2016 STEM ed Scope & Sequence - ACSA stem... · What’s in the PACK? + 2016 STEM_ed Scope and...

think bigger!

SCIENCE TECHNOLOGY ENGINEERING MATHS

A look at the progress of Stage 4 STEM_ed at Mount Annan Christian College.The move from a pilot program from 2014 to an integrated approach for all Stage 4 students as they study Science, Technology (Mandatory) and Mathematics.

What’s in the PACK?+ 2016 STEM_ed Scope and Sequence

+ 2016 Mathematics Scope and Sequence

+ 5 x Challenge Brief’s

+ The STEM_ed Mindset

STAGE 4 think big

mount annan innovation centre

Mount Annan Christian Col lege

Stage 4 Scope & Sequence

2016

Science Technology (Mandatory)

Mathematics

Mount Annan Christian College Stage 4 Scope and Sequence (two year cycle)

2016 TERM 1 (with PROJECT A1)

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

THE BIG IDEA Ready Aim Fire Term 1 Common introduction to STEM_ed Design Thinking Growth Mindset 21C Skills General Capabilities

Planet 51 Project A1: Mission to another planet (OR see schedule*)

Science

A1 Solar System, Forces PW1a-‐c, PW2a, PW2e-‐g, ES2a-‐d

Refin

e, Resolve, Present

A1 Working Scientifically TBC

Technology A1 Rocket Design and Development (Products) 4.1.2, 4.3.1, 4.3.2, 4.5.1

Mathematics

A1 Time MA4-‐15MG

Year 7 & Year 8 Mathematics Programs

A1 Working Mathematically Communicating MA4-‐1WM; Problem Solving MA4-‐2WM; Reasoning MA4-‐3WM

*Term 1 Projects: A2-‐7M; A1-‐8B; B1-‐8G; B2-‐ STEM_x


2016 TERM 2 (with PROJECT A2)


THE BIG IDEA Well Aware Project A2: Human Diseases & Prosthetics (OR see schedule*)

STEM_ed Survivor Challenge Term 2/3 Common Project Design Thinking Growth Mindset 21C Skills General Capabilities

Science

A2 The Human Body / M&S LW3b,c,e,f; LW4a-‐d

Refin

e, Resolve, Present

A2 Working Scientifically TBC

Technology A2 Awareness Campaign (ICT Project – Multimedia or Infographic) 4.1.3, 4.2.1, 4.3.2, 4.2.2

Mathematics

A2 Data MA4-‐19SP; MA4-‐20SP

Year 7 & Year 8 Mathematics Program

A2 Working Mathematically Communicating MA4-‐1WM; Problem Solving MA4-‐2WM; Reasoning MA4-‐3WM

*Term 2 Projects: A1-‐7M; A2-‐8B; B2-‐8G; B1-‐ STEM_x


2016 TERM 3 (with PROJECT B1)


THE BIG IDEA STEM_ed Survivor Challenge Term 2/3 Common Project Design Thinking Growth Mindset 21C Skills General Capabilities

Master Chef Project B1: The Chemistry of Cooking (OR see schedule*)

Science

B1 Chemistry; Heat & Energy; Mixtures & Separations CW1a-‐f, CW3a-‐e, CW4a,b,d

Refin

e, Resolve, Present

B1 Working Scientifically TBC

Technology B1 Food Preparation (Products & Food Types) 4.1.2, 4.3.1, 4.3.2, 4.5.1

Mathematics

B1 Ratios & Rates MA4-‐7NA

Year 7 & Year 8 Mathematics Programs

B1 Working Mathematically Communicating MA4-‐1WM; Problem Solving MA4-‐2WM; Reasoning MA4-‐3WM

*Term 3 Projects: B1-‐7M; B2-‐8B; A1-‐8G; A2-‐ STEM_x


2016 TERM 4 (with PROJECT B2)


THE BIG IDEA Better Parks & Gardens Project B2: Real Spaces for All (OR see schedule*)

Yearly Examinations Term 4

Better Parks & Gardens (ctd) Project B2: Real Spaces for All (OR see schedule*)

Science

B2 Rocks / Water Cycle / M&S CW3a-‐b; E4a-‐d; ES1a-‐h

B2 Rocks / Water Cycle / M&S CW3a-‐b; E4a-‐d; ES1a-‐h

Refin

e, Resolve,

Presen

t B2 Working Scientifically TBC

Working Scientifically TBC

Technology B2 Landscape Design (Built environments – Design, Model, Implement, Establish) 4.1.1, 4.4.1, 4.5.2, 4.6.2

B2 Landscape Design (Built environments – Design, Model, Implement, Establish) 4.1.1, 4.4.1, 4.5.2, 4.6.2

Mathematics

B2 Geometrical Figures MA4-‐17MG

Year 7 & Year 8 Mathematics Program

B2 Working Mathematically MA4-‐1WM; MA4-‐2WM; MA4-‐3WM

Working Mathematically MA4-‐1WM; MA4-‐2WM; MA4-‐3WM

*Term 4 Projects: B1-‐7M; B2-‐8B; A2-‐8G; A1-‐ STEM_x

MountAnnanChristianCollegeSTEM_edMathematics|Stage4|2016

Term1-10weeksWeek1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week10

READY AIM FIRE STEM_ed Introduction

STEM_edPROJECT1A1Time;A2Data;B1Ratios&RatesORB2GeometricFigures

Y7INTEGERS Y7 FRACTIONS,DECIMALS&PERCENTAGES STEMPROJECT1A1;A2;B1,ORB2Y7MA4-4NA;MA4-1WM;2WM;3WM Y7MA4-5NA;MA4-1WM;2WM;3WM

MA4-1WM;2WM A1MA4-15MG;A2MA4-19SP;20SP;B1MA4-7NA;ORB2MA4-17MG;WITHMA4-1WM;2WM;3WM

Y8FINANCIALMATHEMATICS Y8 EQUATIONS MA4-15MG;19&20SP;7NA;OR17MGY8MA4-6NA;MA4-1WM;2WM;3WM Y8MA4-10NA;MA4-1WM;2WM;3WM



Y7LENGTH Y7ALGEBRAICTECHNIQUESI STEMPROJECT2A1;A2;B1,ORB2

STEM_edSURVIVORCHALLENGEY7MA4-12MG;MA4-1WM;2WM;3WM Y7MA4-8NA;MA4-1WM;2WM; 3WM

A1MA4-15MG;A2MA4-19SP;20SP;B1MA4-7NA;ORB2MA4-17MG;WITHMA4-1WM;2WM;3WM

Y8PYTHAGORAS’THEOREM Y8ALGEBRAICTECHNIQUESII MA4-15MG;19&20SP;7NA;OR17MG MA4-1WM;2WM; 3WM

Y8MA4-16MG;MA4-1WM;2WM;3WM Y8MA4-8NA;MA4-1WM;2WM; 3WM


STEM_edSURVIVORCHALLENGESTEM_edPROJECT3A1Time;A2Data;B1Ratios&RatesORB2GeometricFigures

Y7PROBABILITYI Y7 AREA STEMPROJECT3A1;A2;B1,ORB2Y7MA4-21SP;MA4-1WM;2WM;3WM Y7MA4-13MG;MA4-1WM;2WM;3WM

MA4-6NA;MA4-1WM;2WM; 3WM A1MA4-15MG;A2MA4-19SP;20SP;B1MA4-7NA;ORB2MA4-17MG;WITHMA4-1WM;2WM;3WM

Y8PROBABILITYII Y8 VOLUME MA4-15MG;19&20SP;7NA;OR17MGY8MA4-21SP;MA4-1WM;2WM;3WM Y8MA4-14MG;MA4-1WM;2WM;3WM



REVISION&YEARLYEXAMINATIONS

Y7ANGLERELATIONSHIPS Y7 INTEGERS II

Y7MA4-18MG;MA4-1WM;2WM;3WM Y7MA4-4NA;MA4-1WM;2WM;3WM

A1MA4-15MG;A2MA4-19SP;20SP;B1MA4-7NA;ORB2MA4-17MG;WITHMA4-1WM;2WM;3WM

Y8LINEARRELATIONSHIPS Y8 INDICES

Y8MA4-11NA;MA4-1WM;2WM;3WM Y8MA4-9NA;MA4-1WM;2WM;3WM

BetterParks

and Gardens. CHALLENGE BRIEF

The natural world is one of beauty, inspiration and wonder, designed and created by God for us to enjoy. The built environment can be amazing, however, as a result of poor planning, misuse of resources and evolving technologies we are some times left in a real mess.

Being surrounded by beautiful spaces is said to have significant positive impacts on our health and well being, the way we view the world and operate within it. Tomorrow’s leaders need to be creative, critical thinkers, problem finders and excellent empathizers. Can we create a space for this?

Create a themed garden in the plot provided. Your space must include the following components: - Screening & Shade - Sit & Eat - Paths & Borders - Water & Drainage - Planting & Soil - Themed Centerpiece

TECHNOLOGY

MATHEMATICS

You must incorporate AT LEAST THREE geometric shapes into your design.Select ONE shape from each of these three groups:Group 1: Isosceles Triangle OR Equilateral TriangleGroup 2: Square OR RectangleGroup 3: Rhombus OR Parallelogram OR Kite OR Trapezium

Prepare an enviornmantal impact study including water requirements and how weathering, erosion and deposition will effect the site. Every group will need to present a breif overview for the whole site for each enviornmental factor. Individual groups must also show how their component contributes to the overal environmental impact.

SCIENCE

30mks 8wks 5x5 plot

KITCHEN RULES

You are the next contestants of MACC Kitchen Rules. In pairs you will develop a recipe and make an entrée OR dessert. Your dish will be judged by prestigious judges and place getters will have their recipe published. One of our judges however, is a scientist for the World Food and Science Corporation and will be looking closely for evidence of the physical and chemical changes to the different ingredients.

Key ingredient =

CHALLENGE BRIEF

Develop and prepare a signature dish

entrée OR dessert, using egg as an ingredient.

Submit the recipe- Ingredients- Equipment - MethodSubmit the quantities for a party of 20 peopleIdentify the physical and chemical changes that takes placeDescribe the types of heat transfer used in the process

Submit a nutritional label informing the

consumer of the ingredients in

descending order of proportion.

Note: 1 portion = 100g

Submit a detailed folio of the processes,

experiments, mathematical calculations

and graphics used to prepare your

signature dish.

1 2

3 4Presentation: MON 13th June Apron, Tea Towel & Hat need to

come to every cooking session;-)

CRITERIA MARKS

SCIENCE

Detailed equipment list and Ingredients /2Complete method/ procedure written appropriately (numbered sequential points, in enough detail) /2Identifies and describes the transfer of heat energy that occurs during the cooking process /2Identifies and describes the physical changes that occur during the cooking process /2Identifies and describes the chemical changes that occur during the cooking process /2

MATHEMATICSIngredients listed in correct order from highest to lowest according to the quantity in the dish. /1Calculations correct for every ingredient in listing the percentage of each ingredient per 100g serving. /2Clear identification of how many 100g servings are in the dish. /1Calculations correct for every ingredient in adjusting the recipe to cater for 20 people. /3Calculations have correct working out methods demonstrated. /1 Excel equations for ratios /2

TECHNOLOGY Develop and prepare a signature dish entrée OR dessert, using egg as an ingredient. /5Submit a detailed folio of the processes, experiments, mathematical calculations and graphics used to prepare your signature dish. /5

Total /30

KITCHEN RULES

think bigger!

CHALLENGE BRIEF

STAGE 1 - DESIGN AND CONSTRUCT A ROCKET

STAGE 2 - ESTABLISH A WAY TO SAFELY LAND ON PLANET 51

STAGE 3 - GATHER EVIDENCE PROVING YOU CAN GET THERE ON TIME

Using a range of workshop tools and supplied materials, teams must work togetherto design a construct a Rocket to reach Planet 51. Teams must research previous solutions, craft a nose cone and wing design that will enable an efficient flight to the marooned astronaut.

Your rocket nose cone will need to safely land on Planet 51 so that its contents are not damaged. Design and test a way for your capsule to land. You will need to compile an experimental report on the testing of your parachute designs.

While testing your final rocket you must gather a range of data to file in a final report that proves the mission can succeed. In order to measure the flight speed and distance of the rocket you will be provided with a clinometer and an appropriateequation.

TO HELP YOU COMPLETE THE MISSIONYOU WILL BE PROVIDED WITH;- Rocket tube & engine- Supplies for building fins- Model supplies- Measuring equipment

YOU WILL ALSO NEED TO CONSIDERTHE DESIGN OF THESE THINGS;

Overall weight effecting flight time -Engine fitting in tube -

Ejectable nose cone -Rocket fins -

Design and build a rocket to transport supplies to Planet 51 before his oxygen runs out!

MARKING CRITERIA

This challenge will need to be completed by Week 10.You will submit your solutions to Mr Dunbier, Mrs Fretwell & Mr YoungEverything is to be completed by end of Learning Session 4 on Wednesday

YOUR SOLUTION WILL BE EVALUATED USING THE FOLLOWING OUTCOMES & CRITERIA...

SCIENCE

MATHEMATICS

TECHNOLOGY

OUTCOMESMA4-1WM Communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols MA4-2WM Applies appropriate mathematical techniques to solve problems MA4-15MG Performs calculations of time that involve mixed units, and interprets time zones

OUTCOMES4.1.2 Describes factors influencing design in the areas of study of Built Environments, Products, and Information and Communications4.3.1 Applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development of design projects4.3.2 Demonstrates responsible and safe use of a range of tools, materials and techniques in each design project4.5.1 Applies management processes to successfully complete design projects

MARKING CRITERIA(Evidence and/or working out must be shown to receive full marks)

Measure vertical distance the rocket travels from its starting point / 2

Measure the amount of time taken for the rocket to travel vertical distance / 2

Calculate using appropriate formula the speed the rocket was traveling / 2

Calculate total time it will take for Equipment to reach astronaut from launch / 2

Calculate percentage chance of survival / 2

TOTAL / 10

MARKING CRITERIA

Completes annotated concept drawings for all elements / 2

Uses a range of tools and techniques safely when building / 3

Completes all components with good time management / 2

Effective design of rocket components / 3

TOTAL / 10

OUTCOMESSC4-5WS Collaboratively and individually produces a plan to investigate questions and problemsSC4 6WS Follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individuallySC4-7WS Processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusionsSC4-10PW Describes the action of unbalanced forces in everyday situations

MARKING CRITERIA

Write suitable method and equipment list / 3

Record results in table / 3

Draw a force diagram for the parachute / 2

Describe which parachute is best with

reference to your results / 2

TOTAL / 10

Well Aware*

CHALLENGE BRIEF

STEM_ed UNIT 2016

SC

IEN

CE

TECHNOLOGY ENGINEERING

MA

TH

S

Complete by: Term 1, Week 10 ● Beginning of Lesson 3, WednesdayMr Dunbier - Mrs Huxley - Mrs Nabhan

A

B

C

3

5

2

1

2

3

2, 4, 8

3, 3, 5

2, 5

How can we communicate data related to new discoveries in health in a way that creates greater interest?

DIGESTIVE CIRCULATORY EXCRETORY RESPIRATORY SKELETAL /MUSCULAR

In order to undertake this challenge, you will need to... CHOOSE A SYSTEMOF THE HUMAN BODY:

Once you have selected the system that you would like to investigate, complete research into how the system works and one particular issue that impacts the systems effectiveness. Explain how the issue impacts upon the system and find information about how people have sought to solve the issue through science and technology. You will need to spend time finding facts and figures, as data will play an important part in completing this challenge. A copy of your findings will need to be submitted along with your final artifact.

Great examples of infographics can be found at www.informationisbeautiful.net & dailyinfographic.com

CHOOSE A RANGE OF DATA VISUALISA-TIONSto communicate your findings

DOT PLOT COLUMN GRAPH LINE GRAPH SECTOR GRAPH

FREQUENCY DISTRIBUTION TABLE STEM & LEAF PLOTDIVIDED BAR GRAPH FREQUENCY HISTOGRAM & POLYGON

Use GRAPHIC DESIGN PRINCIPLES to create an INFOGRAPHIC to present your work

LEADINGLINES HIERARCHY FONT COLOUR BALANCE SHAPE CONTRAST SPACE

Aa

Your solution will be evaluated using the following outcomes and criteria...

Well Aware*

STEM_ed UNIT 2016

MARKING CRITERIAS

CIE

NC

E TECHNOLOGY ENGINEERING

MA

TH

S

Complete by: Term 1, Week 10 ● Beginning of Lesson 3, WednesdayMr Dunbier - Mrs Huxley - Mrs Nabhan

OUTCOMESLW3b. explain that systems in multicellular organisms work together to provide cell requirements, including gases, nutrients and water, and to remove cell wastesLW3e. describe the role of the digestive, circulatory, excretory, skeletal/ muscular and respiratory systems in maintaining a human as a functioning multicellular organismLW4a research an example of how changes in scientific knowledge have contributed to finding a solution to a human health issueLW4c describe, using examples, how developments in technology have contributed to finding solutions to a contemporary issue, eg organ transplantation, artificial joints/ limbs, treatment for diabetes, asthma, kidney or heart disease

OUTCOMES

19SP collects, represents and interprets single sets of data, using appropriate statistical displays1WM communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols2WM applies appropriate mathematical techniques to solve problems3WM recognises and explains mathematical relationships using reasoning20SP analyses single sets of data using measures of location, and range

OUTCOMES

4.1.3 identifies the roles of designers and their contribution to the improvement of the quality of life 4.2.1 generates and communicates creative design ideas and solutions 4.2.2 selects, analyses, presents and applies research and experimentation from a variety of sources 4.3.2 demonstrates responsible and safe use of a range of tools, materials and techniques in each design project

MARKING CRITERIA

Clearly defined design intention statement / 2

Clarity of concept drawings / 2

Presentation of research (variety of sources) / 2

Successful use of computer software / 2

Clear application of design principles / 2

TOTAL / 10

MARKING CRITERIA

Appropriate choice of graphs / 2

Appropriate use of graphs / 2

Data displayed matches findings / 2

Correct drawing of graphs / 2

Correct interpretation of results / 2

TOTAL / 10

MARKING CRITERIA

States the role of the body system / 2

Describes how the body system works / 3

Explains how the issue impacts upon the body system / 2

Explains how people have sought to solve this issue through science and technology / 3

TOTAL / 10

SCIENCE

MATHEMATICS

TECHNOLOGY

Dr. Young needs your help! The Head Master Criminal of T.E.A.C.H.E.R.S has poisoned the water hole and we need to deploy a rapid-fire response vehicle to deliver the anti-dote and cure our waterways before it’s too late!

Working in teams of 3 you will design and produce a rocket to deliver Dr. Young’s antidote into the water source.

MATERIALSAt your disposal you have straws, duct tape, balsa, glue for the construction of your rocket. Plywood and MDF will be supplied to help with angling your rockets to achieve desire trajectory.

DEADLINEIn 2 weeks The Head Master’s vial will have achieved critical mass and it will be too late for us all!

Test Launch Tues Wk 2

D_day Thurs Wk 2

MISSION

T.E.A.C.H.E.R.STotally Evil And Criminally Handsome Environmental Ruining Society

DON’T DRINK THE WATER

Dr. Young needs your help! The Head Master Criminal of T.E.A.C.H.E.R.S has poisoned the water hole and we need to deploy a rapid-fire response vehicle to deliver the anti-dote and cure our waterways before it’s too late!

Working in teams of 3 you will design and produce a rocket to deliver Dr. Young’s antidote into the water source.

MATERIALSAt your disposal you have straws, duct tape, balsa, glue for the construction of your rocket. Plywood and MDF will be supplied to help with angling your rockets to achieve desire trajectory.

DEADLINEIn 2 weeks The Head Master’s vial will have achieved critical mass and it will be too late for us all!

Test Launch Tues Wk 2

D_day Thurs Wk 2

MISSION

T.E.A.C.H.E.R.STotally Evil And Criminally Handsome Environmental Ruining Society

DON’T DRINK THE WATER

Below is a little information for those interested in the STEM_ed approach at Mount Annan Christian College and what we are aiming for. No, we don’t always get there but we’re still committed to trying, failing and well, trying again. Thank you for the opportunity to share our journey with you!

STEM_ed is a unique opportunity for Stage 4 students at Mount Annan Christian College to engage in science, technology and maths in a new and different way, to create, innovate and develop projects and solutions to current and future world challenges. The program aims to develop higher order thinking skills in students that enable them to communicate with a variety of audiences, solve problems in an innovative manner, be confident users of different technologies and work effectively as part of a team. STEM_ed aims to encourage students to think beyond what they thought was possible in the average classroom context. To think bigger about the work they engage with to understand what it means and how they can apply their knowledge and skills to a variety of contexts. Students are provided with up to 22 lessons of STEM_ed class time per fortnight, which will enable them to invest time every day to plan, design, test, present their findings and contribute to their projects and workshops. Students will also be resourced with access to College science laboratories, workshops, computer labs and classroom spaces to aid in the progression of their work. Some of the key elements that make up the STEM_ed course include: - Ensuring the projects have real world applications - The projects are linked with relevant subject outcomes - Appropriately scaffolding the learning for relevant age groupings

- Resourcing each unit - Development of time/action plans - Regular in-house feedback - Presentation and formal feedback from a variety of audience types

think bigger!







STAGE 4 think bigger, inspire learning & make a difference


One of the key learning strategies utilised within the STEM_ed program will be Project Based Learning (PBL). Through this method students have the opportunity to learn many of the key Board of Studies outcomes through their application and completion of real world projects. Some of these projects will be completed collaboratively and others individually to provide a variety of experiences for students to engage with. Many of the artefacts created will have real applications or be founded upon the identification of a genuine need or potential problem. For example in any given term students might produce a 3D model of the sun, test the effect music has on memory, answer the question can dog drool kill germs? Or plan a mission to MARS.

think bigger!







STAGE 4 think bigger, inspire learning & make a difference


2016 STEM ed Scope & Sequence - ACSA stem... · What’s in the PACK? + 2016 STEM_ed Scope and...

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Transcript of 2016 STEM ed Scope & Sequence - ACSA stem... · What’s in the PACK? + 2016 STEM_ed Scope and...