Curriculum resource module Year 1 Plant growth...Year 1 – Plant growth Overview Arable farm land...
Transcript of Curriculum resource module Year 1 Plant growth...Year 1 – Plant growth Overview Arable farm land...
Curriculum resource module
Year 1
Plant growth
The STEM Learning Project is funded by the Department of Education and implemented by a
consortium in STEM education comprising the Educational Computing Association of WA, the
Mathematical Association of WA, the Science Teachers Association of WA and Scitech.
Material in this module may not be copied or distributed outside of the trial schools. It is
intended for classroom use by the teachers and school management teams of the trial
schools only. We acknowledge and thank the teachers and schools who are the co-creators
of these resources. The copyright and intellectual property of this module remain the
property of the Department of Education.
Any Western Australian Curriculum content in this resource is used with the permission of the
School Curriculum and Standards Authority; this permission does not constitute Authority
endorsement of the resource. The Authority accepts no liability for any errors or damages
arising from reliance on its content. The Western Australian Curriculum content may be freely
copied, or communicated on an intranet, for non-commercial purposes in educational
institutions, provided that the Authority is acknowledged as the copyright owner. Copying or
communication for any other purpose can be done only within the terms of the Copyright
Act 1968 or with prior written permission of the Authority. Any Australian Curriculum content in
the Western Australian Curriculum is used by the Authority under the terms of the Creative
Commons Attribution NonCommercial 3.0 Australia licence.
Any content on the www.scsa.wa.edu.au domain that has been derived from the Australian
Curriculum may be used under the terms of Creative Commons Attribution-NonCommercial
3.0 Australia licence.
© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2009 to present, unless
otherwise indicated. This material was downloaded from the ACARA website
(www.acara.edu.au) (Website) (accessed December 2015) and was not modified. The
material is licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). ACARA
does not endorse any product that uses ACARA material or make any representations as to
the quality of such products. Any product that uses material published on this website should
not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is
up to each person to make their own assessment of the product.
Attributions:
Microsoft PowerPoint, iMovie, PuppetPals, PowerPoint
P a g e | 1
Version 2.0 (Trial) – July 2017
Table of contents
The STEM Learning Project ...................................................................................................... 2
Overview ................................................................................................................................... 3
Activity sequence and purpose ............................................................................................ 5
Background .............................................................................................................................. 6
Activity 1: The needs of plant ................................................................................................ 8
Activity 2: Sunny or Shady .................................................................................................... 12
Activity 3: Planting Time ........................................................................................................ 16
Activity 4: Gallery walk .......................................................................................................... 20
Appendix 1: Assessment rubric ............................................................................................ 23
Appendix 2: General capabilities continuums .................................................................. 27
Appendix 3: Materials list ...................................................................................................... 30
Appendix 4: Design process guide ..................................................................................... 31
Appendix 5: Reflective Journal ........................................................................................... 32
Appendix 6: Teacher resource sheet 1.1: Cooperative learning – Roles ...................... 33
Appendix 7: Teacher resource sheet 1.2: Cooperative learning – Think, Pair, Share .. 34
Appendix 8: Student activity sheet 1.3: Recording observations ................................... 35
Appendix 9: Teacher resource sheet 2.1: Vocabulary word wall .................................. 36
Appendix 10: Student activity sheet 2.2: Observation of sun and shade ..................... 37
Appendix 11: Student activity sheet 4.1: Design review .................................................. 38
Appendix 12: Teacher resource sheet 4.2: Construction skills ......................................... 39
Notes ....................................................................................................................................... 44
P a g e | 2
Version 2.0 (Trial) – July 2017
The STEM Learning Project
The STEM Learning Project’s aim is to generate students’ interest, enjoyment and
engagement with STEM (Science, Technology, Engineering and Mathematics) and
to encourage their ongoing participation in STEM learning and the world of work.
The curriculum resources will support teachers to implement and extend the Western
Australian Curriculum and develop the general capabilities across Kindergarten to
Year 12.
Why STEM?
STEM education will develop the knowledge and intellectual skills to drive the
innovation required to address global economic, social and environmental
challenges.
STEM capability is the key to navigating the employment landscape changed by
globalisation and digital disruption. Routine manual and cognitive jobs are in
decline whilst non-routine cognitive jobs are growing strongly in Australia. Seventy-
five per cent of the jobs in the emerging economy will require creative and critical
thinking and problem solving, supported with skills of collaboration, teamwork and
literacy in mathematics, science and technology. This is what we call STEM
capability. The vision is to respond to the challenges of today and tomorrow by
preparing students for a world that requires multidisciplinary STEM thinking and
capability.
The approach
STEM capabilities are developed when students are challenged to solve open-
ended, real-world problems using problem-based learning pedagogy which
engages students in the processes of the STEM disciplines working collaboratively in
teams.
P a g e | 3
Version 2.0 (Trial) – July 2017
Year 1 – Plant growth
Overview
Arable farm land for growing crops and land for naturally occurring flora is
becoming increasingly restricted by urban development. The design of
communities has also changed over time and as a consequence many families
live on small plots of land with limited space for vegetable gardens. There are
challenges at many homes to find a suitable place for growing plants. In this
module, students are faced with the problem of growing plants in confined
spaces.
What is the context?
Plants are living organisms essential to human existence. They have five basic
needs for survival including sunlight, nutrients, water, air and a suitable
temperature. There is limited space available for growing food plants, so that new
spaces and ways of growing food plants need to be developed.
What is the problem?
How do we find new places to grow food plants?
How does this module support an integrated STEM learning approach?
STEM learning provides contexts for real world problem solving, as students work
through this module they develop an understanding of the needs of plants
including; sunlight, nutrients, water, air and temperature. Plants grow where their
needs are met (ACSSU211).
Science Inquiry and conceptual skills are developed as students respond to
questions, predicting where a plant might grow best (ACSIS024). Students work
collaboratively to investigate and answer questions (ACSIS025)and record their
observations (ACSIS026), analysing data and comparing findings with other groups
(ACSIS027). They understand that science is used as part of their daily lives when
caring for living things
Students collect data about the conditions their plant is exposed to over three
days, measuring and comparing the amount of light the plant is exposed to (eg,
full sun, part shade or full shade) at intervals of time (ACMMG020). They measure
((ACMMG019) and record plant growth using informal units of measurement such
as markings on string or pop sticks. Data from the observations is represented as a
graph (ACMSP263) and students make simple inferences about the data, using
the graph to help describe and justify influencing factors.
P a g e | 4
Version 2.0 (Trial) – July 2017
Students design and create a solution to enhance the conditions for plant growth
(ACTDIP003) and use digital technology to create a presentation to present
findings to an audience beyond the classroom.
Throughout the module there are opportunities to develop the general
capabilities associated with literacy, numeracy, ICT, critical and creative thinking,
personal and social capability and ethical understanding.
P a g e | 5
Version 2.0 (Trial) – July 2017
Activity sequence and purpose
The needs of plants
What does a plant need to grow?
Students participate in a school walk to explore
plants in their local environment, identifying
different varieties, where and how well they are
growing. Students describe conditions
necessary for plant growth, research annual
planting and harvest times and choose an
edible seedling to plant for their investigation.
Sunny or shady
Space is limited, where should we grow our
plant?
Students collect data about sunlight, at set
times and places around the school. Students
work collaboratively to interpret and analyse
the data to justify best locations, considering
space, to plant their seedling.
Planting time
Choose your spot!
Students design an enhancement of the
conditions at their site for the growth of the
seedlings.
They measure and record graphically the
height of their plant and update this over a
period of weeks.
Gallery walk
Share how your plant grew
Students choose appropriate media to present
findings to a wider audience beyond the
classroom. Students hypothesise about how this
investigation could work as a larger scale
project at school, in the community, or as a
farming exercise.
RESEARCH
Activity 1
INVESTIGATE
Activity 2
IMAGINE & CREATE
Activity 3
EVALUATE &
COMMUNICATE
Activity 4
P a g e | 6
Version 2.0 (Trial) – July 2017
Background
Assessment The STEM modules have been developed with the intention
of providing learning experiences for students to solve
authentic real world problems using science, technology,
engineering and mathematics capabilities. While working
through the module, assessment opportunities will arise as
outlined below.
Formative Assessment:
Anecdotal records of:
Group and class discussions.
Science inquiry skills throughout the activities
Measuring and comparing
Telling time and counting days
Use of PowerPoint when collecting data.
Summative assessment:
Collecting, representing and analysing data displays.
Explanation of how the needs of their plant were met
and how the design solution further enhanced the
environment.
Classifying successful and unsuccessful plants and
developing criteria for this.
The assessment rubric links outcomes to activities, and
shows content descriptions and standards from
mathematics, science and technologies.
Students will also have the opportunity to further develop
the general capabilities within Information and
communication technology capability, Critical and
creative thinking and Personal and social capability.
Progress maps for these are included in the General
capabilities continuums but are not for assessment
purposes.
Learning
outcomes
The students will be able to:
1. Identify the basic needs of plants and describe how the
placement of plants meets these needs.
2. Make and record observations.
3. Analyse observations to make simple inferences.
4. Present multimodal data using a variety of digital tools.
5. Measure, record and compare the height of plants
using informal units of measurement.
P a g e | 7
Version 2.0 (Trial) – July 2017
6. Create data displays representing plant heights on a
graph.
7. Develop, represent and explain a design solution to
enhance the environment of the seedling.
Timing There is no prescribed duration for this module. The module
is designed to be flexible enough for teachers to adapt.
Activities do not equate to lessons; one activity may require
more than one lesson to implement.
Vocabulary This module uses subject specific terminology, some of
which is shown in Teacher resource sheet 2.1: Vocabulary
word wall.
Consumable
materials
A materials list is provided for this module. The list outlines
materials outside of normal classroom equipment that will
be needed to complete the activities.
Safety notes In Activity 1, students are given the opportunity to use their
senses to observe plants. Teachers should check whether
any students have documented allergies to plants and
modify the task accordingly. They teacher should also
observe students in case there is a reaction to any of the
plant material.
Teachers should ensure students are appropriately
supervised when conducting their experiment. If the
location is out of direct sight then considerations should be
made in advance for adult assistance eg, education
assistant, parent helper or teacher.
Teachers should ensure students are sun smart when
observing and measuring plants outside, especially during
the hours of 11am to 3pm. Direct contact with potting mix
should be avoided through the use of gloves and bags
should be opened in an area with adequate ventilation.
Caring for the plant will involve watering. Teachers should
ensure students are well supervised when accessing water.
P a g e | 8
Version 2.0 (Trial) – July 2017
Activity 1: The needs of plant
Activity focus What does a plant need to grow?
This activity is designed to engage students in investigating
variables that influence plant growth.
Students participate in a school walk to explore plants in
their local environment, identifying different species, where
and how well they are growing. Students describe
conditions necessary for plant growth.
Teacher
background
information about
content and
disciplinary
processes
All plants have specific needs including sunlight, nutrients,
water, air and a suitable temperature for them to grow and
thrive. The extent to which these conditions are met
depends on location. Each place represents a different
habitat with unique soil and weather conditions. Most plants
grow well in deep, well-drained soils containing some
organic matter. It is the soil that supplies nutrients and water
for the plant through its roots.
Green plants use the energy of sunlight to convert water
from the soil and carbon dioxide from the air into sugars
through photosynthesis. The sugars are converted into other
molecules required for plant growth. Some of the sugars are
broken down in cellular respiration using oxygen to release
energy for the plant’s metabolism.
Sunlight is crucial for plant growth. North facing locations
get full sun but can be rather hot for plants in summer. Hot
winds in summer dehydrate plants so that shelter from wind
and a regular supply of water are needed for plants to
thrive. South facing locations are often covered in shade,
particularly in winter, and can be rather cold.
By growing food plants at our homes, the vegetables, herbs
and fruit are fresh and healthy. Growing food locally
reduces our carbon footprint as fuels are not required for
transport.
Learning outcomes Students will be able to:
1. Identify and classify plants that are thriving or just
surviving at different locations around the school.
P a g e | 9
Version 2.0 (Trial) – July 2017
Equipment required For the class:
Access to local garden areas.
The book The Tiny Seed by Eric Carle
Paper or projected page to create a brainstorm of what
the class thinks a plant needs to survive.
For the students:
A variety of plants, some of which are edible to explore.
Preparation It is recommended that broad bean seeds are planted at
least a week before commencing the module. Plant about
20 seeds in small pots so that there will be sufficient
seedlings for Activity 3.
Prepare time for a school walk to examine the gardens for
plants that are thriving and surviving.
Prepare card to write key words for a word wall
Paper or interactive whiteboard for brainstorming
Edible plants will need to be sourced and brought into the
class room for Part 1. For example: root vegetables such as
potatoes and carrots; leafy green vegetables such as
cabbage and broccoli; herbs in pots such as mint; fruit such
as oranges and apples. It would be good to include some
whole plants such as herbs growing in pots or some baby
carrots with the foliage still attached.
IPads or digital cameras will need to be sourced and
charged ready for the school walk.
Activity parts Part 1:
Introduce the class to a variety of edible plants. Working in
small groups of 3 – 4, students move around the room to
study the plants at different stations.
Encourage students to explore what the plant looks like,
feels like, tastes like and smells like.
After the students have observed the plants in small groups,
convene a whole-class discussion in which students can
share their observations and discuss the importance of
plants as a food source:
Which parts of these plants do we eat? The leaves,
stem, roots?
P a g e | 10
Version 2.0 (Trial) – July 2017
Where do these plants usually grow? Farms, gardens or
do they come from overseas?
Could some of these plants be grown at home? Why or
why not?
Children discuss the words thriving and surviving,
developing definitions. They describe what this may look like
in plants and develop a criteria set for the school walk.
Part 2:
Working in small groups with a teacher assistant or parent
helper, children take a school walk to investigate plants,
identifying where they are growing and if they are thriving
or surviving. Stop at sections of the garden and discuss what
the factors are that may influence this.
Encourage children to use the digital devices to take
photos of the plants, ensuring they also take photos of the
environment around the plant. Use questioning to focus the
students’ observations of the plants and the location. Ideas
for questions include:
What type of plant is this?
Is this plant thriving or only surviving? How can you tell?
Does the soil look rich and healthy or is it just sand?
Is the soil moist or dry?
Do the plants get plenty of sunlight or is it shady?
Is this spot sheltered from wind?
The parent helper should help students take notes on
Student resource sheet 1.3: Recording observations or video
students to record thinking.
Part 3
Using either printed photos from the walk in Part 2 or the
smartboard to show images digitally, students work
together as a class to classify photos into two categories;
plants that were thriving and those that were not.
Identify one plant that was thriving and ask students to
report their observations about the soil, moisture, sunlight
and shelter. Compare these observations with those for a
plant that was barely surviving.
Identify the conditions that are needed for plants to thrive.
Identify the locations where these conditions allow
plants to thrive.
P a g e | 11
Version 2.0 (Trial) – July 2017
Part 4:
Read the text The Tiny Seed by Eric Carle and discuss how
the tiny seed grew. Watch stimulus videos in the digital
resource section. Ask students;
Is there anything that should be added to what we
have learned about what plants need to thrive?
Start a word wall with key words in a place that is visible
and accessible to all students.
Part 5:
Students reflect on learning through a teacher led whole
class mat discussion and new learnings are documented in
the class journal.
Resource sheets Student resource sheet 1.3: Recording observations
Digital resources The Tiny Seed by Eric Carle
www.youtube.com/watch?v=ls6wTeT2cKA
See what to plant right now
www.gardenate.com/zones/Australia%2B-%2Bsub-
tropical?month=8
The veggie guide
www.abc.net.au/gardening/vegieguide/
Stimulus videos
Peep plants a seed
www.youtube.com/watch?v=Yxs7P7LWzDg
Franklin plants a tree
www.youtube.com/watch?v=EEaEvdU0XiE
Peppa pig gardening
www.youtube.com/watch?v=V-4J_0vpszM
What a plant needs to grow
www.youtube.com/watch?v=dUBIQ1fTRzI
Plant needs
www.youtube.com/watch?v=tkFPyue5X3Q&list=PL_J-
AyLJZjWCV8hONkunXn6RdvQfVX65N
Time lapse of plant growth
www.youtube.com/watch?v=eDA8rmUP5ZM
P a g e | 12
Version 2.0 (Trial) – July 2017
Activity 2: Sunny or Shady
Activity focus Where should we grow our plant?
Students collect data about sunlight, at set times and
places around the school and record findings using digital
technology. Students work collaboratively to interpret and
analyse the data to justify best locations for plant growth.
Teacher
background
information about
content and
disciplinary
processes
Selecting the prime position for a plant will depend on a
number of factors including local climate, microclimates,
soil and plant choice. Some plant types thrive in hot sunny
locations while others prefer partial shade during the hottest
part of the day.
Microclimates of a site change according to their
orientation ie, north, south, east or west, wind exposure and
the other objects in the environment like buildings or large
trees.
The amount of light a plant is exposed to affects its growth
as plants get their energy from light using the process of
photosynthesis. Too little light and they may have small
leaves or the stems are spindly and growth is slow. The
orientation of a plant’s location will determine the amount
of light it will receive. For example, north facing locations
are exposed to sunlight all of the day, south facing locations
may be in the shade all day.
Teacher
background
information about
instructional
procedures
Considerations for parent helpers or buddy class help will
need to be made prior to the lesson.
It is recommended that students work in small groups of
three to four from this activity onwards. Mixed ability groups
encourage peer tutoring and collaboration in problem
solving. Collaboration is an important STEM capability.
Learning outcomes Students will be able to:
1. Identify the basic needs of plants and describe how the
placement of their plant meets these needs (Science
and Technologies)
2. Pose questions, make predictions and respond to
questions about the placement of plants and their
growth (Science).
P a g e | 13
Version 2.0 (Trial) – July 2017
Equipment required For the class:
Four witches hats or markers to indicate the different
locations students choose from to plant their seedlings.
For the students:
Labeled marker to identify seedlings; a pop stick with
student’s names works well.
Compass (some tablets have digital compasses)
Recording sheet and slideshow template; one per group.
Preparation Access a digital device to record students' activities.
Determine the north, south, east and west positions at your
site. It is important to have four areas with different
orientations as well as a variety of sunlight and shade
throughout the day. Students will investigate these areas
choosing one to plant their seedling. Mark the four areas
using witches hats or similar.
If you did not to grow broad bean seedlings for Activity 3
then you should source punnets of suitable seedlings from a
garden centre. You will need to choose a plant that grows
vertically as students will be measuring growth in height.
Activity parts Part 1:
Review conditions required for plants to thrive from
Activity 1.
Consolidate this information with an interactive game, How
plants grow, and discuss the effect light and water have on
growth.
Working in small groups, students create an information
poster showing criteria necessary for plant growth.
Part 2:
Introduce the problem to the students:
You want to grow some plants but you don’t know the best
place at your site to grow them.
Explain that the light from the Sun is important to a plant
because it helps the plant produce food so it can grow. A
stimulus video clip is beneficial to students here to increase
engagement. There are many available on YouTube and
some examples are given in the digital resource section.
P a g e | 14
Version 2.0 (Trial) – July 2017
Split children into the small, mixed ability groups they
worked in during Activity 1.
Take the students outside to investigate the four different
planting sites they will have to choose from. Colour coding
the sites will work well for site identification in later discussion.
Prompt student discussion and thinking using questioning:
How much sunlight do you think the plants would get
here?
Would it be sunny here all of the day?
Back in the classroom, use critical thinking framework, four
corners. Place a photo of each location or matching colour
code card in each corner of the classroom. Using photos is
a good way to encourage students to remember the areas
they investigated around the school. Ask students to stand
in a corner of the classroom they think will be the best
location to plant their seedling. Encourage students to
discuss why they have chosen this location in their small
groups. If students changed their mind give them the
opportunity to change corners.
Part 3:
Explain to students they will continue to work in their small
groups of three or four to gather and record data about the
amount of sunlight at their chosen location over the coming
days.
Set times for data collection over three days. For example,
9:30am, 12:30pm and 2:30pm. Students use Student
resource sheet 2.2 Observation of sun and shade to record
amount of sunlight at different times of the day. A
framework will need to be modelled, perhaps children
could take turns to record, rotating within their groups.
Part 4:
At the conclusion of the three days, review the data as a
whole class. Return students to the four corners they
selected in Part 2 of this Activity. Ask students to report on
the conditions at their location. Discuss which area was the
sunniest and which was the shadiest. They record ideas and
thinking in their learning journals.
Resource sheets Student resource sheet 2.2 Observation of sun and shade
P a g e | 15
Version 2.0 (Trial) – July 2017
Digital resources Science kids – How plants grow
www.sciencekids.co.nz/gamesactivities/plantsgrow.html
How Does A Seed Become A Plant?
www.youtube.com/watch?v=tkFPyue5X3Q&list=PL_J-
AyLJZjWCV8hONkunXn6RdvQfVX65N
Peep and the Big Wide World: Peep Plants a Seed
www.youtube.com/watch?v=Yxs7P7LWzDg
Sid The Seed
www.youtube.com/watch?v=jm12JKhNnWY
Franklin - Franklin Plants a Tree / Franklin the Hero - Ep. 32
www.youtube.com/watch?v=EEaEvdU0XiE
The Berenstain Bears Bears For All Seasons Grow It Ep. 39
www.youtube.com/watch?v=jk3NGE0wWPc
P a g e | 16
Version 2.0 (Trial) – July 2017
Activity 3: Planting Time
Activity focus Choose your spot!
Students design an enhancement of the conditions at their
site for the growth of the seedlings.
They measure and record graphically the height of their
plant and update this over a period of weeks.
Teacher
background
information about
content and
disciplinary
processes
It is worthwhile noting that while light in an important part of
the growth of a plant, the lack of light can also lead to
plants growing taller. Plants will become spindly in their
search for light so, in the short term, they may appear to
outperform plants living in more optimal positions.
By observing other aspects of the plant such as its colour
and size of leaves and thickness of stem, it is easy to see
that one plant is thriving more than the other.
Learning outcomes Students will be able to:
1. Measure and record the height of plants using informal
units of measurement. (Science & Mathematics)
2. Create data displays representing plant heights on a
graph. (Mathematics).
3. Develop a design solution to enhance the environment
of the seedling using a clearly labelled drawing.
(Technologies).
Equipment required For the class:
Materials suitable for creating design solutions (eg, plastic
containers, pop sticks, shade cloth, plastic bottles)
Potting mix, gloves, seedlings
Tools and materials for construction of materials. Refer to
Teacher resource sheet 4.2 Construction skills.
For the students:
Pop-sticks labeled with student names
String or tape to measure height of plant
Optional: Access to a camera to take digital photos as a
record of plant growth and the design process.
P a g e | 17
Version 2.0 (Trial) – July 2017
Preparation Prepare a display area for groups to build their plant height
graphical display.
Plan for a parent helper or education assistant to be
available when children are planting seedlings.
Activity parts Part 1:
Review the four locations and summarise the conditions at
each site. Classify the four sites as ideal, too hot and sunny,
too shady and cool; poor sandy soil; too windy.
In their groups, students design a solution to improving the
conditions at their site. Prompt questions might include:
How could you provide shade?
How could you increase exposure to sunlight?
How could you provide shelter?
How could you improve the soil?
Will your plant need a support to grow up?
Will the plants need to be watered?
Continuing to work in small groups, students draw an
annotated diagram of their design solution, labelling the
materials and outlining the construction process. Students
also justify how their design solution and choice of materials
will enhance the environment for the seedling and impact
on growth. Students build their design, taking photos of the
process which can be used when reporting in Activity 4.
Part 2:
Each group plants their seedling at the location chosen in
Activity 2. Instruction about how to dig the soil and plant the
seedling will need to be given. Students should wear gloves
and use trowels or their fingers to dig. This activity works best
in small groups, provision for parent help or a teaching
assistant will need to be considered.
Pop sticks with group names can be placed next to the
seedlings to help with identification.
Students record the initial (day 1) height of the seedling
using string or similar.
With assistance, they then use the string to transfer the
height onto a graphical display as shown below. (Discuss
the importance of keeping the string taut).
P a g e | 18
Version 2.0 (Trial) – July 2017
Note that the correct graph to be constructing for height
against time is a line graph, so emphasis needs to be on the
height at each measurement (the blue dots). This can be
achieved by transferring the string height (red) onto the
graph, emphasising its top point.
Students water the plant as needed; a roster may need to
be established (optional: Take a photograph of the plant
each time it is measured).
Part 3:
Explain to students they will record the height of the plant
over a period of time. Two or three times a week for a
period of two or three weeks is a good timeframe to show
the growth.
Each measurement is added to the groups graph and
students individually record observations about the plant or
the environmental conditions in their journal. These can be
illustrations or written observation.
After new measurements are added, the dots are joined to
focus on the growth trend (the blue line).
Part 4:
At different points use the data collected by students, to
discuss plant growth;
Which plant had the most growth? Which plant had the
least? Why?
Which plants were healthy and thriving? Why?
Were there any differences between plants in different
locations?
P a g e | 19
Version 2.0 (Trial) – July 2017
Part 5:
Students reflect on learning through a teacher led whole
class mat discussion and new learnings are documented in
the class journal.
Resource sheets Teacher resource sheet 4.2 Construction skills.
P a g e | 20
Version 2.0 (Trial) – July 2017
Activity 4: Gallery walk
Activity focus Share how your plant grew
Working in small groups’ students choose appropriate
media to present findings about their plant growth. Students
share their findings with their classmates, teacher and the
wider community such as the school gardener or local
horticulturalist in the form of a gallery walk or exhibition.
Teacher
background
information about
instructional
procedures
Students will need support to prepare and give their
presentation. This could be scaffolded into three phases:
deciding on the content of the presentation, selecting
appropriate media and preparing the posters or slides, and
giving the presentations. It is suggested that presentations
are group based and that each student has a particular
group role and responsibility to support collaborative work.
This will provide an opportunity to develop leadership and
collaboration skills associated with the Personal and social
general capability.
This activity provides opportunity for cross-curricular
assessment with literacy, listening and speaking.
Depending on student prior knowledge or ability, time may
need to be dedicated to developing speaking skills.
Students will present using applications they are familiar
with. These can then be shared by the teacher through a
digital portfolio platform such as Seesaw or Class Dojo,
added to a class blog, or shared on the interactive
whiteboard.
If digital technology is not accessible, students could share
their project using a traditional poster or recount.
To allow the design process to be completed, students
should be given time to reflect on their work based on
feedback received from the presentations. Time should be
taken to discuss how to give constructive feedback and
how to take feedback positively.
The students should be encouraged to use the class word
wall when talking about the changes in the plants.
P a g e | 21
Version 2.0 (Trial) – July 2017
Learning outcomes Students will be able to:
1. Share observations about the growth of their plant.
(Science)
2. Present data using a variety of digital tools.
(Technologies)
3. Hypothesise about how this investigation could work as
a larger scale project at school, in the community, as a
farming exercise.
Equipment required For the class:
Media for presentations.
For the students:
Nil
Preparation Ensure required technology is accessible.
Prepare a design review sheet Student resource sheet 4.1:
Design review for each group.
Activity parts Part 1:
Group based presentations could be prepared in groups of
3 to 4 students. To scaffold cooperative group work, each
member of the group could have a role and responsibility.
For example, one student could be the Content Director,
the Media Director or the Presentation Director. All students
would contribute with the three phases of deciding on
content, preparing media and giving the presentation. One
student may have overall responsibility for managing each
phase of the task.
Decide what the content of the presentation will be:
Conditions at the location
What improvements were made to the conditions
The graph and photos of the plant over time
Evaluation and reflection
Part 2:
Decide what media will be used for the presentation.
Talk using the model or a poster.
Speak to slides which include photos.
P a g e | 22
Version 2.0 (Trial) – July 2017
Part 3:
Making the presentation.
It is assumed that presentations will be made by groups. If
the group size is three or four there may be 8 to10 groups
which means the presentations may have to be scheduled
for two separate sessions.
How long will the presentations be? Perhaps two minutes.
Then with two minutes for questions and two minutes swap
over between groups.
Who will speak? One person might introduce the
presentation, another give the presentation, and a third
answer any questions.
Part 5:
Students complete a design review, Student resource sheet
4.1: Design review, in their groups and reflect on feedback
from presentations.
Resource sheets Student resource sheet 4.1: Design review
Digital resources Apps available via app store: iMovie, PuppetPals,
PowerPoint
There is also a wide variety of design apps available for use
on android devices.
P a g e | 23
Version 2.0 (Trial) – July 2017
Appendix 1: Assessment rubric
Science:
A
Excellent
achievement
The student demonstrates
excellent achievement of what
is expected for this year level
B
High
achievement
The student demonstrates
high achievement of what is
expected for this year level
C
Satisfactory
achievement
The student demonstrates
satisfactory achievement
of what is expected for this
year level
D
Limited
achievement
The student
demonstrates limited
achievement of what is
expected for this year
level
E
Very low
achievement
The student
demonstrates very
low achievement of
what is expected for
this year level
Science Understanding
Biological
sciences
Content description:
Living things live in different places where their needs are met
(ACSSU211)
Learning outcome:
Identify the basic needs of plants and describe how
the placement of their plant meets these needs.
Activities
Activity 2
Describes and explains, using
examples, how the environment
meets the needs of plants.
Describes several ways in
which the environment meets
the needs of plants.
Describes how the
environment meets a need
of plants
Describes plants in the
environment as thriving
or not.
Does not meet the
requirements of a D
grade.
Science Inquiry Skills
Planning and
conducting
Use informal measurements to collect and record observations,
using digital technologies as appropriate (ACSIS026)
Make and record observations. Activities 2 & 3
Makes, describes and
documents complete records of
observations
Makes, describes and
documents incomplete
records of observations
Makes and describes
observations
Makes observations of
plants and locations.
Does not meet the
requirements of a D
grade.
P a g e | 24
Version 2.0 (Trial) – July 2017
Processing
and
analysing
Use a range of methods to sort information, including drawings
and provided tables through discussion, compare observations
with predictions (ACSIS027)
Analyse observations to make simple inferences. Activities 2 & 3
Describes patters in observations
recorded in tables and a graph
and draws inferences about the
relationships between conditions
and plant growth.
Describes patters in
observations recorded in
tables and a graph and says
why plants grew better at one
location.
Compares the growth of
plants at two locations
Describes the growth of
plants at one location.
Does not meet the
requirements of a D
grade.
P a g e | 25
Version 2.0 (Trial) – July 2017
Technologies:
A
Excellent
achievement
The student demonstrates
excellent achievement of what is
expected for this year level
B
High
achievement
The student demonstrates
high achievement of what is
expected for this year level
C
Satisfactory
achievement
The student demonstrates
satisfactory achievement
of what is expected for this
year level
D
Limited
achievement
The student
demonstrates limited
achievement of what is
expected for this year
level
E
Very low
achievement
The student
demonstrates very
low achievement of
what is expected for
this year level
Design and Technologies – Processes and production Skills
Designing Content description:
Develop and communicate design ideas through describing,
drawing, modelling and/or a sequence of written or spoken
steps
Learning outcome:
Develop, represent and explain a design solution to
enhance the environment of the seedling
Activities
Activity 3
Develops a design for improving
conditions which addresses
several factors, draws a sketch of
the design and explains how the
treatments will be applied
Develops a design for
improving conditions which
addresses several factors and
draws a sketch of the design.
Identifies an aspect of the
plant conditions which
need to be improved,
suggests a possible way to
improve that condition
and draws a sketch of the
design.
Identifies an aspect of
the plant conditions
which need to be
improved and suggests a
possible way to improve
that condition.
Does not meet the
requirements of a D
grade.
Technologies Contexts
Food and
fibre
production
Plants and animals used for production have basic needs, such
as food/nutrients, water, space, protection (ACTDEK003)
Identify the basic needs of plants and describe how
the placement of their plant meets these needs.
Activities 1 &2
Identifies and describes the basic
needs of plants and can explain
how some of these needs are
met using relevant examples.
Identifies the basic needs of
plants and explains how that
need is met.
Identifies the basic needs
of plants grown as a food
source.
Recalls one or two basic
needs of a plant.
Does not meet the
requirements of a D
grade.
P a g e | 26
Version 2.0 (Trial) – July 2017
Mathematics:
A
Excellent
achievement
The student demonstrates
excellent achievement of what is
expected for this year level
B
High
achievement
The student demonstrates
high achievement of what is
expected for this year level
C
Satisfactory
achievement
The student demonstrates
satisfactory achievement
of what is expected for this
year level
D
Limited
achievement
The student
demonstrates limited
achievement of what is
expected for this year
level
E
Very low
achievement
The student
demonstrates very
low achievement of
what is expected for
this year level
Measurement and Geometry
Using units of
measurement
Content description:
Measure and compare the lengths and capacities of pairs of
objects using uniform informal units (ACMMG019)
Learning outcome:
Measures, records and compares the height of
plants using informal units of measurement.
Activities
Activity 3
Uses informal measures to order
the heights of plants using a
column graph display and can
explain the trend in the data.
Uses informal measures to
order the heights of plants
and describe the order.
Uses informal measures to
compare the height of
plants.
Uses informal measures
to order the heights of
plants and describe the
order.
Does not meet the
requirements of a D
grade.
Statistics and Probability
Data
representation
and
interpretation
Represent data with objects and drawings where one object or
drawing represents one data value. Describe the displays
(ACMSP263)
Creates data displays representing plant heights on
a graph and makes simple inferences
Activity 3
Represents collected data in a
correctly ordered graph display
and can explain what the points
represent and the trend in the
data.
Constructs a graph from
lengths of string and makes
simple inferences by referring
to the data.
Assists with constructing a
graph display using
lengths of string which
represent the heights of
plants.
Describes the pattern in
a provided graph.
Does not meet the
requirements of a D
grade.
P a g e | 27
Version 2.0 (Trial) – July 2017
Appendix 2: General capabilities continuums
The general capabilities continuums shown here are designed to enable teachers to understand the progression students should
make with reference to each of the elements. There is no intention for them to be used for assessment.
ICT capability learning continuum
Sub-element Typically by the end of Year 2 Typically by the end of Year 4 Typically by the end of Year 6
Create with ICT
Generate ideas, plans and
processes
use ICT to prepare simple plans
to find solutions or answers to
questions
use ICT to generate ideas and
plan solutions
use ICT effectively to record
ideas, represent thinking and
plan solutions
Create with ICT
Generate solutions to challenges
and learning area tasks
experiment with ICT as a
creative tool to generate simple
solutions, modifications or data
representations for particular
audiences or purposes
create and modify simple digital
solutions, creative outputs or
data representation/
transformation for particular
purposes
independently or collaboratively
create and modify digital
solutions, creative outputs or
data
representation/transformation
for particular audiences and
purposes
Communicating with ICT
Collaborate, share and
exchange
use purposefully selected ICT
tools safely to share and
exchange information with
appropriate local audiences
use appropriate ICT tools safely
to share and exchange
information with appropriate
known audiences
select and use appropriate ICT
tools safely to share and
exchange information and to
safely collaborate with others
P a g e | 28
Version 2.0 (Trial) – July 2017
Critical and creative thinking learning continuum
Sub-element Typically by the end of Year 2 Typically by the end of Year 4 Typically by the end of Year 6
Inquiring – identifying, exploring
and organising information and
ideas
Organise and process
information
organise information based on
similar or relevant ideas from
several sources
organise information based on
similar or relevant ideas from
several sources
analyse, condense and combine
relevant information from
multiple sources
Generating ideas, possibilities
and actions
Imagine possibilities and
connect ideas
build on what they know to
create ideas and possibilities in
ways that are new to them
expand on known ideas to
create new and imaginative
combinations
combine ideas in a variety of
ways and from a range of
sources to create new
possibilities
Generating ideas, possibilities
and actions
Seek solutions and put ideas into
action
investigate options and predict
possible outcomes when putting
ideas into action
experiment with a range of
options when seeking solutions
and putting ideas into action
assess and test options to identify
the most effective solution and
to put ideas into action
Reflecting on thinking and
processes
Transfer knowledge into new
contexts
use information from a previous
experience to inform a new idea
transfer and apply information in
one setting to enrich another
apply knowledge gained from
one context to another
unrelated context and identify
new meaning
P a g e | 29
Version 2.0 (Trial) – July 2017
Personal and social capability learning continuum
Sub-element Typically by the end of Year 2 Typically by the end of Year 4 Typically by the end of Year 6
Social management
Work collaboratively
identify cooperative behaviours
in a range of group activities
describe characteristics of
cooperative behaviour and
identify evidence of these in
group activities
contribute to groups and teams,
suggesting improvements in
methods used for group
investigations and projects
Social management
Negotiate and resolve conflict
practice solving simple
interpersonal problems,
recognising there are many
ways to solve conflict
identify a range of conflict
resolution strategies to negotiate
positive outcomes to problems
identify causes and effects of
conflict, and practise different
strategies to diffuse or resolve
conflict situations
Social management
Develop leadership skills
discuss ways in which they can
take responsibility for their own
actions
initiate or help to organise group
activities that address a
common need
initiate or help to organise group
activities that address a
common need
Access to this information is via the link here:
k10outline.scsa.wa.edu.au/home/p-10-curriculum/general-capabilities-over/general-capabilities-overview/general-capabilities-in-
the-australian-curriculum
P a g e | 30
Version 2.0 – July 2017
Appendix 3: Materials list
You will need the following materials to complete this module.
Materials for optional parts are marked as such.
Gloves
Trowels
Soil
Plants - 20 x seedlings (broad beans or similar)
If potting seedlings x 20 small pots and enough soil
A range of recyclable items, including:
newspaper
cans
plastic bottles
ice-cream containers
yoghurt containers
shoe boxes
plastic wrapping
boxes
foil
fabric scraps
egg cartons
bottle caps.
A selection of cutting and construction tools such as:
tape
scissors
cutting mats
glue sticks
paint brushes
hot glue guns
tacks
cable ties
string.
P a g e | 31
Version 2.0 – July 2017
Appendix 4: Design process guide
Development
Ideation
Analysis
Finding useful and helpful information about the design problem.
Gathering information, conducting surveys, finding examples of
existing solutions, testing properties of materials, practical testing.
Understanding the meaning of the research findings.
Analysing what the information means, summarising the surveys,
judging the value of existing solutions, understanding test results.
Idea generation – turning ideas into tangible forms so that they can be
organised, ordered and communicated to others.
Activities such as brainstorming, mind mapping, sketching, drawing
diagrams and plans, collecting colour samples and/or material samples
and talking through these ideas can help to generate more creative
ideas.
Using the SCAMPER model can assist with this:
www.mindtools.com/pages/article/newCT_02.htm
www.designorate.com/a-guide-to-the-scamper-technique-for-
creative-thinking/
Development of the design ideas. Improvements, refinements, adding
detail, making it better.
Activities such as detailed drawings, modelling, prototyping, market
research, gaining feedback from intended user, further research – if
needed – to solve an issue with the design, testing out different tools or
equipment, trialling production processes, working out dimensions,
testing of prototypes and further refinement.
Safe production of the final design or multiple copies of the final design.
Fine tuning the production process, such as division of labour for
batch or mass production.
Use of intended materials and appropriate tools to safely make the
solution to the design problem.
Reflection on the process taken and the success of the design.
Evaluation can lead into further development or improvement of the
design and can be a final stage of the design process before a
conclusion is reached.
Could be formal or informal and verbal or written.
Research
Production
Evaluation
P a g e | 32
Version 2.0 – July 2017
Appendix 5: Reflective Journal
When students reflect on learning and analyse their
own ideas and feelings, they self-evaluate, thereby
improving their metacognitive skills. Reflective
journals allow students to express their learning
during any stage of the learning process in a way
that is individual. Journals or reflective processes can
be used in a variety of ways and are suitable for use
from kindergarten to year 12.
Early childhood classrooms may use a whole class reflective journal with pictures of
the learning experience and scribed conversations.
When students self-monitor or reflect, the most powerful learning happens.
Reflective practice can be supported in classrooms by creating opportunities for
students to think about their learning and the world around them. Successful learners
apply prior knowledge when posed with new questions and problems and use this
knowledge to decide how they will increase understanding.
Journals become a useful assessment tool that give teachers additional insight into
how students value their own learning and progress.
Students reflect on learning in their personal journals at any stage of a learning
activity and for any length of time. Teachers can model the journalling process, by
thinking aloud and showing students how they can express learning and thoughts in
a variety of ways including diagrams, pictures and writing.
Teachers should encourage students to revisit earlier entries to help them observe
the progression of their thoughts and understanding. Students should comment and
reflect on these entries to help them understand their own learning and the process
they have gone through.
P a g e | 33
Version 2.0 – July 2017
Appendix 6: Teacher resource sheet 1.1: Cooperative learning –
Roles
Cooperative learning frameworks create
opportunities for groups of students to work
together, generally to a single purpose.
As well as having the potential to increase
learning for all students involved, using
these frameworks can fulfil part of the
Western Australian Curriculum General
Capability: Personal and social capability.
When students are working within groups, positive interdependence can be fostered
by assigning roles to various group members.
These roles could include:
working roles such as Timekeeper, Resources, Reader, Writer, Artist, Planner
social roles such as Motivator, Noise monitor, Observer.
Teachers using the Primary Connections roles of Director, Manager and Speaker for
their science teaching may find it effective to also use these roles for STEM learning.
Further to this, specific roles can be delineated for specific activities that the group is
completing.
It can help students if some background to the purpose of group roles is made clear
to them before they start, but at no time should the roles get in the way of the
learning. Roles may not always be appropriate in given tasks and the decision rests
with the teacher.
P a g e | 34
Version 2.0 – July 2017
Appendix 7: Teacher resource sheet 1.2: Cooperative learning –
Think, Pair, Share
This resource sheet provides a brief outline on a
collaborative learning technique known as
'think – pair – share'.
Cooperative learning frameworks create
opportunities for groups of students to work
together, generally to a single purpose.
As well as having the potential to increase
learning for all students involved, using these
frameworks can fulfil part of the Western
Australian Curriculum General Capability:
Personal and social capability.
In the 'think' stage, each student thinks silently about a question asked by the
teacher.
In the 'pair' stage, students are paired up to discuss their thoughts and answers to
the question.
In the 'share' stage, the students share their answer, their partners answer or what
they decided together. This sharing may be with other pairs or with the whole class. It
is important also to let students 'pass'. This is a key element of making the technique
safe for students.
Think – pair – share increases student participation and provides an environment for
higher levels of thinking and questioning.
P a g e | 35
Version 2.0 – July 2017
Appendix 8: Student activity sheet 1.3: Recording observations
Plants and where they grow
Place: ________________________________________
Name of plant/s: ___________________________________________________________
Statement Tick one of these for each question
Is the soil healthy?
Is the soil moist?
Does this spot get plenty of
sunlight?
Is this spot sheltered from the
wind?
P a g e | 36
Version 2.0 – July 2017
Appendix 9: Teacher resource sheet 2.1: Vocabulary word wall
soil
stem
roots
water
light
shade
leaves
plant
growth
height
hot
cold
rain
wind
seed
seedling
germination
sunlight
Content description
Understand the use of vocabulary in everyday contexts (ACELA1454)
P a g e | 37
Version 2.0 – July 2017
Appendix 10: Student activity sheet 2.2: Observation of sun and
shade
Place: ________________________________
Orientation: Facing north/south/east/west
Day and time
Tick one box for each time
Sunny Some shade Full shade
Day 1
9.30am
12.30pm
2.30pm
Day 2
9.30am
12.30pm
2.30pm
Day 3
9.30am
12.30pm
2.30pm
P a g e | 38
Version 2.0 – July 2017
Appendix 11: Student activity sheet 4.1: Design review
Things I would keep the same
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Things I would change
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Photograph/drawing
P a g e | 39
Version 2.0 – July 2017
Appendix 12: Teacher resource sheet 4.2: Construction skills
Content description:
Processes and production skills
Creating solutions by – Producing and implementing
Use given components and equipment to safely make solutions
Poke a
hole
with a
pin.
Make a
pinhole
bigger with a
sharp pencil.
Poke a hole
with a pin.
P a g e | 40
Version 2.0 – July 2017
Tie a loop
with a
pipe
cleaner.
Use a paper
binder to fasten
two items
together.
Use cable
ties to tie two
items
together.
P a g e | 41
Version 2.0 – July 2017
Make a tape
loop with the
sticky side on
the outside.
Cut a pizza slice
shape out of a
paper plate to
make a funnel.
Use a glue gun
to fasten two
flat shapes.
A leather hole
punch can make a
hole for cable ties.
P a g e | 42
Version 2.0 – July 2017
Velcro tabs
to stick on
flat shapes.
A stapler can fix
some materials
together.
Cut a sector out
of a paper
plate to make a
funnel.
P a g e | 43
Version 2.0 – July 2017
Cut the end of a
tube into a fan to
attach it to a flat
shape.
P a g e | 44
Version 2.0 – July 2017
Notes
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________