The Building Blocks of Australia

(Science and Technology – Year 6)

EDP4130 – Technology CurriculumClass Project

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Students:Julie Junker W0080321

Beverley Oldfield U1004549

Claire Jolliffe W0085670

Jennifer Morton W0103003

Jessica Wagner W0079845

Contents Page:

Introduction ………………………………………………………. 3

Resource Package Description …………….………………….. 4

Essential Learnings ……………………………………………… 5

Unit Plans…………………………………………………………... 6

Marking Rubric ……………………………………………..…… 20

Assessment Table ………………………………………….…… 22

Resources ………………………………………………..……….. 23

Science: Year 62

The following technology resource package has been designed around an integrated Technology/science unit entitled “The Building Blocks of Australia.”

In this unit students discover the creation of landforms in Australia. Working in groups, students collect information on the generation of landforms and complete an in depth study of one aspect, for example, a study of a particular geological era in Australia or a mining event. They use a range of sources including the Internet and apply their knowledge to produce an informative brochure and multimedia presentation.

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Resource Package Description

This resource package includes:

Unit overview

A series of structured lessons

Resource for effective engagement within the unit

Power-Point presentation “Spectacular Seasons”

Opportunities to develop design skills through group work and peer

collaboration

Key Essential Learnings:

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QSA Essential Learnings By the End of Year 6:

Knowledge and Understanding:

Technology as a human endeavour

Product design and production decisions are influenced by specifications,

constraints and aspects of appropriateness including functions, aesthetics, ethics,

culture, available finances and resources.

Information, materials and systems (resources)

The characteristics of resources are matched with tools and techniques to make

products to meet design challenges.

Techniques and tools are selected to manipulate or process resources to enhance

the quality of products and to match design ideas, standards and specifications.

Science – Earth and Beyond

Changes to the earth occur over varying time periods and can be interpreted

using geological evidence.

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Unit Plan /Lesson Plans

School Name: Fictitious Primary School

Unit title: The Building Blocks of Australia.

KLA(s): Technology and Science

Year level(s): 6 Duration of unit: 4 -5 weeks

Identify curriculum Ways of working Knowledge and understanding

Technology :

Investigate and analyse the purpose, context, specifications and constraints for design ideas.

Generate and evaluate design ideas and determine suitability based on purpose, specifications and constraints

Science :

Select and use scientific tools and technologies suited to the investigation

Communicate scientific ideas, data and evidence, using scientific terminology suited to the context and purpose

Reflect on learning, apply new understandings and identify future applications

Technology as a human endeavour

Product design and production decisions are influenced by specifications, constraints and aspects of appropriateness including functions, aesthetics, ethics, culture, available finances and resources.

Information, materials and systems (resources)

The characteristics of resources are matched with tools and techniques to make products to meet design challenges.

Techniques and tools are selected to manipulate or process resources to enhance the quality of products and to match design ideas, standards and specifications.

Science – Earth and Beyond Changes to the earth occur over varying time periods and can be

interpreted using geological evidence.

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Context for learning School priorities

In this unit students discover the creation of landforms in Australia. Working in groups, students collect information on the generation of landforms and complete an in depth study of one aspect, for example, a study of a particular geological era in Australia or a mining event. They use a range of sources including the Internet and apply their knowledge to produce an informative brochure and multimedia presentation.

Working collaboratively within a group and the wider school community

Sharing ideas and information through discussion and other interactions

Awareness of the environment and the effects of environmental changes.

Develop assessment Make judgments

Type of assessmentWhat will be

assessedWhen it will be

assessedPurpose of assessment Assessable elements

Assessment Instrument:Project assignment,Multimedia presentation.

Strategies:Observation, involves teachers observing students as they participate in planned activities. Teacher will observe continually as part of the learning and teaching process and will be use observations to gather evidence about students’ demonstrations of learning outcomes

Consultation, involves discussing student work with

Multimedia presentation

Creating slides for presentationLanguage used in presentation

Choosing different slide templates for presentationGroup and peer work collaboration

Ongoing throughout the unit Throughout the unit, students plan and summarise their research.

Students’ science journal entries include:

Research Written

explanation Reflections of

learning

Plan and modify teaching and learning for individual students, groups of students and the class as a whole

Use the information gained from assessment to determine their next teaching and learning steps.

Identify students’ learning needs in a clear and constructive way so they can be addressed

For students identify their ability to:

Research and answer

Knowledge and understanding of concepts, facts and procedures.

Investigating and designing information and evidence to generate well-reasoned design ideas.

Producing – a multimedia presentation with accompanying brochure

Evaluating – make judgement based upon the value of ideas, material and methods used to develop the

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students examining in detail student responses to tasks or activities (e.g. computer-generated presentations, group discussions, and research projects). To provide detailed evidence about students’ demonstrations of learning outcomes...Peer Assessment involves students using the above techniques to assess their own work and the work of their peers. Self- and peer-assessment allow teachers to take account of students’ perceptions when gathering evidence.

Week 4 -5 questions through collection of information from a range of resources

Present their finding in an informative original way

Demonstrate understanding of their findings

Develop their own questions for investigation

Generate and communicate design ideas in response to a design brief

Understand the significance of geology

Produce a multimedia presentation based on their findings to an audience.

multimedia presentation and brochure.

Reflecting – perceptive reflection of the impact of technology and science on their learning and production of multimedia presentation and brochure.

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Sequence learning

Learning experiences and teaching strategiesAdjustments for needs of

learnersResources

Prior to beginning the unit and assessment task. Engage — Capture students’ interest and find out what they know about geological changes, landforms and extreme weather conditions, e.g. earthquakes, tsunamis, volcanic eruptions, floods, cyclones, and droughts.

Explore — organise hands-on activities where students explore a concept or skill. Model sudden geological changes, review the landforms in Australia and explore extreme weather using a range of visual aids. Investigate and review understanding of sudden geological changes and extreme weather conditions using factual texts.

Explain — guide students to develop explanations for the experience after they have explored a concept or skill. Collect numerical and factual information about landforms, sudden geological changes and extreme weather conditions. Use online resources to provide examples of scientists as experts.

Elaborate — encourage students to apply what they have learnt to a new situation. Investigate and compare geological changes, landforms and extreme weather conditions in Australia Discuss how the scientific information gathered from geological and weather events is used to inform future decisions of communities.

Evaluate — provide an opportunity for students to review and reflect on their learning Work on the assessment task where students plan, research and present an interview about a geological or extreme weather event. Reflect on their investigations and learning during the unit.

Pre-assess the students’ background knowledge and skills

Identify and pre-teach background knowledge and skills

Support students experiencing difficulty due to insufficient background knowledge and skills

Assist students to identify their own thinking styles and how this may influence the way they learn, the tasks/roles they prefer to take on, and the way they relate to others. Encourage students to set goals to assist them in developing less preferred areas of thinking and to maximise the use of their strengths

With teacher guidance, gather information and knowledge from a variety of sources

Computer Access Internet Access Learning Journals Cameras Video cameras Text books via library Examples of brochures, power point

presentation Newspapers Word walls

Interactive quizzes for extension taskshttp://www.ga.gov.au/education/classroom-resources/minerals/minerals-factsheets-and-education-links.html

geological time scale https://www.ga.gov.au/products/servlet/controller?event=GEOCAT_DETAILS&catno=71079

Teaching and learning resource:

Establishing roles for collaborative learning.http://vels.vcaa.vic.edu.au/support/tla/collab_roles.html

Reflective Journals:http://vels.vcaa.vic.edu.au/support/tla/personal_learning.html#journals

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Before commencing the activities the teacher is to outline the three main tasks to be undertaken by Students. These include a group investigation; brochure and multimedia presentation.

Review responsibilities of group work and explain the requirement for students to take on different roles within their group over the course of the mini unit.

The teacher is to develop with student’s a criteria for evaluating their own and group contribution to the three main tasks, as well as criteria for assessing their personal learning preferences, based on a reflective journal, documenting their response to fulfilling various group roles.

Students form groups of 4 – 6 and remain in these groups throughout the unit. Within the group students establish group norms and protocols to ensure the group has common goals and understandings.

Activity 1 – LauncherIn this activity, students explore key questions about geological evidence.Students are provided with a scenario: They are promoters of a Geologist Convention in Australia in 2011. They are to present a multimedia session and brochure to inform geologists about the attractions of visiting Australia.

Identify, and list the variety of landforms (Largest Waterbodies, Significant Rock Features, Highest Mountains, Elevations, Longest Rivers, Islands, Significant Waterfalls, Deserts, Australian Landforms and their History, Landforms from Space )

Problem solving opportunityGroup peer workIndividualised instructionInclusive classroom settingConcrete materialsSimplified language for specific students

Opportunity to complete tasks in lunchtime supervised sessions

Group Norms and Protocols:http://vels.vcaa.vic.edu.au/support/tla/collab_environment.html

Collaborative learning strategy:http://vels.vcaa.vic.edu.au/support/tla/collab_strategies.html#jigsaw

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Teachers pose 4 -6 key questions such as:1. What is geology and what is a geologist interested

in?2. What are the specific characteristics of landforms?3. How has the development of the plate tectonics

theory assisted geologists 4. Identify and locate the variety of minerals and ores

available in Australia. (gold, silver etc minerals mines at profit)

5. How does climate change affect the geology of Australia?

6. What causes earthquakes and why do tsunamis often follow a large earthquake?

7. identify career options in geology

Using a jigsaw approach, each group member is allocated a different number. S. join with members of other groups assigned the same number and research the key question for their allocated number. For the research task, The teacher provides resources to facilitate the completion of a fact sheet. S. Return to their original groups and report their findings.

Students reflect on their new found knowledge in Journals. They identify information they know and information that they are unsure about. They record a learning goal for the unit.T. to provide opportunity throughout the unit for students to reflect upon their learning’s.

Activity 2 – Group ResearchStudents conduct and develop their research. They develop an action plan and rubric for self and peer assessment of the research

Provide :

Opportunity for planning, setting priorities and seeking help, for completing tasks

Problem solving opportunity

Group peer work Individualised

instruction Inclusive classroom

setting Concrete materials Simplified language

for specific students Reflective questioning

through the tasks

Problem solving opportunityGroup peer workIndividualised instructionInclusive classroom settingConcrete materialsSimplified language for

K-W-L-H:http://vels.vcaa.vic.edu.au/support/graphic/other.html#kwlh

Brainstorm:http://vels.vcaa.vic.edu.au/support/tla/strategies.html#brainstorming

Action Plan:http://vels.vcaa.vic.edu.au/support/tla/collab_strategies.html#action

Design brief:http://vels.vcaa.vic.edu.au/support/tla/personal_learning.html#design

Sunshine wheel:http://vels.vcaa.vic.edu.au/support/tla/

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task, establish group norms and protocols and establish criteria for assessing personal learning preferences.

In groups S. select an aspect of Australian Landforms To investigate. For example iron ore, mineral deposits, landforms, changing climate etc... Each group will use the information from their research to develop a brochure and multimedia presentation. The brochure will include images and references. T. develop with S. a rubric for self and peer assessment of the research component.Using a KWLH approach, each group brainstorms key ideas for their research and develops a research action plan including:

How they will conduct their research Research questions or headings The roles each person will play Resources required Timeline to complete tasks

Each group reports to the class. As a class, students consider each action plan and contribute ideas for the research questions and how the research is developed. S. are encouraged to question the research including suggestions for further research and any information that is not clear and the validity of their sources.Each group defines their action plan based on feedback.In groups , students collect and organize their information including:

Saving images that may be for their brochure and multimedia presentations,

Documenting all information including filenames and sources.

specific students

Opportunity to complete tasks in lunchtime supervised sessions

Problem solving opportunityGroup peer workIndividualised instructionInclusive classroom settingConcrete materialsSimplified language for specific students

Opportunity to complete tasks in lunchtime supervised sessions

strategies.html#sunshine

Graphic organiser:http://vels.vcaa.vic.edu.au/support/graphic/other.html#swot

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Each group shares their research with another group who provides feedback. In pairs, students discuss their own contribution and learning before completing their reflection journals.

Activity 3 – What’s a brochure?Each group analyses different brochures and prepares a design brief for a brochure based on their prior research. The purpose of the brochure is to entice geologists to take a trip to Australia to explore the wonders of the land formations.

Using a sunshine wheel, students brainstorm in groups the elements of a brochure.

Using examples of different brochures students analyse the samples using a swot analysis for example:

Purpose – what do the brochure publishers hope to achieve and how?

Use of visual communication – in what ways is the purpose served by pictures, illustrations and layout?

Language – how does the language suit the purpose? Format – how many surfaces does the brochure have? How

does it fold? Each group reports to the class on their findings. Teachers discuss with students the findings and criteria for assessing the brochure.

Whole Class Discussion:

The differences between informing and promoting and

ways in which these purposes can work together.

what sort of publication software and equipment they

intend to use

Use of headings, paragraphs, tables, images, bullet points.

the kind of audience they want to appeal to

Rubricshttp://vels.vcaa.vic.edu.au/support/tla/rubrics.html

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Each group develops a design brief which includes statements

about:

Important features of their selected aspect of Australian

landforms.

Provides useful and informative facts related to the topic

How they intend to appeal to the target audience

Activity 4: Publishing the brochure

This activity may involve more than one session. S. prepare a

mock-up of the brochure, using for example, an A4 paper ‘tri-fold’

showing layout, location of graphics, headings and

informative/promotional text. They create their brochure using

publishing software.

Each group presents their mock-up to another group who provide

feedback and suggestions on the effectiveness of their brochure in

terms of the design brief. Each group revises their design brief,

rethinking their brochure design and publishing platform if

necessary.

Each group creates a brochure electronically. Students add

graphics, for example, from clip art, scanning their own drawings,

using drawing programs to design their own graphics or modifying

existing graphics to better suit their needs.

Activity 5 – Developing the presentation

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In this activity, each group uses presentation software to develop

an oral presentation (4–6 slides). The purpose of the presentation

is for students to demonstrate their knowledge and understanding

about interactions and changes of the earth.

Whole Class Discussion: Discuss and develop a rubric for assessing

the content of the presentations.

Preparing the Presentation

Whole Class Discussion:

• the dual purposes of promotion and information

• The language that would suit the purpose, audience

and content

• The kinds of graphics that may be necessary or

appealing for the presentation.

Each group plans their presentation, for example, using a

storyboard, to indicate headings, images, text, any relevant sounds

and major points of information throughout. Each member is

designated a role in both developing and delivering the

presentation.

Groups present their plan for discussion and review with the T.

and then create their presentation. They practice presentations for

time and effectiveness and obtain feedback from ‘critical friends’.

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Activity 6 - Presenting and Evaluating

Each group constructs their presentation and distributes copies of

their brochure to their peers for prior review. Each group is

assigned another group to assess. They make notes on

presentations and brochures and evaluate the other group

according to criteria outlined in the rubric developed previously.

They discuss and negotiate the assessment outcome with the

presenting group on the final evaluation. S. complete reflections in

their journal. T. discusses with S. the different roles they undertook

within groups and how effectively the groups worked together.

Resource websites for activities ( URLs were checked for accuracy and appropriateness at the time of preparing the plan however due to the transient nature of internet sources at time it is advised that these are checked prior to classroom activity).

What is geology? http://geology.com/articles/what-is-geology.shtml

http://australianmuseum.net.au/Geological-ore-deposits An ore is a type of rock that contains minerals with important elements including metals. The ores are extracted through mining; these are then refined to extract the valuable element(s). An economic definition is: Ore is a mineral that can be mined at a profithttp://earthsci.org/processes/geopro/introgeo/introgeo.html#Hazardous%20Processes

http://www.kidsgeo.com/geology-for-kids/0043-plate-tectonics.php

A web-based activity exploring the formation of the Australian

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Landscapehttp://sydney.edu.au/science/uniserve_science/school/quests/ozlandforms.html

Australian Landforms http://www.ga.gov.au/education/geoscience-basics/landforms.htmlGeo science Australia http://www.ga.gov.au/minerals/mineral-resources/aimr.html

minerals and ores factshttp://www.australianminesatlas.gov.au/education/fact_sheets/iron.jsp

SALIENT FEATURES IN THE GEOLOGICAL HISTORY OF AUSTRALIA, WITH SPECIAL REFERENCE TO CHANGES OF CLIMATEhttp://www.abs.gov.au/Ausstats/abs@.nsf/0/3396ef5639aca277ca2569e3001e8a78?OpenDocument

What is a Topographic Map?http://www.ga.gov.au/topographic-mapping/basics/what-is-a-topographic-map.html

Mineral Deposits, Mineral Systems and Mineralising Eventshttp://www.ga.gov.au/minerals/mineral-exploration/mineral-deposits-systems-events.html

how to create a brochure using publisher http://www.ehow.com/how_2069345_create-brochure-ms-publisher.html

you can make a brochure using word click on new, go to new from template and click on brochure follow instructions, this allows pictures and photos to be copied and pasted tri fold brochure double sided format.

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Extra questions for further study; if required for further extension of the unit :

Write a postcard from your geological location describing the features and your findings

You are a geological expert first on the scene at the aftermath of an earthquake / volcano eruption. Can you describe how these happened and the resulting after effects of such disasters?

Identify the geological and cultural significance of Uluru

Identify and locate geological landmarks ( Uluru, bungle bungles, Cooperpedy (opals), barrier reef etc)

Present your multimedia presentation in  the style of... a news reporter / a travel reporter / a tourist

What are the common minerals and their uses cwyll4@eq.edu.au

What are examples of sudden geological changes? What are examples of extreme weather conditions?

How do extreme weather conditions affect Earth’s surface?

What are the causes and what are the effects of sudden geological changes on Earth’s surface?

What measurement tools help us to draw conclusions about patterns in the data?

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Use feedback

Ways to monitor learning and assessment

To meet the needs of all learners teachers to collaboratively plan the teaching elements

Prior to the multimedia presentation task teacher to discuss task specific descriptors with students to ensure understanding of requirements

Students to be marked individually, for the group task, through application of shared understanding and collaboration with others.

Provide ongoing formative feedback and encouragement to students on their strengths and areas for improvement.

Rubric to assess group work and the production of a multimedia presentation and brochure

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CRITERIA 4(10-8 pts)

3(7-5 pts)

2(4-2 pts)

1(1-0 pts)

Language Mechanics

No spelling, punctuation, grammar usage problems.

Some spelling, punctuation, and grammar usage problems.

Many spelling, punctuation, and grammar usage problems.

Work is barely readable due to errors.

Style Highly organized and easy to follow.

Mostly clear, but needs work with simplifying design and text.

Some objects are placed inconsistently, not very easy to read, and needs work with simplifying design.

Very hard to read because design is inconsistent.

Subject Knowledge

Subject knowledge is evident throughout the project. All information is clear, appropriate, and correct.

Subject knowledge is evident in most of the project. Most information is clear, appropriate, and correct.

Some subject knowledge is evident. Some Information is confusing, incorrect, or flawed.

Subject knowledge is not evident. Information is confusing, incorrect, or flawed.

Content Content is completely relevant to the topic and task, ideas organized.

Most of the time content is relevant to the topic and task, ideas organized.

Satisfactory focus and relevancy of the topic and task.

Content is off topic most of the time.

Quality of text information

No errors. Information is accurate, complete, shows excellent writing technique.

Adequate writing technique includes complete thoughts.

Minimal writing technique, incomplete thoughts.

Less than minimal writing technique. Incomplete information.

Originality The project shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, and

The project shows some evidence of originality and inventiveness.

The work is an extensive collection and rehash of other people's ideas, products, and images. There is little evidence of new thought or inventiveness.

The work is a minimal collection or rehash of other people's ideas, products, and images. There is no evidence of new thought.

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CRITERIA 4(10-8 pts)

3(7-5 pts)

2(4-2 pts)

1(1-0 pts)

inventive.

Citing Sources All sources are correctly cited. Most sources are correctly cited. Few sources are correctly cited. No sources are correctly cited.

Sharing Information

Relays a great deal of information--all relates to the topic.

Relays some basic information--most relates to the topic.

Relays very little information--some relates to the topic.

Does not relay any information to teammates.

Overall Presentation

Excellent quality: neat, appropriate colour and font use. Project flows smoothly. Overall project is excellent

A few presentation errors with flow and neatness. Satisfactory colour usage and font size. Overall presentation is of a high standard.

A few presentation errors. Some use of garish colors and unreadable fonts.

Numerous errors that disrupt the flow and readability of presentation.

Group collaboration

Participated fully and was always on task listened carefully to others’ ideas. treated others respectfully and shared the workload fairly

Participated most of the time and was on task most of the time usually listened to others’ ideas usually treated others respectfully and shared the workload fairly.

Participated but wasted time regularly or was rarely on task. Sometimes did not listen to others’ ideas sometimes treated others disrespectfully or did not share the workload fairly.

Did not participate, wasted time, or worked on unrelated material. Did not listen to others and often interrupted them often treated others disrespectfully or did not share the workload fairly.

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Standards Assessment Criteria EvidenceScience

Science knowledge and understanding

TechnologyInvestigating and designing

Communication

Listening, viewing and responding

Presenting Working in teams

Ability to:

• Work on set tasks with a time frame

• Research scientific information to assist them in developing a deeper understanding of geological changes, landforms and extreme weather conditions, e.g. earthquakes, tsunamis, volcanic eruptions, floods, cyclones, and droughts

• Report on research in a clear and sequential way with information that is relevant and informative

Ability to:

Generate ideas that contribute to a design brief Ask questions in order to clarify information Present ideas in order to clarify information

Ability to:

Take on different roles and responsibilities within a group to benefit their own learning and the teams

distinguish between fact and fiction and use relevant information

Students report on their research and findings in a clear, sequential and relevant manner

Students ask questions in order to clarify information

Contribute ideas to class and group discussion and take into consideration of their students views, opinions and comments

Comprehensive knowledge and understanding of concepts, facts and procedures

Research on geological factors for a fact sheet, brochure and presentation

Teacher observations and records on processes used in research (Activity 2)

Teacher observation and records of design brief (Activity 3)

Published brochure (activity 4)

Teacher observations and records on skills and processes (Activities 4 and 5)

Clear and accurate communication using illustrations, representations and terminology of scientific facts

Teacher observations and records of student contributions to class discussion and working in different roles in teams

Multimedia presentation (activities 4, 6)

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Resources:

Computer Access Internet Access Learning Journals Cameras Video cameras Text books via library Examples of brochures, power point presentation Newspapers Word walls

Extension Tasks – Interactive Quizzes

Minerals:

http://www.ga.gov.au/education/classroom-resources/minerals/minerals-factsheets-and-education-links.html

Geological time scale

https://www.ga.gov.au/products/servlet/controller?event=GEOCAT_DETAILS&catno=71079

Teaching and learning resource:

Establishing roles for collaborative learning:

http://vels.vcaa.vic.edu.au/support/tla/collab_roles.html

Reflective Journals:

http://vels.vcaa.vic.edu.au/support/tla/personal_learning.html#journals

Group Norms and Protocols:

http://vels.vcaa.vic.edu.au/support/tla/collab_environment.html

Collaborative learning strategy:http://vels.vcaa.vic.edu.au/support/tla/collab_strategies.html#jigsaw

K-W-L-H:

http://vels.vcaa.vic.edu.au/support/graphic/other.html#kwlh

Brainstorm:

http://vels.vcaa.vic.edu.au/support/tla/strategies.html#brainstorming

Action Plan:

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http://vels.vcaa.vic.edu.au/support/tla/collab_strategies.html#action

Design brief:

http://vels.vcaa.vic.edu.au/support/tla/personal_learning.html#design

Sunshine wheel:

http://vels.vcaa.vic.edu.au/support/tla/strategies.html#sunshine

Graphic organiser:

http://vels.vcaa.vic.edu.au/support/graphic/other.html#swot

Rubrics

http://vels.vcaa.vic.edu.au/support/tla/rubrics.html

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