EDU412: Education, Science, Technology and Change – Integrated Unit of Work
Due Date: 6 May 2012
Handed in: 5 May 2012
Declaration of Authorship
We hereby declare that this submission is our own work and that, to the best of our knowledge and belief, it contains
no material previously published or written by another person nor material which to a substantial extent has been
accepted for the award of any other degree or diploma of a university or other institution of higher learning, except
where due acknowledgement is made in the acknowledgements.
Signed: Charlotte Wong, Sharlene Smith, Dorynelli Atencia, Charissa Phillips, Puneet Kaur Date: 5.5.12
Living Things – Unit of Work
Stage 1 Science & Technology
Stage 1 - Year 1
This unit provides opportunities for students to explore living and non-living things, their needs and characteristics. Particular focus will be given to plants, people, frogs and butterflies.
Plants and living things are created, provided and sustained by God. It is humankind’s responsibility, under God, to take care of the environment, including plants and all living things (Genesis 1: 29-31; Genesis 2:15; Genesis 3:17-19; Proverbs 12:11).
UNIT DURATION / LESSONS
10 Weeks, 3 x 40 minute lessons (+ other subject integration)
This integrated Science and Technology unit provides an opportunity for students to develop an understanding, awareness and appreciation of living and non-living things. Students will be encouraged to find practical ways to care for the living things in the world that God has entrusted to us.
This unit is combined with language arts and other KLA’s to give students a hands-on experience with the unit. Through stories and journaling, students will be furthering their listening, speaking, reading and writing skills. Learning activities will be planned on the 5 E’s (Engage, Explore, Explain, Elaborate, Evaluate). Through a hands-on experience planting plants, students will gain knowledge of plant parts, needs, differences among plants, and products that come from plants.
Students will be actively engaged in these lessons and will build their group work and individual work skills. After completing this unit, students will have gained age appropriate knowledge and understanding of living and non-living things through a unit, which furthers inquiry learning skills across many KLA’s. To benefit teaching and learning in context this unit will integrate many aspects of ICT.
Foundation: Focus Question: What are living and non-living things?
What do plants need to survive and how are these needs met?
How are plants all different?
What are plants made out of?
What do plants need? How do they get what they need?
What happens to plants during the year?
What kinds of things come from plants?
Where to plants live?
How do plants survive in different places?
How do we take care of different How do people use plants? Why are they important?
How are plants different at different times and from one another?
VA3 Initiates scientific and technological tasks and challenges and perseveres with them to their completion.
Demonstrate confidence in themselves
Persevere with activities to their completion
Be curious about the natural environment
Gain satisfaction from their efforts to investigate, design, make, and use technology
VA5 Works cooperatively with others in groups on scientific and technological tasks and challenges.
Respect the rights and property of others
Work cooperatively in groups
Show fair treatment for all
WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers.
WS1.13 Identifies how own texts differ according to their purpose, audience and subject matter.
WS1.14 Identifies the structure of own literary and factual texts and names a limited range of related grammatical features and conventions of written language.
RS1.5 Reads a wider range of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts.
RS1.7 Understands that texts are constructed by people and identifies ways in which texts differ according to their purpose, audience and subject matter.
RS1.8 Identifies the text structure and basic grammatical features of a limited range of text types.
MS1.1 Estimates, measures, compares and records lengths and distances using informal units, metres and centimetres.
Creative Arts outcome:
VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things.
IDENTIFICATION OF CONCEPTS & SKILLS REQUIRED FOR STUDENT DEVELOPMENT
The study of Science and Technology aims to provide opportunities for students to foster and develop a sense of wonder and curiosity of the natural and made environments. The teacher, therefore, should motivate the students to actively engage in any form of activities. The real and active investigation should be central to the teaching and learning processes. The general aims that emerge should include:
Actively engaging students in their learning to develop a sense of wonder and curiosity about the world around them.
It is natural for students to be curious about things that they do not know, so this skill of developing curiosity should be met in the proper way. A common question in their minds could be, “How did things come into existence?” The teacher should, therefore, provide activities that enable them to understand how things around them came into existence and develop that understanding. For example, demonstrating to the students how plants grow. The teacher can assign students to bring plants in, to monitor a growing plant at school everyday, and to observe changes that take place in plants. Through this activity, and many more, the students will discover how plants grow.
Fostering interest and enthusiasm in Science and Technology.
The design-and-make approach is fundamental to the study of Science and Technology. It includes the ability to act critically and creatively, to reason and to develop new working solutions and ideas in response to opportunities and questions. It also includes an understanding of the tools, materials and techniques chosen and why such a choice was made. Children love technology. The teacher will provide activities that incorporate the use of technology in the classroom. Through this, the students may develop an interest to learn and retention to learning will also take place. For example, in teaching about how plants grow, there are many video clips that show the process of photosynthesis and its role in the growth of plants. Likewise, there are interactive learning resources available to help students learn about the life cycles of various animals, such as butterflies going through the process of metamorphosis. Also, the use of technology in the teaching-learning process exposes students to its benefits and drawbacks in order from them to gain knowledge and understanding of its role in life today. However, the use of technology should be under the proper guidance and supervision of teachers and helping parents.
Developing students’ confidence, competence and creativity in applying processes of Science and Technology to appreciate and understand their natural and made environment.
There are other skills to develop in the field of Science and Technology, such as the students’ confidence, competence and creativity. After gaining some knowledge through the previous two processes, the student should develop confidence in their understanding of the processes of living things. Along with these developed skills, the students will have various opportunities, through the integration of other key learning areas, to foster and cultivate their creativity. The teacher should provide activities that enable the students to make use of their creativity. Participating in classroom experiments will allow the student to observe, first hand, the result of what they have learned. This also allows them to self-discover, to explore questions and arrive at appropriate solutions and answers on their own or in groups.
Engaging responsibly with personal, social and environmental issues.
Through engaging activities that involve or highlight different issues, which might be personal, social and/or environmental, students should develop the skill of responsibility. Becoming aware of oneself and the environment, such as aspects like growth and development, will enable the students to respond to different issues appropriately. Students need to responsibly engage in social and environmental issues alongside gaining knowledge of what is taking place in their surroundings. The teacher will provide activities that enable the students to discuss and respond accordingly to the different issues around them. Activities like ‘Garden Buddies’ and investigating the many uses of plants will help them become more aware of the things around them and the affect they, and others, can have on the environment.
TEACHING AND LEARNING STRATEGIES
Brainstorming – used to develop own ideas and ideas of others in research and class discussions
Inquiry based approach used to encourage higher order thinking skills (thinking critically, research and problem solving)
Internet and website research
Multimedia presentations (PowerPoint’s)
Group projects – see ‘Group Checklist’ (this can be adapted depending on the activity)
Whole class, group, pair and individual work
Class display of work, topic related pictures, projects etc.
Students with Special Needs
Extended work time
Utilisation of aide or parent helpers
Students may talk or draw responses to written activities
Teacher may scribe for students
Using moveable pictures, rearrange the sequence of creation
Students create a collage/picture using bark, leaves, seeds etc.
Students create a book to demonstrate how a plant grows
Use technology and mixed media
Sketch different plants and flowers
English as a Second Language (ESL) students
Pairing with English speakers
Assessment tasks using picture cards, Kahootz animation, and Kid Pix
Lead discussion groups
Deeper investigation in related topics of the learner’s choice
Design experiments to test hypotheses
Design own learning object for a life cycle
Prior – before learning activities begin:
KWL Chart – to establish prior knowledge
Questioning and brainstorming what they know about topic to identify what areas may need to be covered in more/less detail (do this activity together on IWB)
During – while students work on learning activities:
Web quizzes and games (ICT)
Unit booklet to complete – Living Things
Student self-evaluation (adapt as necessary for tasks)
After – after learning activities end:
Reflection – individual and/or class mind map to assess what has been learnt during the unit (use IWB)
Complete KWL chart
Party group activities
Student outcomes and indicators checklist
Identify and group living and non-living things
Measures and records, over a four-week period, the length of a plant (e.g. bean plant) using informal units
Collaboratively writes, illustrates and publishes a recount about the needs of plants
Observes, asks questions, and predicts how a plant obtains water and nutrients
Observes and records changes in plants over the seasons e.g. deciduous trees
Observes, asks questions, and records what happens to plants when they are deprived of requirements
Understands the changes in animals as they grow (life cycle)
Demonstrates or produces the life cycle of an animal using ICT e.g. egg caterpillar butterfly
Teacher observation, checklist, and notes will be ongoing during the unit. This will concentrate on research skills, problem solving skills, group participation, and contribution to discussions, communication skills, and achievement of unit outcomes.
In all activities emphasis will be placed on literacy components related to the activities covered e.g. report writing, public speaking, recounts, persuasive arguments.
Students will be asked to self evaluate in regards to their individual and group work at a basic level.
Students will be involved in initiating scientific and technological tasks and challenges (VA3).
Students will also work cooperatively with others in groups on scientific and technological tasks and challenges (VA5).
SCOPE & SEQUENCE – STAGE 1 – Year 1 – 2012
UNIT OF WORK
(Living & Non Living things – Characteristics of plants and animals)
(Toys & Games. How things move and work)
(Responsible use and reuse of materials)
Products & Services
Products & Services
(Why do living things communicate? Communication methods)
Inform & Comm.
Products & Services
What’s Unique To Australia?
(Look at Australian plants & animals in more detail)
Children predict the needs of plants and discuss what might happen if one of their perceived needs were not catered for (i.e. sunlight, air, water, food).
Look at birdseed – group all the different types of seeds. Students list some things we eat that have seeds in them. These will be discussed later in the unit.
*Plant some seeds – three different types – Bird Seed, Sunflower and Bean seeds
Experiment: Birdseed on cotton wool – This experiment will be done to discover the things that plants need and what happens if they do not get these things.
Design an experiment to test plant needs. Using worksheet, record planned experiment.
Students observe what happens to bird seed that is not watered and bird seed without light. Continue to make observations over remainder of the unit.
http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/index.htm - Life cycle of plant information and activities
Bean seeds in cups
Students will plant a bean seed using a plastic cup and paper towel. Students will record the observations of their bean seed in a bean seed diary. This will continue throughout the unit. Note what happens to the seed as it absorbs water. Note what part of the bean shoots first and what comes next.
Students use correct terms to label a seed shooting.
Record in written form the sequence of a seed to a plant (life cycle)
Sunflower seeds in soil
*Set up trays of seeds and soil display procedure in classroom. Give plants enough water and light and record and measure what happens every few days.
*Read appropriate stories from Library resources e.g. ‘The tiny Seed’ (worksheets in the booklet)
Discuss: Do we eat seeds? What seeds are eaten? Why do plants have seeds? Where in the plant can we find seeds? How do seeds travel? Look at examples such as birds eat them, some seeds catch on clothes, and others are blown by the wind. Also discuss bulbs and tubers – how they multiply?
Plants and Their Parts
*Observe different types of plants and discuss their components. http://www.crickweb.co.uk/ks1science.html - plantlabelmxhtm - Labeling plant parts
Label different parts of plants, trees, shrubs, and flowers – Worksheet.
Create a word bank that gives the proper names of the parts of the plants.
*Leaves – Look at the different types of leaves. Discuss: Why are some leaves fat and other leaves thin? Students take part in some leaf rubbing.
Discuss: What are the different parts of the leaves? Why do some leaves change? When do they change? What are these plants called? What season is it now? What will begin to happen to our leaves?
*Work sheet in booklet
Stalks, stems, bark, and trunks – What are the purposes of all of these parts?
Roots – What do they do? How do they help the plant? What are tubers?
Experiment 1 – Celery in coloured water.
Students predict what might happen and record their predictions. Take photos of the process and as a class create a procedure about how the experiment will work.
Add observations over the next few days.
*Flowers – Discuss: Why do plants need flowers? What are some of the parts of flowers? Why did God create flowers to have a scent? What part do bees, birds, and insects play in plant life? Use the correct terms i.e. pollination, to describe what happens in plant life – Worksheet in booklet
Experiment 2 – Carnations in coloured water – Students predict what might happen and record their predictions. Take photos of the process and as a class create a procedure about how the experiment will work.
EXT: Some plants have defence systems. What are they and how do they protect the plants?
The Use Of Plants As Food
*God provides for our needs. We have a responsibility before God to be good stewards of the earth.
List plant and non-plant foods
Cut out pictures from magazines of plant and non-plant foods. Students create a poster.
Identify and classify different fruits and vegetables. What makes the difference between a fruit and a vegetable? View farm to table – ‘Click view’ for apples. Worksheet on fruit and what parts we eat.
Some fruits grow on trees, underground, on vines – Complete worksheet on the different types of plants that we eat.
View farm to table – ‘Click view’ for bread
EXT: Discuss the energy provided by different foods e.g. high-energy carbohydrates, sugars in foods, natural foods, and artificial foods.
View farm to table – ‘Click view’ for rice and apples.
Divide children into three groups
Each group chooses one food and creates a poster ‘from the earth to the dinner plate’.
The Many Uses Of Plants
Discuss the use of plants in our world, other than for food e.g. clothing (cotton, flax), homes (timber, thatch, bamboo), toys, paper, medicines, (herbal) dyes paint etc.
Changes in plants, people, animals from birth, childhood to maturity.
Sort pictures and label
Life cycle of a frog
Discuss the differences between frogs and humans. List some of the differences and similarities between frogs and humans.
Look at tadpoles and frogs – how are they the same/different?
Reflection – individual mind map to assess what has been learnt during the unit
Children bring in food previously organised.
Games and rotating activities for morning.
Pictures and labels for classroom – http://www.sparklebox.co.uk/topic/living/ - .T3EwR5ikTdk
Bible story books
Photos of plants
Life cycles posters of plants
Fiction /non fiction library books
Plant Workbook for use throughout unit
Seeds - bean, sunflower, and bird seed
Click View Clips – Farm to table
Pictures of houses
Samples of hand made paper
‘Hungry Caterpillar’ book
The ‘Vase of Flowers’ painting. On the IWB display different artworks by different artists e.g. Margaret Preston, Vincent Van Gogh etc.
*English – Recount
*Math – Measurement
Narrative – ‘Jack and the Beanstalk’ – Literature activities over 2 weeks
*Maths – Measurement
Fruit bowls – printing of fruit – arranged in bowl
Continued from last week
*Maths – Measurement
*Paper Flowers – folding, pleating
Narrative – ‘The Little Red Hen’ – Literature activities over 2 weeks
*Talking & Listening – Garden Buddies for next few weeks
*Maths – Measurement
Fruit Bowls – printing of fruit – arranged in bowl
Continued from last week
*Maths – Measurement
Bread baskets for the morning tea
Placemat using flowers and/or leaves – pressed and contacted or laminated
*Maths – Measurement
‘Hungry Caterpillar’ book – literature activities over 2 weeks
*Maths – Measurement
Decorations for plant morning tea party
Continued from last week
*Maths – Measurement
OVERALL UNIT EVALUATION
Students enjoyed the Science & Technology unit (‘Living Things’)
I was comfortable teaching the unit
Sufficient time was allowed for the unit
Students achieved the stated unit outcomes
The Learning Activities were relevant and varied
The Learning Activities were suited to students’ needs
All students coped with material
The resources were adequate and accessible
Students actively engaged in Learning Activities
Integrated with other key learning areas
Overall Unit Comment/Changes to be made in terms of implementation:
http://www.naturegrid.org.uk/plant/index.html - Plant Explorer site - IWB resources
http://www.e-learningforkids.org/Courses/EN/S0501/module/module1.htm - Good site for student interaction – plants and animals
http://www.ngfl-cymru.org.uk/vtc/factors_plant_growth/eng/Introduction/default.htm - Teacher resource on plant needs
http://www.ngflcymru.org.uk/vtc/plants_light_water_to_grow/eng/Introduction/MainSession.htm - Which plant will grow the best? – IWB resource
http://www.ngfl-cymru.org.uk/vtc/Phase2delivery/Wales/Science/Keystage2/Lifeprocessesan/Lifecycles/Introduction/activity2pop.htm - Life cycle of a frog and human being – IWB resource
http://www.bbc.co.uk/cbeebies/balamory/games/balamory-gardeninggame/ - PC Plums Garden Game
http://www.bbc.co.uk/schools/scienceclips/ages/6_7/plants_animals_env.shtml - Great teaching and student resource – worksheets, clips, games etc.
http://www.bbc.co.uk/schools/scienceclips/ages/9_10/life_cycles.shtml - Life cycles - IWB resource
http://www.bbc.co.uk/schools/scienceclips/ages/7_8/plants_grow.shtml - Helping plants grow well – IWB resource