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We live in a society exquisitely dependent on science and technology, in which
hardly anyone knows anything about science and technology Carl Sagan (Todayinsci,
2014)

Objects are all around us, we often dont look hard enough to find things. As I was
searching for items, I was trying to think how I was going to classify the items, not something
that I do regularly. As I picked up my first item, a feather, my curiosity started to get the
better of me. My ability to find things became easier and things started to jump out in front
of me. This collection of items demonstrates that science and technology is all around us and
that each item has a connection to science and technology.
The first feather was a magpie feather and was found on my nature walk (image 1). It
was black with a greyish white tip, it was shiny, soft and the spine was quite rigid. This led
me to the second feather which was similar of size but this one was purely black and this was
found out the front of our house. It was possible that this also came from the same species of
bird, a magpie. The third feather came from our new friend, Prince Hans the cockatiel. The
scale and measurement (ACARA, n.d.) of this feather was much smaller, having come from a
smaller bird, pure white, very soft, almost like down. All the feathers collected provide the
same function, they provide warmth, keep the bird cool, help with flight, decoration and
waterproof the bird (ASU School of Life Sciences, n.d.).

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The next collection of items were flowers (image 2) and were collected from my
garden; a white bearded iris, nasturtium, soursob, rose and a weed. Each flower consists of a
different number of petals, different colours (white, red, orange, yellow), some have stamen
(iris, soursob, rose) and others dont (weed and nasturtium). The rose and nasturtium are
edible and the soursob is considered edible by children. The iris, soursob and weed come
from a bulb whereas the rest of the flowers are from seeds or rootstock. I noticed that the
longer the objects were sitting around, they started to change and their stability had weakened
(ACARA, n.d.). The white bearded iris and rose had not changed but the more fragile
soursob, nasturtium and weed had started to wilt. The flowers that had started to wilt
demonstrate that living things have basic needs and in this case, water for survival.
Collection three is offcuts from our recent kitchen renovation (image 3). The circle
bits are from the cupboards where the installer has drilled holes to accommodate plumbing or
electrical components, two are made of medium density fibreboard (MDF) and one is
chipboard covered in laminate. These three boards are manmade. MDF is made from
sawdust and chipboard is made from small wood chips and they are compressed to the
required thickness. Both MDF and chipboard contain glues to keep the timbers together and
can be cut in any direction as there is no end grain. The larger piece of timber is pine and has
an end grain. Pine is a naturally occurring timber and is now forested sustainably. The pine
is an offcut was used in the packaging. The two smaller pieces of timber are also MDF but 3
millimetres thick. MDF is quite strong as is the pine but the chipboard is quite flimsy and
easily broken. Each of the pieces of offcuts serve their own function and have different
forms (ACARA, n.d.). These items connected to technology as each of these items came
from cupboards that have been installed into the kitchen. Without cupboards, we would not
be able to house our goods needed in the kitchen.
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My fourth collection (image 4) is of leaves from our garden; bearded iris leaves,
eucalyptus leaf, daisy leaves, grass leaves, two different kinds of lavender and a bird of
paradise leaf. Each leaf was really different but they all had veins regardless of the size.
Some of the leaves came from plants which had flowers (daisy, iris, lavender and bird of
paradise) and other leaves had seeds (grass). The eucalyptus and lavender has a beautiful
aroma and can be used for medicinal purposes, in tea and Indigenous Australians used the
branches of the tree and leaves of the eucalyptus for sweeping. This is demonstrating how
nature can be used as technology; a broom (Fleer & Beverley, 2011). The bird of paradise
had the largest leaf and the daisy had the smallest of the leaves. The rose had a more rounded
shape of leaf whereas the rest of the leaves were more thin and elongated.
Seed pods (image 5) formed the fifth collection was mainly from our front garden; a
rose bud, seed pods from the iris flower and an unknown kinds of seed pod (that my daughter
had used in her craft to make a snake). The rose bud is once again used for medicinal
purposes and I am not sure about the remaining two other seed pods. As I thought I had
planted the iriss from bulbs, I did a quick google search to determine if these indeed could be
planted to grow another flower. The general research was yes, it can but it might not be as
pretty as the parent plant. I undertook a google image search for australian seed pod but I
was unable to find an image of this seed pod and I am not sure what it is. It is a strong pod
unlike the iris pod which was quite flimsy and the rose bud was also quite strong. Each of the
pods were all different shapes, colours and sizes. This collection shows the diversity of
similar items (Worth & Grollman, 2003).

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Our shell collection (image 6) has been added to over the years and when sniffed, you
can still smell the ocean. My daughter often goes into the bathroom where they are stored
and likes to hold them to her ear Mum, I can still hear the ocean. These shells have come
from the local beach and from holidays that we have had and all shells appear to be recent
and not fossils. Each of the shells has different striking features, some with holes, some with
no holes, some with beautiful bright striking colours, such as pinks and some had brown
tones, grey tones and white. Some shells had stripes of alternating colours, some had smooth
edges and some had sharp edges. Many of the shells had smooth surfaces and others had
ridges, which are caused by erosion and weathering (Faragher & Salter, 1994). This
collection also has a lot of patterns, orders and organisations (ACARA, n.d.) as the shells
could be organised into collections of patterns (stripes) and orders (from smallest shells to
larger shells).
The final collection was pieces of wood (image 7), some that we use as fuel for the
fireplace to keep us warm and some that has dropped from the trees out the front of our
house. The small piece was quite hollow and dried out. The other reddish three pieces were
from redgum trees and we use them as kindling.
The collections all had a reoccurring theme which is that although some of the pieces
were manmade, they were all constructed or came from natural sources. These items could
easily be collected by children as part of a nature scavenger hunt. The nature scavenger hunt
could provide the children an opportunity to expand their curiosity to explore and ask
questions about the world they live in (Australian Curriculum and Assessment Reporting
Authority, 2014). This could then lead to opportunities to explore certain aspects, for
example, how to trees grow or make something edible with the flowers.

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This assessment has provided me with ideas to incorporate into future learning
exercises and has provided me with an insight into scientific inquiry and methods, such as
questioning, investigations, collecting and analysing data and evaluating results (Australian
Curriculum and Assessment Reporting Authority, 2014). Ive learnt to think of things as a
scientist and not as a teacher and with the iris seed pod, I made observations, inferences,
framed a hypothesis and tested the hypothesis (Koch, 2010).
As I have looked at each of the items (and my daughter would refer to them as
treasures), I was looking constantly for connection, order and meaning. I chose these items
as they were able to make me enthused about science and gave me the opportunities to use
what was around me to make science real but also create an authentic experience (Clegg,
2007 p.137). It was challenging to look at the items and then think there were little or no
connections between them, but the more you stopped and organised them, the easier you saw
the potential.
As I reflect upon my experience of being a scientist and the picture I drew in week
one (image 8), I still believe that everyone is a scientist and that what we all do has a
connection to science (from blowing bubbles to cooking). Koch (2010) believes that
everyones own experiences connect us to our beliefs about teaching and learning science. I
believe that science is fun and you dont have to explore far and wide to see science is all
around us. From nature to kitchen renovations, science is there. In the future, I would like to
explore with children their own beliefs about science and the creation of the science journal
(Koch, 2010). I want to show the children that my inner scientist is not afraid to approach
science with pleasure and confidence (Koch, 2010).



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Image 1: Feathers

Image 2: Flowers
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Image 3: Kitchen renovation offcuts

Image 4: Leaves
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Image 5: Seed pods

Image 6: Shells
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Image 7: Wood


Image 8: My scientist drawing

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Learning Plan (Early Childhood)
Topic: Physical Science Date: 03 October 2014 Age group: 3-5 year olds
Title of experience: Learn about simple machines
Links to the Early Years
Learning Framework:

Outcome 4: Children are confident and involved
learners

(Department of Education, Employment and
Workplace Relations [DEEWR], pp 34-37, 2009)
Content/concepts
being explored:
Science: movement, force, invention, energy
Maths: sorting, matching, measuring, locating,
designing, explaining (MacMillan, 2009)
English: interacting with others
Rationale:

This activity provides opportunities for children to become scientists and inventors as well as learning about how things move and are made. Activities will
provide a chance to observe, classify, measure, infer and predict the items on the tables. Activities help children develop inquisitive minds and approach the
tasks with enthusiasm (Beverly & Hardy, 2007) and meaningful, memorable learning opportunities to become intellectually stimulated and satisfy their natural
curiosity to know about things in the world around them (Loxley et al, 2010). Children feel empowered to learn more about the items and become active in
their own discoveries and learning (Beverly & Hardy, 2007).

Child/childrens background knowledge:

The children understand that things are made and are useful items in everyday living. There are craft items where they can use their imagination or follow
simple instructions to create objects. The children are quite inquisitive, often asking questions about items around the early learning centre, curious to know
how it works and what it does.

Learning objectives:

During the week, the children will experience life as a scientist and learn about how things work and why we have technology by discovering and exploring
technology items within the early learning centre and then creating their own new invention (physical model, Loxley et al, 2010).


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Teacher focus/intentionality:

Focusing on exploration, collaboration and problem solving when developing their new inventions. Children remain curious, creative and are persistant with
their creations as the first attempt may not be the solution they were after. Assistance through scaffolding and posing questions that build upon their current
knowledge. Encouragement through positive words to provide support and guidance to help build upon their skills and knowledge.


Environment and resources:

Donations of items needed that can be used for craft station, for example, metal, plastic, fabric, wood, magnets etc and items that children can dismantle and
reassemble. This develops a knowledge of form (the nature or make-up of an aspect of an object or organism) and function (the use of that aspect)
(Australian Curriculum and Assessment Reporting Authority [ACARA], n.d.). This provides the children with a talking point (Loxley et al, 2010) to gain an
understanding of how the technology is made. Craft station will have new items and a new sign, I am a scientist. Separate station to explore items that are
unfamiliar, such as plungers, jar opener or camping equipment, corresponding labels put into another basket for the children to match the names with the
object.


Assessment strategies:

Assessment occurs through observation and documenting the discussions, behaviours, skills and knowledge demonstrated by the children. Reflect with the
children about what and how they have learnt, remembering to incorporate any of the learning objectives into the questioning and the reflections in written
form. Photographs of the children working and their completed objects will form part of the assessment.




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Stage

Approx.
time

Pre-service teachers actions

Child actions/tasks


Stage 1
Introduction

30 mins
Read story I am inventing an invention (Child,
2010), ask children about inventions and if anyone
has made an invention. Show a few of the objects
collected and ask if they know what they are.

Explain the new stations set up for children to
become inventors and scientists.


Children to sit on the mat to listen to the story. Enquire about
objects, remembering the rules about listening, sitting still and
being respectful to other children. Explore the new stations.



Stage 2
Main body

All day Teacher will visit all stations and support children
with activities and questions.

That would be one way, whats another way we
could try?"
Why do you think that the inventor put this on this
machine?"
Tell me more about what you have invented?"

Assist children creating inventions or dismantle
objects, modelling the behaviour that the children
need to undertake.

Record observations and take photographs of
children participating in activity stations.


Children move freely between stations, sitting or standing as
they explore. Children create their inventions as well as
dismantling and reassembling the technology, predicting how
things work.

Stage 3:
Conclusion

Stations will be available all week. Replenish
supplies where required and tidy stations.

Reflections to be written up and placed in portfolio
folders with photos.


Children place names on incomplete experiences. Provide
assistance to other children and to listen, observe and be
respectful to all other users at the table.


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Evaluation and self reflection:

Did all of the children participate in the activities and enjoy them?
Was the potential of every child fostered and enhanced when undertaking these activities?
How can I create opportunities for families to become more involved in future science and technology activities and assist with their childrens learning?
Did all the children move around all the activities and were they sustained to extend their thinking?

Follow-up:

Incorporate more objects that children could pull apart and reconstruct.

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Lesson Plan (Primary)
Lesson title: Abreaducation Date: 3 October 2014 Year level: Year 1
Topic: Baking Bread Duration of lesson: 90 mins
Links to the
Australian
Curriculum:

Learning areas Strands & sub-strands Content descriptors

Science
(Australian Curriculum and
Assessment Reporting
Authority [ACARA], 2014)
Science Understanding
Chemical Sciences
(ACSSU018)
Science as a Human Endeavour
Nature and development of
science
Use and influence of science
(ACSHE021)

(ACSHE022)
Science Inquiry Skills
Questioning and predicting
Planning and conducting
Processing and analysing
data and information
Evaluating
Communicating

(ACSIS024)
(ACSIS025) & (ACSIS026)
(ACSIS027) & (ACSIS212)

(ACSIS213)
(ACSIS029)
English
(Australian Curriculum and
Assessment Reporting
Authority [ACARA], 2014)
Literacy
Interacting with others

(ACELY1656) & (ACELY1788)

Mathematics
(Australian Curriculum and
Assessment Reporting
Authority [ACARA], 2014)
Measurement and Geometry
Using units of measurement

(ACMMG019)
Lesson rationale:

Bread is a staple in most childrens lunchboxes and as part of the science, design and technology component, children will learn about the chemical reaction of
yeast and other ingredients when making bread. They will look at the behaviour of the ingredients when mixed together (exploration stage, Loxley et al, 2010).
Then re-describe the process (Loxley et al, 2010) and look at how the process comes together. Children will apply the processes (Loxley et al, 2010) and bake
the bread.


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Students background knowledge:

Children have explored samples of different types of bread, discussed
how they are different, what ingredients are included in bread, played
with dough to examine the properties, explored various vocabulary for
describing bread (sliced, crusty, seeded, plaited, soft) and surveyed the
classroom to find out what bread is commonly used at home.

Teacher focus:

Focus on ensuring safety in the classroom and encourage the students drive and
willingness to participate in activities and achieve their potential through scaffolding
and enlightening demonstrations (Gregson, 2012). Provide hands on experiments that
provide ownership and engagement in the experiments (Gregson, 2012).


Learning objectives:

During the course of this topic, children will investigate how bread is
made, collect and record information about bread, create a design
brief, knead and prove the dough and shape and cook the bread.

Learning environment and resources:

Resources: paper, pencils, dried yeast, salt, strong flour, warm water,
garnishes, mixing bowl, measuring jug, scales, measuring spoons, scissors,
pastry brush, wooden spoon, oven gloves, aprons, hair ties, gloves, kettle,
oven, baking trays, cooling racks, baking paper, TV, computer, camera

Final designs from Session 4

Lesson will be in the classroom and the kitchen. Roster extra staff.

Check if there are any children with allergies. Prepare list of ingredients to
send home for parent feedback.

Follow health and safety guidelines including aprons, tying hair back, wash
hands etc




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Stage of lesson Approx.
time
Pre-service teachers actions

Student actions/tasks


Stage 1
Introduction

20
minutes
Reflect upon previous sessions. Discuss what will
occur and safety issues when in the kitchen. Review
data chart previously created.
Children to respond to and ask questions and listen and respect other
children during discussions.







Stage 2
Body of lesson


20
minutes








30
minutes
Preparing the recipe

Discuss with the class which recipe and method that
will use and write down.

Need to stress that presentation is important as well as
clear step-by-step instructions.

Show children how yeast works.

Making the bread rolls

Prepare ingredients and kitchen for children to use.

Show children how to make dough, shape, decorate
and bake bread. Assist children with making the
process, putting dough in and out of the oven.

Whilst waiting for bread to bake, show video Making
Bread in a Factory (ABC Splash, 2014).

Children to choose in groups which recipe that they decide to make
(chapatti, bread, rolls, gluten free) and write recipe out neatly.

Children to undertake the yeast experiment (Exploratory stage (Loxley
et al, 2010)). Describe and photograph what they observed.

Children to wash hands, put on apron, prepare work space and
ingredients. Read recipe, prepare and photograph dough for baking
(Application stage (Loxley et al, 2010)).

Demonstrate personal and social competence by working
collaboratively in teams, listen to and follow instructions (ACARA,
2014).

Clean and tidy workstations, dishes and selves.







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Stage 3:
Conclusion

20
minutes
Session 8 display and evaluate the bread

Describe task that children need to collate data about
the bread rolls created.

I enjoyed making bread because:
I have learnt how to:
Next time I will improve ............... because:

Assessment based on bread that is produced,
questions based on yeast experiment and photographs
of bread making process. Also, awareness of safety
issues, use of equipment and ingredients.

Prepare children for next lesson.
Children use critical and creative thinking to respond to questions,
compare and analyse data (ACARA, 2014).








Evaluation and self reflection of the lesson:

Did I actively engage the students throughout the lesson and maintain their motivation and enthusiasm?
What were the general feelings and perceptions of the baking experiment?
Were the explanations clear enough that the students were able to understand them?
What other concepts could have been introduced into the experience?
Was the lesson appropriate for the age and abilities of the children?
Did we have enough time for the exercises or would more time need to be allocated in future?
What would I do again for the next lesson?

Extension work: provide recipe for children to prepare bread at home, consider fillings that could be used in the bread that has been prepared.

Follow up:

Revisit all previous lessons to tie in the series.

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References

ASU School of Life Sciences. (n.d.). 23 Functions of Feathers. Retrieved from
http://askabiologist.asu.edu/content/23-functions-feathers
Australian Curriculum and Assessment Reporting Authority. (n.d.). The Australian
Curriculum Science: Rationale. Retrieved from
http://www.australiancurriculum.edu.au/science/Rationale
Australian Curriculum and Assessment Reporting Authority. (n.d.). Foundation to Year 10
Curriculum:
English. Retrieved from http://www.australiancurriculum.edu.au/english/Curriculum/F-
10?layout=1

Australian Curriculum and Assessment Reporting Authority. (n.d.). Foundation to Year 10
Curriculum: Mathematics. Retrieved from
http://www.australiancurriculum.edu.au/mathematics/Curriculum/F-10?layout=1
Australian Curriculum and Assessment Reporting Authority. (2014). Foundation to Year 10
Curriculum: Science. Retrieved from
http://www.australiancurriculum.edu.au/science/Curriculum/F-10?layout=1
Australian Curriculum and Assessment Reporting Authority. (n.d.). F-10 Curriculum /
Science / The overarching ideas. Retrieved from
http://www.australiancurriculum.edu.au/science/the-overarching-ideas
Australian Curriculum and Assessment Reporting Authority. (2014). Science. General
Capabilities. Retrieved from http://www.australiancurriculum.edu.au/science/general-
capabilities
Child, L. (2010). I am Inventing an Invention. New York : Grosset & Dunlap.

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Clegg, B. (2007). Getting science: The teacher's guide to exciting and painless primary
school science. London: Taylor & Francis e-Library.
Department of Education, Employment and Workplace Relations. (2009). Early Years
Learning Framework (pp. 33-37). Retrieved from
https://www.coag.gov.au/sites/default/les/early_years_learning_framework.pdf
Faragher, J., & Salter, E. (1994). Look, Listen and Learn. Exploring Maths and Science in
the Environment. Melbourne: TAFE Publications.
Fleer, M., Beverley, J., & Hardy, T. (2007). Science for Children: Developing a personal
approach to teaching (3rd ed.). Frenchs Forest, NSW: Pearson Australia.
Fleer, M., & Beverley, J. (2011). Design and Technology for Children. Frenchs Forest,
NSW: Pearson Australia.
Gregson, R. (2012). Connecting with science education. South Melbourne: Oxford University
Press.
Koch, J. (2010). Science Stories: Science Methods for Elementary and Middle School
Teachers (4th ed., Vol. 5). Australia; United States: Wadsworth Cengage Learning.
Loxley, P., Dawes, L., Nicholls, L., & Dore, B. (2010). Teaching Primary Science:
Promoting Enjoyment and Developing Understanding. Harlow, Essex, England:
Longman.
Macmillan, A. (2009). Numeracy in Early Childhood: Shared Contexts for Teaching &
Learning. Melbourne, Victoria Oxford University Press.
Roberts, M. (2008). Treasures and collections: A touch of magic in the early years (Vol. 15).
Watson: Early Childhood Australia.
Teach Preschool Science. (2013). Teach Science. Predicting How Simple Machines Work.
Retrieved from http://www.teachpreschoolscience.com/simplemachines.html
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tesConnect. (2014). Baking Bread by NuffieldFoundation. Retrieved from
http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6036078&
Todayinsci. (2014). Carl Sagan in M. P. Singh, Quote Unquote: A Handbook of Quotations
(2007), 262. Retrieved from
http://todayinsci.com/QuotationsCategories/T_Cat/Technology-Quotations.htm
Worth, K., & Grollman, S. (2003). Worms, shadows and whirlpools: Science in the early
childhood classroom. Portsmouth, NH: Heinemann.
Video

ABC Splash. (2014). Making Bread in a Factory [video]. Retrieved from
http://splash.abc.net.au/media/-/m/30312