Science and Technology Integrated with the SunSmart Program Early Stage 1 Unit of Work


Science and Technology Integrated with the SunSmart Program



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Science and Technology Integrated with the SunSmart Program

Early Stage 1 Unit of Work



Hot and Cold


Energy in the surroundings

How people cope in different climates

Early Stage 1
 Stage 1
 Stage 2
 Stage 3

Notes:

This SunSmart unit forms a sub-unit of the ‘Hot and Cold’ unit and assumes that children have completed prior tasks in identification of hot and cold.

This unit is designed for approx 4 weeks.

Assessment tasks are indicated with A.




Year

Kindergarten

Unit purpose and focus: Why do I need to wear a hat at school?

This unit provides opportunities for students to further develop their knowledge and understanding that people alter their environment in response to natural conditions; that the weather can have a powerful effect on people and their health and that wearing a hat at school protects us from the harmful effects of the sun. They will be asked to investigate the reason for wearing a hat at school. The learning process of ‘design and make’ will be implemented when the children are asked to design and make a SunSmart poster for hats at school. By designing a sun safe poster the children will also be able to influence the wearing of hats in the school playground.


Rationale for Integration:

This unit of work is designed to be delivered as either part of the Science and Technology Scope and Sequence or the Connected Outcome Groups (COGS). Please note the same outcomes are addressed. We know that children gain a greater understanding of issues and topics through investigating and the ‘learning processes’ in the Science and Technology Curriculum is ideal as it encourages discovery learning.


At the conclusion of this unit students will understand the importance of wearing a sun safe hat.





Learning process outcomes and big ideas

Content strand outcomes and big ideas


Values and attitudes



Investigating INV ES1.7

Investigates their surroundings by observing, questioning, exploring and reporting.




Big ideas


  • Suggests simple classifications based on physical properties.

  • Observes and describes changes in some materials on heating or cooling.

  • Tells others about what has been found out.



Designing and Making DM ES1.8

Generates own ideas and designs through trial and error, play, modelling and making.

Big ideas


  • Develops design ideas through trial and error and experimentation.

  • Uses common classroom equipment, materials and processes to make or model products and places.



Earth and Its Surroundings ES ES1.6


Explores and identifies ways the environment influences their daily lives.

Big ideas


  • Identifies, draws and labels different types of hats and gives reasons for their suitability at different times of the year.

  • Observes and recounts changes in the environment over a day and describes activities at different times of the day/year.

  • Designs a SunSmart Poster for school hats.

Physical Phenomena PP ES1.4

Explores and identifies some forms of energy which are used in their daily lives.



Big ideas


  • Observes and describes changes in some materials on heating or cooling.


Extension: Designing a new school hat.




  • Initiates scientific and technological tasks and challenges and perseveres to completion.




  • Gains satisfaction from their efforts to investigate, to design, to make, and to use technology.




  • Works cooperatively with others in groups on scientific and technological tasks and challenges.




  • Shows informed commitment to improving quality of society and environment through S&T activities.

Task: Investigate why we need to wear a hat at school





Task: To design and make a SunSmart hat poster

Observing and exploring


  • Explore what students know and what they would like to know about the need for wearing a hat at school.

  • Introduce a concept map to students and ask them to brainstorm their ideas.

  • Cut pictures from a magazine and categorise as ‘sun safe’ or ‘not sun safe’- Refer to Activity Sheet 1- A.

  • Explore the Cancer Council website schools section http://www.cancercouncil.com.au/sunsmart for further information about SunSmart hats.

  • Collect information about who designed their school hat and why.

  • Discuss what students think a school hat should look like.
Identifying needs and wants

  • Wear your hat in the sun and then take it off for a short time (approx 10 mins).

  • Use a range of resources including multi-media to explore the range of suggested sun hats.

  • Explore the school playground and make a tally of the number of children without their school hat.

  • Ask these children if they know why they have to wear a hat.



Hypothesising and predicting


  • Students discuss what the purpose of a school hat is.

  • Ask students to suggest what might happen if someone didn’t wear their hat in the playground.

  • List their predictions- e.g. I might get sunburnt, I might damage my skin, I could get skin cancer, I won’t be able to play.

  • Explain that they are going to use objects rather than people to investigate what will happen and see if their predictions are correct.
Generating and selecting ideas

  • Brainstorm suggestions about why a hat is important.

  • Identify why we need to wear a hat in the sun.

  • Make suggestions about how we could encourage more children about why it is important to wear a hat in the school playground.

  • Design a poster highlighting the importance of wearing a sun safe hat- Refer to Activity Sheet 3- A.

Devising and testing


  • Explain that the buttered piece of bread left in the classroom will stay the same (controlled variable) and ask students to predict what may happen to the other 2 pieces of bread.

  • Place bread in several different places e.g. in the classroom, a windowsill, out in the direct sun at lunchtime.

  • Discuss how the investigations will be recorded- Refer to Activity Sheet 2 ‘Hot and Cold’.
Using resources to create products and services

  • Students use a range of material to design their poster.

  • Place chosen posters in appropriate places around the school.

  • Identify ways of promoting their posters.

  • Students keep a design portfolio for the task.

  • Extension- Make a legionnaire hat- Refer to Activity Sheet 5- A.

Collecting and recording


  • Each group takes responsibility for their investigation and document it each day in their workbook or on a chart.



Evaluating products and services

  • Encourage the students to observe how many children wear their hats once the posters go up.

  • Compare these to the original data.



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