Assessment Item 1: Curriculum Design EMS418By Kerryn Agnew, student #11533562

Waste not, want not | Science and Technology Stage 2 Duration 5 weeks (1.5 hours per week for 4 weeks plus 1 field trip)Unit overviewStudents will study the physical properties of natural and processed materials, how these properties influence their use, the resulting waste these material produce and the consequences to the natural world. Students will investigate the importance of material selection, learn waste reduction concepts of reduce, reuse and recycle, and see how they can personally implement these concepts. Students will practice the science skills of observing, questioning, predicting and communicating through this study of materials and waste.Outcomes ST2-1VA shows interest in and enthusiasm for science and technology,

responding to their curiosity, questions and perceived needs, wants and opportunities

ST2-2VA demonstrates a willingness to engage responsibly with local, national and global issues relevant to their lives, and to shaping sustainable futures

ST2-3VA develops informed attitudes about the current and future use and influence of science and technology based on reason

ST2-4WS investigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and communicating and reflecting on the processes undertaken

ST2-13MW identifies the physical properties of natural and processed materials, and how these properties influence their use

ST2-16P describes how products are designed and produced, and the ways people use them

ST2-5WT applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria

Assessment overview Students chronicle learning activities, including reflections on learning, in a science unit notebook (Koch, 2013, p345-350), using drawings, pictures and text. The notebook will contain formal and informal entries. Other assessment items to be completed within the unit notebook include: Material experiment observations and conclusions (Activity 1) The waste cycle of three everyday items (Activity 2) Newspaper article creative writing assignment (Activity 3) Recording of worm farm construction (Activity 5)

Other assessment items include: Group presentation of waste audit and solutions (Activity 4) Worm farm posters (Activity 5)

Assessment items have also been noted within the activity details where applicable and marked with an (A).

KeysAustralian curriculum content codes and cross-curriculum icons have been used in accordance with the NSW Science and Technology K-6 Syllabus (Board of Studies, 2013). An explanation of codes and icons can be found in Appendix A of this document.

Other ConsiderationsTeachers should be aware that some students may have serious food or other allergies. This should be considered in materials handling and exposure. Some activities may require safety equipment and protective clothing.

Content Teaching, learning and assessment activities Resources

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Assessment Item 1: Curriculum Design EMS418By Kerryn Agnew, student #11533562

Stage 2 - Material WorldNatural and processed materials have a range of physical properties which influence their use. (ACSSU074)Students:identify the properties of some natural and processed materials observe and describe the structure of materials

that can be seen with the naked eye and amagnifying glass, e.g. grains in bread, particles in chipboard or cork, threads within a fabric

or fibres in papergenerate ideas about how the physical properties of some natural and processed materials influence their use describe how a range of common natural and processed materials are used in everyday life observe the changes that occur in the physical

properties of everyday materials when they are heated, cooled, bent, stretched, folded and twisted

Stage 2 - Working Scientifically Students question and predict by: using curiosity, prior knowledge, experiences and

scientific information with guidance, identifying questions in familiar contexts that can be investigated scientifically (ACSIS053, ACSIS064)

predicting what might happen based on prior knowledge in an investigation (ACSIS053, ACSIS064)

Idea 1: Materials have different properties and hence, are suitable for different uses. Material properties affect the waste they produce.

This activity is for students to observe first-hand the properties of materials present in everyday consumer items (NSW Board of Studies, 1993, p106). Students investigate the suitability of these materials for different uses and draw conclusions about why they have been selected. Students begin to draw conclusions on how materials are disposed after use and the effect on waste production (Commonwealth of Australia, 2012).

Activity details : Students discuss the types of waste created at home, at school and/or in the community. The teacher presents the concepts of biodegradable and non-biodegradable and students discuss how this effects what happens to the waste.

Student conduct experiments with a range of materials from everyday items and test their exposure to various conditions such as water, heat, weight, pressure as well as their ability to hold various solids, liquids and gases. Students make observations about material structures using magnifying glasses. Students make observations on a provided matrix and draw conclusions about the suitability of each material for different functions.

Following this investigation,students classify the materials into biodegradable and non-biodegradable waste. Students write in a unit notebook their experiment observations and how these relate to the types of materials used for each function and the type of waste produced (A).

A variety of materials, both made and natural.

A variety of consumable items e.g. food, drinks, clothing

A variety of packaging types e.g. glass jars, plastic bottles, cardboard boxes.

Heat source

Water source

Weights or rocks

Magnifying glasses

Safety glasses, gloves and clothing protection

Observation matrix worksheet

Science unit notebook

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Assessment Item 1: Curriculum Design EMS418By Kerryn Agnew, student #11533562

Stage 2 - Material WorldStudents identify the properties of some natural and processed materials

Stage 2 – ProductsPeople use products in a variety of ways. Students explore the ways existing products can be reused and recycled to incorporate environmental considerations, e.g. products designed from recycled PET bottles

Stage 2 - Working Scientifically Students conduct investigations by:following the planned method, adjusting procedures as necessary, including exploration, fieldwork, surveys and researching secondary sourcessafely using appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS055, ACSIS066)

Idea 2: Different material properties affect how they are disposed of which, in turn, effects the natural environment.Individuals can reduce waste through reducing, reusing, recycling and composting.

This activity is designed for students to view first-hand the disposal of everyday materials, the effects on the natural environment and the choices individuals can make in living more sustainably.

Activity details: By visiting Kimbriki Resource Recovery Centre, students will see how waste is categorised, see first-hand concepts of reduce, reuse and recycle and hear from experts on how individuals can have a positive impact on the environment. Students will visit the onsite Eco House and Garden which is an education centre dedicated to exploring how to live in a more sustainable way (Kimbriki Environmental Enterprises, 2013). It comprises of an organic garden and the house is constructed from materials recovered from the Kimbriki site, otherwise destined for landfill.

Students select three everyday items from their home, lunchbox or person and follow its journey from use to waste disposal, noting this process in their unit notebook , observing how material type and selection impact waste production (A).

http://www.ecohouseandgarden.com.au/

Three everyday items per student e.g. packet of chips, socks, bottle of water

Permission notes and money from each student

Transport to and from venue

Science unit notebook

Stage 2 - Material WorldStudents:generate ideas about how the physical properties of some natural and processed materials influence their use describe how a range of common natural and processed materials are used in everyday lifeidentify the properties of some natural and processed materials

Idea 3: The things we use produce waste and waste needs to be disposed of. This waste disposal can impact the natural world.

This activity is designed for students to evaluate the impact of waste on the natural world and make connections between sustainable practices and the impact of non-sustainable practices.

http://www.cleanup.org.au/PDF/au/putrubbishaway.pdf

Online publishing program and internet access

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Assessment Item 1: Curriculum Design EMS418By Kerryn Agnew, student #11533562

Stage 2 - Working Scientifically Students question and predict by: using curiosity, prior knowledge, experiences and

scientific information with guidance, identifying questions in familiar contexts that can be investigated scientifically (ACSIS053, ACSIS064)

predicting what might happen based on prior knowledge in an investigation (ACSIS053,ACSIS064)

Activity details: Discuss what it would be like if we ran out of room for rubbish, referring to Kimbriki field trip and associated landfill area. Read students a make-believe news story from the year 2025 (Clean Up Australia, 2009).

Students prepare a newspaper article from the year 2025 about issues that might arise from running out of room for landfill waste.

Stage 2 - Working Scientifically Students plan investigations by: working collaboratively and individually, to suggest

ways to plan and conduct investigations to find answers to questions (ACSIS054, ACSIS065)

Students conduct investigations by: following the planned method, adjusting procedures

as necessary, including exploration, fieldwork, surveys and researching secondary sources

safely using appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS055, ACSIS066)

Students process and analyse data and information by: describing patterns and relationships in data collected

from investigations (ACSHE050, ACSHE061) comparing results with predictions suggesting possible

reasons for findings (ACSIS215, ACSIS216)

Idea 4: Waste management is the responsibility of everyone and learned concepts can be applied to real-life.

Students will conduct a litter audit of their school and consider the concepts of personal responsibility and citizenship as they relate to waste (Clean Up Australia,2009) and apply learned concepts to solving some of the school's waste problems.

Activity details: Discuss where rubbish can be found around the school. Students divide into cooperative learning groups (Koch, 2013, p329) and using the student suggestions, select a destination for investigation. Students map their investigation area and then photograph or draw the types of rubbish "crimes" they uncover (Clean Up Australia, 2010). Students collect the rubbish found, categorise based on type of waste and the type of rubbish crime. Using the collected information, student groups brainstorm and present to the class findings and solutions to improving waste collection and disposal in the school environment based on reducing, reusing, recycling and composting (Cool Australia, 2013)(A).

List of rubbish “crimes”: http://www.cleanup.org.au/PDF/au/cua_climate_litterbug.pdf

Gloves

Camera or iPad

Box or bag for rubbish collection

Poster board

Stage 2 - Material WorldNatural and processed materials have a range of physical properties which influence their use. (ACSSU074)

Idea 5: The extent to which materials are biodegradable affects their waste disposal. Materials that are highly biodegradable are more sustainable and can have

Video resource: http://www.youtube.com/watch?v=OnR_rFJT8vw

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Assessment Item 1: Curriculum Design EMS418By Kerryn Agnew, student #11533562

Students: identify the properties of some natural and processed

materials

Stage 2 - Working TechnologicallyStudents produce solutions by: safely and correctly using a range of tools and

equipment, materials and techniques, e.g.cutting, combining, joining, shaping, assembling and finishing materials

Students evaluate by: reflecting on the process followed and what could be

done differently to ensure that the solution meets the needs of the user/audience

using established design criteria to evaluate the process, product or solution, and suggesting how their design solution could be improved

positive after-life uses.

Students investigate further the concept of biodegradability through online research and first-hand construction of a worm farm.

Activity details: Students view an online time motion video featuring biodegradable diapers and non-biodegradable diapers and the composting of each over time (gDiapers, n.d.). Students revisit concepts of material biodegradability and the effect on waste production. Students then work through an online tutorial and quiz regarding composting and worm farms (Revolution Apps, 2013).

Using recycled materials, students create a working worm farm, recording the process in their science unit notebooks (A). Students then make signs as reminders of what can and cannot be put into the worm farm (A) and create collection points for other classes to contribute the feeding of the worms with appropriate signage.

Follow up activity for future could include students collecting and distributing worm produce for use in the school gardens or to take home.

Online tutorial and quiz resource: http://compostrevolution.com.au/hornsby/

Resources per worm farm: 2 same sized buckets Straw Worms Soil Food scraps Worm blanket or

newspaper Gloves Scissors Water source Drill Trowel Safety glasses, gloves and

clothing protection

Resources for posters: Paper Markers

Science unit notebookEvaluation and reflectionStudents reflect on their learning by:

participating in brainstorming and discussions as outlined in activities 1, 3 and 4 and identifying new learning arising from the discussions watching and comparing class presentations including peer assessment writing guided reflections in their science unit notebooks during and following learning activities participating in the creative writing activity for idea 3 listed above

Evaluation of student learning will take place through the aforementioned assessment items. Assessment of learning activity effectiveness will also be measured using the assessment items as well as teacher observations regarding student

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Assessment Item 1: Curriculum Design EMS418By Kerryn Agnew, student #11533562

engagement.

Links to other KLA outcomes

Outcomes Related learning activitiesEnglish K-10EN2-1A communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts

Students participate in a range of group activities and present findings and solutions to the class in learning activity 4.

EN2-2A plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language

Students use online and offline resources during the unit and compose a range of texts including science unit notebook entries, observation reports, learning reflections and a creative exercise in learning activity in learning activity 3.

EN2-4A uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies

Students use online tutorials and quizzes to learn and test knowledge in learning activity 5.

EN2-7B identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts

Students compose a range of texts including science unit notebook entries, observation reports, learning reflections and a creative exercise in learning activity in learning activity 3 and adapt language accordingly.

EN2-10C thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts

Students use a make-believe news article and unit learning as inspiration for a creative writing exercise in learning activity 3.

Mathematics K-10MA2-18SP selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data displays, including tables, picture graphs and column graphs

Students conduct a waste audit of the school and construct a presentation of findings and solutions using data collected.

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Assessment Item 1: Curriculum Design EMS418By Kerryn Agnew, student #11533562

Lesson EvaluationStudents investigate further the concept of biodegradability through online research and first-hand construction of a worm farm.

Intended learning outcomesIdea 5: The extent to which materials are biodegradable effects their waste disposal. Materials that are highly biodegradable are more sustainable and can have positive after-life uses. Following learning activity students should be able to:

Define biodegradability and types of materials that are biodegradable Understand the parts of a worm farm including worm farm inputs, outputs and uses. Understand what cannot be put into worm farms and why. Create their own worm farm at home with assistance out of recycled materials.

Activity details and resources outlined in unit plan above.

Implementation & EvaluationSet up time took 30 minutes which included 3 work areas. The first work area contained a computer and internet access for the online tutorial (Fig. 1). The second area was an outside area approximately 4 metres by 4 metres (Fig. 2) and the third area was an artwork station with paper and markers (Fig.3). In a home setting with limited students, this was manageable however, in a classroom setting access to outdoor space and computers may be limited hence, breaking the class into smaller groups would be advisable. Given the later steps of the learning activity are designed to scaffold (Koch, 2013, p66) on the worm tutorial learning, considerations such as doing the computer tutorial during technology lessons and conducting the worm farm construction and poster as a separate activity would make splitting the class into groups more feasible.

Figure 1. Computer workstation Figure 2. Outdoor workstation Figure 3. Poster construction workstation

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Assessment Item 1: Curriculum Design EMS418By Kerryn Agnew, student #11533562

The learning activity was designed around the process model of engage, explore, explain, elaborate and evaluate (Koch, 2013, p321). The first part of the activity involved gaining the students’ engagement by accessing a short online time motion video featuring biodegradable diapers and non-biodegradable diapers and the composting of each over time. As the students in the evaluation had not undertaken any previous learning on the subject of biodegradability, it was a good opportunity to answer questions about why each type reacted differently. If this activity had been conducted as part of the overall unit in sequence, less time would need to be spent on discussing the video. Following the video, the students explored the concepts of composting by completing an online tutorial about worm farms which took approximately 10 minutes. Initially, the plan was to complete a separate online tutorial just on composting as well however, given the time taken to complete and the immediate relevance, this was abandoned. The tutorial was followed by a short quiz which took 3 minutes to complete including two revisions for mistakes. The quiz proved to be a good motivator for reading the information as the students commented that they were motivated to achieve full marks. The Stage 2 student had no problems reading and interpreting the material however, the Stage 1 student struggled with the amount of reading required. This could be an issue if there are less able Stage 2 students in a classroom setting. This was overcome in the implementation with the Stage 2 student reading aloud to the Stage 1 student.

The second part of the learning activity involved constructing a worm farm from recycled materials (appendix B). By doing this activity, it helped explain the relevance of the tutorial and quiz by providing a hands-on activity. Students could immediately practically apply the knowledge they just obtained. Having an organised set up, a large area and good weather facilitated a smooth activity. Previous experience in constructing a worm farm from the same materials is essential. The activity was significantly messier with the students so clothing protection and cleaning station would be needed in a school environment. A drilling tutorial was necessary as part of the activity however, the Stage 2 student was independent with this skill once taught (Fig. 4) and the students noted this as a highlight of the activity. No allergies were present for the students in the evaluation but this would be a consideration in materials and student interaction in a school setting. Additional safety materials such as builders’ gloves and safety glasses should be considered for a school setting.

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Assessment Item 1: Curriculum Design EMS418By Kerryn Agnew, student #11533562

Students remained motivated and engaged throughout this portion of the activity and recalled learning from the online tutorial when prompted about next steps. The entire worm farm construction was complete within 25 minutes (Fig. 5). One worm farm construction per six students should be considered at a minimum in the classroom environment to ensure adequate opportunities for participation and sustained engagement. Additional opportunities for learning arose through the discovery of worm eggs during this process. Students then accessed the lifecycle of a worm online and sort live examples of different stages in the worm farm.

Figure 4. Drilling Figure 5. Completed construction Figure 6. Stage 2 Poster A Figure 7. Stage 2 Poster B

The final part of the learning activity involved constructing posters reminding others of what can and cannot be placed in the worm farm. It served as a reflection on some of the knowledge obtained and, in the classroom environment, would be accompanied with construction instructions in a science unit notebook. In classroom implementation, the notebook reflections and questions would serve as the elaborating phase. The students were very independent in this activity and enthusiastically applied their knowledge with minimal prompting. The Stage 2 student commented that this activity may have been better immediately following the online tutorial as the knowledge obtained would have been fresh and hence, reinforced through the poster construction. This portion of the learning activity took approximately 30 minutes with each student completely two posters each (Fig. 6 & 7). The posters demonstrated good understanding of food that could and could not be put into the worm farm.

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Assessment Item 1: Curriculum Design EMS418By Kerryn Agnew, student #11533562

Following implementation, the learning was evaluated by conducting a science interview (Koch, 2013, p354) with the students, regarding what they learned and what they found interesting. Both students cited the ability to construct and manage a worm farm as a key learning outcome. Both students could give independent definitions of biodegradability and cite material types that have a high level of biodegradability versus those that do not. Both students said they enjoyed the activities for their variety and interactivity. Stage 2 student cited touching worm refuse as the main negative and drilling and poster construction as the best part of the activity. These types of questions could be used as reflection in the science unit notebook not utilised in this evaluation but part of the overall unit plan.

Appendix A: Science and technology K–6 syllabus codes and icons (NSW Board of Studies, 2013, p9)

Syllabus outcomes code identifies the subject, stage, outcome number and the way content is organised.Stage 2, the only code used in this report, is indicated with a 2.

The outcome codes indicate the subject, stage, outcome, strand or substrand. The values and attitudes outcomes used in this report are coded as follows:Outcomes CodesScience and Technology (K–6) (ST)Values and Attitudes (VA)Skills strandsWorking Scientifically (WS)Working Technologically (WT)Knowledge and Understanding substrandsMaterial World (MW)Products (P)

The Australian curriculum Science codes used in this document are:ACSIS - Australian Curriculum, Science Inquiry SkillsACSHE - Australian Curriculum, Science as a Human EndeavourACSSU - Australian Curriculum, Science Understanding

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Assessment Item 1: Curriculum Design EMS418By Kerryn Agnew, student #11533562

The cross-curriculum and general capability icons used in this report are as follows:Cross-curriculum priorities

SustainabilityGeneral capabilities

Critical and creative thinkingInformation and communication technology capabilityLiteracyNumeracyPersonal and social capability

Other learning across the curriculum areasWork and enterprise

Other key learning area codes used in this report include English (EN) and Mathematics (MA).

Appendix B: Implementation of part of activity 5: Worm farm construction

Step 1: Drilling holes for releasing worm urine

Step 2: Adding first layer: straw Step 3: Adding worms Step 4: Adding soil

Step 5: Cutting food scraps Step 6: Incorporating food scraps Step 7: Wetting newspaper for blanketing worms

Step 8: Construction complete

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Assessment Item 1: Curriculum Design EMS418By Kerryn Agnew, student #11533562

References

Clean Up Australia. (2009). Put rubbish away for good. Retrieved from http://www.cleanup.org.au/au/Campaigns/reuse--recycle--reduce.html

Clean Up Australia. (2010). The litterbug. Retrieved from http://www.cleanup.org.au/au/Campaigns/reuse--recycle--reduce.html

Commonwealth of Australia. (2012). Waste matters. Retrieved from http://www.globaleducation.edu.au/teaching-activity/waste-matters-mp.html#activity1

Cool Australia. (2013). Down with waste home challenge. Retrieved from http://coolaustralia.org/activity

gDiapers. (n.d.). Watch them break down, gDiapers earth-friendly diaper. Retrieved from http://www.youtube.com/watch?v=OnR_rFJT8vw

Kimbriki Environmental Enterprises. (2013). About Eco House and Garden. Retrieved from http://www.ecohouseandgarden.com.au/ Koch, J. (2013). Science stories: Science methods for Elementary and Middle school teachers (5th ed.). Belmont, CA: Wadsworth

NSW Board of Studies. (1993). K-6 Science and Technology Syllabus. Retrieved from http://k6.boardofstudies.nsw.edu.au

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Assessment Item 1: Curriculum Design EMS418By Kerryn Agnew, student #11533562

NSW Board of Studies. (2013) Science K–10 (incorporating Science and Technology K–6) syllabus. Retrieved from http://syllabus.bos.nsw.edu.au/download/

Revolution Apps. (2013). Compost and worm farm tutorial. Retrieved from http://compostrevolution.com.au/hornsby/

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