Stage 1 Science and Technology: Let’s Communicate

Using senses, signals and symbols to communicate

Stage 1 Foundation Statement

Students conduct guided investigations by following a series of steps that include questioning, making and testing predictions, collecting and recording data, observing patterns and suggesting possible explanations. They select and safely use a range of equipment, computer-based technology and other resources to investigate and explore.
Students follow a guided design process to create products, including information products, services and built environments. They draw and model design ideas using accepted methods and practices. They select and safely use a range of equipment, computer-based technology and other resources when designing and making.
Students identify and describe ways in which living things grow and change. They identify a variety of energy forms and describe their use in the community. Students describe ways in which living things depend on the Earth and its environment. They identify how the properties of natural and made materials relate to their use.
Students identify the difference between natural and built environments and model built environments designed to suit the needs of users. They communicate messages using a variety of media and technologies. Students describe and apply production processes using a range of materials and techniques to grow, make or process products.
Links to other KLA’s
English
Writing messages represented by different signs/symbols, exploring/discussing interesting and creative styles, shapes and sizes of lettering on signs. Exploring sensory language. Using oral language to describe how things feel, look, sound, taste and smell.
Mathematics
Making 2D shapes using various materials. Recognising and creating patterns. Observing and identifying shapes in road signs.
Human Society and its Environment
Researching ways people communicate to meet their needs. Communicating research findings in this area.
Outcomes – Learning Processes
Investigating / Designing and Making / Using Technology
INV S1.7
Conducts guided investigations by observing, questioning, predicting, collecting and recording data, and suggesting possible explanations. / DM S1.8
Develops and implements own design ideas in response to an investigation of needs and wants. / UT S1.9
Selects and uses a range of equipment,computer-based technology,materials and other resources to undertake an investigation or design task.

Outcomes and Indicators

IC S1.2: Creates a range of information products and communicates using a variety of media.

Indicators

• Designs and makes signs that indicate different activity areas in a range of languages for the classroom/school
• Uses paint, cardboard, glue and natural materials to create masks for different cultural celebrations
• explores objects using a limited number of senses (eg touch and hearing) and describes findings
• Identifies, draws and classifies a range of signs, symbols and icons, and labels drawings to show their meaning
• Identifies a range of devices that are used to help our senses and classifies these according to the senses used
• Gives reasons for different information on packaging when designing and producing a container for Anzac biscuits
• Working in groups, designs a poster advertising a play and photocopies the poster for school distribution
• Uses an overhead projector to retell a narrative using shadow figures or silhouettes
• With teacher assistance, downloads images from a digital camera for publication, eg on the school website or in print.

Resources

ü  Texts, posters and resources based on communicating . / Assessment
• Encourage students to gather feedback from their audience when assessing their own performance of a story without words.
• Discuss with groups of students the reasons for their choices of materials and symbols for use in their signs.
• Apply teacher or peer assessment to the group activity on how and why living things communicate.
Summative Evaluation

Learning Experiences:

Week/ s / Learning Experiences / Date
Week 1 / Unit Introduction
ü  What do we already know about communication? 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 signs that indicate different activity areas in the classroom/school
Identify the areas to be labelled, eg wet area, reading corner, computer corner, large group area, listening posts, canteen, assembly area. Suggest the key idea, person or object that needs to be recorded. Decide whether words are needed. Make drawings of ideas, or use a computer graphics package to create the symbol. Present to other class members to identify and decide whether the message is clear. Make changes if necessary. Ensure the sign is noticeable. Choose materials that will be appropriate to go on the sign. Consider whether the sign will be inside/outside and how it will be attached/displayed. Create the sign and display.
Week/s 4 - 5 / Investigate ways we communicate using signs and symbols
Walk around the school local areas and observe signs around us. Discuss the messages they communicate. Identify the sorts of actions they are asking for. Explore the ways symbols are used in Aboriginal art to communicate and tell stories. Research how symbols are used in other cultures. Collect other examples, eg road safety, international symbols, computer graphics. Note differences. Identify common features of signs and symbols, eg stick figures, just a few words. Explore the colours that are commonly used. Suggest why this may be.
Investigate how living things communicate
ü  Discuss the many ways we communicate. Identify some reasons why we need to communicate, eg danger, hunger, greetings, to find things out, happiness, sadness. Identify the senses that other animals use. Research, eg by asking a vet, how animals’ senses differ from human senses, eg dogs have a stronger sense of smell. Compare how animals use their senses. Are some senses more important to animals than others? Collect pictures and describe with the pictures how these living things communicate and why (group activity project).
Week 6 /
Revision and Catch Up

Learning Experiences:

Week/ s / Learning Experiences / Date
Weeks 7 and 8 / Use prepared graphics software to design and make masks
Explore the range of facial expressions that can be created using the prepared graphics. Select face, shape and facial features from graphics bank. Move features, trying different positions to create the expressions desired. Print the mask. Decorate, selecting colours that best convey the meanings required. Print out final designs and further decorate. Use the masks in a performance. Have other children identify the feelings expressed.
Investigate how we communicate without using words
View a mime or Aboriginal performance (live or on video) to observe how to communicate without using words. List the ways ideas are communicated, eg movements, facial expressions, clothing items, movement, props or objects, sound effects. Discuss whether everyone interprets things in similar ways. Experiment ‘talking’ to a friend using only actions. Show different emotions with face, whole body. Use ‘dress up’ materials to show different characters. Explore the way sounds can create moods. Explore provisions made for people with special communication needs, eg Braille for the blind, signing for the deaf, interpreters for non-English speakers.
Week 9 / Design a performance of a story without words
From the list of ways that we communicate choose ones that can be used to tell a story, eg clothing, facial expressions, sound effects, movement. Select a story or event to perform. Make decisions about where to use the different techniques, eg signs between scenes, clothing to tell more about a character. Consider how sounds and actions can be combined. Try the ideas out. Suggest whether you need to make improvements to make the meanings clearer. Rehearse the performance and show it to an audience.
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 on their work and to summarise in their own words what their greatest learnings were throughout this unit.