Stage 3 Science and Technology: A Change for the Better



Stage 1 Science and Technology: Growing Up

Living things and their needs

|Stage 1 Foundation Statement |

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|Students explore their immediate environment by using the senses, questioning, sharing ideas and identifying simple cause and-effect relationships. They identify and |

|safely use some equipment to explore. |

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|Students explore ideas, manipulate materials and trial designs through play to develop products and built environments. They identify and safely use some equipment |

|and computer-based technology to model and make things. |

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|Students identify and group living and non-living things and recognise the different needs of living things. They recognise different forms of energy and identify its|

|use in daily life. Students identify ways in which the environment influences daily life. They explore the properties of both natural and made materials. |

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|Students identify ways in which familiar products, including information products, services and built environments meet the needs of people. They recognise the |

|different ways that information is sent and received and how these influence communication. Students identify the characteristics of a range of materials used to make|

|commonly available products and built environments. |

|Links to other KLA’s |

|English |

|Exploring purposes, audiences and features of posters. Exploring the language and purpose of matrices and flow charts. |

|Mathematics |

|Measurement activities. Comparing the sizes of plants as they grow. Graphing, using pictures, the plants that die or survive and giving reasons. Measuring and |

|comparing, using informal measurements, the height of students within the class. |

|Human Society and its Environment |

|Exploring the ways people interact with their environments to satisfy their needs. |

|Personal Development, Health and |

|Physical Education |

|Exploring students’ needs for food, clothing, exercise. |

|Creative and Practical Arts |

|Movement: Observing and performing animal movements. Art: Observing the texture of animal coverings and making prints to represent them. Observing the lines in |

|plants and representing them through drawings. |

Outcomes – Learning Processes

|Investigating |Designing and Making |Using Technology |

|INV S1.7 |DM S1.8 |UT S1.9 |

|Conducts guided investigations by observing, |Develops and implements own design ideas in response to|Selects and uses a range of equipment, computer-based |

|questioning, predicting, collecting and recording |an investigation of needs and wants. |technology, materials and other resources to undertake |

|data and suggesting possible explanations. | |an investigation or design task. |

|Outcomes and Indicators |

|LT S1.3: Identifies and describes ways in which living things grow and change. |

|Indicators |

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|• identifies changes in themselves over time using family records, interviews with family members and classroom data collection and shares findings |

|• designs and publishes a timeline that shows how a student has grown and changed since birth |

|• measures and records, over a four week period, the length of bean plants using informal units |

|• selects and uses resources for the construction of a pond in the school environment to attract insects and frogs, eg water, plants, rocks |

|• collaboratively writes, illustrates and publishes a literary recount about the needs of growing animals |

|• observes tadpoles and frogs in a local waterway and records observation for a class journal |

|• observes, asks questions and predicts how a plant obtains water and nutrients |

|• proposes questions for an expert when evaluating plans for an animal environment, eg a bird-friendly garden |

|• uses a magnifying glass to examine changes in silk worms or ‘sea monkeys’ during their life cycles and draws the changes. |

|Resources |Assessment |

|Texts, posters and resources based on growing up. |• Observe how students engage in discussion to clarify the design tasks. |

| |• Have students describe to others how to load and operate computer simulations |

| |software. |

|Summative Evaluation |

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Learning Experiences:

|Week/ s |Learning Experiences |Date |

|Week 1 |Unit Introduction. | |

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| |What do we already know about living things and their needs? Brainstorm using mind map, etc. | |

| |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. | |

| |What are our Outcomes? What do we hope to learn by the conclusion of the Unit? | |

| |Title Page. | |

|Week / s 2 –3 |Design and make a way to satisfy a need for an animal, eg fish feeder, mouse exerciser. | |

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| |Identify the need to be met. Discuss to further develop ideas. Detail the requirements of the animal, eg space and safety.| |

| |Choose suitable materials (considering size, safety, position, composition). Make and trial the device. Evaluate success | |

| |and make modifications if necessary. | |

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| |Use computer software to investigate the needs of animals. | |

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| |Use computer simulation to investigate the needs of animals. Familiarise students with the simulated environment. Discuss | |

| |the type of decisions to be made and their effect on the simulation. Experiment within the simulation, eg removing water, | |

| |food, to test the needs of animals. Compare the advantages of using simulation to a real situation. Observe animals in | |

| |the classroom, eg silkworms, mice, birds, fish. Make a list of how the needs of the animals are being met in the | |

| |classroom. | |

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|Week/s 4 - 5 |Investigate the needs of plants. | |

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| |Based on observation of plants growing at home and at school, predict what things plants might need to survive and grow. | |

| |Test predictions and draw conclusions about the needs of plants. Identify the needs that plants and animals have in | |

| |common and what needs are specific to either group. Group or classify, eg using a matrix. Care for the plants used to | |

| |test the predictions over a longer period, eg the rest of the term/year. | |

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|Week 6 |Revision and Catch Up | |

Learning Experiences:

|Week/ s |Learning Experiences |Date |

|Weeks 7 and 8 |Design and use a way of identifying the needs of plants | |

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| |Pose the problem – to find a way to tell what things affect how plants grow. Brainstorm ideas students think will affect | |

| |the growth of a plant (ie variables). Devise ways to eliminate one of these variables at a time. Explain the need for a | |

| |control plant. Discuss the need for keeping records, eg over a period of time for comparison of data. Collect materials | |

| |and set up test, exploring one variable per group, eg no fresh air, no water. Make regular observations, recording and | |

| |measuring changes. | |

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| |Investigate students’ needs as human beings and some ways of meeting them | |

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| |Brainstorm what are perceived to be students’ basic needs. Give reasons for suggestions. Organise the needs in order of | |

| |importance. Identify the things everyone thought were important. Draw conclusions about our needs. Make flow charts to | |

| |show the means by which we meet our basic needs, eg sheep - shearing wool - jumper. Identify ways we use plants and | |

| |animals, apart from satisfying our basic needs, eg animals for pets, plants to make our environment attractive. Discuss | |

| |what makes us ‘want’ things. Compare how human needs are met in different cultures or places, eg clothing styles, | |

| |housing. | |

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|Week 9 |Design and make an advertisement for something that meets the needs of students | |

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| |After discussion about needs of humans decide which need is to be satisfied by each group, eg to keep warm, be healthy. | |

| |Select a product that satisfies the needs, eg a healthy meal, warm clothes in winter. Explain how the need is met. | |

| |Generate ideas to use to promote the item. List things you like about your product. Select points that might encourage | |

| |other people to want the product. Choose the type of advertisement, eg poster, jingle. Make the advertisement, organising| |

| |images, slogan, information, eg using desktop publishing software. Reflect on the type of techniques that are used in | |

| |advertisements in their immediate surroundings. | |

|Week 10 |Revision. | |

| |Reflect on the mind map, etc from Week 1 and now in another colour add what else the class has learnt on this topic. | |

| |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. | |

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