STEM FORWARD PLANNING DOCUMENT

TERM 2 WEEK: 5-12 UNITED NATIONS SUSTAINABLE YEAR LEVEL: 4

DEVELOPMENT GOAL: Goal 15: Life on land
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Intercultural
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Design Design Digital Digital TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Technologies Technologies Technologies Technologies QUESTIONS
Knowledge & Process & Knowledge & Process &
Understandings Production Skills Understandings Production
Skills

Work Motivation and Introduction https://www.youtube.com/

independently, or
- Gather students to the mat by playing ‘The Life Cycle Song’ on watch?v=PqzF4-w7bG8
collaboratively
when required, to YouTube. Encourage students to sing along to the catchy lyrics whilst
plan, safely create learning about the life cycles of plants, birds, butterflies, and frogs. Q1. How do animals begin
and communicate - Test students’ prior knowledge of life cycles. Document all student their lives?
ideas
answers using the Wordsalad app; projecting the collaborative word Wordsalad app
and information for
solutions explosion on the smartboard. Praise all students who participate in the
(WATPPS26) class discussion.
OTHER SCSA LINKS eg Maths, Science - Direct all students’ attention to the whiteboard to explain the lesson
- Living things have life cycles (ACSSU072) steps and success criteria; check for student understanding using the
- Living things depend on each other and ‘fist to five’ assessment strategy.
the environment to survive (ACSSU073)
- Construct suitable data displays, with and without the Lesson Steps
use of digital technologies, from given or collected data. - Introduce the term ‘life cycle’ and discuss its meaning with the year Q2. What is a life cycle?
Include tables, column graphs and picture graphs where 4’s. Use the coloured pop-sticks method to direct student discussion Coloured pop-sticks
one picture can represent and evaluate students’ prior knowledge.
many data values (ACMSP096) Key Teaching Point: A life cycle is a set of stages that a living thing (a
OBJECTIVES plant or an animal) goes through during its life. A life cycle illustrates
1. Identify the four stages of an animal’s life cycle using how all living things grow and change over time. Life cycles are
verbal and/or written communications continuous, meaning, they repeat again and again and again!
- Play Animal and Plant Life Cycles’ video, stopping the clip at 8:52 https://www.generationgeni
2. List five similarities and five differences between animal - Explicitly teach the four stages that occur in every lifestyle using the us.com/videolessons/animal
and plant cycles during the Venn diagram activity whilst life cycle of a lion as an example. Project pictures of the stages on the -and-plant-life-cycles-video-
for-kids/?share-link=13A62
working in small groups
 ASSESSMENT
1. Assessing students’ prior knowledge on life cycles
during a class brainstorm.
2. Informally test students’ understanding of the lesson
using the ‘first to five’ and the coloured pop-stick
strategies.
3. Whilst students are working in groups, wander around
the room and take anecdotal notes, eavesdrop on
student conversations, and hold one-on-one discussions
with students to informally evaluate students’
understanding of the lesson objectives.
4. A checklist with anecdotal notes will be completed
which covers the following objectives:
- Identify the four stages of an animal’s life cycle
using verbal and/or written communications
(Objective 1)
- List five similarities and five differences between
animal and plant cycles during the Venn
diagram activity whilst working in small groups
(Objective 2)
5. Analyse student work samples (Venn diagram
compare and contrast activity) and their ‘3-2-1’ exit slips
on Padlet to assess the delivery of the content; reflecting
on ways to improve future lessons.
6. The ‘3-2-1’ exit slips on Padlet can also be used as a
form of self-assessment for the students. This enables the
year 4’s to reflect on their learning, understanding, and
engagement with the lesson.
smartboard to assist students’ learning and engagement with the Q3. What are the four stages
topic. that occur in every life
Key Teaching Point: The four stages are birth, growth, reproduction, cycle?
Q4. Does anybody know
and death. All living things go through these stages. what baby lions are called?
- In their table groups, students will be provided with copies of the four Q.5 Why are the life cycle
life cycles that were explored in the video (chicken, butterfly, frog, diagrams in the shape of a
and a flower), analyse each one, and then fill in a Venn diagram (on circle?
Diagram of a lion’s life cycle
an A2 piece of butcher’s paper) to explore the similarities and Smartboard
differences between animal and plant life cycles. Butcher’s paper
- Visit each group to take anecdotal notes, eavesdrop on student Student writing materials
conversations, focus student learning, and answer questions. Life cycles diagrams of a
chicken, butterfly, frog and a
flower
Lesson Closure
- When student ideas are exhausted, each group is to share their ideas
and type them up on a digital Venn diagram. Smartboard
Digital Venn diagram
- At the end of the lesson, students are to complete a ‘3-2-1’exit slip ‘3-2-1’ exit slip
using the Padlet app on their iPads. Students must list three things that Padlet app
they learned in the lesson, two things that they found interesting and
one question that they still have.
LEARNER DIVERSITY
- Penny experiences significant difficulties with reading, writing and
spelling. Visuals have been provided to consolidate Penny’s
understanding on the topic of life cycles. The Venn diagram compare
and contrast activity, that requires reading, writing, and spelling is a
group activity to ensure Penny can be assisted by her peers.
- Amy experiences mild anxiety. Ensure Amy is warned of the extended
mat time and brings her sensory toy onto the mat. If she participates in
the class discussion, offer further praise and encouragement. Whilst the
rest of the class returns to their desks, clarify any misconceptions that
Amy may have; ensuring she understands the tasks and success
criteria of the lesson.
- Howard is on an individual behaviour management plan as he
regularly promotes the misbehaviour of the class and frequently
refuses to complete his work. Ensure Howard is seated in front of the
teacher and away from his partner in crime (Hallie) during mat time
and small group activities. Offer further praise and encouragement to
reinforce positive behaviour. Continuously update Howard’s plan that
highlights the behaviour goals, rewards and consequences to himself,
his parents and all school staff.
Appendix
1. Life cycle song https://www.youtube.com/watch?v=PqzF4-w7bG8
2. Sample Wordsalad word explosion https://drive.google.com/file/d/1lgNxG4N5ZzsyIC9dhSLAqKO_tcTQim92/view?usp=sharing
3. Animal and plant life cycles video https://www.generationgenius.com/videolessons/animal-and-plant-life-cycles-video-for-
kids/?share-link=13A62
4. Life cycle diagrams (Lion, Chicken, Butterfly, Frog and Plant)
https://drive.google.com/file/d/1Ha7KrMxoVNuvQHsC7KZQEA4aIYSo1xIf/view?usp=sharing
5. Animal life cycles vs plan life cycles Venn diagram
https://drive.google.com/file/d/1KAMSfi3O1wyYavNyki8Bju3n1IWvx3pG/view?usp=sharing
6. 3-2-1 Padlet link https://padlet.com/s_rosecatalano/upb4zmvs8z0df1f0
7. Checklist and anecdotal notes https://drive.google.com/file/d/172eqUj0u7y1FZMt1PcOs5tcDOLkuvY3Y/view?usp=sharing

SCSA LINKS
 Design Design Digital Digital Technologies TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Technologies Technologies Technologies Process & Production Skills QUESTIONS
Knowledge & Process & Knowledge &
Understandings Production Understandings
Skills
Data can be Collect and present Motivation and Introduction
represented in different types of data for
- Motivate students by playing a game of ‘Snowman,’ the Prewrite 7 spaces on the
different ways a specific purpose
school-friendly version of hangman. Write seven spaces on the board for the Snowman
(ACTDIK008) using software (ACTDIP009) game
board for students to guess the lesson topic ‘habitat.’ Q1. What are some of the
Work independently, or - Hand each student a pink and a blue sticky note to participate things that animals can’t
collaboratively when in a whole class ‘Snowball.’ Each student writes down one thing live without?
required, to plan, create that they cannot live without on the pink sticky note, and one Q2. What are some of the
and communicate ideas things that humans can’t
thing that the animals can’t live without on the blue sticky note. live without?
and information for
solutions (WATPPS26) When answers have been written down, students are to scrunch Pink and blue sticky notes
up their sticky notes and throw them into the middle of the circle.
Next, students pick up two different coloured sticky notes and
read out the answers that their peers anonymously wrote.
OTHER SCSA LINKS eg Maths, Science - Direct all students’ attention to the whiteboard to explain the
- Living things depend on each other and the environment to lesson steps and success criteria; check for student
survive (ACSSU073) understanding using the ‘thumbs up, thumbs down’ assessment
strategy.
OBJECTIVES
1. List five consequences that may occur on the life cycles of Lesson Steps Q3. What is a habitat?
animals and plants if their habitats are disrupted, using verbal - Explicitly teach students about what habitats are, the different Q4. Why is it important that
and written communications during the class discussion and/or we understand how plants
types of habits that animals can have, and the importance of a and animals live?
endangered species poster activity healthy habitat for their life cycles. Use the coloured pop-sticks Q5. What may happen if
method to direct student discussion and test students’ prior animals and plants lose
2. Identify the four main components of a healthy habitat knowledge. their environments?
(food, shelter, air and water) using verbal communications Q6. Are all habitats the
Key Teaching Point: A habitat is a natural home or environment same?
during the class discussion and/or one-on-one teacher of a particular animal or plant. A healthy habitat is a place ‘Habitats: What is a
interviews where all their survival needs are met including food, shelter, air, habitat?’ video
ASSESSMENT and water. Every habitat is different depending on the organism. https://www.youtube.com
1. Informally test students’ understanding of the lesson using the /watch?v=ZrSWYE37MJs
- Play ‘Habitats: What is a habitat?’ on YouTube. Students
‘thumbs up, thumbs down’ and the coloured pop-stick participate in a ‘turn and talk’ to share their thoughts on the
strategies. video.
- As a class, go for a walk around the school grounds to play a
2. Whilst students are working in groups, wander around the game of habitat ‘I spy;’ identifying the different types of habitats
room and take anecdotal notes, eavesdrop on student that exist within the school.
conversations and hold one-on-one discussions with students to - Provide examples of native species that have been affected by https://www.kidsnews.com
informally evaluate students’ understanding of the lesson environmental loss using the ‘Kidsnews’ website. .au/animals/
objectives. - Students are to select a native endangered species that they A3 coloured poster paper
would like to research. Next, students are to create an Writing materials
3. A checklist with anecdotal notes will be completed which iPads
informative poster, using their animal as a mascot, to educate Poster making iPad apps
covers the following objectives: Australians on the causes, effects, and prevention strategies that e.g. PicCollage, Annotate
and Comic Book Maker
- List five consequences that may occur on the life cycles of
animals and plants if their habitats are disrupted, using verbal
and written communications during the class discussion and/or
endangered species poster activity (Objective 1)
- Identify the four main components of a healthy habitat (food,
shelter, air and water) using verbal communications during the
class discussion and/or one-on-one teacher interviews
(Objective 2)
4. Analyse student work samples (endangered species poster)
to assess the delivery of the content; reflecting on ways to
improve future lessons.
Appendix
can help care for our native animals. Information can be
presented using iPad applications such as PicCollage, Annotate,
and Comic Book Maker or, students can also present their
information on paper. This task is opened ended as it enables
and extends students.
- Visit each group to take anecdotal notes, eavesdrop on
student conversations, focus student learning, and answer
questions.
Lesson Closure
- Each student informally presents their poster (for three minutes)
to at least one classmate.
- Read ‘Welcome to the Neighbourhood’ by Shawn Sheehy.
DIVERSITY
- Visuals have been provided to consolidate Penny’s
understanding of the topic of life cycles. The Kidsnews website
offers a read-aloud version of the text that may assist Penny in
her reading. The poster task is open-ended, allowing Penny to
choose her method of presentation and the amount of writing
she wishes to complete. Dot points are acceptable.
- Ensure Amy is warned of the extended mat time and brings her
sensory toy onto the mat. If she participates in the class
discussion, offer further praise and encouragement. Whilst the
rest of the class returns to their desks, clarify any misconceptions
that Amy may have; ensuring she understands the tasks and
success criteria of the lesson.
- The informative poster task allows Howard to demonstrate his
artistic and creative skills, engaging him within the lesson. Ensure
Howard is seated in front of the teacher and away from his
partner in crime (Hallie) during mat time and small group
activities. Offer further praise and encouragement to reinforce
positive behaviour. Continuously update Howard’s plan that
highlights the behaviour goals, rewards, and consequences to
himself, his parents, and all school staff.
1. ‘Habitats: What is a Habitat’ YouTube video https://www.youtube.com/watch?v=ZrSWYE37MJs
2. Kidsnews Website https://www.kidsnews.com.au/animals/australia-has-worlds-worst-mammal-extinction-rate-due-to-habitat-loss-
predators-and-climate-change/news-story/0edb2ea3aba2fa0e544d324fd0a0b3df
3. Numbat Mascot Poster - https://drive.google.com/file/d/1pdhfEG_o9l3Y9HjlkvRu4PhRuHEnoHIa/view?usp=sharing
4. ‘Welcome to the Neighbourhood’ by Shawn Sheehy
5. Checklist and anecdotal notes https://drive.google.com/file/d/1zjwitbxe2c3JBofMXd_zg-1i0ll9F2O7/view?usp=sharing

SCSA LINKS
 Design Design Digital Digital TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Technologies Technologies Technologies Technologies QUESTIONS
Knowledge & Process & Knowledge & Process &
Understandings Production Skills Understandings Production
Skills

Recognise the role Work Motivation and Introduction

of people in design independently, or
- Students participate in a whole class Kahoot! to evaluate Kahoot
and technologies collaboratively https://create.kahoot.it/shar
occupations and when required, to students’ level of understanding and engagement with the
e/life-cycles-and-
explore factors, plan, safely create endangered species topic. habitats/dadb8868-31f1-
including and communicate - Students brainstorm how, as a classroom, we can help animals 4b37-899f-549e526769be
sustainability that ideas
who have lost their habitats. The year 4’s will record their answers in A2 butcher’s paper
impact on the and information for Writing materials
design of products, solutions their table groups using the ‘wishing’ technique. On an A2 piece of
Q1. How can we, as a class,
services and (WATPPS26) butcher’s paper, students will write down and draw impractical help the animals that have
environments to examples of how we can help the animals. Next, the teacher will lost their habitats?
meet community
direct the class’ focus to at least three of the wishes, aiming to Q2. How can this idea be
needs (ACTDEK010) scaled down?
scale them down into possibilities. Students will recognise the array
Q3. Which features of these
of possibilities that can be integrated into a real-life project. wishes can we combine?
- Within the wishing brainstorm class discussion, highlight the idea of Q4. What are nesting boxes?
OTHER SCSA LINKS eg Maths, Science ‘nesting boxes;’ identifying the student-suggestion as the class
- Living things have life cycles (ACSSU072) project for the next five weeks.
Coloured pop-sticks
- Living things depend on each other and - Teach students the function of nesting boxes. Use the coloured
the environment to survive (ACSSU073) pop-sticks method to direct student discussion and test students’
prior knowledge.
OBJECTIVES Key Teaching Point: Nesting boxes are handcrafted enclosures that
1. Identify the role of a nesting box, as a handmade habitat provide artificial habitats for mammals and birds. Most commonly
for animals and birds, using verbal communications during placed in trees, these habitats substitute the natural hollows that
the class discussion. very few old trees can provide for threatened organisms. The size of
2. List at least five design considerations, mentioned in the the nesting box must be tailored towards the specific species that
success criteria, that each group must consider when your group will decide on very shortly. Whiteboard
designing their nesting boxes; using verbal and written - Direct all students’ attention to the whiteboard to explain the Traffic light cups
communications throughout the small group discussions. lesson steps and success criteria; check for student understanding
throughout the lesson using the traffic light cups assessment
ASSESSMENT strategy.
1. Assessing students’ prior knowledge on life cycles and
habitats in the form of a Kahoot! Lesson Steps
Year 4 success criteria
- Introduce students to their inquiry project by projecting a year 4-
2. Informally evaluate students’ understanding of the lesson friendly version of the success criteria on the smartboard, as well as
using the traffic light cups, the coloured pop-stick strategy providing a hard copy for the students.
and the end of the day jar questioning strategies. - Explain each element of the success criteria: design features, size,
and the materials used in order to keep the animals protected from
Q5. What do you think some
3. Whilst students are working in groups, wander around the the weather and safe from predators. Note that each box must
of the requirements for
room and take anecdotal notes, eavesdrop on student have at least four small 10mm drainage holes and a method of building a nesting box may
conversations and hold one-on-one discussions with students attaching it to a tree. be?

Popplet Lite app

iPads
to informally evaluate students’ understanding of the lesson
objectives.
4. A checklist with anecdotal notes will be completed
which covers the following objectives:
- Identify the role of a nesting box, as a handmade
habitat for animals and birds, using verbal
communications during the class discussion
(Objective 1)
- List at least five design considerations, mentioned in
the success criteria, that each group must consider
when designing their nesting boxes; using verbal and
written communications throughout the small group
discussions (Objective 2)
5. Analyse student work samples including the Popplets,
wishing activity and the end of the day jar questions to
assess the delivery of the content; reflecting on ways to
improve future lessons.
Appendix
- Lead a whole class Q+A to discuss the design criteria and the
inquiry project in general.
- In their table groups, students will collaboratively decide on a
local animal that they would like to design their nesting box for.
- Provide students time to research nesting boxes and discuss
elements that they would like to include in their own designs.
Encourage students to document their ideas using the Popplet Lite
app on their iPads whether they be website links, photos, or design
ideas.
- Visit each group to take anecdotal notes, eavesdrop on student
conversations, focus student learning, and answer questions.
Lesson Closure
- Nominate a speaker from each group to informally present their
group’s nesting box ideas to the class. Praise all ideas and offer
suggestions to consider in the following STEM lesson.
- Hand each student a coloured sticky note to write their tough
questions and lesson suggestions; allowing students to anonymously
ask questions and receive feedback. Once all students have
popped their sticky notes in the ‘end of the day jar,’ they can
quietly pack up their belongings and line up at the door for music.
LEARNER DIVERSITY
- All lesson activities are open-ended, allowing all students to be
enabled and extended. Students have been provided with
substantial freedom in the design of their nesting boxes, fostering
collaboration, and critical and creative thinking skills.
- If Amy participates in the class discussion, offer further praise and
encouragement.
- Offer Howard further praise and encouragement to reinforce
positive behaviour. Continuously update Howard’s plan that
highlights the behaviour goals, rewards, and consequences to
himself, his parents, and all school staff.
1. Kahoot Quiz https://create.kahoot.it/share/life-cycles-and-habitats/dadb8868-31f1-4b37-899f-549e526769be
2. Wishing brainstorm https://drive.google.com/file/d/1Ng2M6VGEHJCIu4GEMrpsFCbMNY3TWtHt/view?usp=sharing
3. Popplet brainstorm https://drive.google.com/file/d/1XYxxQ8tqtuRI3oJsMFFFwNrPCx7_jklS/view?usp=sharing
4. Checklist and anecdotal notes https://drive.google.com/file/d/1UKUBBS5P-WR7_9RCldhw8FcEtFyY0Ybs/view?usp=sharing
5. Success Criteria https://drive.google.com/file/d/1ambCzv51h9oqrXDQOawOAz4HKq1vMZ2c/view?usp=sharing

SCSA LINKS
 Design Technologies
Knowledge &
Understandings
Ways products, services and
environments are designed
to meet community needs,
including consideration
of sustainability (ACTDEK010)
OTHER SCSA LINKS eg Maths, Science
- Living things have life cycles (ACSSU072)
- Living things depend on each other and the environment to
survive (ACSSU073)
Design Digital Digital TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Technologies Technologies Technologies QUESTIONS
Process & Knowledge & Process &
Production Understandings Production
Skills Skills
Define a Motivation and Introduction
sequence of
- Students watch a ‘Building nesting boxes for native birds’ video Building nesting boxes for
steps to design native birds video
a solution for a on YouTube – providing students with further inspiration and ideas
https://www.youtube.com
given task for their own boxes. /watch?v=TvhbRiUxCgQ
(WATPPS21) - Direct all students’ attention to the whiteboard to explain the Q1. What were some of
lesson steps and success criteria; check for student the important nesting box
Develop and understanding throughout the lesson using the ‘thumbs up, features that were
communicate mentioned in the video?
thumbs down’ strategy.
design ideas
and decisions
using Lesson Steps
annotated - Students participate in an incursion run by GeoCatch; GeoCatch incursion
drawings and Q2. What are the
educating students about the requirements of building a nesting elements one must
appropriate
technical box. GeoCatch officer Nicole Lincoln delivers a multimodal and consider when planning
terms interactive presentation, discussing the possum boxes created at to build a nesting box?
(WATPPS23) Busselton and West Busselton Primary School along with St Mary Q3. What materials can
be used to build a nesting
Use criteria to
MacKillop College. box?
evaluate and - Using the provided planning template, students are to design Q4. Why is working
justify simple and sketch their own nesting boxes based on their group together so important for
design research and information learned from Ms. Lincoln. Students must this project?
processes and Student planning
solutions
annotate their drawings. One by one, students will have one template
(WATPPS25) minute to share their design with their team members. After all
students have presented, each group will decide on their
Work favourite nesting box in which they will create.
independently,
or
- Students will then work together to come up with a list of steps
collaboratively in order to make their nesting box. Ensure to remind students that
when required, problem-solving involves critical and creative thinking, patience,
to plan, safely research, and teamwork. Encourage students to break down
create and
communicate
each step into smaller parts.
ideas and - Visit each group to take anecdotal notes, eavesdrop on Success criteria
information for student conversations, focus student learning, and answer
solutions questions. Support students in outlining a broad plan of steps to Planning template
(WATPPS26)
follow in order to build the nesting boxes; evaluate the
effectiveness of the students’ key design features and selected
materials. Remind students to read over the success criteria from
the previous lesson.
Planning template
- Represent and communicate observations, ideas and findings
using formal and informal representations (ACSIS071)
OBJECTIVES
1. List at least ten design considerations to consider when
designing a nesting box for a particular species; using verbal
and written communications during the small group discussions
2. Create a sequenced and detailed plan to follow when
building a nesting box; using verbal and written communications
during the small group planning session
ASSESSMENT
1. Informally evaluate students’ understanding of the lesson
using the ‘thumbs up, thumbs down’ strategy
2. Whilst students are working in groups, wander around the
room and take anecdotal notes, eavesdrop on student
conversations and hold one-on-one discussions with students to
informally evaluate students’ understanding of the lesson
objectives.
3. Achecklist with anecdotal notes will be completed which
covers the following objectives:
- List at least ten design considerations to consider when
designing a nesting box for a particular species; using
verbal and written communications during the small
group discussions (Objective 1)
- Create a sequenced and detailed plan to follow when
building a nesting box; using verbal and written
communications during the small group planning session
(Objective 2)
4. Analyse the student planning documents to assess the
delivery of the content
5. Peer assessment opportunities are evident in the lesson where
students assess their group member’s drawings and, where they
offer suggestions in order to improve their classmates’ final
designs
Appendix
- Once all group design plans have been revised, students can
collaboratively illustrate and annotate their final design in their
planning template.
Lesson Closure
- Label students 1-5, organising them into sharing groups.
Students will take turns sharing their group’s design with their
review group. After each student has presented, their peers will
verbally tell them two stars and a wish, offering both praise and
constructive criticism -- assisting them with their final design.
LEARNER DIVERSITY
- All lesson activities are open-ended, allowing all students to be
enabled and extended. Students have been provided with
substantial freedom in the design of their nesting boxes, fostering
collaboration, and critical and creative thinking skills.
- Reassure Penny that dot-points and illustrations are more than
acceptable. Penny can discuss her answers in the planning
document to the teacher in a one-on-one interview
- If Amy participates in the class discussion, offer further praise
and encouragement.
- Offer Howard further praise and encouragement to reinforce
positive behaviour. Continuously update Howard’s plan that
highlights the behaviour goals, rewards, and consequences to
himself, his parents, and all school staff.
1. ‘Backyard heroes: Building nesting boxes for native birds’ YouTube video https://www.youtube.com/watch?v=TvhbRiUxCgQ
2. Student planning template https://drive.google.com/file/d/1ZQFs5ve8lyC5WfIku7cWxZg9oA1iqJsu/view?usp=sharing
3. Checklist and anecdotal notes https://drive.google.com/file/d/18p37SU5QQaxz8ssCHsd0X2OjvVDHa8GO/view?usp=sharing
4. Success criteria https://drive.google.com/file/d/1ambCzv51h9oqrXDQOawOAz4HKq1vMZ2c/view?usp=sharing
5. GeoCatch incursion https://geocatch.asn.au/involve-school/

SCSA LINKS
 Design Design Digital Digital TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Technologies Technologies Technologies Technologies QUESTIONS
Knowledge & Process & Knowledge & Process &
Understandings Production Understandings Production
Skills Skills

Define a Motivation and Introduction

sequence of
steps to
design a
solution for a
given task
(WATPPS21)
OTHER SCSA LINKS eg Maths, Science
- Solve problems involving purchases and the
calculation of change to the nearest five cents with
and without digital technologies (ACMNA080)
- Compare objects using familiar metric units of area
and volume (ACMMG290)
OBJECTIVES
1. Compare and contrast item costs, with and
without digital technologies, in order to identify the
best buy during small group activities
2. Identify the items and their quantities that are
required to construct a nesting box designed for a
specific species; using verbal and written
communications during the small group activities
ASSESSMENT
1. Informally evaluate students’ understanding of
the lesson using the ‘fist to five’ strategy at the
beginning and the end of the lesson
2. Whilst students are working in groups, wander
around the room and take anecdotal notes,
eavesdrop on student conversations and hold one-
on-one discussions with students to informally
evaluate students’ understanding of the lesson
objectives.
4. Achecklist with anecdotal notes will be
completed which covers the following objectives:
- Compare and contrast item costs, with and
without digital technologies, in order to
- Play ‘Money, Money, Money’ by ABBA on Spotify to engage the students Money, Money, Money by
with the lesson topic. ABBA
https://open.spotify.com/tra
- Explain to the students that the STEM inquiry project is self-funded, ck/3lKN03PDeBnXZS7sDukRBt
meaning, the students must brainstorm ways to fundraise money for their ?si=sHEp6y5hRJu_v6F_0lfmhA
nesting box materials.
- Using the Mindmeister app, students participate in a ‘shout it out’ where Mindmeister app
the students yell out their ideas and the teacher scribes. Projects all student
iPads
What are easy and highly
answers on the smartboard whilst praising all who participate. Emphasise profitable ways that we, as a
that in order for the fundraiser to be effective, the product must be quick, class, can raise money for
easy, cheap, and highly profitable. Highlight the student idea of animal our nesting boxes?
bookmarks.
- Direct all students’ attention to the whiteboard to explain the lesson steps Whiteboard
and success criteria; check for student understanding throughout the
lesson using the ‘fist to five’ strategy.
Lesson Steps
- In small groups, students must research cheap and local places to iPads
Whiteboard + Markers
purchase the materials for the nesting boxes including but not limited to-- Calculator
recycled hardwood timber, nails, and screws. Once each group has Writing materials
located their cheapest prices, write the totals on the board. Students can
then work together to decide which items are the best purchases and
from which stores.
- Students must then work together, in small groups, to calculate the
quantity of each item needed for their species’ nesting box. Once a total
has been collected, each group must explain how they reached their
total during a one-on-one discussion with the teacher.
- Emphasise the importance of being sustainable and reusing as many
items as possible. Encourage all students to bring into school empty ice-
cream containers, plastic bottles, and food packages; illustrating that
ordinary items can be reused for projects. Measuring devices, cardboard,
hammers, screwdrivers, and saws will be provided by the school
maintenance staff, for safety reasons.
- Either on paper or using the iPad application Canva, students will design, Paper
Writing materials
create and laminate their bookmarks. Encourage students to create iPads (Canva, for example)
multiple designs to increase the chances of customers. Early finishers may Calculator
What day and time should we
like to create a poster to place around the school, notifying students and sell our bookmarks next week?
teachers of the bookmark fundraiser. How much money shall we sell
our bookmarks for?
Mentimeter iPad app
 identify the best buy during small group
activities (Objective 1)
- Identify the items and their quantities that
are required to construct a nesting box
designed for a specific species; using verbal
and written communications during the
small group activities (Objective 2)
Appendix
- Students must then calculate the cost of each print. Encourage students
to fit multiple designs on one page in order to save paper
- Students will vote for the times and days next week when they would like
to sell the bookmarks as well as how much they will be sold for using the
Mentimeter iPad application.
Lesson Closure
- Students are to complete their exit slip in the form of a tweet.
- Before lining up at the door for sport, students must pack up their
belongings and pick up five pieces of rubbish on the floor. Students will
participate in two more ‘fist to fives’ to illustrate their work progress and
feelings towards the project.
LEARNER DIVERSITY
- All lesson activities are open-ended, allowing all students to be enabled
and extended. Students have been provided with substantial freedom in
their fundraiser activity, deciding when the fundraiser will take place, what
will be sold and the amount that the bookmarks will be sold for
- If Amy participates in the class discussion, offer further praise and
encouragement.
- Offer Howard further praise and encouragement to reinforce positive
behaviour. Continuously update Howard’s plan that highlights the
behaviour goals, rewards, and consequences to himself, his parents, and
all school staff.
1. Money, Money, Money by ABBA https://open.spotify.com/track/3lKN03PDeBnXZS7sDukRBt?si=Yb1lLna8Tv25jqMcKpV94Q
2. Mindmeister shout it out brainstorm https://www.mindmeister.com/1675954857?t=FMra41bDsd
3. Canva bookmark https://drive.google.com/file/d/1NDj4Yuo3wnQeLZc-3PE44Iru5R6Y0zRw/view?usp=sharing
4. Canva poster https://drive.google.com/file/d/1YgQJLdU0_bvwHEgA7YPCD8gD2E9W_yXe/view?usp=sharing
5. Mentimeter poll link
https://www.menti.com/xtt66ni4xi?fbclid=IwAR0FV1QyF1EDPqwVOG9T8r54hUofVhynSl788Phhb0l9MrNM55gTw5-a9yI
6. Exit slip https://i.pinimg.com/originals/5c/36/33/5c3633b2a90983340c87ca2cf68b89d1.jpg
7. Checklist and anecdotal notes https://drive.google.com/file/d/1yDQ8enLyIGAKDkVPdNs5q6pR7tIhj3lh/view?usp=sharing

SCSA LINKS
Design Technologies Design Digital Digital TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Knowledge & Technologies Technologies Technologies QUESTIONS
Understandings Process & Knowledge & Process &
Production Understandings Production
Skills Skills
Ways products, services and Identify and Motivation and Introduction
environments are designed choose the Q1. What units of
- Play ‘Metric System Conversions Song | Measurement by
to meet community needs, appropriate measurement would be
including consideration resources from NUMBEROCK’ video on YouTube to introduce students to the appropriate for measuring
of sustainability (ACTDEK010) a given set lesson focus. our nesting box materials?
(WATPPS22) - Reiterate to the year 4’s that each of the nesting boxes will be Numberock measurement
Suitability and safe practice different regarding its features, size, and materials. song
Select, and https://www.youtube.com/
when using materials, - Direct all students’ attention to the whiteboard to explain the
safely use, watch?v=djTNUp4XIRo
systems
appropriate lesson steps and success criteria; check for student Whiteboard
and components for a
components understanding throughout the lesson using the ‘happy face, sad
range of purposes
and
(ACTDEK013) face’ strategy.
equipment to
make solutions
(WATPPS24) Lesson Steps Q2. How can we measure
- Brian, Lenny’s father and a woodworker by profession, will our materials for our nesting
Use criteria to boxes?
evaluate and
teach the students different methods of working out the size of
Q3. What are the functions
justify simple different parts and more specifically, the nesting box materials of measuring tools?
design - Discuss the function of each foreign tool that has been Measuring tools
processes and provided for the nesting box project (hammers, saws, and hot
solutions
glue guns, for example).
(WATPPS25)
Key Teaching Point: Measuring tools tell us how long, wide, or
Work heavy an object is. When measuring the materials for your
independently, nesting box, using a measuring tape or a ruler, it is vital that you
or
collaboratively
start from zero and then count up the scale to measure your
when required, materials.
to plan, safely - Discuss the function of each foreign tool that has been
create and provided for the nesting box project (hammers, saws, and hot
communicates
and ideas and
glue guns).
Q4. What are the possible
information for - Discuss the safety precautions for each of the materials and hazards for each of these
solutions tools. Explicitly teach the students how to safely use each item. crafting tools?
(WATPPS26) Have students participate in a ‘shout it out’ to explore the
OTHER SCSA LINKS eg Maths, Science various hazards when using each tool.
- Use scaled instruments to measure and compare lengths, Materials and measuring
- Students begin the construction process. tools
masses, capacities and temperatures (ACMMG084) - Encourage students to consider the success criteria including Success criteria
the needs of the animals and the effects of weather. With the
- Compare objects using familiar metric units of area help of the parent volunteers, observe students, offer assistance
and volume (ACMMG290) and support each group in developing solutions to problems
that may arise
OBJECTIVES
- Encourage students to make their nesting boxes visually
1. Select and safely use various measuring tools, materials and Q5. Have you found this
appealing
equipment to construct a species-specific nesting box during task challenging?
small group activities Q6. Have you enjoyed
working on this project?
Q7. Do you feel like you
have made a difference?
Q8. Were you more
passionate about this
 2. Measure the characteristics of different materials using
appropriate units of measurement and measuring tools when
constructing the species-specific nesting box
ASSESSMENT
1. Informally test students’ understanding of the lesson using the
‘happy face, sad face’ strategy throughout the whole-class and
small group discissions
2. Whilst students are working in groups, wander around the
room and take anecdotal notes, eavesdrop on student
conversations and hold one-on-one discussions with students to
informally evaluate students’ understanding of the lesson
objectives.
3. A checklist with anecdotal notes will be completed which
covers the following objectives:
- Select and safely use various measuring tools, materials
and equipment to construct a species-specific nesting
box during small group activities (Objective 1)
- Measure the characteristics of different materials using
appropriate units of measurement and measuring tools
when constructing the species-specific nesting box
(Objective 2)
4. The human-opinion-meter is used as a form of self-assessment
for the students as well as feedback for the teacher. This enables
the year 4’s and the teachers to reflect on the learning,
understanding and engagement of the tasks. Teachers may use
feedback for future lessons
5. A marking rubric has been created to evaluate each
students’ knowledge, progress, understanding and
achievements over a twelve-week period
Appendix
1. Metric System Conversions Song | Measurement by NUMBEROCK YouTube video
https://www.youtube.com/watch?v=djTNUp4XIRo
2. Checklist with anecdotal notes https://drive.google.com/file/d/1gozgdvbnvHM_AxEs79_Zo1W52uJEjOaJ/view?usp=sharing
Conclusion
- Use a ‘human-opinion-meter’ to discover students’
understanding and attitudes towards the inquiry task. Label the
four corners of the room as either strongly agree, agree,
disagree, or strongly disagree; illustrating students’ positions on
specific topics.
LEARNER DIVERSITY
- All lesson activities are open-ended, allowing all students to be
enabled and extended. Students have been provided with
substantial freedom in their nesting box construction including its
design, materials and key features
- If Amy participates in the class discussion, offer further praise
and encouragement. Reassure Amy that she has been taught
the safety measures of each item, therefore, there is no need to
stress. Carefully observe and assist Amy when she is using the
potentially hazardous items
- Offer Howard further praise and encouragement to reinforce
positive behaviour. Continuously update Howard’s plan that
highlights the behaviour goals, rewards, and consequences to
himself, his parents, and all school staff. Carefully discuss with
Howard the importance of handling the equipment with care.
Reiterate the potential hazards that may occur if Howard
models irresponsible behaviour. Carefully observe Howard’s
group
3. Marking Rubric https://drive.google.com/file/d/1eH3QBuiEVKZxG1N8rhbKbmzyJrnDXmIn/view?usp=sharing
4. Success Criteria https://drive.google.com/file/d/1ambCzv51h9oqrXDQOawOAz4HKq1vMZ2c/view?usp=sharing

SCSA LINKS
 Design Design Digital Digital TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Technologies Technologies Technologies Technologies QUESTIONS
Knowledge & Process & Knowledge & Process &
Understandings Production Skills Understandings Production
Skills

Work Motivation and Introduction Student Self-Assessment

independently, or
- Play ‘Student Self-Assessment’ on YouTube to introduce students to video
collaboratively
the art of evaluation. https://www.youtube.com/w
when required, to
atch?v=RSoIgPMT9AE
plan, safely create - Direct all students’ attention to the whiteboard to explain the lesson Q1. What is self-assessment?
and communicate steps and success criteria; check for student understanding Q2. What are the different
ideas
throughout the lesson using the ‘traffic light cups’ strategy. methods that we can use to
and information for
evaluate our work?
solutions
Q3. Why is it important to
(WATPPS26) Lesson Steps reflect on our work?
Use criteria to
- Key Teaching Point: Self-assessment is the ability to examine the
evaluate and attitude, work, or performance of a task in order to evaluate one’s
justify simple progress and areas for improvement. When we are evaluating our
design processes nesting boxes, we can use the rubric, a checklist, our own criticisms,
and solutions
(WATPPS25)
and our peers’ suggestions to help us with our analysis. When offering
OTHER SCSA LINKS eg Maths, Science feedback to others, it is important to be honest and respectful.
Self-assessment checklist
- Reflect on investigations, including whether a test was - Provide students with a self-assessment checklist, the success criteria, Success criteria
and the marking rubric to assess their own progress and achievements Marking rubric
fair or not (ACSIS069)
throughout the last seven weeks.
- Walk students through each of the resources by reading out and
OBJECTIVES
explaining the questions, highlighting the areas that all students
1. List at least five reasons why self-assessment is
achieved, and offering further suggestions
important by using verbal communications during the
- Visit each group to take anecdotal notes, eavesdrop on student
whole class discussion or one-on-one teacher
conversations, focus student learning, and answer questions.
conversations
2. Evaluate one’s learning progress and achievement by
using the marking rubric, success criteria and the Conclusion
Self-assessment checklist
student-assessment checklist to measure the overall - Students share their evaluations with their peers during a ‘tea
success of the project using both written and verbal party/inside-outside circle.’ Once students are placed into pairs, the
communications teacher creates an inside and an outside circle by instructing one
ASSESSMENT member from each pair to form a circle whilst the remaining students
1. Informally test students’ understanding of the lesson find and face their partners. Provide each pair with two minutes to
using the ‘traffic light cups’ strategy throughout the share their evaluations; highlighting their strengths and weaknesses
whole-class discissions when completing the inquiry project. Once both partners have
shared, the teacher instructs either the inside or the outside circle to
2. Whilst students are working in groups, wander around move a number of spots clockwise or anticlockwise. Students will then
the room and take anecdotal notes, eavesdrop on share with their new partners.
student conversations and hold one-on-one discussions
with students to informally evaluate students’
understanding of the lesson objectives. LEARNER DIVERSITY
 3. A checklist with anecdotal notes will be completed
which covers the following objectives:
- List at least five reasons why self-assessment is
important by using verbal communications during
the whole class discussion or one-on-one teacher
conversations (Objective 1)
- Evaluate one’s learning progress and
achievement by using the marking rubric, success
criteria and the student-assessment checklist to
measure the overall success of the project using
both written and verbal communications
(Objective 2)
- The student-assessment reflection is open-ended, allowing all
students to be enabled and extended. Students can present their
information with pictures, dot-points, sentences and/or paragraphs
- If Amy participates in the class discussion, offer further praise and
encouragement.
- Offer Howard further praise and encouragement to reinforce positive
behaviour. Continuously update Howard’s plan that highlights the
behaviour goals, rewards, and consequences to himself, his parents,
and all school staff.
- If desired, allow Penny to present her student-self assessment
reflection via a student-teacher interview. Record this interview and
place it onto her personal Seesaw.

5. A marking rubric and student success criteria have

been provided to assist students in evaluating their
knowledge, progress, understanding and achievements
over a twelve-week period

6. Peer assessment is used during the tea party/inside

outside circle activity; providing students with the
opportunity to receive final feedback on their projects

Appendix
1. Student self-assessment video https://www.youtube.com/watch?v=RSoIgPMT9AE
2. Marking rubric https://drive.google.com/file/d/1eH3QBuiEVKZxG1N8rhbKbmzyJrnDXmIn/view?usp=sharing
3. Success criteria https://drive.google.com/file/d/1ambCzv51h9oqrXDQOawOAz4HKq1vMZ2c/view?usp=sharing
4. Student self-assessment https://drive.google.com/file/d/1MUvzU-Su5r5FviIVUOP2QQtFaDa2xRsu/view?usp=sharing
5. Checklist and anecdotal notes https://drive.google.com/file/d/1acxSWfBAdMphaAovJYD-VDHviQfi_iwN/view?usp=sharing
 SCSA LINKS
Design Technologies Design Digital Digital TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Knowledge & Technologies Technologies Technologies QUESTIONS
Understandings Process & Knowledge & Process &
Production Understandings Production
Skills Skills

Ways products, services and Define a Work Motivation and Introduction

environments are designed sequence of independently,
to meet community needs, steps to or - Students will begin the lesson by playing the game ‘talking Q1. What do you
including consideration design a collaboratively timebomb.’ Students must form a circle and be ready to pass remember from our last 7
of sustainability (ACTDEK010) solution for a when required, around a bird plush toy. The students will pass the toy around STEM lessons?
given task to plan, create Time bomb sound effect
the room after saying one thing that they learned whilst https://www.youtube.com/
(WATPPS21) and
communicate completing the inquiry project. No ideas can be repeated. If a watch?v=txouyA__R3c
ideas and student stalls for too long, the teacher will play a time bomb Bird plush toy
information for

Whiteboard
Traffic light cups
 solutions
(WATPPS26)
OTHER SCSA LINKS eg Maths, Science
- Living things have life cycles (ACSSU072)
- Living things depend on each other and the environment to
survive (ACSSU073)
- With guidance, plan and conduct scientific investigations to
find answers to questions, considering the safe use of
appropriate materials and equipment (ACSIS065)
- Represent and communicate observations, ideas and findings
using formal and informal representations (ACSIS071)
OBJECTIVES
1. Create a three-four-minute multimodal presentation, in small
groups, to illustrate the aims, design, construction and
evaluation process of the nesting box inquiry task
ASSESSMENT
1. Informally measure students’ understanding of the project
using the ‘talking timebomb’ and ‘three w’s’ strategies
2. Whilst students are working in groups, wander around the
room and take anecdotal notes, eavesdrop on student
conversations and hold one-on-one discussions with students to
informally evaluate students’ understanding of the lesson
objectives.
3. Achecklist with anecdotal notes will be completed which
covers the following objective
- Create a three-four-minute multimodal presentation, in
small groups, to illustrate the aims, design, construction
and evaluation process of the nesting box inquiry task
(Objective 1)
sound effect. The game continues until student ideas are
exhausted. This strategy allows the students to reflect on their
learning and progress.
- Direct all students’ attention to the whiteboard to explain the
lesson steps and success criteria; check for student
understanding throughout the lesson using the ‘traffic light cups’
strategy.
- Explain to students that their final task is to present their
learning process and final products to their family members in
the form of a multimodal presentation. On Friday the 19th of
June, students and their families will gather in the year 4B
classroom at 3:30pm for presentations. At 4:00pm, all with gather
to the school oval where the parents will assist in hanging up the
students’ nesting boxes. Provide all attendees with any spare
bookmarks from the fundraiser
Lesson Steps
- Explain to students that they will create a three-four-minute
multimodal presentation in small groups to explore their project
aims, design, construction, and evaluation process. It is also
important that students showcase their learning of Science,
Maths, and Design Technologies throughout the presentation.
Students may present their information in any format they desire
- Brainstorm with students the possible ways to communicate
information in the form of a ‘Monkey Learn Word Cloud
Generator.’ Highlight key features of each presentation method
- Students will begin working on their presentations in small
groups. Provide extra working time later in the week.
- Visit each group to take anecdotal notes, eavesdrop on
student conversations, focus student learning, and answer
questions.
Conclusion
- Students participate in a ‘Three W’s’ activity where students will Q2. What have you learned
whilst completing the
discuss with a partner what they learned whilst completing the nesting box inquiry project?
nesting box inquiry project (What did we learn?), why this Q3. What was the
project was important (So What?) and the further actions we significance of this project?
can take to prevent habitat destruction (Now what? Q4. How can we continue
protecting our native
wildlife from habitat loss in
LEARNER DIVERSITY the future?
- The multimodal presentations are open-ended, allowing all
students to be enabled and extended. Students can present
their information in any format that they desire
 - If Amy participates in the class discussion, offer further praise
and encouragement.
- Offer Howard further praise and encouragement to reinforce
positive behaviour. Continuously update Howard’s plan that
highlights the behaviour goals, rewards, and consequences to
himself, his parents, and all school staff.

Appendix
Timebomb sound effect on YouTube https://www.youtube.com/watch?v=txouyA__R3c
Monkey Learn word cloud generator https://drive.google.com/file/d/1_vTWkjTz4Ygy9GCYc6EwTiwDpX8BVpss/view?usp=sharing
Checklist and anecdotal notes https://drive.google.com/file/d/1r_vPhZMN6QmNj0o2rSKe5bZy5hcPLUHG/view?usp=sharing
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