a list of occupations on the board and in groups

students choose an occupationE.g. Nurse, cook, fisherman, banker, policeman, fireman, teacher

Students are then to dress up as their chosen profession and will engage in imaginatively play within their chosen environment. E.g. students dresses up as a nurse and is attending to a sick patient in the hospital

Teacher facilitates and probes students with questions such as:- what are you dressed as?- what kinds of things do you do?- where do you spend most of your time?- why do you need such an environment to do your job?- who uses your environment?- what sorts of things do you think your environment is made of?

Picture cards Labels Google earth

https:// earth . google .co m

Dress ups Play areas

available

ST1-14BEEN1-5AEN1-4AEN1-1ADMS1.2

This task connects to the 8 ways of pedagogy through;Land Links: Focuses on the language of the Dharug Nation which is relevant to where the school is situated. Occupying the area of the Blue Mountains Symbols and images: Through a children’s understanding, the children will use the images and language to match up. This is done through English and Indigenous language. Community links: Children can use their prior knowledge of their community and apply it to the task they are given for eg. The Hospital or the Corner shop

EngageExploreExplain

Lesson 4 Describing the features of a built environment (EXCURSION TO LOCAL POLICE STATION)

Risk assessment Camera Ipads

ST1-14BEEN1-4ASLS1.13


https://earth.google.com/





Elaborate If the police station is unavailable- local library, restaurant or nursing home may be used and adapted accordingly

Students are taken on an excursion to the local police station (if available)

Before students make their way for the visit- teacher reminds students of what they are looking for at the police station, key questions include:- Who uses the police station?- What is the police station used for?- What sorts of materials is it made out of?- Where do police stations exist in the community?- -Why do we need police stations?

At the police station-students explore and identify the features that exist in the built environment of the police station

Teacher takes photos of the police station for later reference Upon returning to school, teacher and students view photographs taken and discuss the various features, their uses and purposes of the built environment

MA1-1WMMA1-16MG

Lesson 5- Guest speakerThis lesson includes an Indigenous guest speaker (if available) to speak to the students about the ways in which their people used nature and the features of the natural environment to build their own environments. If guest speaker is unavailable, teacher should refer to: YouTube clip: https://www.youtube.com/watch?v=DXmQ9xSNSBI Website:http://www.aboriginalculture.com.au/housing.shtml

Speaker should share experiences and stories relating to the materials used to make a built environment

Speaker will explain to students how built environments are made differently in their culture due to available materials and various purposes

Post guest speaker students will think, pair and share about what they have learnt from the speaker, what they found interesting and what else they would like to know?

Guest speaker organised

Link to video

ST1-14BEEN1-5AEN1-4AEN1-1A

This task connects to the 8 ways of pedagogy through;Story Sharing: this activity provides an indigenous guest speaker to talk about their environment, through visual representation and this can allow students to relate and draw upon their own stories and experiences. The story sharing, enables the indigenous children to relate back to their culture, knowledge and personal stories, engaging them with an Aboriginal person from the local area. Images and symbols: Through



the use of aboriginal vocabulary and symbols of the guest speaker, it can enable the child/s to have a deeper understanding and help assist others in relating back to their culture

Lesson 6- Maps

Students are asked to reflect upon the built environments in their local community and in particular to the excursion they have just been on.

Students are asked to think about all the different built environments they saw when they went out into the community and also which built environments they visit regularly. These might include, school, shopping center, bank, post office, park and library.

Students are then instructed to create a map of their local area and to include as many built environments as they can on their map. Students may also like to include some natural environments as well if necessary.

Students will use magazines to find pictures of this environment to make their map more visually appealing. If the children cannot find the exact built environment they are looking for, they can simply hand draw that particular one and just add some materials they may find in that built environment.

Students are encouraged to label each environment on map and state what its purpose is.

A3 paper or cardboard

Magazines Pencils Glue

ST1-14BEMA1-16MGMA1-1WM

This task connects to the 8 ways of pedagogy through;Land Links- With the use of finding pictures, the significance of a photo may enable the child to relate and comprehend the topic with more understanding.(Nature- Utopeia)

EngageExploreExplain

Lesson 7- Modify school area for a purpose Teacher engages children in a discussion about previous lesson (lesson 2) where they took photos of the different built areas within the school environment. Teacher prompts students to think about how one of these environments can be modified to suit the needs of the people/animals/ plants that use them in a more effective way. Children suggest areas of school environment to be developed/changed.

Ipads Popplet

application downloaded onto Ipads

Paper Pencils

ST1-14BEEN1-5AEN1-4AEN1-1AEN1-7BVAS1.1VAS1.4EN1-5A



In pairs, children select an environment within the school. Take photos of area. Students work with their partner and develop a ‘Popplet’ on the I pad. The Popplet application allows students to digitally create a mind map using photos and text to link their ideas effectively. Children will use their picture of their chosen environment as the center point of their Popplet and branch out from there with the ideas they have formulated to redesign the environment for a specific purpose (to meet the needs of people, plants and animals). Children develop personal drawings of what their environment would look like after the changes they have made and then upload these photos onto their Popplets. In groups, children list equipment, materials, people needed to complete the class design. Students will save these Popplets for future reference. Extension activityWith teacher guidance, students create a procedure that can be followed to carry out the changes.

EN1-4AEN1-1AST1-5WT

ExploreExplainElaborate

Lesson 8- Select and design a built environment for a purpose As a class, students and teacher play the IWB activity

http://primarygamesarena.com/Buildings340\ Students develop ideas around “WHAT WHERE WHEN & WHY”

through the game. Students will be shown a list of the built environments from previous

lessons Students will be given a choice of scenario cards about a problem.

Each student must come up with a solution to the problem through the creation of a built environment.

Students will also be given a range of books with examples of built environments to give them ideas about the built environment they will create and the purpose of it.

Students are to carefully design their environment using the template providedStudents write:

Interactive whiteboard

Workbooks templates

EN1-7BEN1-5AEN1-4AEN1-1AST1-5WTMUS1.1

This task connects to the 8 ways of pedagogy through;Non Linear: this activity can enable a student to express their own understanding that different symbols may represent different purposes. Deconstruct and reconstruct: students have the chance to appreciate the materials and environment and build it into their own environment, through deconstructing the information and reconstructing this into an artwork.


http://primarygamesarena.com/Buildings340%5C


-what is the purpose of their built environment?-where do we see different built environments? E.g Park-when do we need these different built environments? E.g Hospital-why are some built environments different to others?

Teacher continuously monitors student progress and helps students through facilitating and probing questions

(See template) Extension activity student will not be given a scenario cars, but must come up with their own

EngageExploreEvaluate

Lesson 9- Create a built environment using recycled materials Based on the children's designs from previous lessons, students will

create their own built environments using a range of recycled materials that we have collected throughout the course of the unit.

These built environments should reflect what the children considered to be ‘man made’ and have features that are purposeful in suiting the needs of its users.

Students will work in small groups or pairs for this activity.

Recycled materials

Sticky tape Glue Scissors

EN1-7BEN1-5AEN1-4AEN1-1AEN-10C VAS1.1

This task connects to the 8 ways of pedagogy through;Community Links: This task can enable students to link back to their local community and present what they have experienced and been through. Using natural materials may be something that they are used to.

ExplainEvaluate

Lesson 10 Presenting, communication and explanation of built environment

After completing the final creation of their built environment, students are to then present their environment to the class.

Students are to clearly explain their environment with its relevant purpose to the rest of the class.

Teacher is to ask probing questions to reluctant or hesitant students. Allow ample time for student question and answers. After presentations, teacher brings out KWL chart from first lesson-

students and teacher fill out what the students have learnt over the course of the unit.

Students and teacher have a discussion about the unit and the built environment topic, reflecting on their previous activities and excursions, and how this has changed their knowledge and learning.

built environments that children previously made

pictures of built environment

EN1-5AEN1-4AEN1-1AEN1-11D

This task connects to the 8 ways of pedagogy through;Learning Maps: This task can enable the child to express and relate back to their own journey from where they are from.

RESOURCES

TEXT ONLINE/IWB/AUDIO/VISUAL



The three Little pigs The Curious Garden by Peter pigs Town story The outback

http://www.skwirk.com.au/ http://www.youtube.com/watch?v=LULzOE1IVYk http://primarygamesarena.com/Buildings340\ YouTube clip: https://www.youtube.com/watch?v=DXmQ9xSNSBI Website:http://www.aboriginalculture.com.au/housing.shtml https:// earth . google .com

PLACE The school yard Recyclable materials from peoples homes.

HUMAN Parents/caregivers (on excursion) Teacher Students Guest speaker Community member- Police officer ( excursion)

MATERIALSREAL LIFE-ITEMS Butchers paper Cardboard Sheets of paper Workbooks Markers Ipads Labels Stationary Picture cards Books Recycled materials for built environments I pad applications Interactive whiteboard clipboards



https://www.youtube.com/watch?v=DXmQ9xSNSBI

http://primarygamesarena.com/Buildings340%5C

http://www.youtube.com/watch?v=LULzOE1IVYk

http://www.skwirk.com.au/


SUMMATIVE RUBRIC: BUILT ENVIRONMENTS

Students name:_________________

Educators Name:_______________

Category 4- Extending 3- Progressing 2- Developing 1- BeginningIdentifies Local Environment

Students will be able to correctly recognise and describe the major characteristics of our local environment

Student are able to identify most of the places in the local environment, but no characteristics

Student have sound knowledge in recognizing and describing the environment and its characteristics

Student is unable to recognize or describe local environments and its characteristics

Makes the comparison of both natural and built environments

Students will be able to apply their knowledge of the two environments, and effectively compares and contrast both environments

Student describe the two environments, and has sound knowledge of comparing the two.

Student identifies some differences but does not effectively compare and contrast

Student is unable to compare and contrast in built technology

Scientific Terminology Uses relevant terminology consistently and appropriately

Uses revelant terminology most of the time. It is used mostly in the appropriate context

Uses relevant terminology most of the time. It is however, sometimes out of context.

Attempts to use relevant terminology. The student however, fails to use it in the correct context.

Oral Presentations/Built environments created for a purpose

students effectively relate, describe and explain the built environment for its user/ purpose

Students describe and relate the built environment for its user/purpose

student has sound understanding of built environments for its user/purpose

Student unable to recognize, describe or relate built environments for its purpose

Construction of Built Environment

Appropriate materials were selected and creatively utilized in ways that enhanced their construction

Appropriate materials were selected and there was an attempt at creative utilization of ways that enhanced their constuction

Some appropriate materials were selected.

Limited materials were selected and construction was not completed

Journal Journal provides a comphrensive record of

Journal provides a complete record of planning,

Journal provides sound detail about planning, construction,

Journal provides limited evidence about several aspects


planning, construction, modifications, reasons for modifications, and some reflection about the strategies used and the results.

construction, modifications, and reasons for modifications.

modifications, and reasons for modifications.

of the planning, construction.

Working with others/ Group contribution

Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes unable to cooperate with others

Rarely listens to, shares with, and supports the efforts of others but unable to cooperate with others



FORMATIVE CHECKLIST

Students name:_________________

Educators Name:_______________

Students are able to;

CriteriaIdentify the comparisons of natural and built environmentsIdentify the aspects of built spaces within the school environment Identify aspects of built within the local community Identify the purpose of why environments are built within the school and the local environment Identifies and lists various built environments within their local environmentIdentifies and explores that built environments have different purposes such as a hospital Observes ways people use a range of places and spaces in their local environment Identifies how they can modify an environment to better suit the users need in an effective wayCan provide a solution to a problem in the built environmentIdentifies areas of the school that can be modified and its purposeCreatively and effectively sues recycled materials to create a build environment Effectively and describes and explains their own made environment

Risk Assessment


Hazard IdentificationThe following may assist with identifying hazards relating to activities at each stage of an excursion. Consider what could go wrong, that is, the potential injuries or illnesses that could occur. Hazards are the sources of these potential injuries or illnesses.

Travel – Consider aspects of travel that may present a hazard such as walking to and from the train, crossing the road, transport to the venue. If CBD location, consider travel arrangements in the event of lockdown or evacuation.

Venue – Consider aspects of the excursion venue that may present a hazard such as location near water, cliffs, crowds, slippery floors. If CBD location, consider possibility of CBD lockdown or evacuation due to evacuation trial or major emergency

Excursion Program Activity – Consider the activities of the excursion program that may present a hazard such as hazards of bushwalking, collecting leaves, observing animals, swimming, singing at an eisteddfod, climbing, eating at different venues for students with anaphylaxis.

Equipment – Consider any equipment that may present a hazard such as sporting equipment, high risk equipment at the venue.

Environment – Consider aspects of the environment that may present a hazard such as weather conditions, natural hazards such as bushfires, floods or storms, the nature of the terrain, plants, animals and insects.

Consider common allergens that may pose a hazard e.g. foods, insect stings or bites, latex (e.g. balloons or swimming goggles and caps) that may trigger allergic reactions. These must be considered as part of the risk assessment for students with allergic conditions (anaphylaxis).

People – Consider aspects of people that may present a hazard such as poor behaviour, the nature of participants such as maturity, age and skill, child protection issues, medical conditions or disabilities.

Accommodation – Consider aspects of accommodation that may present a hazard such as insufficient supervision, standard of accommodation and amenities, meal menus and allergies, security and child protection issues

Other – Consider other hazards related to specific excursions such as access to first aid and mobile phone reception. Investigate access to emergency services and equipment.

Risk Elimination or Control


Risk Assessment MatrixHow serious could the injury be?

How likely is it to be that serious

Very

Likely Likely Unlikely

Very

Unlikely

Death or permanent injury 1 1 2 3

Long term illness or injury 1 2 3 4

Medical attention & several days off 2 3 4 5

First aid

needed3 4 5 6

Severity – is how seriously a person could be harmed

Likelihood – is an estimate of how probable it is for the hazard to cause harm.

Legend

1 and 2 Extreme risk; deal with the hazard immediately

3 and 4 Moderate risk; deal with the hazard as soon possible

5 and 6 Low risk; deal with the hazard when able.


Eliminate the risk. Eliminate the item or activity; e.g. do not undertake a particular high risk activity such as abseiling in high wind; do not use high risk equipment. If elimination is not reasonably practicable, control the risk as far as practical using the hierarchy of controls below. Select the highest possible control and/or use a combination of controls to reduce the risk.

Substitute the hazard: Replace the activity, material, or equipment with a less hazardous one eg choose an easier bushwalk; substitute a food known to cause severe allergic reactions (for example, peanut butter or tree nuts) with alternative nutritious food.

Isolate the hazard: Isolate the hazard from the person at risk; isolate through distance e.g. select a lunch location well away from the water; check if a coastal walk has fencing.

Use engineering controls: Have access to equipment to counteract the hazard; consider hiring coaches with seatbelts and ensure these are worn if available; ensure that an appropriately trained person is with the student at all times and has immediate access to an Epipen in the event of an emergency.

Use administrative controls: Establish procedures and safe practices e.g. supervision of students, clear rules, instruction in safe methods, training of staff, volunteers and students in the excursion activities or in the use of equipment and qualifications of instructors. Ensure health care plans are reviewed and updated for the excursion for students known to have severe allergic conditions. Discuss student health needs with caterers, in consultation with parents/carers.

Use personal protective equipment: Use appropriately designed and properly fitted equipment such as safety goggles, hats and sunscreen and helmets, in conjunction with other control measures identified from above. Encourage students and staff to wear appropriate footwear and protective clothing at all times; students wear medic alert bracelet or necklace where required.



Risk Management Plan: Excursion Year 1

Name of school: Utopeia Primary Group/class: Stage 1, Year 1 Number in group/class: 26

Description and location of excursion: Discovering the features and purpose of the Local Police Station, 324 Johnson Rd, Peakhurst 2150

Name of excursion coordinator: Cindy Lauper

Date(s) of excursion: 22nd July, 2014 Contact number: 0426175789

Accompanying staff, parents, caregivers, volunteers: Staff: 3 Class teachers ( Mrs. Holland, Mr Banks and Miss Katrin, Parents:2 (Miss Matthews, Mr. Maloney)

Task/Activity

Hazard Identification

& Associated Risk

Type/Cause

Assess Risk*

use matrix

Elimination or Control Measures Who When

Walking to and from transport

- struck by vehicle on road- uneven footpath

46

- 3 teachers & 1 or 2 parent/carer volunteers attending to supervise excursion

- Brief participants on rules and behaviour

- Remain on pedestrian pathways and use pedestrian crossings at all times

Coordinating

teacher

“

All

Prior to walk

“On

excursion


Coach transport to excursion venue

- boarding coach- vehicle accidents

65

- Ensure vehicle operators hold appropriate licence(s) and insurance

- Check availability of seat belts

- Vehicle to be appropriate for needs of the group e.g. wheelchair access if required

- Enforce rules and monitor behaviour

- Ensure seatbelts are worn

Excursion Coordin

ator

”

“

Teachers

Prior to booking

“

“

On excursio

n



Group Activity; Internal and external features

- bites and stings from insects, spiders, snakes (including severe allergies)

- exposure to sun- becoming lost or isolated

from the group

4

5

3

- Ensure participation of students with known allergies has been considered, implement appropriate risk controls, e.g. a trained staff member is available to provide appropriate first aid (e.g. epipen for student with anaphylaxis)

- Ensure staff and students are aware of emergency response procedures.

- Wear enclosed footwear, long pants and other protective clothing

- Wear hats, shirts with sleeves and sunscreen while outdoors

- Do not touch animals or insects

- Carry first aid kit- Ensure participants carry water bottles- Local police staff to lead walk. Adult supervision at front

and back to keep group together.- Inform excursion participants of Local police safety

instructions.- Wear enclosed footwear suitable for walking, clothing to

protect arms and legs and suitable for changing weather conditions

- Wear hats, shirts with sleeves and sunscreen while outdoors.

- Staff carry insect repellent, additional sunscreen and ensure rest breaks are taken in the shade

- Identify participants with known medical conditions and ensure appropriate medication/treatment is available

- Ensure participation of students with known allergies has

Teachers

“

All

“

“

“

Teachers

Prior to

excursion

“

On excursion



been considered, implement appropriate risk controls, e.g. a trained staff member is available to provide appropriate first aid (e.g. epipen for student with anaphylaxis)

- Ensure staff and students are aware of emergency response procedures.

- Check weather forecast on day of excursion- Carry maps and compass- Emergency plans communicated for dealing with potential

incidents

Carry first aid kit



Diet and food during excursions including

Eating out at different venues

Student allergies to certain food products

3

- Confirm appropriate food with parents/carers for student with allergies

- Liaise with venue managers about provision of appropriate food for students with food allergies in liaison with parents/carers

- Food brought by student should only be approved and provided by student’s parent/carer

- Discuss with class groups about the importance of only eating your own food

- Ensure a responsible adult is with each group of students - Ensure someone trained in medical procedures (use of

Epipen) attends- Communicate special requirements to all staff and

volunteers especially emergency response procedures and equipment

- For students with allergies to bee/insect bites and stings, be aware of bees/insects attracted by soft drinks cans and food in garbage bins.

Teachers Prior to and

during excursion

Venue and safety information reviewed and attached: Yes/No

Prepared in consultation with: Year 1 staff, Deputy Principal, parent volunteers

Communicated to: Teachers and parent

Plan prepared by: K Citizen

Date: 2nd June 2014

Position: Year 1 teacher

Monitor and Review – Monitor the effectiveness of controls and change if necessary. Review the risk assessment if an incident or significant change occurs



REFERENCES

ACARA Australian Curriculum, Assessment and Reporting Authority. (n.d.). The Australian curriculum: Science. Retrieved on 8th of July, 2014 from http://www.australiancurriculum.edu.au/Science/

Australian Academy of Science. (2014). Linking Science with Literacy. Retrived from http://primaryconnections.org.au

Crocombe, A. (1971). Environment Australia: Pollution. Pearson Australia: Sarah Hussell

Davies, D., & Howe, A. (2003). Teaching Science and technology in the early years. London: David Fulton.

Devereux, J. (2012). Science for primary and early years. (2nd ed.) London: Sage

Fleer, M. Beverly, J. & Hardy, T. (2007). Science for children: Developing a personal approach to teaching (3rd ed.). Frenchs Forrest: Pearson Education Australia.

Fleer, M. (2009). Supporting Scientific Consciousness or Learning in ‘a Roundabout Way’ in play based-context. International Journal of Science Education, 31(8), 1069-1089, doi:10.1080/09500690801953161

Fleer, M., & Jane, B. (2011). Design and Technology for children (3rd ed.) Frenchs Forrest: Pearson

Fitzgerald, A. (2013). Learning and teaching primary science. Melbourne: Cambridge University Press

Harlan, J. D., & Rivkin, M.S. (2012). Science experiences for the early childhood years: An integrated affective approach (10th ed.). Upper Saddle River, N.J: Pearson Merril Prentice Hall

NSW Department of Education and Communities, (2011), Natural and Built Environments. Retrieved fromhttp://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/k_6/notebook.htm

Parkes, B. (2006). The No Goat Zone. Nelson Australia: Thomas Nelson

Parker, N-J. & Forbes, A. (2011). The Little Aussie Adventures. Borghesi & Adam Publishes Pty Ltd: Brolly Books

Primary Games Arena. (2014), Buildings 340. Retrieved from http://primarygamesarena.com/Buildings340

Porter, A. (2005). The Outback. Broome, W.A: Magabala Books

Red Apple Education Ltd, (2013), Skwirk Online Education . Retrieved from http://www.skwirk.com.au/

Scieszka, J. (1989). The Three Little Pigs. Penguin Books:USA

http://primarygamesarena.com/Buildings340

http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/k_6/notebook.htm

http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/k_6/notebook.htm

http://primaryconnections.org.au/

http://www.australiancurriculum.edu.au/Science/


Sheppard, A. (2006). Australia’s Changing Environments: Desert Environments. Publishing Pre-press, Port Melbourne: Carmel Heron

Skamp, K. (2008). Teaching Primary Science Constructively (4thth ed.). Melbourne, Australia: Thomson Learning

Sloan, S., & Sloan., P. (2003). Going Fast. R.I.C Publications


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