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ED3009 Key Learning Area Science and Technology 3- Part A- Written unit of work

Unit Plan- Stage 3Unit Title: Building for a better future Stage: Stage 3- Year 5Term: 3 Strand: Built EnvironmentsDuration: 11 Hours (60 minutes per lesson) Concept: How systems and built environments are designed to meet the needs of

people in the community.

Rationale:This unit ‘Building for a better future’ is designed to support students and enable them to think critically as they discover systems (transport) within their community (built environment). According to the New K-6 Science and Technology syllabus, “Students investigate how systems in built environments are designed to meet the needs of people in response to social and environmental influences” (New K-6 Science & Technology syllabus, p. 24, 2012).

The unit will begin with a pre-assessment, which allows the teacher to diagnose the prior knowledge that students will bring into the classroom. This will ensure that all students understood the concepts previously taught in earlier stages of learning. In particular, Stage 2 concept of Built Environments ST2-14BE, students have learnt to describe how people interact with the built environments and the fact is considered in their design and construction. The built environment includes structures and systems (buildings, parks, roads, churches and transport) that often reflect the prevailing culture, style and thought of society in a particular period of time (Building the Future, p.3, 2012). The built environment can provide students with a rich store-house of information about our past, present and future.

Our classroom allows students to explore and engage in hands on lessons that explore scientific concepts. This is achieved through individual and grouped activities that cater for all learning abilities. Through a range of different pathways, students are able to work scientifically and technologically to create, explore and expand their knowledge. The learning experiences in this unit have been designed in line with current theoretical pedagogical practices. As cited in Learning to teach in the primary school (Hudson, 2013) “Cooperative and collaborative learning is based around Vygotsky’s concept of learning as a social process (Crandell, T. L., Haines Crandell, C. & Vander Zander, J. W. 2009).

"Assessment is where teaching and learning meet; it is 'active assessment' that links thinking, learning and assessment" (Skamp, 2012). Assessment will take place in the form of formative and summative assessment. Assessment for learning is in the form of a pre test at the beginning of the unit. Assessment as learning occurs throughout the explore, explain and elaborate stages as a form of formative assessment. Assessment of learning can be used as evidence in student learning to assess student achievement against the outcomes. This is evident in the final stage of this unit. Information Communication Technology is implemented throughout this unit in various forms, such as; computers, iPads, digital cameras, applications, interactive whiteboards and the internet. As stated in the article by Handel, Campbel,, Cavanagh, Petocz & Kelly (2012) “ICT allows students to improve their higher order thinking skills; remembering, understanding, applying, analyzing, evaluating and creating”. Throughout this unit students have ample exposure to conduct surveys, gather data, information reports, videos, design, create, explore, experience the wider community, interact with members of their community, learn from an Indigenous elder, justify their ideas, represent ideas in numerous ways such as flow charts, prezi, diagrams and applications. In addition students will learn the importance of sustainable within the community and develop life long practices for a better future.

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As well as, being a comprehensive science unit, there are opportunities for integration with the below key learning areas:Mathematics- Measurement, Data, Position, Whole numberEnglish- Listening, Communicating, Reading, Speaking and producing written textsVisual Arts- MakingHuman Society and It’s Environment (HSIE)- Change and Continuity

This unit has been designed with the National Science Education Standards in the forefront of our minds. The 5E’s (engage, explore, explain, elaborate and evaluate) are embedded throughout this unit (Australian Academy of Science, 2012). Each lesson is mapped according to the 5E model, this is indicated on the left hand side column (where each lesson in the unit is explained). As stated by Bybee, Taylor, Gardner, Van Scotter, Carlson, Westbrook & Landes (2006) each stage of the 5E model should meet the following requirements;Engage- This stage is designed to capture the students interest in the concept or skill being developed. It provides an opportunity for the students to express their existing prior knowledge concerning the topic. Evident in lessons one and two of this specific unit as it requires students recall previous knowledge.Explore- Students are given ample opportunities to experience hands on activities which allow them to make sense of the new concept or skill. Evident in lessons three, four and five. Students go on an excursion, experiment with various materials.Explain- Here, the teacher provides the explicit concepts and terms used by the students. This is done to develop explanations for the concept/skill they have previously experienced. Evident in lessons six and seven, where teacher explicitly provides answers and key meta language.

Elaborate- Students are given the opportunity to extend their knowledge and understanding of new concept/s. It is important for students to develop deep knowledge and be able to justify their reasoning. Evident in lessons eight, nine and ten. Students work collaboratively on their design proposals and models.

Evaluate- Students engage in critical reflection of their learning and new knowledge acquired. Evident in lesson 11, through the class debate.

Application of literature in Science:Fiction

My place. Wheatley, N., & Rawlins, D. (1996). South Melbourne: Pearson Education Australia. Playground: Listening to stories from country and from inside the heart. Wheatley, N., Searle, K., & Huggins, J. (2011). Crows Nest, N.S.W: Allen & Unwin.

Non-fiction Planning the built environment. Kaiser, E. (2001). Chicago: Taylor & Francis Inc. A guide to preparing local environmental plans. NSW Department of Planning. (2009). Retrieved from

http://www.planning.nsw.gov.au/lep/pdf/guide_preparing_local_environmental_plans.pdf Linking science and literacy. Plummer, D. M., Davis, B. J., & Brazier, V. (2011). Science Activities, 48(3), 85. Working scientists: Integrating science and literacy. Isaacs, K. T. (2005). Chicago: Booklist Publications. Built environment. Williams, R. (1997). New Orleans: Assoc Collegiate School Planning. Smart & sustainable built environments. Yang, J., Brandon, P. S., & Sidwell, A. C. (2005). Malden, MA; Oxford: Blackwell Pub.

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ED3009 Key Learning Area Science and Technology 3- Part A- Written unit of work Literacy links:

• Throughout this unit, literacy knowledge and skills provides students with the foundations for current and future learning and for the participation in the workplace and wider society (New K-6 English syllabus, 2012).

• Literacy, specifically in our unit includes the ability to identify, understand, interpret, create and communicate purposefully. Through the use of written, visual and digital forms of expression and communication for a number of purposes in different contexts (New K-6 English syllabus, 2012).

Numeracy links:

• Throughout this unit, numeracy involves drawing on knowledge of particular contexts and circumstances in deciding when to use mathematics, choosing the mathematics to use, and critically evaluating its use (New K-10 Mathematics syllabus, 2012).

• Numeracy, specifically in our unit includes gathering data, working with whole numbers and creating graphs. This is completed throughout various contexts (New K-10 Mathematics syllabus, 2012).

KLA Science and Technology

Outcomes and Content:

ST3- 14BE Describes systems in built environments and how social and environmental factors influence their design • Identify elements that work together as a system to serve and support built environments and how they are designed to meet the needs of people, eg transport

systems that provide access for people to get to work or systems that provide electricity to sites • Draw a plan of, or model, a built environment that includes a range of systems to meet the needs and wants of a specific group of users, eg shade for a playground • Consider ways that the design or use of places and spaces have changed over time and the social and/or environmental factors that have influenced these changes,

eg changes in the design and use of a library due to technological developments or the design of buildings after an earthquake • Generate and develop ideas about how built environments might be designed and constructed in the future to incorporate sustainable environmental practices, eg

the use of recycled materials, natural lighting and solar energy • Develop designs and solutions to meet specific social or environmental needs of users, e.g. an energy-efficient building or high-traffic airport terminal/train

station

ST3-4WS Investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence-based conclusions and develop explanations

• With guidance, posing questions to clarify practical problems or inform a scientific investigation (ACSIS231, ACSIS232) • Applying experience from similar situations in the past to predict what might happen in a new situation • With guidance, planning appropriate investigation methods to test predictions, answer questions or solve problems including surveys, fieldwork, research and fair

tests (ACSIS086, ACSIS103, ACSHE081, ACSHE098) • Collaboratively and individually selecting suitable methods for gathering data and information first-hand and from reliable secondary sources • Working individually and collaboratively in conducting a range of appropriate investigation methods, including fair tests, to answer questions or solve problems • Using suitable equipment and materials, checking observations and measurements by repeating them where appropriate • Using equipment and materials safely, identifying potential risks (ACSIS088, ACSIS105) • Accurately observing, measuring and recording data, using digital technologies as appropriate • Constructing and using a range of representations, including tables, graphs (column, picture, line and divided bar graphs) and labelled diagrams • Drawing conclusions and providing explanations based on data and information gathered first-hand or from secondary sources

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ED3009 Key Learning Area Science and Technology 3- Part A- Written unit of work• Reflecting on their gathered evidence in relation • Constructing and using a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data including using

digital technologies as appropriate (ACSIS090, ACSIS107) • Using a variety of ways to honestly and accurately communicate ideas, explanations and processes, including multi-modal texts, labelled diagrams, as well as written

and oral factual texts as appropriate (ACSIS093, ACSIS110)

ST3-5WT- plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints

• Developing a design brief individually and in collaboration with others • Developing design criteria that considers, where relevant, function, aesthetics, social and environmental considerations • Selecting and using creative thinking techniques, including mind-mapping, brainstorming, sketching and modelling • Selecting and using techniques for documenting and communicating design ideas to others, eg drawings, plans, flow charts, storyboarding, modeling and

presentations, using digital technologies • Identifying a range of appropriate materials for the task

• Selecting and using techniques to investigate the suitability of materials • For a design project, selecting and safely using a range of tools, equipment and related techniques to cut, edit, join, manipulate and shape materials and/or information • Self or peer assessing the final product by using the established design criteria• Identifying the strengths and limitations of the process used

ST3-1VA- Shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunities.

ST3- 2VA- Demonstrates a willingness to engage responsively with local, national and global issues relevant to their lives, and to shaping sustainable futures.

KLA English

EN3-1A Communicates effectively for a variety of audiences and proposes using increasingly challenging topics, ideas, issues and language forms and features EN3-2A Compose, edits and presents well-structured and coherent texts.

Understand and use the key elements of planning, composing, reviewing and publishing in order to meet the increasing demands of topic, audience and language.

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience.

Compose imaginative and informative texts that show evidence of developed ideas.

EN3-6B uses knowledge of sentence structure, grammar, punctuation and vocabulary

KLA History

HT3-1 A student describes and explains the significance of people, groups, places and events to the development of Australia.

HT3-3 Identifies change and continuity and describes the causes and effects of change on Australian society.

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ED3009 Key Learning Area Science and Technology 3- Part A- Written unit of workto respond to and compose clear and cohesive texts in different media and technologies.

• Understand that language is structured to create meaning according to audience, purpose and context

• Understand that choices in grammar, punctuation and vocabulary contribute to the effectiveness of texts.

EN3-9E recognises, reflects on and assesses their strengths as a learner

• Develop criteria for the successful completion of tasks.

KLA Mathematics

MA3-1WM- Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions

MA3-2WM- Selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations

MA3-18SP- Uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables

• Tabulate collected data, including numerical data, with and without the use of digital technologies such as spreadsheets

• Use information presented in data displays to aid decision making• Reflect on their chosen method of solution for a problem, considering

whether it can be improved (Communicating, Reasoning)MA3-9MG- Selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters, and converts between units of length

• Choose appropriate units of measurement for area (ACMMG108)Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064)

• Identify the 'arms' and 'vertex' of an angle• Identify 'perpendicular' lines in pictures, designs and the environment

Create and interpret simple grid maps to show position and pathways (ACMMG065)• Use and follow positional and directional language (Communicating)• Identify and mark particular locations on maps and plans, given their grid

references• Draw and label a grid on a given map

KLA Visual Arts

VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world.

VAS3.4 Communicates about the ways in which subject matter is represented in artworks.

DRAS2.3 Sequences the action of the drama to create meaning for an audience Demonstrates confidence in gesture, movement and voice skills Makes decisions with others in various groupings about sequencing and

dramatic structure to convey meaning.

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ED3009 Key Learning Area Science and Technology 3- Part A- Written unit of workAssessment- Formative-Formative assessment will be carried out throughout each this unit. In particular lessons one through to 10. Formative assessment will take place in the form of; questioning, anecdotal notes, observations of students, class discussion and listening to students and their responses throughout group work. Assessment opportunities have been stated at the end of each lesson explained below. There are two formative assessments that are marked against a rubric, these are simply for the teachers eyes only. One formative rubric attached, titled ‘Town planning proposal class debate’, is to be completed during lesson 11. The other rubric attached, titled ‘Collaborative Work Skills : Building for a Better Future Unit’, can be used by the teacher, at any stage, throughout the unit of work.

Assessment-SummativeSummative assessment will occur in the final stages of this unit (lesson8-10). In their groups, students will present (in a mode of their choosing) their design proposal and accompanying model. This is assessed against a specific criteria developed as a class. Attached to this is the summative rubric titled ‘Science unit of work- design brief/model’. Within summative assessment, the students are able to self (criteria on the wikispace) and peer assess their proposals and reflect on their knowledge learnt. "Assessment is where teaching and learning meet; it is 'active assessment' that links thinking, learning and assessment" (Skamp, 2012). Throughout our unit, ‘active’ assessment is formative and summative assessment, one of which occurs at the end of every lesson.

Work sample- to show understanding and achievement of outcomesWill be added once unit is completed.Evaluation of the unit:Were the students engaged? Did the students stay on task? Did I create a safe environment for my students to take risks? Were the instructions clear? Did I cater for various learning needs and differentiation? Did the students extend themselves? Were the applications useful? What didn’t work well? What do I need to change for future teaching? How can I improve the engagement of my students? Did I effectively employ the 5E model? Did stating the learning intention help?

Context of Class: Number of students: There are 22 students in this class (9 boys and 13 girls)Differentiation needs:2 students who identify themselves as being of Aboriginal Heritage1 student who has been diagnosed with ADHD2 students who are gifted and talented- extension activities are explicitly stated at the end of each lesson. As Gagne’s differentiated model of giftedness and talent states (2003). “Identification of gifted students is the first step toward making effective provisions for their education”.

• “Differentiation is not a set of strategies… it is a way of thinking about teaching and learning” Carol Tomlinson (2010).

• Our lessons are not tiered into three specific levels (high, achieving, below), as they are open ended; therefore allowing for students to create and follow their own learning pathways to achievement.

• Our unit differentiates through content, process, product and environment. Through the use of mixed and flexibility grouping, quality curriculum, on going formative and summative assessment which is embedded throughout and respectful tasks that cater for various learners.

• Discovering the student’s prior knowledge is a way of determining the grouping that will occur within the classroom.

Skills, interest and prior knowledge:• This unit incorporates students’ interest, prior knowledge and previous

concepts. • Students have identified the following outcomes for Stage 2:

ST2-4WS- Investigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and communicating and reflecting on the processes undertaken

ST2-5WT- Applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria

ST2-14BE- describes how people interact within built environments and the factors considered in their design and construction

ICT prior knowledge:

Students are competent in their abilities and interacting with computers, laptops and mobile devices.

Throughout this unit and integrated with their homework, students will be 6

ED3009 Key Learning Area Science and Technology 3- Part A- Written unit of workTo cater for our student with ADHD each lesson provides hands on, minds on activities ensuring they have material to manipulate to help form their scientific knowledge. Adjustments and actions have been put into place regarding, teaching, learning and assessment that enable our student to access syllabus outcomes and content (New K-6 Science and Technology syllabus, 2012). For example, visual aids and providing proforma to help structure ideas in lesson 8.

This unit acknowledges the two Indigenous learners within our classroom and understands that “Aboriginal and Torres Strait Islander communities have diverse cultures, social structures and a history of unique, complex knowledge systems” (New K-6 Science and Technology syllabus, 2012). Specifically in lesson 6, “Students will investigate examples of Aboriginal and Torres Strait islander peoples understanding of the environment and the ways that traditional knowledge and western specific knowledge can be complementary” (New K-6 Science and Technology syllabus, 2012). By integrating the 8 ways of Aboriginal Learning this unit completes all learner abilities and styles. Eye contact is not mandatory from these students to ensure they are on task, due to cultural traditions. Below are examples of how the 8 ways of learning are evident in our unit of work.Story Sharing: Students share and present ideas and designs to others. Students respond, relating other students experiences with their own.Learning Maps: The TWLH chart maps our learning progress and our goals for the unit. Our Wikispace allows the students to access and map the progression of their design process through to both the construction and presentation. It includes a diagram which explicitly maps the process used when deciding what system to design. Non-Verbal: The unit encourages children to express themselves in non-verbal ways at every opportunity. Students are free to represent their work in diagrams, acting, models or any other non-verbal medium of their choosing. There are many ‘hands on’ learning experiences.Symbols and Images: Students create artworks, diagrams and other representations of ideas. The text ‘My Place’ is full of images that allow students to imagine the changes that have occurred over a long period of time.Land links: The unit has strong links to environmental influences and sustainability. The Aboriginal elder will discuss the sustainable practices they have employed and the Town Planner will discuss environmental issues related to construction. Students justify their design decisions in relation to the environment. Students study a large scale map of the local area, noting areas of significance to them. This allows students to connect their classroom experience to the local surroundings and community. Non-Linear: By providing a choice in the ways the students represent their work,

accessing and using ‘Edmodo’ which is teacher controlled. Each student already has an account and are familiar with how to log on and comment to reflection questions posted by the teacher. This also forms part of the formative assessment as the teacher can see students responses and track their progress.

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ED3009 Key Learning Area Science and Technology 3- Part A- Written unit of workstudents have the freedom to work through tasks in a way that suits them. Students will come up with a range of different processes and end products.Deconstruct/Reconstruct: The unit follows a constructivist approach that begins by deconstructing any misconceptions and identifying them. Then it progressively builds the knowledge back up until students gain a greater understanding of the concept. Community Links: Engaging community members helps children relate the concepts to applications in the community. A focus on sustainable process links to future influences on their local environment. The excursion takes them out to explore their community.To cater for our student with ADHD each lesson provides hands on, minds on activities ensuring they have material to manipulate to help form their scientific knowledge. Adjustments and actions have been put into place regarding, teaching, learning and assessment that enable our student to access syllabus outcomes and content (New K-6 Science and Technology syllabus, 2012).

Essential understandingsStudents will learn about:

• Built environments within their own and greater community. • Construct understanding through a various range of activities.• The transport system within their community. • The social and environmental factors that influence their built environment. • “Students investigate how systems in built environments are designed to meet

the needs of people in response to social and environmental influences” (New K-6 Science & Technology syllabus, p. 24, 2012).

• Explore scientific and technological concepts• Engage in hands-on activities. • Explore ICT through iPads, Computers, YouTube, IWB and apps.

Throughout this unit students have ample exposure to conduct surveys (e.g. lesson 4), gather data, information reports, videos, design (e.g. lesson 8), create, explore, experience the wider community, interact with members of their community, learn from an Indigenous elder, justify their ideas, represent ideas in numerous ways such as flow charts, prezi, diagrams and applications.

Essential skillsStudents will learn to: Students will learn to identify, justify, create, explore, develop, investigate,

define, observe and experiment through a rang of activities in this unit. An example of this is: Identify elements that work together as a system to support built environments

and how they are designed to meet the needs of people, e.g. transport systems that provide access for people to get to work.

Students will draw a plan of, or model, a built environment that includes a range of systems to meet the needs and wants of a specific group of users, e.g. shade for a playground (New K-6 Science and Technology Syllabus, 2012.

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ED3009 Key Learning Area Science and Technology 3- Part A- Written unit of workKey: • The 8 ways of Aboriginal learning depicts the numerous ways in which Indigenous

students learn best. At the beginning of each lesson explained in the unit outline, we identify which symbols correspond and are integrated into the lesson. This ensures that all students are catered for within this unit.

• Blue= Assessment opportunities evident in the lesson• Green= ICT integration used throughout the lesson• Red= Grouping (whole, small groups (3-4), individual) used in the lesson

- Critical and creative thinking is employed when this symbol is evident

- Numeracy is employed in the lesson when this symbol is evident

- Literacy is employed in the lesson when this symbol is evident

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ED3009 Key Learning Area Science and Technology 3- Part A- Written unit of work5E

ModelLearning Activity: Resource/materials needed: Outcomes: Sign

off:

Enga

ge

Lesson 1: What is a Built Environment? – Pre Assessment

Learning Intention: To identify and engage students’ prior knowledge of built environments. To gauge student understanding of Stage 2 outcomes, give students different materials

to construct a built environment. (individual task) Find out what students think they know and what students want to know. Record

student responses on post-it notes and add to TWLH chart. This chart will be referred to during the unit. (individual task)

> What do you think a built environment is?> What do you want to know about built environments?

Show video clip of bridge construction and discuss. (whole class) http://www.youtube.com/watch?v=9rBeQ4SMniY (ICT)

> Why are bridges constructed? Who is the bridge servicing?> Is the local environment affected when a bridge is constructed? Why?> What materials are used in construction? Natural or man-made? Why?

Introduce topic ‘how can we build a better future for our community?’ Brainstorm questions on IWB and key meta language to add to Science display. These questions may be used to modify the unit as a response to student interest and readiness. Direct student focus to social and environmental factors.

Homework/reflection- Teacher to post various reflection questions on their classes Edmodo account, where students demonstrate their understanding through their responses. Students interact with their peers and comment on each others new findings.

Differentiation:Students are engaged in kinesthetic and visual activities.Students have the opportunity to work individually and participate in whole class discussion.Lesson 1 will determine differentiation for following lessons.

Assessment for learning- Formative assessment is used as diagnostic assessment of student knowledge. Here, it is the pre test which teacher can make anecdotal notes on observations.

Clear one wall of classroom for Science display area. Create TWLH chart (think/want/learnt/how) and word bank. Resources from library (see reference list).

Butchers paper for TWLH chart and word bank.

Range of materials for construction (eg. cardboard, paper, paddle pop sticks, play dough, sticky tape, glue).

Post-it notes.IWB. http://www.youtube.com/watch?v=9rBeQ4SMniY

ST3-14BE

ST3-4WS

ST3-1VA

ST3-2VA

EN3-1A

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http://www.youtube.com/watch?v=9rBeQ4SMniY



ED3009 Key Learning Area Science and Technology 3- Part A- Written unit of workE

ngag

eLesson 2: Compare & Contrast Different Communities

Learning Intention: Students distinguish between various built environments and make connections to their local community.

Students study 3 images of different cities on IWB: Sydney, Canberra and our local suburb. Students should be looking for similarities and differences and thinking about why each city looks the same or different. Students should also be considering factors affecting the plan of each city. (whole class) (ICT)

Sydney Image and Canberra: Image on IWB Key focus on why they are different- hopeful answers included various needs of the various

communities that occupy its space (social and environmental). Record student responses in Venn diagram (on IWB) labeled ‘Similar’, ‘Different’. (whole

class) (ICT). Students can individually record their answers using the mind map application on their iPads.

IWB, focus on local suburb. Study layout & plan of suburb and environmental features. Ask students to identify a ‘significant place’. (ICT) Create large-scale map of suburb (to go on Science display wall) with school marked as a ‘significant place’. Students write the name of their significant place on a post-it note & place it on the map. (individual task)

Key Questions used to promote deep thinking:- Who lives in each city? How do people move around? Are there systems in place?- Can you see any environmental features that affect the plan of the city? Why have these occurred?

Differentiation:Students are engaged in visual, mathematical mapping activities.Students are working as a whole class and individually.G&T student/s should study their local suburb in more detail and label the class large-scale map with other significant, identifying features. These features should include most infrastructure used by the students and community: schools, hospitals/medical centres, public transport routes, public library, swimming pool, sports grounds/parks.

Assessment as learning- Formative: observe student participation during whole class discussion. Student identifies a significant place and explains reasoning.

IWB 1. http://urbanist.typepad.com/.a/6a00d83454714d69e20168e53e8d5e970c-800wi.

IWB 2. http://www.act.gov.au/search?query=photo IWB chart with

Venn diagram Butchers paper for

local area map of significant places

Post-it notes

ST3-14BE

ST3-5WT

ST3-1VA

ST3-2VA

EN3-1A

MA3-17MG

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http://urbanist.typepad.com/.a/6a00d83454714d69e20168e53e8d5e970c-800wi



ED3009 Key Learning Area Science and Technology 3- Part A- Written unit of workEx

plo

reLesson 3:

Learning Intention: Students explore transport changes through resources and describe in their own words

Recap previous lesson on built environments and knowledge thus far. As a whole class, using the literature resource from H.S.I.E unit ‘My Place’ by Nadia

Wheatley and Donna Rawlins. Students will create an ascending timeline using the images from the above picture book.

Each student is given a post it note, and write down the changes and differences they notice and place it on the corresponding image. Focusing on the social and environmental factors that contributed throughout the story.

Focus question- Why does change occur? (Mind map answers using IWB) Individually, the students will now explore their own ideas about what built environments

will be like in the future. For example, 20 years. This can be represented through drawing, paintings, word, poster, using hands on materials etc (students can decide). Encourage students to justify why they believe these changes will occur. iPads will be available for students to record their anwers on applications, such as, iDraw or Mind map app.

Key Questions used to promote deep thinking:Why will it look like that?Who do you believe will live there/community members?What functionality will your future built environment have?What advancement to transport do you believe will occur?What social changes did you see? Why do you think these changes occurred?What environmental changes did you see? Why do you think these changes occurred?

Assessment as learning: Formative assessment will occur through the use of questioning and students meta language.

Differentiation: Combination of whole class and individual work allows student paced learning to occur. As this is an open-ended activity students have the opportunity to extend their learning. Multiple Intelligences within the classroom have been accommodated for through a

combination of hands on and written material During the lesson, G&T student/s should be documenting activities by photographing,

filming short video clips and gathering peer feedback to add to their ebook.

Homework/reflection- Teacher to post various reflection questions on their class’ Edmodo account, where students demonstrate their understanding through their responses. Students interact with their

- My Place picture book - Post it notes- Pens - Craft materials

consisting of paints, brushes, glue, sticky tape, pencils

- Photocopied images from the book My Place

- Blank paper (various sizes and colours)

EN3-1A

ST3-4WS

ST3-5WT

ST3-14BE

ST3-1VA

ST3-2VA

VAS3.1

HT3-3

MA3-13MG

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plo

reLesson 4:

Learning Intention: Students acquire a common set of experiences and gather data to assess the effectiveness of the existing transport system in their community.

Recap previous lesson on built environments and knowledge thus far. Students explore their neighbourhood through the eyes of a town planner (teacher to

organise this at beginning of the term) who introduces key vocabulary, tools, planning concepts and the transport system in place

Throughout the excursion the town planner will be highlighting the key elements of built environments (sustainability, aesthetic, cultural, safety and functional) and introduce its vocabulary.

Whilst on this excursion students are to take photos using iPads and/or digital cameras of the transport system in place and significant places.

In English students designed a survey template, this is to be photocopied and brought with them for the excursion. As they will be surveying local members of their community to assess the current transport system. Students are to make sure they survey vast members of the community.

Upon returning from the excursion students are to print out their photos taken and add them to the map wall in their specific location. Upload photos to their Edmodo accounts as well.

Key Questions used to promote deep thinking:Who lives in your neighbourhood? What social factors do you notice?What did you experience? What did you notice about the sounds, smells?What did you notice about your built environment? What environmental factors do you notice? Was the survey a success? What surprised you about your built environment? Why?

Assessment as learning: Formative assessment will occur through the use of questioning and students meta language. Look over students completed surveys to see if they met the needs of the task.

Differentiation: During the excursion, G&T student/s should begin to make assessments of the local

suburb and think about changes to the systems in place. Part of their homework/reflection should include further questioning about their ideas for change..

Teacher to determine which groups will suit which parent helpers ensuring for a smooth excursion.

Homework/reflection- Teacher to post various reflection questions on their class’ Edmodo account, where students demonstrate their understanding through their responses. Students interact

- Town planner sourced at the beginning of the term

- Survey (photocopied)- iPads and digital

cameras - Pens- Hats- Excursion notes

permission slips- First aid kit - Back packs- Parent helpers

ST3-4WS

ST3-5WT

ST3-14BE

ST3-1VA

ST3-2VA

EN3-1A

HT3-3

HT3-5

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plo

reLesson 5:

Learning Intention: Students carry out hands-on activities to explore various materials used in built environments.

Recap previous lesson on built environments and knowledge thus far Using a picture they took from the excursion of a local transport system, students are to

use this as a stimulus to explore with various materials and recreate the structure. Students experiment with various materials and test their durability, sustainability and

function. For example, against water and wind. Students work in small groups This lesson is focusing on the exploration of what the students have learnt so far, in a

hands on approach.

Key Questions used to promote deep thinking:Why have you used that particular material?Have you compared various materials, what was the outcome?What would happen if…?Explain why you think this is a beneficial design?

Assessment as learning: Formative assessment will occur through the use of questioning and students meta language. Teacher walks around the room and speaks to students to hear what they have learnt so far. These findings can be recorded in the form of anecdotal notes.

Differentiation: The task is open ended allowing for student centred and paced learning to occur Grouped according to similar abilities Photos are used to cater for visual learners G&T student/s should start activity with at least 1 idea for adaptation to the local

suburb. Their construction should be labelled and explicit

- Images from excursion- Various craft materials

consisting of paints, brushes, glue, sticky tape, pencils

- Various materials collected from outside

- Paper- Cardboard boxes- Elastic bands- Straws- Paddlepop sticks

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inLesson 6:

Learning Intention: Students understand and develop explanations of sustainable practices from aboriginal perspective

Recap previous lesson on built environments and knowledge thus far Incursion- together teacher and students source a local Indigenous Educational

Worker (IEW) Whole class instruction This is a significant talk as the IEW will discuss the sustainable materials and

the systems they use for sustainable practices (environmental factors) employed by members of their community

At the conclusion of the incursion, the students are divided into mixed ability groups and are asked to construct their own explanation and definition of sustainable materials.

Using what they have just learnt and resources around the classroom regarding built environments students are to present their findings to the class. Allowing for peer teaching to occur.

Key Questions used to promote deep thinking:Students will be leading the questioning in this lesson as peer teaching occurs

Assessment as learning: Formative assessment will occur through the use of questioning and students meta language. Teacher can observe students whilst peer teaching occurs. Teacher can formally provide feedback to students regarding their definitions and explanations on sustainable materials.

Differentiation: Mixed ability groups are effective in this lesson as it allows for all

students to learn and have success Students can present their definitions and explanations in various formats

suited to their various learning styles. For example, written, oral, powerpoint, role play.

To cater for the G&T student they are asked to compare and contrast two sustainable materials as well as definitions.

- Indigenous Educational Worker

- Paper- Computers- iPads- Resources around the

room - Literary resources from

book corner

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inLesson 7:

Learning Intention: Students interpret evidence and construct their own explanations and understanding of their chosen transport system

Recap previous lesson on built environments and knowledge thus far. Opportunity to revisit class TWLH chart that was created in lesson one-Whole class activity

Small group class activity - Using the surveys completed during the excursion (lesson 4), the teacher will assign each group a specific question from the survey. Groups are to construct a graph (e.g. pie, column) of the data gathered.

To create this graph, use the ‘Charts’ app (accessed via the app store on any iPad within the school). Upon completed groups share their findings. This can be placed on the Science wall.

Individual activity- Students create an information report on a transport system, in need of a change, within their community as identified in the survey.

Students can record their information report in various formats suited to their learning style. For example, verbal, written. (This task is integrated in English lessons)

Key Questions used to promote deep thinking:What did you learn? What does the graph show us? How does this affect your previous knowledge? What implications does this survey have on the community? Why?Assessment as learning: Formative assessment will occur through the use of questioning and students meta language. Information report will be collected and informally assessed by the teacher. This is to ensure all students have acquired the specific scientific knowledge necessary for built environments, stage three. Differentiation:

Combination of whole class and individual work allows student paced learning to occur.

As this is an open-ended activity students have the opportunity to extend their learning.

Multiple Intelligences within the classroom have been accommodated for through a combination of hands on and written material

After revisiting the TWLH chart, if there are still questions that have not been answered, the teacher should distribute 1 (or 2) each to the G&T student/s for further research. The findings should be posted to the class Edmodo account.

Homework/reflection- Teacher to post various reflection questions on their class’

- IWB- iPad- Computers- Resources regarding

text types from wall- Word bank on the wall- Student workbooks- TWLH chart

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ED3009 Key Learning Area Science and Technology 3- Part A- Written unit of workEl

abor

ate

Lesson 8:

Learning Intention: In this lesson children will develop critical judgments about their local built environment

Recap previous lesson on built environments and knowledge thus far Students apply what they have learnt to develop changes (e.g.

sustainability, aesthetic, cultural, safety and functional) and justify their reasons for doing so.

Students are broken into groups of 3 or 4. In their groups the children access the wiki space http://buildingforthefuture.wikispaces.com/ in order to gain further instruction.

Students form a mock company charged with submitting a design proposal to the local council.

The students will use the data gained previously in order to identify an area in their built environment that they can improve on.

Students look at the template in order to learn the elements that they need to submit for council consideration.

They can then choose to complete the form or present the same elements in a different way. For example a mind-map, spreadsheet, report, summary of research etc.

Students can post any questions on the wiki discussion board

Key questions used to provoke deep thinking:

What is your reason for change? How can you support this? What is your justification? What are the social factors you need to consider?

What are the environmental factors you need to consider?

Assessment of learning: The proposal is presented to the teacher and council member in order to perform a summative assessment of their progress in the task. Marked against the rubric attached (titled Science unit of work- design brief/model).

Differentiation:

The task is open ended allowing for student centred and paced learning to occur

Grouped according to similar abilities Photos are used to cater for visual learners

Design Proposal Template

Access to Computers for each group (7-8 Computers)

Posters Link to access the

wikispace- in which students will work through to complete the final four lessons (8-11) of this unit of work. http://buildingforthefuture.wikispaces.com

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http://buildingforthefuture.wikispaces.com/




abor

ate

Lesson 9:

Learning intention: Students apply what they have learnt to develop changes (e.g. sustainability, aesthetic, cultural, safety and functional).

Students form their groups (3-4) and access the wiki. Students create some form of representation of their design. This is completely

student driven and can be in the medium of their choosing. For example a model, artist’s impression, video, speech, computer presentation.

Key questions used to provoke deep thinking:

What aspect of your built environment is being improved? Why is it important? What will the effect of your changes be? Are there any limitations to your design?

Assessment of learning- Summative assessment. Students progress will be documented through video or photos. To be posted in edmodo. Records can also be used as an assessment tool. Marked against the rubric attached (titled Science unit of work- design brief/model).

Differentiation: The task is open ended allowing for student centred and paced learning to

occur Grouped according to similar abilities Photos are used to cater for visual learners

Camera iPads Access to Computers for

each group (7-8 Computers)

Materials to build designs

o Cardboardo Strawso Sticky tapeo Plastacineo Egg containerso Art Paper

Link to access the wikispace- in which students will work through to complete the final four lessons (8-11) of this unit of work. http://buildingforthefuture.wikispaces.com

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abor

ate

Lesson 10:

Learning Intention: Students apply what they have learnt to develop changes (e.g. sustainability, aesthetic, cultural, safety and functional) and justify their reasons for doing so.

Students continue working in their groups They are to complete their designs and prepare to present both their design

brief/proposal and designs to the class, teacher and present member of council.

Their presentations may be in the medium of their choosing. For example a presentation, Song, Dance, Roleplay, book creator application.

Students present their designs and discuss why they made the changes they did

Presentations will be recorded by a student with an ipad for teacher records

Key questions used to provoke deep thinking: What is the need your change addresses? Why? How can you

support this justification? What social factors have influenced your design? Why does

society care? What Environmental factors have you considered? Why did you choose the presentation method you did?

Assessment of learning: Teachers will use a rubric to perform a summative assessment of student comprehension. Marked against the rubric attached (titled Science unit of work- design brief/model).

Differentiation: The task is open ended allowing for student centred and paced learning to occur Grouped according to similar abilities Photos are used to cater for visual learners Students have chosen their preferred mode of presentation to cater to their group

learning style.

Link to access the wikispace- in which students will work through to complete the final four lessons (8-11) of this unit of work. http://buildingforthefuture.wikispaces.com

Camera iPads Access to Computers for each

group (7-8 Computers) Materials to build designs

o Cardboardo Strawso Sticky tapeo Plastacineo Egg containerso Art Paper

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ED3009 Key Learning Area Science and Technology 3- Part A- Written unit of workEv

alu

ate

Lesson 11:

Learning Intention: Students review and reflect on their own learning and present their new understandings and skills in the form of a debate.

Students groups will be competing in a debate. Students are going to go head to head with another group, to present their ideas and

proposed changes to the class. The class will then decide which alteration is most in need.

Students will be actively listening to the debates, as they provide constructive feedback in the form of a star and a wish. Star- what they enjoyed about their debating case and why. Wish- areas they could work on.

Students can use various forms of ICT to support and translate their case. Video recordings of the debates can be taken and used as a form of self assessment of their presentation skills.

Review TWLH chart. Whole class discussion and ask students what they have learnt and how they learnt it. Record responses on post-it notes and add to TWLH chart. (individual task)

Key questions used to promote deep thinking: Why is that change appropriate for the future? What new knowledge has surprised you this lesson? Next time you want to know…? Why? What would you change about this unit? Why? What do you believe worked well? Why?

Differentiation: G&T student/s can act as the adjudicator for the debate. As the adjudicator, he/she

will assess each speaker’s argument, judge the proposals and give constructive feedback. The G&T student/s can discuss with the teacher their findings and use the same marking rubric as the teacher.

Assessment as learning: Formative: Presentation skills (speaking) throughout the debate. See rubric attached titled – Town planning proposal class debate.

Homework/reflection- Teacher to post various reflection questions on their class’ Edmodo account, where students demonstrate their understanding through their responses. Students interact with their peers and comment on each others’ new findings.

Digital technology for presentations: IWB, iPad, Powerpoint, Prezi, Webquest (as determined by each group)

TWLH chart Link to access the

wikispace- in which students ill work through to complete the final four lessons (8-11) of this unit of work. http://buildingforthefuture.wikispaces.com

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Reference list:

Australian Academy of Science. (2012). Primary connections: Feathers, fur or leaves. [CD]. Australia: Australian Academy of Science. Viewed on 30th June, 2014

Australian Academy of Science. (2014). Linking Science with Literacy. Retrieved June 30, 2014 from https://primaryconnections.org.au/

ACARA (2011). Australian curriculum: Mathematics (online) Retrieved july 1, 2014 from http://www.australiancurriculum.edu.au/Mathematics/Rationale

Board of Studies, New South Wales. (n.d). NSW Syllabuses for the Australian Curriculum: Science K-10 (Incorporating Science and Technology K-6) Syllabus. Retrieved June 30, 2014 from http://syllabus.bos.nsw.edu.au/science/science-k10/.

Board of Studies, New South Wales, (n.d). NSW Syllabuses for the Australian Curriculum: English K-10 Syllabus. Retrieved June 30, 2014 from http://syllabus.bos.nsw.edu.au/english/english-k10/

Board of Studies, New South Wales, (n.d). NSW Syllabuses for the Australian Curriculum: HSIE (History) K-10 Syllabus. Retrieved June 30, 2014 from http://syllabus.bos.nsw.edu.au/hsie/history-k10/

Board of Studies, New South Wales, (n.d). NSW Syllabuses for the Australian Curriculum: Mathematics K-10 Syllabus. Retrieved June 30, 2014 from http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/

Brandon, P. S., & Lombardi, P. L. (2011). Evaluating sustainable development in the built environment. Ames, Iowa; Chichester, West Sussex: Wiley-Blackwell.

Buckingham, D., & Sefton-Greene, J. (Eds.) (1999). Children, young people and digital technology. Bedfordshire: University of Luton Press.

Bybee, R.W., Taylor, J. A., Gardner, A.L., Van Scotter, P., Carlson, J., Westbrook, A., & Landes, N. (2006) The BSCS 5E Instructional Model: Origins and Effectiveness. Washington, DC: National Institutes of Health Office of Science Education

Canberra image. Retrieved July 1, 2014 from http://www.act.gov.au/search?query=photo

Constructing Australia – The Bridge. Retrieved July 2, 2014 from http://www.youtube.com/watch?v=9rBeQ4SMniY

Crandell, T. L., Haines Crandell, C. & Vander Zander, J. W. 2009

Davies, D., & Howe, A. (2003). Teaching science, design and technology in the early years. London: David Fulton.

De Nobile, J. (2007). Primary teacher knowledge of science concepts and professional development: Implications for a case study. Teaching Science -The Journal of the Australian Science Teachers Association, 53(2), 20-23. Retrieved July 1, 2014 from EBSCO database.

21

ED3009 Key Learning Area Science and Technology 3- Part A- Written unit of workDawson, V., & Venville, G. (2007). The art of teaching primary science. Crows Nest: Allen & Unwin.

Devereux, J. (2012). Science for primary and early years. (2nd ed.). London: Sage.

Fitzgerald, A. (2013). Learning and teaching primary science. Melbourne: Cambridge University Press.

Fleer, M., & Jane, B. (2011). Design and technology for children (3rd ed.). Frenchs Forrest: Pearson.

Handal, B., Campbell, C., Cavanagh, M., Petocz, P., & Kelly, N. (2012). Integrating technology, pedagogy and content in mathematics education. Journal of Computers in Mathematics and Science Teaching, 31(4), 387-413.

Hudson, P. (ed). 2013. Learning to teach in the primary school. Port Melbourne, VIC: Cambridge University Press.

Gagne’s differentiated model of giftedness and talent (2003). Retrieved July 2, 2014 from http://www.education.vic.gov.au/school/teachers/teachingresources/diversity/pages/gifted.aspx

Melhuish, K. & Falloon, G. (2010). Looking to the future: M-learning with the iPad. Computers in NewZealand Schools: Learning, Leading, Technology, 22(3). Retrieved July 1, 2014 from http://researchcommons.waikato.ac.nz/bitstream/handle/10289/5050/Looking%20to%20the%20future.pdf?sequence=1

NSW Board of Studies (2006a). Creative arts K-6 syllabus. Retrieved July 1, 2014 from http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/ce607b51-27b2-45cb-b634-6522141e7c0a/k6_creative_arts_syl.pdf?MOD=AJPERES

NSW Department of Planning. (2009). A guide to preparing local environmental plans. Retrieved July 2, 2014 from http://www.planning.nsw.gov.au/lep/pdf/guide_preparing_local_environmental_plans.pdf

Poore, M. (2013). Using social media in the classroom: A best practice guide. London: Sage.

Skamp, K. (2012). Teaching primary science constructively (4). South Melbourne, VIC: Cengage Learning Australia.

Sydney image. Retrieved July 1, 2014 from http://urbanist.typepad.com/.a/6a00d83454714d69e20168e53e8d5e970c-800wi

Tomlinson, Carol., (2010) ‘Tomlinson Model: Differentiation Strategies’ Retrieved July 2, 2014 from http://www.caroltomlinson.com/2010SpringASCD/Rex_SAstrategies.pdf

Wheatley, N., & Rawlins, D. (1996). My place. South Melbourne: Pearson Education Australia.

Wheatley, N., Searle, K., & Huggins, J. (2011). Playground: Listening to stories from country and from inside the heart. Crows Nest, N.S.W: Allen & Unwin.

22

http://www.caroltomlinson.com/2010SpringASCD/Rex_SAstrategies.pdf

http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/ce607b51-27b2-45cb-b634-6522141e7c0a/k6_creative_arts_syl.pdf?MOD=AJPERES

http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/ce607b51-27b2-45cb-b634-6522141e7c0a/k6_creative_arts_syl.pdf?MOD=AJPERES

ED3009 Key Learning Area Science and Technology 3- Part A- Written unit of workYang, J., Brandon, P. S., & Sidwell, A. C. (2005). Smart & sustainable built environments. Malden, MA; Oxford: Blackwell Pub

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ED3009 Key Learning Area Science and Technology 3- Part A- Written unit of workLesson Risks/Potential Dangers Precautions Responsible

PartyLesson 1 - Misuse of materials (e.g

throwing of materials, inappropriate us of scissors) leading to physical injury.- Large amount of child movement and noise, potential for child to attempt to leave class without teacher knowledge.

- Remind students of responsible use policy and possible consequences of misuse. Possibility of danger to other students and themselves.- Make sure all materials are suitable for use by children.- Make sure first aid kit is stocked and readily available.- Additional supervision if available, e.g parental help.- Keep class door closed.

Teacher&Parent Helpers

Lesson 2 - Tripping hazard (large scale map).

- Never leave map un-attended.- Rule that map is not to be walked on or over. Do not lift edges.

Teacher

Lesson 3 - Misuse of materials (e.g throwing of materials, inappropriate us of scissors) leading to physical injury.- Slip hazard from spilt paint or water.

- Remind students of responsible use policy and possible consequences of misuse. Possibility of danger to other students and themselves.- Make sure first aid kit is stocked and readily available.- Only provide small amounts of paint and water at any time.- Make sure spills are closed off and quarantined until they can be cleaned up, clean up should happen as soon as possible.

Teacher

Lesson 4(Excursion)

- Exposure to the sun/elements.- Students mingling with members of the public.- Town planner being incorporated into classroom and excursion.- Students will be carrying IPAD’s and cameras.- Possibility of extreme weather- Students close to roads and other public transport.- Children may wander off

- Completed excursion plan, including permission notes excursion instruction sheet and items required on trip such as hats, sunscreen etc. A formal risk assessment will be completed following the guidelines of the school.- Town planner has had background check and has completed WWC check. Is never left alone with any child. He will also be made aware of schools policies and structures that may be relevant. Behaviour standards etc.- Students have a ‘buddy’ with whom they must know where they are at all times, they must report to a teacher the moment they cannot locate their buddy.- A minimum of 1 adult per 5 children on the excursion in order to keep a close eye on children at all times.- Students will be reminded to keep a safe distance from roads and other public transport systems at all times-Have a wet weather plan.

Teacher,Town Planner&Parent Helpers

Lesson 5 - Students will be moving around the class, experimenting with materials and water.

- Make sure all materials are suitable for use by children.- Make sure spills are closed off and

Teacher&Parental help

24

ED3009 Key Learning Area Science and Technology 3- Part A- Written unit of work- Potentially moving outside to collect materials.

quarantined until they can be cleaned up, clean up should happen as soon as possible.- Make sure students do not run around the classroom.- Additional supervision if available, e.g parental help.- Make sure students are prepare to head outside (hats, sunscreen etc).Children only leave the classroom under supervision.

Lesson 6(Incursion)

- Students may be interacting with someone from outside the school environment.- Involves a potentially sensitive subject and issue.

- Make sure all background checks and references from Aboriginal elder have been completed.- Meet with Aboriginal elder before they come in to class in order to discuss what they are going to say and do.- Students are made aware of the respect that must be shown to the traditional custodians of the land and their special connection to the land and their traditional practices.

Teacher&Students

Lesson 7 - Students will be using IPAD’s. - Make sure students have signed and are reminded of the school’s technology use policy, focusing on in-appropriate use of technology.

Teacher

Lesson 8 - Students will be using IPAD’s and computer to access a wikispace.

- Make sure students have signed and are reminded of the school’s technology use policy, focusing on in-appropriate use of technology.

Teacher

Lesson 9 - Students will be using IPAD’s and computer to access a wikispace.- Students will be building designs from a range of materials.

- Make sure students have signed and are reminded of the school’s technology use policy, focusing on in-appropriate use of technology.- Make sure all materials are suitable for use by children and being used appropriately.

Teacher

Lesson 10 - Students will be using IPAD’s and computer to access a wikispace.

- Make sure students have signed and are reminded of the school’s technology use policy, focusing on in-appropriate use of technology.

Teacher

Lesson 11 - Students may personally attack or criticize others in the debate.

- Run through debate rules at the start of the lesson, make sure students can articulate the difference between criticism and critical analysis.

Teacher

25


Attachment 1- Building for a better future

Questions Yes/No Comment

Are you a member of this community?Do you take public transport? If so what type and how often?

What are the positive aspects of transport in this community?

What would you change?

Do environmental factors impact on your use of transport?

Do social factors impact on your use of transport?

Further comments:

26


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Attachment 2- Design Proposal Template

Company name:

Company employees:

What is the change you are making? Include location

Reasons for making the proposed change? Remember to justify your answers and include data gathered from survey

Materials and resources that will be needed:

28

ED3009 Key Learning Area Science and Technology 3- Part A- Written unit of workLabeled design for proposed change:

Further Comments: (if you wish to add)

Remember you must build your design from these plans. If you need to modify your design while building, attach a completed set of revised plans to the back of this sheet. All alterations need to be clearly labeled.

29


Attachment 3- Debate Plan

Company name:

Design idea:

Catch phrase :

Rebuttals:

What are the advantages of your design, who will it benefit and how:

What would happen if your design was not implemented:

What are the dis-advantages of your design idea:

How will you defend these ideas if they are raised:

What issues can you see in the other teams design:

How do you suspect they will defend these ideas if you challenge them:

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