Adapted Resource – Science – Heat Transfer Unit

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Adapted solution- Heat Transfer Unit – Lesson three.

The science unit titled Heat Transfer (Australian Science Teachers Association (ASTA), n.d) can be adapted to align with five Design and Technologies curriculum areas for Year 3 and 4. In lesson three of the unit, students will use their knowledge of conductors and insulators to design and create a lunchbox with heat transfer in mind. Every student will be familiar with a standard lunch box and then challenged to design a new lunch box that is practical and functional that can store a variety of foods, maintains food at a safe temperature to eat and improves the appearance of traditional boring and dull containers. The adapted resource will help consolidate student understanding of heat and heat transfer and incorporate the Design and Technologies content description:

  • critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to create designed solutions (ACTDEP014) (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2016).
  • Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015) (ACARA, 2016).
  • Select and use materials, components, tools and equipment using safe work practices to produce designed solutions (ACTDEP016) (ACARA, 2016)
  • Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017) (ACARA, 2016).

Incorporating Design and Technology into the lesson provides students with an opportunity to strengthen their critical thinking skills and reinforce their knowledge and understanding of science concepts.

Resource

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2016). Digital Technologies. Australiancurriculum.edu.au. Retrieved 31 August 2017, from https://www.australiancurriculum.edu.au

Australian Science Teachers Association (ASTA). Year 3-4 Unit 1 Lesson Three | ScienceWeb – ASTA. Scienceweb. Retrieved 1 September 2017, from http://scienceweb.asta.edu.au/years-3-4/unit1/lesson-three/yr34-unit1-lesson-three.html

 

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Science – Heat Transfer Unit

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Click here to access ‘Heat Transfer Unit’

Unit Overview– Students will explore and examine heat transfer

Students will explore and examine heat transfer in the context of the kitchen. Students will identify sources of heat in the home and environment exploring two modes of heat transfer – conduction and convection. Students will explore conductors and insulators.

Lesson three– Students will explore conductors and insulators and identify conductors and insulators in familiar contexts. Students will identify that some materials are considered conductors and others considered insulators, and that they will be exploring materials to understand what these terms mean.

Strands and content descriptors that match this resource.

Science Understanding

Physical sciences: Heat can be produced in many ways and can move from one object to another (ACSSU049)

Science as a Human Endeavour

  • Nature and development of science: Science involves making predictions and describing patterns and relationships (ACSHE061)
  • Nature and development of science: Science knowledge helps people to understand the effects of their actions (ACSHE062)

Science Inquiry Skills

  • Questioning and predicting: With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (ACSIS064).
  • Planning and conducting: Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065).
  • Planning and conducting: Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS066).
  • Processing and analysing data and information: Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068)
  • Communicating: Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS071)

Resource

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2016). Science. Australiancurriculum.edu.au. Retrieved 31 August 2017, from https://www.australiancurriculum.edu.au

Australian Science Teachers Association (ASTA). Year 3-4 Unit 1 Lesson Three | ScienceWeb – ASTA. Scienceweb. Retrieved 1 September 2017, from http://scienceweb.asta.edu.au/years-3-4/unit1/lesson-three/yr34-unit1-lesson-three.html

Blue Bots

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Click here to access “Blue Bots”

Bluetooth robot can be controlled using a tablet or PC/Mac whereby you create your program on screen, send it remotely and see Blue-Bot performs your program right before your very eyes! With a clear shell, children can see inside Blue-Bot and understand which components perform which duties. The Blue-Bot app has been designed to work across a number of platforms and is a free download.

Strands and content descriptors that match this resource.

Digital Technologies Knowledge and Understanding: Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002)

Digital Technologies Knowledge and Understanding: Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)

Blocky Game

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Blocky-games is a website where students complete a series of activities to reach a goal through basic programming. This site enables student to develop and learn the foundational understanding about programming.

Strands and content descriptors that match this resource.

Digital Technologies Knowledge and Understanding: Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)

drScratch

Click here to access “Dr Scratch” link

Dr Scratch is a free online analytical tool that evaluates Scratch projects. Students use the tool to provide feedback on a variety of computational areas, including: flow control, data representation, abstraction, user interactivity, synchronisation, parallelism and logic, as well as use of best visual programming practice (eg use of sprites attributes and naming, and script performance).

Dr Scratch tool is best suited to support formative assessment and students’ self-evaluation of their own projects, peer-evaluation or as a support tool for teachers wanting to undertake formative assessment of students’ Scratch projects.

Strands and content descriptors that match this resource.

Years 3–4

Digital Technologies Process and Production Skills: Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)

Digital Technologies Process and Production Skills: Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011)

Years 5–6

Digital Technologies Process and Production Skills: Design a user interface for a digital system (ACTDIP018)

Digital Technologies Process and Production Skills: Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)

Digital Technologies Process and Production Skills: Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020)

Class Blogs

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Click here to access “Class Blog” Activity

Students investigate the concept, purpose and critical features of a good blog.

Strands and content descriptors that match this resource.

Digital Technologies Process and Production Skills: Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)

 

 

Is it going to rain? Data collection

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Click here to access “Is it going to rain?” Data Collection”

Students understand the importance of data in effective decision-making. Students find, sort and interpret Bureau of Meteorology (BOM) rainfall data, and to collect their own data and analyse the resulting datasets.

Strands and content descriptors that match this resource.

Digital Technologies Process and Production Skills: Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016).

Digital Technologies Process and Production Skills: Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017).

Digital Technologies Process and Production Skills: Design a user interface for a digital system (ACTDIP018)