Stage 2 Science and Technology: Out and About

Wheels and how students use them to move

Stage 2 Foundation Statement

Students independently implement aspects of a scientific investigation, such as observing, questioning, predicting, testing, recording accurate results, analysing data and drawing conclusions. They demonstrate an understanding of a fair test and identify variables. Students select and safely use equipment, computer-based technology and other resources throughout the processes of investigation.
Students develop and evaluate design ideas recognising the needs of users or audiences. They implement the design process and evaluate solutions using functional and aesthetic criteria. Students select and safely use equipment, computer-based technology and other resources throughout the processes of design and production.
Students identify and describe structures and functions in living things and how they interact with each other and their environment. They identify various forms and sources of energy and identify ways in which energy causes change. Students identify features of the solar system and describe interactions that affect conditions on Earth. They describe how the properties of materials affect their use.
Students identify the ways built environments, products and services are constructed or produced. They use a range of techniques, media and information and communication technologies to communicate design ideas to specific audiences.
Students explore the properties and uses of both natural and made materials and components.
Links to other KLA’s
English
Exploring purpose and features of a report, to describe their means of transport. Using talking and writing to explain how cogs and gears work.
Mathematics
Observing and exploring the shapes of moving parts of toys. Explaining how they fit together and affect other moving parts.
Human Society and its Environment
Researching effects of transport systems on local communities and other Australian communities, past and present.
Personal Development, Health and Physical Education
Emphasising road safety rules that apply to safe and responsible use of bicycles and other vehicles.
Creative and Practical Arts
Visual Arts: preparing a collage showing the different types of vehicles. Music: creating a song using the sounds of different vehicles.
Outcomes – Learning Processes
Investigating / Designing and Making / Using Technology
INV S2.7
Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing
conclusions. / DM S2.8
Develops, implements and evaluates ideas using drawings, models and prototypes at appropriate
stages of the design process. / UT S2.9
Selects and uses a range of equipment, computer-based technology, materials and other
resources with developing skill to enhance investigation and design tasks.

Outcomes and Indicators

PP S2.4: Identifies various forms and sources of energy and devises systems that use energy.

Indicators

• devises fair tests with assistance to determine which materials are/are not attracted by magnets and presents results in a table
• collects and manipulates a range of simple machines and describes how they work, eg egg beater, scissors, can and bottle opener, identifying those with levers
• analyses the operation of a variety of lifting devices, eg levers, car jack etc, comparing the ease of lifting with and without the device
• selects audio and/or video sources to be used in a presentation on the history of a particular simple machine
• uses colour filters when exploring different lighting effects and records the results when adding different colours
• explores a range of materials and found objects to produce sounds with varying pitch, proposes ways of classifying sounds and reports on the findings
• explores and selects materials to create percussion instruments that produce specific types of sounds
• explores the operation and purpose of simple machines to develop ideas for the design of a system, eg a coin sorting system
• researches information about musical instruments and applies findings to the design of a musical instrument
• designs and constructs a prototype, eg a kite, a windmill, wind speed indicator, after having evaluated a range of ideas for possible shapes and structures
• devises a means of testing the performance of a wind powered vehicle, eg a boat or a land yacht.

Resources

ü  Texts, posters and resources based on wheels and how students make them move. / Assessment
• Use cooperative assessment of group work in the design and making of futuristic transport.
• Observe students in their manipulation of gears/cogs.
• Consider their willingness to engage with the materials and how well their understandings are utilized in their designs.
Summative Evaluation

Learning Experiences:

Week/ s / Learning Experiences / Date
Week 1 / Unit Introduction.
ü  What do we already know about wheels and how students use them to move? Brainstorm using mind map, etc.
ü  Share a story, visual text, sites on the internet based on the Unit to build up background knowledge. Encourage children to share what they already know about the unit with others.
ü  What are our Outcomes? What do we hope to learn by the conclusion of the Unit?
ü  Title Page.
Week / s 2 –3 / Design and make a means of transport for the future.
ü  Brainstorm ideas. Draw a picture to explain how the vehicle works. Include safety features. Choose materials, considering their suitability. Consider how they can be joined and shaped. Make the model. Test and evaluate its success.
ü  Write a report describing your means of transport. Include details of how it would be used, where it would be able to go, the fuel it needs, what it might be made of if it were real. Reflect on the implications of using the chosen materials and fuel source.
Investigate how transport needs have been met in the past.
ü  Research different means of transport and how they have been developed to meet specific needs, eg trucks to move heavy loads, ships for travel on water. Compare past and present forms of specific vehicles. Show how and why vehicles have changed. Identify safety features and how they’ve changed. Make a time line to show developments in transport.
ü  List problems arising from developments in transport, eg more roads, runways, fuel use, pollution. Predict what transport may be like in the future. Consider availability of fuel, impact of more roads and more cars, alternatives to present means etc.
Week/s 4 - 5 / Design solutions to problems associated with the use of students’ transport.
ü  Discuss and identify problems students experience in using rollerskates, skateboards. Identify problems that can be addressed by the class, eg nowhere to ride, kids not wearing helmets, cyclists being difficult to see.
ü  In groups, suggest solutions to the problem or action that can be taken, eg design a bike path in most frequently used areas, a rollerskating area in a local park or school, a campaign to raise awareness of bike safety, safety equipment to make riders easier to see. Evaluate any local facilities already provided. Model, construct or present the design.
ü  Wherever possible implement the design. Evaluate the design in terms of how well it may solve the problem. Consult other people, eg parents, council, community members for their reactions.
Week 6 /
Revision and Catch Up

Learning Experiences:

Week/ s / Learning Experiences / Date
Weeks 7 and 8 / Investigate students’ transport.
ü  Survey students to find their most commonly used means of transport. Observe the structure of student vehicles and how they work, eg bicycle–wheels, gears; rollerskates–wheels, bearings. Draw diagrams of vehicles.
ü  Label working parts and explore their function. Research how to ensure they are operating correctly. Discuss the safety benefits of regular maintenance checks. Discuss the advantages and disadvantages associated with these means of transport, eg bikes–head injuries, dangerous on the road; skates–nowhere to ride safely.
ü  List road safety rules that apply to the use of student vehicles. Explore ways of making riders ‘stand out’. Predict which clothing colours are most noticeable. Devise a way of testing the suggestions. Trial a variety of devices and methods to increase riders’ visibility.
Investigate how gears/cogs make things move.
ü  Identify cogs/gears in the students’ environment, eg parts of bicycles, toys, clocks, motors. Explore how cogs work using cardboard examples or Osmiroid Teko, Lego Technics, Meccano.
ü  Consider how they fit together, how one cog makes others move, the source of energy, eg pedals, motor, water. Trace the path of movement from one cog to another. Explore how different sized cogs change the movement.
Week 9 / Use gears to design and make a toy that includes something that moves, eg top launcher, merry-go-round.
ü  Explore how gears make things move and how they can be used to make a toy work.
ü  Select materials to build the toy, eg match boxes, balsa wood, construction materials.
ü  Consider how the toy looks. Add decorations if appropriate.
Week 10 /
Revision.
ü  Reflect on the mind map, etc from Week 1 and now in another colour add what else the class has learnt on this topic.
ü  Evaluate unit and allow time for children to reflect over their work and to summerise in their own words what their greatest learnings were throughout this unit.