hands on stem finding design in science · n review the pushes and pulls investigated in lesson 1 n...

Hands on STEM

Finding design in science

Course notes: April 2018

Ecolinc Hands on STEM Professional Learning Workshops 13 & 14 March

Copyright © Australian Academy of Science 2018.

About the course

Completion of this course will contribute 90 minutes of professional learning addressing 2.1.2, 3.3.2, 5.1.2 and 6.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation.

14 Copyright © Australian Academy of Science.Section 4 A focussed approach

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LESSON

ENG

AGE

Lesson 1 Moving toysCaptures students’ interest and finds out what they think about how a push or a pull affects how an object moves or changes shape. Elicits students’ questions about how toys move. Students:

n work in teams to explore how toys move n share questions about how toys move or change shape n use arrows to show pushes and pulls n create a list of push and pull words to develop a word wall.

EXPL

ORE

Lesson 2 Investigating pushes and pulls at home (optional)To provide students with hands-on, shared experiences of pushes and pulls around the home.

n review the pushes and pulls investigated in Lesson 1 n investigate pushes and pulls at home n play a guessing game about pushes and pulls found at home.

Lesson 3 Water, water everywhereProvides students with hands-on, shared experiences of the push of water on floating objects. Students:

n discuss and reflect on experiences with water n push air-filled objects (balls) under water to experience the push of water n feel the difference between a heavy object suspended in air and then in water n create a labelled force-arrow diagram to indicate push or pull forces.

Lesson 4 What sinks? What floats? (optional)Provides students with hands-on, shared experiences of how to change an object that sinks into one that floats. Students:

n work in teams to investigate objects that sink or float in water n investigate how to change an object that sinks into

one that floats n describe how the use of materials is determined by

their properties.

Push-pull overview

A focussed approachSection 4

15Section 4 A focussed approachCopyright © Australian Academy of Science.

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LESSON

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Lesson 5 Floating on airProvides students with hands-on, shared experiences of the push of air. Students:

n explore where air can be found n observe and discuss the result of placing a glass containing a tissue upside down in a

container of water n observe and discuss the differences in the fall of a crumpled sheet of paper and a

flat sheet.

EXPL

AIN

Lesson 6 Push meets pullSupports students to represent and explain their understanding of how a push or pull affects how toys move or change shape, and introduces current scientific views. Students:

n reflect on their observations and experiences of pushes and pulls n discuss the terms ‘force’ and ‘gravity’ n represent push and pull forces using force-arrow diagrams.

ELAB

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Lesson 7 Helicopter test flightsSupports students to plan and conduct an investigation of the factors that affect a paper helicopter’s fall through air. Students:

n work in teams to investigate what factors affect the fall of a paper helicopter n identify things (variables) to change and keep the same in an investigation n record and discuss observations n show on a diagram where pushes and pulls act on a falling paper helicopter.

EVAL

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Lesson 8 Pulling it togetherProvides opportunities for students to represent what they know about how a push or a pull affects how an object moves or changes shape, and to reflect on their learning about pushes and pulls. Students:

n review this unit by using the class science journal, word wall, and ‘Making things move’ class table

n repeat ‘Push and pull pictures’ assessment task (Resource sheet 1) n reflect on their learning during the unit.


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Design a contraption that is:

• of suitable size to carry a small

package (approx 10-15g weight)

• will descend slowly from a

second or third story window

• water resistant

• low cost

• made of environmentally

responsible materials

• eye-catching

Design brief

Inspired by the Pay it forward movement, a group of high rise offices are thinking about a Helping hands project. They will launch little contraptions from their office windows carrying acts of kindness – such as greeting cards, vouchers or a tasty morsel of food.

The project team are still working out the details of when they might do this, how often, and how to manage potential frustrations if people don’t get one. For example, the Jafflechutes website strongly recommends people not climb trees in pursuit of their toasted sandwiches that float down on parachutes. While considering the options, the project team would like a technical design to inform their decisions.

17

Contraption template

Copyright © Australian Academy of Science.


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Brainstorm

How could you meet the design brief?

Jot ideas and sketches here.


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Activity steps Illustrations for the steps

Procedural plan

Equipment Reasons for selecting this equipment

Aim


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Evaluation planner

Criteria Tests

What criteria should the contraptions meet?

• How can you fairly evaluate thecontraptions against these criteria?

• Describe the test.• Explain reasons for your test choices.


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Test Results

Recording results

Record the results of your tests in the table.


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Did your contraption meet the design criteria? Why or why not?

What challenges did you have doing this investigation?

Did the tests accurately evaluate the contraption against the design criteria? Why or why not?

How could you improve this investigation?

Explaining results

Evaluating the investigation


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What choices did you make? (With regard to materials, construction, shape, sustainability etc.)

What were the reasons for your choices?

n What alternatives did you consider?

n How did you make your decision?

n Are there scientific claims you considered?

What do you observe now?

n Did the tests give you the results you expected?

n Did your choices work as intended?

n Did you notice anything that you didn’t originally think about?

Why do you think that is?

n Can you explain your test results using scientific claims and evidence?

n Did the combination of choices work well in the final product?

What would you suggest next time?

n What information would you like to inform your next prototype?

n What factors would influence your next design choices?

CROWN

This tool structures discussions around prototypes

that students have designed and tested. It encourages

reflection using evidence-based claims and reasoning.

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1

PrimaryConnections Push-pull

Unit at a glance Push-pull

Phase Lesson At a glance

ENGAGE Lesson 1Moving toys

To capture students’ interest and find out what they think about how a push or a pull affects how an object moves or changes shape

To elicit students’ questions about how toys move

EXPLORE Lesson 2Investigating pushes and pulls at home (optional)

Session 1Push-pull pursuit

Session 2Guessing game

To provide students with hands-on, shared experiences of pushes and pulls around the home

Lesson 3Water, water everywhere

To provide students with hands-on, shared experiences of the push of water on floating objects

Lesson 4What sinks? What floats? (optional)

To provide students with hands-on, shared experiences of how to change an object that sinks into one that floats

Lesson 5Floating on air

To provide students with hands-on, shared experiences of the push of air

EXPLAIN Lesson 6Push meets pull

To support students to represent and explain their understanding of how a push or pull affects how toys move or change shape, and to introduce current scientific views

ELABORATE Lesson 7Helicopter test flights

To support students to plan and conduct an investigation of the factors that affect a paper helicopter’s fall through air

EVALUATE Lesson 8Pulling it all together

To provide opportunities for students to represent what they know about how a push or a pull affects how an object moves or changes shape, and to reflect on their learning during the unit

A unit overview can be found in Appendix 6, page 62

PrimaryConnections

2

Alignment with the Australian Curriculum: ScienceThis Push-pull unit embeds all three strands of the Australian Curriculum: Science. The table below lists sub-strands and their content for Year 2. This unit is designed to be taught in conjunction with other Year 2 units to cover the full range of the Australian Curriculum: Science content for Year 2.

For ease of assessment the table below outlines the sub-strands and their aligned lessons.

Strand Sub-strand Code Year 2 content descriptions Lessons

Science Understanding (SU)

Physical sciences

ACSU033 A push or a pull affects how an object moves or changes shape

1−8

Science as a Human Endeavour (SHE)

Nature and development of science

ACSHE034 Science involves asking questions about, and describing changes in, objects and events

3

Use and influence of science

ACSHE035 People use science in their daily lives, including when caring for their environment and living things

1,2,3

Science Inquiry Skills (SIS)

Questioning and predicting

ACSIS037 Respond to and pose questions, and make predictions about familiar objects and events

3

Planning and conducting

ACSIS038 Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources

3,7

ACSIS039 Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate

7

Processing and analysing data and information

ACSIS040 Use a range of methods to sort information, including drawings and provided tables

1,2

ACSIS214 Through discussion, compare observations with predictions

4,5

Evaluating ACSIS041 Compare observations with those of others

1,2,3,4,5

Communicating ACSIS042 Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play

1,6,8

3


Interrelationship of the science strandsThe interrelationship between the three strands—Science Understanding, Science as a Human Endeavour and Science Inquiry Skills—and their sub-strands is shown below. Sub-strands covered in this unit are in bold.

• Biological sciences• Chemical sciences• Earth and space sciences• Physical sciences

• Nature and developmentof science

• Use and influenceof science

• Questioning and predicting• Planning and conducting• Processing and analysing

data and information • Evaluating• Communicating

Science Understanding Science as a Human Endeavour Science Inquiry Skills

Year 2

Relationship to overarching ideasIn the Australian Curriculum: Science, six overarching ideas support the coherence and developmental sequence of science knowledge within and across year levels. In Push-pull, these overarching ideas are represented by:

Overarching idea Incorporation in Push-pull

Patterns, order and organisation

Students explore how different strengths of pushes and pulls affect the movement of objects in predictable ways.

Form and function Students explore how an object’s form can affect how it moves in water, air and on the ground, and therefore influence its use.

Stability and change Students investigate how objects float, fall slowly or stay still because of the forces acting on them. They explore how a stable object has balanced forces acting on it.

Scale and measurement

Students experience how some large objects float and smaller ones can sink. They use force-arrow diagrams to represent push and pull forces of different sizes and the direction in which they are acting.

Matter and energy Students investigate the effect of the pull of gravity and explore how both air and water can ‘push’.

Systems Students investigate and compare floatation in both air and water, and recognise the opposing forces at work in a system.

PrimaryConnections

4

Curriculum focus The Australian Curriculum: Science is described by year level, but provides advice across four year groupings on the nature of learners. Each group has a relevant curriculum focus.

Curriculum focus Years F–2 Incorporation in Push-pull

Awareness of self and the local world

Students identify the forces they use in their daily lives to play and work and live. They observe and discuss the effects of gravity and how forces work in water, air and on the ground. They use science inquiry skills to conduct a test of fall time for paper helicopters.

Achievement standardsThe achievement standards of the Australian Curriculum: Science indicate the quality of learning that students typically demonstrate by a particular point in their schooling, for example, at the end of a year level. These standards will be reviewed regularly by ACARA and are available from the ACARA website.

By the end of this unit, teachers will be able to make evidence-based judgements on whether the students are achieving below, at or above the Australian Curriculum: Science Year 2 achievement standard. Rubrics to help teachers make these judgements will be available on the website (www.science.org.au/primaryconnections).

General capabilitiesThe skills, behaviours and attributes that students need to succeed in life and work in the 21st century have been identified in the Australian Curriculum as General capabilities. There are seven General capabilities and they are embedded throughout the units. For unit-specific information see the next page. For further information see: www.australiancurriculum.edu.au

For examples of our unit-specific general capabilities information see the next page.

5


Push-pull—Australian Curriculum general capabilities

General capabilities Australian Curriculum description Push-pull examples

Literacy Literacy knowledge specific to the study of science develops along with scientific understanding and skills.

PrimaryConnections learning activities explicitly introduce literacy focuses and provide students with the opportunity to use them as they think about, reason and represent their understanding of science.

In Push-pull the literacy focuses are:• word walls• tables• science journals• force-arrow diagrams• factual texts.

Numeracy

Elements of numeracy are particularly evident in Science Inquiry Skills. These include practical measurement and the collection, representation and interpretation of data.

Students:• complete provided data tables• observe and report on differences

using comparison vocabulary (such asheavy, light, faster, slower).

Information and communication technology (ICT) competence

ICT competence is particularly evident in Science Inquiry Skills. Students use digital technologies to investigate, create, communicate, and share ideas and results.

Students are given optional opportunities to:• use Learning Objects about forces• use a digital camera to take

photographs of an investigation.

Critical and creative thinking

Students develop critical and creative thinking as they speculate and solve problems through investigations, make evidence-based decisions, and analyse and evaluate information sources to draw conclusions. They develop creative questions and suggest novel solutions.

Students:• discuss their ideas and reasoning• predict and explain their observations• solve to a sink/float problem challenge• reflect on questions and share

answers with a partner• consider investigation variables• contemplate an observed

phenomenon.

Ethical behaviour Students develop ethical behaviour as they explore principles and guidelines in gathering evidence and consider the implications of their investigations on others and the environment.

Students:• ask questions respecting each other’s

point of view.

Personal and social competence

Students develop personal and social competence as they learn to work effectively in teams, develop collaborative methods of inquiry, work safely, and use their scientific knowledge to make informed choices.

Students:• work with a partner to manipulate

materials• follow safety rules during

investigations.

Intercultural understanding

Intercultural understanding is particularly evident in Science as a Human Endeavour. Students learn about the influence of people from a variety of cultures on the development of scientific understanding.

• ‘Cultural perspectives’ opportunitiesare highlighted

• Important contributions made toscience by people from a range ofcultures are highlighted.

PrimaryConnections

6

Cross-curriculum prioritiesThere are three cross-curriculum priorities identified by the Australian Curriculum:

• Aboriginal and Torres Strait Islander histories and cultures• Asia and Australia’s engagement with Asia• Sustainability.

Two of these are embedded within this unit as described below. For further information see: www.australiancurriculum.edu.au

Aboriginal and Torres Strait Islander histories and culturesThe PrimaryConnections Indigenous perspective framework supports teachers’ implementation of Aboriginal and Torres Strait Islander histories and cultures in science. The framework can be accessed at: www.science.org.au/primaryconnections

Push-pull focuses on the Western science way of making evidence-based claims about the way objects move and change shape.

Aboriginal and Torres Strait Islander Peoples might have other explanations for the observed phenomenon of the effects of forces.

PrimaryConnections recommends working with Aboriginal and Torres Strait Islander community members to access local and relevant cultural perspectives. Protocols for engaging with Aboriginal and Torres Strait Islander community members are provided in state and territory guidelines. Links to these are provided on the PrimaryConnections website.

SustainabilityIn the Push-pull unit, students explore ways that objects move on land, through water and in the air. This privdes opportunities to develop an understanding of how forces can be harnessed to do useful things. This can assist them to develop knowledge, skills and values for making decisions about individual and community actions that contribute to sustainable patterns of energy use.

7


Alignment with the Australian Curriculum: English and Mathematics

Strand Sub-strand Code Year 2 content descriptions Lesson

English–Language

Language variation and change

ACELA1461 Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context

1,3,5,7

Text structure and organisation

ACELA1466 Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines

1,2,3,5,6,8

Expressing and developing ideas

ACELA1470 Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose

1–8

English–Literacy

Literature and Context

ACELT1587 Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created

1,3,4

Responding to literature

ACELT1589 Compare opinions about characters, events and settings in and between texts

1,3,4

ACELT1590 Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences

1,3,4

English–Literacy

Interacting with others

ACELY1666 Listen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions

1,2,3,5,7

ACELY1789 Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately

1,3,5,7

Interpreting, analysing, evaluating

ACELY1669 Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting

6

Mathematics–

Statistics and Probability

Data representation and interpretation

ACMSP049 Collect, check and classify data 1,2,4

ACMSP050 Create displays of data using lists, table and picture graphs and interpret them

1,2,4

Other links are highlighted at the end of lessons where possible. These links will be revised and updated on the website (www.science.org.au/primaryconnections).

Product procedural plan

Aim:

Activity steps Illustrations for the steps

Equipment Reasons for selecting this equipment

Name:

48 Copyright © Australian Academy of Science.

Name:

Other members of your team:

Product to evaluate:

Product evaluation

CriteriaWhat criteria should the product meet?

TestsHow can you fairly evaluate the product against these criteria?Describe the test(s).Explain reasons for your test choices.

What equipment will you need? Diagram of how you will set up the equipment.

Date:

49Copyright © Australian Academy of Science.

Test Results

Explaining results

Did your product meet the design criteria? Why or why not?

Did the tests accurately evaluate the product against the design criteria? Why or why not?

Evaluating

What challenges did you have doing this evaluation? How could you improve this ‘Product evaluation’?

Recording results

50 Copyright © Australian Academy of Science.

Date:

61

Package it better

Appendix 2

Appendix 2 How to use a design portfolio

Introduction A design portfolio is a record of observations, experiences and reflections. It might include a series of dated entries, written text, drawings, sketches, labelled diagrams, graphic designs, photographs, tables and graphs. It includes the design brief and information to assist students to develop design criteria and to evaluate products.

Using a design portfolio allows students to be engaged in an authentic opportunity to resolve a design challenge. Students can use their design portfolio as a self-assessment tool as they reflect on their learning and how their ideas have changed and developed during a unit.

Monitoring students’ design portfolios allows you to identify students’ non-scientific ideas, find evidence of students’ learning and plan future learning activities in science, technology and literacy.

A design portfolio is organised to facilitate the dynamic, reiterative nature of the design process and includes four sections:

• Explore the task – students identify with the design situation and use this sectionto explore and review the design brief. They identify critical factors for success. Forexample, students identify possible fragile gifts and explore, record and reflect on theirexploration of package characteristics and designs which will safely deliver a fragile gift.

• Define the task – students review the design brief and specify the design criteria fortheir package. They identify appropriate materials and processes to use.

• Produce solutions – students plan for and record the processes to make aneffective product.

• Evaluate and reflect – students record their evaluation of their product and theprocesses involved in its production. They record their reflections on their learning.

Each section of the design portfolio for this unit is described below.

Using a design portfolioUse a loose-leaf folder or a manila folder to allow new pages to be added to each section during the unit.

1 When introducing a design portfolio emphasise the importance of including pictorial representations as well as written entries. Entries can include narrative, poetry and prose as students represent their ideas in a range of styles and forms.

2 Explain to students that they will use their design portfolio to keep dated records of their observations, ideas and thoughts about all activities, adding them to the appropriate section.

3 Use a large project book or A3 paper in a large ring binder to make a class design portfolio. This can be used at all year levels to model design portfolio entries.

4 Make time to use the design portfolio. Provide opportunities for students to plan procedures and record predictions and their reasons for predictions before an activity.

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5 Provide guidelines in the form of questions and headings and facilitate discussion about recording strategies, such as note-making, lists, summaries, tables and concept maps. Use the class design portfolio to show students how they can modify and improve their recording strategies.

6 Refer students to display charts, pictures, diagrams, word walls and phrases about the topic displayed around the classroom. Revisit and revise this material during the unit. Explore the vocabulary, visual texts and ideas that have developed from the unit, and encourage students to use them in their design portfolio.

7 Combine the use of resource sheets with design portfolio entries. After students have pasted their completed resource sheets in their design portfolio, they might like to add their own drawings and reflections.

8 Use the design portfolio to assess student learning in science, technology and literacy. For example, during the Engage phase, use design portfolio entries for diagnostic assessment as you identify students’ prior knowledge. This allows you to take account of students’ existing ideas when planning future learning experiences.

9 Discuss the importance of entries in the design portfolio during the Explain and Evaluate phases. Demonstrate how the information in the design portfolio will help students develop literacy products, such as posters, brochures, letters and oral or written presentations.

Section 1 Explore the taskThis section is where students record information from their explorations which might assist them through the design process. Students have the opportunity to:• recognise the design situation• investigate packaging materials and designs used for commercial packaging to

examine existing ideas and meet new ones• describe and name the materials used to make the packages• describe some features of these materials, such as soft, strong, flexible• describe features of the packages, such as it is the same shape as the contents,

it has air in it to cushion the contents, it is made of plastic to be waterproof• conduct some simple tests to compare the effectiveness of commercial packaging• identify the properties of packages• gather information to make informed decisions about their designs.

Section 2 Define the taskIn this section students record the design brief and develop a list of design criteria and the materials needed to make their product. It includes:• the design brief• the design criteria. For example, in order for the package to be successful it will be:

– of a size suitable to hold the gift (dimensions) – able to protect the gift – low cost

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– waterproof – able to be posted – able to protect the gift from impact – environmentally responsible.

• a list of options against design criteria and a materials list• what to explore to inform the design process• confirmation of the fragile gift that is to be packaged and delivered• critical factors for the success of the delivery of the fragile gift to develop the

design criteria.

Section 3 Produce solutionsIn this section, students collect ideas for how they will make their product. This includes diagrams and ideas, including steps in the procedure, and is where students:

• develop a plan and write a procedure for producing the product• draw an annotated design sketch• produce packaging according to design considerations and criteria• prepare a presentation.

Section 4 Evaluate and reflectThis is where ongoing evaluation that occurs throughout the unit is recorded. It includes evaluation of materials, designs, ideas and processes, and is an opportunity for students to:

• make dated chronological entries as they reflect on their learning throughout the unit,including diagrams, sketches, tables and graphs

• evaluate packaging against the criteria• evaluate the design process and products to determine ideas for improvement• record new learning and reflect on their progress throughout the unit, including

self-assessment• compare ideas and findings with initial predictions and reasons and provide evidence

that supports their ideas, reasons and reflections.

PrimaryConnections: Unit map*

Yr Biological sciences Chemical sciences Earth and space sciences Physical sciences

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Staying alive Growing well What’s it made of? Weather in my world On the move

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Schoolyard safari Dinosaurs and more

Spot the difference

Bend it! Stretch it!

Up, down and all around Look! Listen!

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Watch it grow! All mixed up Water works Push-pull

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Feathers, fur or leaves? Melting moments Night and day Heating up

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Plants in action Friends or foes?

Among the gum trees

Material world

Package it better

Beneath our feet Smooth moves Magnetic moves

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Desert survivors What’s the matter? Earth’s place in space Light shows

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Marvellous micro-organisms

Rising salt Change detectives Earthquake explorers

Creators and destroyers

Essential energy

Circuits and switches

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Digital versions of 31 curriculum units are available free for educational, non-commercial use by Australian educators through the National Digital Learning Resources Network (www.scootle.edu.au) or your local jurisdictional portal. Hard copies of all units can also be purchased.

The book contains assessment rubrics and a code to download a free PDF of the unit.

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These units address the following Australian Curriculum Science Understandings:

Yr Biological sciences Chemical sciences Earth and space sciences Physical sciences

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Staying alive or Growing well (ACSSU002)Living things have basic needs, including food and water.

What’s it made of? (ACSSU003)Objects are made of materials that have observable properties.

Weather in my world (ACSSU004)Daily and seasonal changes in our environment affect everyday life.

On the move (ACSSU005)The way objects move depends on a variety of factors, including their size and shape.

1

Schoolyard safari or Dinosaurs and more (ACSSU017/211)Living things have a variety of external features.Living things live in different places where their needs are met.

Spot the difference or Bend it! Stretch it! (ACSSU018)Everyday materials can be physically changed in a variety of ways.

Up, down and all around (ACSSU019)Observable changes occur in the sky and landscape.

Look! Listen! (ACSSU020)Light and sound are produced by a range of sources and can be sensed.

2

Watch it grow (ACSSU030)Living things grow, change and have offspring similar to themselves.

All mixed up (ACSSU031)Different materials can be combined for a particular purpose.

Water works (ACSSU032)Earth’s resources are used in a variety of ways.

Push-pull (ACSSU033)A push or pull affects how an object moves or changes shape.

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Feathers, fur or leaves? (ACSSU044)Living things can be grouped on the basis of observable features and can be distinguished from non-living things.

Melting moments (ACSSU046)A change of state between solid and liquid can be caused by adding or removing heat.

Night and day (ACSSU048)Earth’s rotation on its axis causes regular changes, including night and day.

Heating up (ACSSU049)Heat can be produced in many ways and can move from one object to another.

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Plants in action and Friends or foes? or Among the gum trees (ACSSU072/073)Living things have life cycles.Living things depend on each other and the environment to survive.

Material world or Package it better (ACSSU074)Natural and processed materials have a range of physical properties that can influence their use.

Beneath our feet (ACSSU075)Earth’s surface changes over time as a result of natural processes and human activity.

Smooth moves or Magnetic moves (ACSSU076)Forces can be exerted by one object on another through direct contact or from a distance.

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Desert survivors (ACSSU043)Living things have structural features and adaptations that help them to survive in their environment.

What’s the matter? (ACSSU077)Solids, liquids and gases have different observable properties and behave in different ways.

Earth’s place in space (ACSSU078)The Earth is part of a system of planets orbiting around a star (the Sun).

Light shows (ACSSU080)Light from a source forms shadows and can be absorbed, reflected and refracted.

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Marvellous micro-organisms or Rising salt (ACSSU094)The growth and survival of living things are affected by the physical conditions of their environment.

Change detectives (ACSSU095)Changes to materials can be reversible or irreversible.

Earthquake explorers or Creators and destroyers (ACSSU096)Sudden geological changes or extreme weather conditions can affect Earth’s surface.

Essential energy or Circuits and switches (ACSSU097/219)Electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources.

PrimaryConnections: Unit overview

All the material in this table is sourced from the Australian Curriculum version 8.3.

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