STEM FORWARD PLANNING DOCUMENT

TERM / WEEKS: 1 UNITED NATIONS SUSTAINABLE YEAR LEVEL: 4

DEVELOPMENT GOAL: 12
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Design Technologies Design Technologies Digital Technologies Digital Technologies TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Knowledge & Process & Knowledge & Process & Production Skills QUESTIONS
Understandings Production Skills Understandings Investigating and Defining
Recognise the role of Generate, Recognise different Plan, create and Introduction iPads
people in design develop, and types of data and communicate ideas and Students will begin the lesson on the mat, where the teacher
and technologies occup communicate explore how the information will project the design brief and read through with the STEM Scrapbook
ations and explore design ideas and same data can be independently and with
students. The teacher will make it clear that this is going to be
factors, including decisions using represented in others, applying agreed Key Questions:
sustainability that appropriate different ways ethical and social the term STEM project. 1. What do you think
impact on the design of technical terms (ACTDIK008) protocols (ACTDIP013) of when you hear
products, services and and graphical The teacher will then begin a class brainstorm on parchment the word waste?
environments to meet representation Identify and explore Collect, access and paper titled ‘What we know about waste’. Key questions 1-2 2. What waste did
community needs techniques (ACT a range of digital present different types will be utilised during this brainstorm. you produce this
(ACTDEK010) DEP015) systems with of data using simple week?
peripheral devices software to create 3. What is waste?
Students will be using a scrapbook as their STEM project
Investigate food and for different information and solve 4. What are some
purposes, and workbook – to track and mark. examples of waste?
fibre production and problems (ACTDIP009)
food technologies used transmit different 5. Are there different
in modern and types Body types of waste?
traditional societies of data (ACTDIK00 The teacher will then explain the task for the lesson: What are they?
(ACTDEK012) 7) • Students will be put into pairs. 6. What does waste
do to the
• Each pair will then use an iPad to research waste and
OTHER SCSA LINKS air/Earth/water?
the impact that it has on the environment. The teacher 7. What was the most
Science Links will write the research criteria on the whiteboard for
Science Understanding interesting fact you
students: learnt about waste?
CHEMICAL SCIENCES
Natural and processed materials have a range of physical properties that can influence their use o Definition of waste. 8. Did you find
o At least three examples of types of waste. anything that
(ACSSU074)
o At least two examples of the impact waste shocked you? Why
EARTH AND SPACE SCIENCES was it shocking?
has on the natural environment. 9. What is one way of
Earth’s surface changes over time as a result of natural processes and human activity
(ACSSU075) reducing waste that
 • Students will first write their researched information you think you
Science as a Human Endeavour into their STEM scrapbook page titled ‘Waste’ using could implement
USE AND INFLUENCE OF SCIENCE the headings: Definition, Examples, Impact on the into your daily
Science knowledge helps people to understand the effect of their actions (ACSHE062) routine?
Environment.
OBJECTIVES • Once students have completed their research, they
Objective 1: will present their information into a digital poster
Research waste using digital technologies, including a definition, examples and the impact using PicCollage.
waste has on the environment.
Students will be given 30-40 minutes to complete their
Objective 2: research and their digital poster.
Create an informative poster on waste using digital technologies.
ASSESSMENT
Conclusion
Students will submit their completed digital posters to SeeSaw.
Objective 1 will be assessed by collecting the students’ STEM scrapbooks and marking the
appropriate page, checking for a definition, at least three examples, and two examples of how
waste impacts the environment. The teacher will review the posters with the class –
highlighting key/important facts and engaging the students in a
Objective 2 will be assessed through collecting the students’ posters and marking them, summary discussion (key questions 3-9).
checking for appropriate inclusion of research information and appealing design.

Each poster/script/checklist/rubric/worksheet will also be

glued into the STEM scrapbook to mark the students’ progress
through the design process.

LEARNER DIVERSITY

Students will be paired according to similar ability levels.

Students who require enabling will be given websites to use in

their search and provided more scaffolding assistance from the
teacher or the EA.

Students who require extension will be encouraged to provide

more examples of types of waste and the impact on the
environment, as well as providing a higher level of detail in
their research (statistics, quotes etc.)
 STEM FORWARD PLANNING DOCUMENT

TERM / WEEKS: 2 UNITED NATIONS SUSTAINABLE YEAR LEVEL: 4

DEVELOPMENT GOAL: 12
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Design Technologies Design Technologies Digital Digital Technologies TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Knowledge & Process & Production Technologies Process & Production QUESTIONS
Understandings Skills Knowledge & Skills Investigating and Defining
Understandings
Recognise the role Critique needs or Recognise Plan, create and Introduction iPad
of people in design opportunities different types communicate ideas Students will Think-Pair-Share on key question 1.
and technologies oc for designing and of data and and information STEM scrapbook
cupations and explore and test a explore how the independently and
The teacher will show the students the YouTube video ‘Waste and
explore factors, variety of same data can with others, applying A4 paper for script
including materials, compone be represented agreed ethical Recycling’ and engage the students in a class discussion (key writing
sustainability that nts, tools in different and social questions 2-4).
impact on the and equipment and ways protocols (ACTDIP01 Key Questions:
design of products, the techniques (ACTDIK008) 3) Body 1. What do you
services and needed to produce The teacher will then put the students into small groups (4-5 students remember about
environments to designed per group) and explain the task for the lesson to the students: creating waste from the
meet community solutions (ACTDEP previous lesson?
a short play showcasing one new waste reducing product.
needs 014) 2. What were some of
(ACTDEK010) (This activity is to engage the students’ creative thinking
the waste reducing
Generate, develop, regarding waste reduction, with no limits)
strategies shown in
and communicate • Students will pick one waste described in UN Sustainable the video?
design ideas and Goal 12: Sustainable Production and Consumption (food 3. Would any of those
decisions using waste, reusable materials, plastic reduction, recycling, strategies work in
appropriate your home or the
chemical disposal).
technical terms and school? Why/why
graphical • Students will write and perform a short script (no longer
not?
representation than 5 minutes) on one new product for waste reduction.
4. Can you see any of
techniques (ACTD Including: how it works, what it’s made out of and how it the waste reducing
EP015) helps to reduce waste. strategies already
Science Links: • Students will use the class prop and costume box to perform being used in the
Science Understanding the play (i.e. students will not have to create a prototype of school? What are
CHEMICAL SCIENCES their product to perform with). they?
Natural and processed materials have a range of physical properties that can influence 5. Which product/s
their use (ACSSU074) shown do you think
Students will be given 30 minutes to complete this task. would work well if
EARTH AND SPACE SCIENCES they were real?
Earth’s surface changes over time as a result of natural processes and human activity Students will then perform their play for the class. The teacher will Why?
(ACSSU075) record the performances and upload them to SeeSaw. 6. What do these
products have in
Science as a Human Endeavour Conclusion common?
USE AND INFLUENCE OF SCIENCE 7. Which products
The teacher will begin a discussion on which ideas showcased in the
Science knowledge helps people to understand the effect of their actions (ACSHE062) would be best used
play worked well and what the good ideas have in common. Key in a school? Why?
Drama and English Links: questions 5-8.
(ACADRM032) (ACADRM033) (ACELT1607) (ACELT1794) From this discussion, the class will collaboratively write a set of
OBJECTIVES success criteria for the individual design brief project (based on the
criteria outlined in the design brief, but more detailed and tailored to
Objective 1:
Collaboratively write a short play showcasing a new waste reducing product, including the classes individual expectations of their project).
function and materials.
Each poster/script/checklist/rubric/worksheet will also be glued into
Objective 2: the STEM scrapbook to mark the students’ progress through the
Perform their written play for an audience using appropriate gestures and voice design process.
volume.

Objective 3: LEARNER DIVERSITY

Collaboratively establish a set of class success criteria for their upcoming project.
Students will be grouped in mixed ability groups. Students who
ASSESSMENT require enabling will be paired with students that have stronger
abilities in the areas they require (e.g. If a student struggles with
Objective 1 will be assessed by collecting the students’ collaborative scripts and writing, they will be paired in a group with at least one strong writer
marking according to the criteria that the waste reduction product was the feature of the to aid them in getting their ideas on paper).
play, and that its function and materials were explained.

Objective 2 will be assessed by watching and recording the students’ performance, Students that require extension will be challenged by being leaders of
marking the checklist for appropriate use of gestures and voice. their groups, taking on more responsibility within the group dynamic
and helping their group members where needed.
Objective 3 will be assessed by observing students throughout the collaborative
process.
 STEM FORWARD PLANNING DOCUMENT

TERM / WEEKS: 3 UNITED NATIONS SUSTAINABLE YEAR LEVEL: 4

DEVELOPMENT GOAL: 12
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Design Technologies Design Technologies Digital Technologies Digital Technologies TEACHING AND LEARNING RESOURCES/KEY
Knowledge & Process & Production Skills Knowledge & Understandings Process & Production Skills EXPERIENCES QUESTIONS
Understandings
Designing
Recognise the role of Critique needs or Identify and explore a range Plan, create and Introduction Design template
people in design opportunities of digital systems with communicate ideas and The teacher will read the book ‘Good to be
and technologies occ for designing and explore peripheral devices for information Green: Don’t Waste Your Food’ by Deborah STEM Scrapbook
upations and explore and test a variety of different purposes, and independently and with Chancellor and engage the students in a
factors, including materials, components, transmit different types others, applying agreed Key Questions:
sustainability that tools and equipment and of data (ACTDIK007) ethical and social discussion using key questions 1-3.
1. What is the
impact on the design the techniques needed to protocols (ACTDIP013) difference
of products, services produce designed Students will then play a game of ‘Lunchtime between food
and environments to solutions (ACTDEP014) Collect, access and Waste Bingo’. waste and other
meet community present different types • Each student will be given an empty waste?
needs Generate, develop, and of data using simple bingo square template (3x3). 2. What kind of food
(ACTDEK010) communicate design ideas software to create waste have you
and decisions using • Students will fill in each square with a
information and solve seen at school or
Investigate the appropriate technical terms problems (ACTDIP009) different waste product made during
home?
suitability of and graphical school lunchtime (e.g. apple core, chip 3. What’s one way
materials, representation bag, glad wrap). we could reduce
systems, components techniques (ACTDEP015) • The teacher will call out different food waste?
, tools
possible answers until a student gets
and equipment for a Select and use
range of purposes materials, components, three in a row and calls out ‘bingo!’
(ACTDEK013) tools, equipment and
techniques and use safe Body
work practices to make The teacher will explain the task for the
designed solutions students: designing their own waste
(ACTDEP016) management product to reduce lunchtime waste.
• To begin, the teacher will re-read the
Plan a sequence of
production steps when Design Brief with the students
 making designed solutions (focusing on the parameters, materials
individually and and success criteria). Students will be
collaboratively provided with a template to scaffold
(ACTDEP018) their designing.
• Students will then be instructed to
Science Links:
Science Understanding design their own waste reducing
CHEMICAL SCIENCES product that focuses on one part of
Natural and processed materials have a range of physical properties that can influence their use (ACSSU074) lunchtime waste. Students can use their
‘Lunchtime Waste Bingo’ sheet as
OBJECTIVES inspiration for which issue they are
going to focus on. They can also refer
Objective 1: to the UN Sustainability Goal 12
Design a product to reduce lunchtime waste, using at least 50% sustainable materials. focuses discussed in the previous
Objective 2: lesson.
Draw a diagram of their design, labelling all materials and identifying which are sustainable. • Students will draw a diagram of their
product, labelling the materials they are
Objective 3: using.
Write a brief description (6-8 sentences) of the waste issue their product is aiming to solve, and how it intends • Students will also write a brief
to solve it.
description of the issue their product
ASSESSMENT aims to solve, and how it will go about
it. (Students will be allowed to use
Objective 1 will be assessed by collecting and marking the design template, checking that at least 50% of the iPads to research any relevant
materials used are sustainable. information on their issue).
Students will be given 40 minutes to complete
Objective 2 & 3 will be assessed by collecting and marking the design template, checking for a labelled their product design draft (this may need to be
diagram and a brief description comprised of at least six sentences. extended over another lesson depending on
students’ prior lesson understanding and how
quickly they complete ‘Lunchtime Waste
Bingo’).

Conclusion
Students will turn to a partner and tell them the
name of their product and the sustainable
materials they are including in their design.

LEARNER DIVERSITY
Students who need enabling will be given
extensive assistance by the teacher and/or EA
when completing their design. Including leading
questioning and assistance with writing their
ideas in the template.

Students who need extending will be challenged

by creating a product with 80% recycled
materials instead of 50%, and/or a product that
tackles more than one lunchtime waste issue.
 STEM FORWARD PLANNING DOCUMENT

TERM / WEEKS: 4 UNITED NATIONS SUSTAINABLE YEAR LEVEL: 4

DEVELOPMENT GOAL: 12
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Design Technologies Design Technologies TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Knowledge & Understandings Process & Production Skills QUESTIONS
Producing and Implementing
Recognise the role of people in Critique needs or Introduction Classroom materials (glue,
design opportunities Students will find a new partner (i.e. not the same one they consulted in the conclusion scissors, tape, paper etc.)
and technologies occupations and for designing and explore of the previous lesson) and describe their product to them without revealing the waste
explore factors, including and test a variety of issue they are attempting to tackle. Their partner will try guess which issue they have Sustainable/recycled
sustainability that impact on the materials, components, materials (empty soft drink
design of products, services and tools and equipment and focused on. bottles, milk cartons, egg
environments to meet community the techniques needed to cartons etc.)
needs (ACTDEK010) produce designed Body
solutions (ACTDEP014) The teacher will then instruct students that they have the remainder of the lesson (55
Investigate how forces and the minutes) to construct their product.
properties of materials affect the Select and use • Students will have access to classroom materials (glue, paper, scissors etc) as
behaviour of materials, components,
well as sustainable/recycled materials collected by the class throughout the
a product or system (ACTDEK011) tools, equipment and
techniques and use safe term.
Investigate the suitability of work practices to make
materials, systems, components, designed solutions The teacher will observe and monitor the students throughout the construction process.
tools and equipment for a range of (ACTDEP016) Anecdotal notes of the students will be made if necessary, but the teacher is primarily to
purposes (ACTDEK013) provide assistance to those students who require extending and monitor students for
safety reasons. This activity is student lead.
OTHER SCSA LINKS
Science Links Conclusion
Science Understanding
Students will take a photo of their product to be included in the STEM scrapbook.
CHEMICAL SCIENCES
Natural and processed materials have a range of physical
properties that can influence their use (ACSSU074) Each student will put their product on a designated space in the classroom, ready for the
next lesson.
Science as a Human Endeavour
USE AND INFLUENCE OF SCIENCE
Science knowledge helps people to understand the effect of their LEARNER DIVERSITY
actions (ACSHE062)
This activity is student lead, so if students require enabling or extending they are able to
move at their own pace to meet their individual needs. The teacher and/or EA will also
OBJECTIVES be present to provide any necessary assistance for students who require enabling.
Objective 1:
Construct their designed product using at least 50% sustainable
materials.

ASSESSMENT

Objective 1 will be assessed by marking on a checklist which

students constructed their product.

(The further assessments regarding the students’ product will be

completed in the upcoming lessons.)
 STEM FORWARD PLANNING DOCUMENT

TERM / WEEKS: 5 UNITED NATIONS SUSTAINABLE YEAR LEVEL: 4

DEVELOPMENT GOAL: 12
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Design Technologies Design Technologies TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Knowledge & Understandings Process & Production Skills QUESTIONS
Producing and Implementing
Evaluating
Investigate how forces and the Critique needs or opportunities The teacher will send out a notice home/prepare the necessary materials for ‘Rosie Revere, Engineer’ by
properties of materials affect the for designing and explore and students to test their products prior to this lesson (e.g. food, food packaging, glad Andrea Beaty
behaviour of test a variety of wrap).
a product or system (ACTDEK011) materials, components, tools Product review template
and equipment and the
techniques needed to produce Introduction Key Questions:
Investigate the suitability of designed The teacher will read ‘Rosie Revere, Engineer’ by Andrea Beaty. The teacher will 1. What did Rosie do to
materials, systems, components, solutions (ACTDEP014) engage students in a class discussion regarding key questions 1-3. ensure her cheese-
tools and equipment for a range of copter would fly?
purposes (ACTDEK013) Select and use The teacher will explain the importance of constructive criticism when reviewing (Test, re-evaluate,
materials, components, our own work or our peers work. review her work)
tools, equipment and 2. Why do you think it’s
KTP à Constructive criticism is designed to help someone improve, not
techniques and use safe work important to test an
practices to make designed shake their confidence or make fun of their mistakes. invention?
solutions (ACTDEP016) 3. What would happen if
The teacher will project examples of feedback on the board and the students will you didn’t test an
Evaluate design ideas, have to determine if it’s constructive or destructive criticism. invention/product?
processes and solutions based Examples: 4. What was one thing
on criteria for o I don’t like your drawing; you can’t even tell it’s a tree. that worked well in
success developed with your test?
(Destructive)
guidance and including care for 5. What was something
the environment (ACTDEP017) o You could use a little more green in the leaves to make it stand that could be improved
out, that way it looks more like a tree! (Constructive) that you discovered
from your test?
OTHER SCSA LINKS Body 6. Did anyone receive a
Science Links The teacher will then explain to the students that they will be testing their products great piece of
Science Understanding constructive criticism
and critically examining how they could improve their design.
CHEMICAL SCIENCES
Natural and processed materials have a range of physical properties • Students will be put into pairs and test their product. from their partner?
that can influence their use (ACSSU074) • Students will then review their test using the product review template. What was it?
7. What is the next step
• Once they have completed their self-review section, their partner will then
after reviewing and
complete a constructive review of their product. testing our product?
OBJECTIVES
• The teacher will project the collaborative success criteria from a previous
Objective 1: lesson on the board for students to refer to during the task.
Critically examine their product test, analysing areas of success and
areas for improvement. Students will be given 40 minutes to complete their product test and the review
template.
Objective 2:
Critically examine their partner’s product test, providing constructive
Conclusion
criticism.
The teacher will have the students return to the mat and discuss key questions 4-7.
ASSESSMENT
LEARNER DIVERSITY
Objective 1 will be assessed by observing students throughout the
body of the lesson, and collecting and marking the product review Students who require enabling will receive small group support from the teacher
template. and/or EA when testing their product and completing the review.

Objective 2 will be assessed by observing the students throughout the

Students who require extension will be encouraged to create an action plan for how
body of the lesson, and collecting and marking the product review
template. they would implement the changes needed for their product.
 STEM FORWARD PLANNING DOCUMENT

TERM / WEEKS: 6 UNITED NATIONS SUSTAINABLE YEAR LEVEL: 4

DEVELOPMENT GOAL: 12
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Design Technologies Design Technologies TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Knowledge & Understandings Process & Production Skills QUESTIONS
Producing and Implementing
Recognise the role of people Evaluate design ideas, Introduction Classroom materials (glue,
in design processes and solutions based Students will begin with a Think-Pair-Share on key questions 1-2. scissors etc.)
and technologies occupations on criteria for
and explore factors, success developed with The teacher will explain to students the aim of the lesson: to finalise their product. Sustainable materials.
including sustainability that guidance and including care for
impact on the design of the environment (ACTDEP017) • Students will use their review sheet from the previous lesson to identify at least iPad
products, services and one element of their product to improve. (Students are encouraged to make all
environments to meet Critique needs or opportunities the necessary improvements to their product dictated on their review sheet) STEM Scrapbook
community needs for designing and explore and • Students will then make the final changes/decorate their product to make it as
(ACTDEK010) test a variety of appealing to a buyer as possible (colour etc.) Key Questions:
materials, components, tools 1. Why is it important to
Investigate the suitability of and equipment and the make final changes to a
techniques needed to produce Body
materials, product?
systems, components, tools designed Students will be given the remainder of the lesson (50 minutes) to make the necessary
2. Which change take
and equipment for a range of solutions (ACTDEP014) improvements to their product and complete the final changes. priority – function or
purposes (ACTDEK013) looks?
If students finish their modifications early, they can begin brainstorming and/or 3. What key elements do
OTHER SCSA LINKS researching for their upcoming advertisement video presentation. you notice about
Science Links For example: advertisements you see
Science Understanding on TV/YouTube etc.?
• Students can research different advertisements on YouTube and make notes on
CHEMICAL SCIENCES 4. How long should your
what makes them appealing to an audience. advertisement be?
Natural and processed materials have a range of physical
properties that can influence their use (ACSSU074) • Students can begin writing their script or working on props for their video. 5. What is the important
The teacher will prompt these students with key questions 3-5. information to include
OBJECTIVES in an advertisement?
Conclusion
Objective 1:
Modify at least one component of their product to improve The students will sit in a circle on the mat with their completed product. One-by-one they
either its function or presentation. will name and show their completed product to their peers.

Objective 2: Students will also take a photo of their completed product to be included in STEM
Decorate their product to increase appeal to potential buyers
through implementation of the principles of design (such as Scrapbook.
colour).
LEARNER DIVERSITY
ASSESSMENT
Students who require enabling will receive assistance from the teacher and/or EA when
Objective 1 will be assessed by monitoring students through the making the improvements to their product. They will also only be required to make one
body of the lesson and examining the final product. improvement (even if their product requires multiple).
Objective 2 will be assessed by monitoring students through the
body of the lesson and examining the final product. Students who require extension will be encouraged to keep working and perfecting their
product, then create a detailed plan for their advertisement (scripts/storyboard etc).
 STEM FORWARD PLANNING DOCUMENT

TERM / WEEKS: 7 UNITED NATIONS SUSTAINABLE YEAR LEVEL: 4

DEVELOPMENT GOAL: 12
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Design Technologies Design Technologies Digital Technologies Digital Technologies TEACHING AND LEARNING RESOURCES/KEY
Knowledge & Understandings Process & Production Skills Knowledge & Process & Production Skills EXPERIENCES QUESTIONS
Understandings
Evaluating
Recognise the role of people Critique needs or Identify and explore a Plan, create and Introduction iPads
in design opportunities range of digital communicate ideas and The teacher will play the YouTube video:
and technologies occupations for designing and systems with information ‘Best Kids Toy Commercial’s 2019’. Youtube video:
and explore factors, explore and test a peripheral devices for independently and with Pausing the video where appropriate to
https://www.youtube.com/
including sustainability that variety of different purposes, others, applying agreed watch?v=3SegTBy3ZFE&t=3s
impact on the design of materials, components, and transmit different ethical and social engage students in key questions 1-4.
products, services and tools and equipment and types protocols (ACTDIP013) Storyboard template
environments to meet the techniques needed to of data (ACTDIK007) Body
community needs produce designed Collect, access and The teacher will then explain to students STEM Scrapbook
(ACTDEK010) solutions (ACTDEP014) present different types that they will be planning and filming their
of data using simple own advertisement video for their product. Key Questions:
Investigate the suitability of software to create 1. What stands out to you
The first step is to plan, using the
materials, information and solve as a viewer?
storyboard template: 2. Does this advertisement
systems, components, tools problems (ACTDIP009)
and equipment for a range of • Students will write their make you want to
purposes (ACTDEK013) storyboard, making sure purchase the product?
to include the following Why/why not?
criteria: 3. Do any of these
OTHER SCSA LINKS
advertisements have
Science Links o Product name
Science Understanding things in common? What
o Product function are they?
CHEMICAL SCIENCES o Product
Natural and processed materials have a range of physical properties that can influence their use 4. Based on these videos,
materials what are three key things
(ACSSU074)
o The issue their to include in an
EARTH AND SPACE SCIENCES product is trying advertisement?
Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075) to fix

Science as a Human Endeavour

USE AND INFLUENCE OF SCIENCE o Why that issue is
Science knowledge helps people to understand the effect of their actions (ACSHE062) important (e.g.
Plastic wrapping
Drama and English Links: can get in the
(ACADRM032) (ACADRM033) (ACELT1607) (ACELT1794) ocean and hurt
OBJECTIVES
the marine life)
Objective 1: o Their video has
Create a storyboard for their product advertisement, including what the product is, the materials used to a maximum
create it, and how it helps reduce their lunchtime waste issue. length of 1
minute.
Objective 2:
Film their advertisement video using iMovie, ensuring to utilise appropriate gestures and voice. Students will have 15 minutes to plan their
ASSESSMENT
video and complete the storyboard
Objective 1 will be assessed by collecting and marking the storyboard template, checking for the success
criteria. template.

Objective 2 will be assessed by watching the students’ advertisement videos, checking for appropriate use of Student will then be placed in small groups
gesture and voice. and begin filming their advertisements
using iMovie. They have access to props
and costumes in the classroom. They will
have between 30-40 minutes to complete
their advertisement.

Conclusion
Students will submit their advertisement
videos to SeeSaw. If time permits, the
teacher can ask for volunteers to show their
video for the class.

LEARNER DIVERSITY

Students will be grouped in mixed ability

groups, so they are able to assist each other
in the creation of their advertisement video.

Students who require enabling will be

closely monitored by the teacher to ensure
their storyboard is on track and provide any
assistance/scaffolding (e.g. the teacher
could provide a general outline of an
advertisement and the student personalises
it to their specific product).
 STEM FORWARD PLANNING DOCUMENT

TERM / WEEKS: 8 UNITED NATIONS SUSTAINABLE YEAR LEVEL: 4

DEVELOPMENT GOAL: 12
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Design Technologies Design Technologies Digital Technologies Digital Technologies TEACHING AND LEARNING RESOURCES/KEY
Knowledge & Understandings Process & Production Skills Knowledge & Process & Production Skills EXPERIENCES QUESTIONS
Understandings
Evaluating
Recognise the role of people Evaluate design ideas, Recognise different Plan, create and The teacher will need to organise classes iPad
in design processes and solutions based types of data and communicate ideas and throughout the school, and staff members,
and technologies occupations on criteria for explore how the information that are willing to participate in the data STEM Scrapbook
and explore factors, success developed with same data can be independently and with collection.
including sustainability that guidance and including care for represented in others, applying agreed Key Questions:
impact on the design of the environment (ACTDEP017) different ways ethical and social Introduction 1. What do you
products, services and (ACTDIK008) protocols (ACTDIP013) The teacher will explain to the students that think are
environments to meet this is the final step in their STEM project – important
community needs Identify and explore a Collect, access and evaluating. The teacher will detail to questions to
(ACTDEK010) range of digital present different types students what is expected of them: include in this
systems with of data using simple • Students will create a Google survey?
peripheral devices for software to create Form as feedback form for their 2. What questions
different purposes, information and solve product. would provide
and transmit different problems (ACTDIP009) • Students will then take their insight into how
types product and an iPad (containing successful your
of data (ACTDIK007) their advertisement video and product is?
Google Form) to other classrooms 3. Do you think you
OTHER SCSA LINKS and the administration block to should use
Science Links collect data from students and questions with a
Science Understanding staff. yes/no answer?
CHEMICAL SCIENCES • Once they have collected their Why/why not?
Natural and processed materials have a range of physical properties that can influence their use (ACSSU074) results, they are to analyse the data 4. How would you
and make a conclusive statement analyse the data
Science as a Human Endeavour on the success of their product. from your survey
USE AND INFLUENCE OF SCIENCE to determine the
Science knowledge helps people to understand the effect of their actions (ACSHE062) The teacher will demonstrate the creation, success of your
and completion, of a Google Form for the product? (eg.
Mathematics Links: students. Over 50%
Statistics and Probability Key questions 1-5. positive
answers).
DATA REPRESENTATION AND INTERPRETATION The teacher will also write a checklist for 5. How many
Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095) the activity on the whiteboard: people would
I have created a Google you need to
Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Form with 4-6 questions. survey?
Include tables, column graphs and picture graphs where one picture can represent many data values (ACMSP096) At least 1 of those 6. Are there any
questions is: ‘Would you common answers
OBJECTIVES buy this product? to your survey?
Why/why not?’ 7. Are most of the
Objective 1: Do my questions focus answers positive
Create a Google Form survey, comprised of at least four questions, to collect data on their product’s buyer appeal, on my product? (How or negative about
function and purpose. well would it sell? Is it your product?
user friendly? Does it 8. Is there any
Objective 2: reduce waste at lunch improvements
Collect data from other students and staff using their Google Form. time?) suggested in your
survey answers
Objective 3: Body that you could
Analyse their survey data and write a brief accompanying summary. The students will be given 10 minutes to implement?
ASSESSMENT create their forms, and a further 20-30 9. Do you think
minutes to collect their data from other your product is a
Objectives 1 & 2 will be assessed by monitoring students throughout the body of the lesson, and collecting the classrooms/staff members. success based on
students’ Google Forms and marking a checklist. the data you
Before the students leave the classroom, the collected?
Objective 3 will be assessed by collecting and marking the students’ summary page in their STEM Scrapbook. teacher will remind them of appropriate Why/why not?
behaviour as a guest in another teacher’s
room.

Conclusion
Once the students return to the classroom,
they will be analysing their data and writing
a brief summary of their analysis in their
STEM Scrapbook. The teacher will write
key questions 6-9 on the board as prompts
for their summary.

If time permits, the teacher will engage the

students a wrap up discussion about their
product based on their written summaries.

LEARNER DIVERSITY

Students who require enabling will be

assisted in the creation of the Google Form,
and also escorted and/or assisted in the
 collection of their data. The teacher will use
leading questions as well as direct
instructions.

Students who require extending will be

encouraged to write a more detailed
analysis of their data (including
diagrams/graphs).

Note: The students have been adding their completed worksheets to their STEM scrapbook throughout the project. The teacher has been marking individual worksheets checking for
completion and that the students have been progressing through the steps of the design process appropriately. However, the final mark provided will be based on the overall scrapbook
(portfolio) and the final product/presentation.
 Year 4

UN Sustainability GOAL 12: Sustainable

Production and COnsumption (waste reduction )

SAVE OUR LUNCH!

Lunchtime is a favourite time of the day. Enjoying food with
friends, running around the playground or sitting and relaxing
by a tree...there are so many options for fun!

But there's one big problem...every lunchtime at our school

brings so much waste that Mr Principal has declared if he
don't get our act together soon and fix this waste that lunch
may have to be CANCELLED!

As a Year 4 Waste Warrior - can you help save our lunch?

Your task is to design and create a product to reduce

the lunchtime waste at our school.

Have a think about what you have seen at lunchtime:

What is the main waste you see?
Is there more than one type of waste produced
during lunchtime? How many are there?
Can you see anything already being done to try
reduce waste? What it is?
Make sure your product fits the following criteria:
1. You must use at least 50% sustainable materials when
creating your product. (Sustainable materials include
things that already have been recycled, or things that
can be recyled after use).
2. Your product must focus on ONE waste issue (for
example: food waste).

You will be documenting every phase of the design

process in your STEM Scrapbook.

You will be presenting your product

in the form of a video advertisment.
You need to sell your product to a
potential buyer, including all the
cool features it has plus how it
helps the environment by reducing
lunch time waste.

As the final evaluation, you are going to share your

advertisment with our school community. They will
complete a Google Form with feedback data, which you will
analyse to determine if your product would reduce enough
waste to SAVE OUR LUNCH!

This is our term long STEM

project, so you have plenty of
time to cook up some brilliant
ideas and create a sustainable,
waste reducing product!
Name

PRODUCT DESIGN
DRAFT
PRODUCT NAME

WHAT WASTE ISSUE ARE YOU FOCUSING ON?

BRIEFLY DESCRIBE YOUR WASTE ISSUE

MATERIALS

INSTRUCTIONS (STEP BY STEP)

DRAW A DIAGRAM OF YOUR PRODUCT
(MAKE SURE TO LABEL!)

HOW DOES YOUR PRODUCT WORK?

NAME:
PARTNER NAME:

STEM PRODUCT REVIEW

WHAT WENT WHAT COULD

WELL? YOU IMPROVE?

WHAT DID WHAT COULD

YOUR PARTNER YOUR PARTNER
DO WELL? IMPROVE?
 P R O D U C T A D V E R T I S E M E N T
S T O R Y B O A R D

1 2 3
START

4 5 6
END
Student Name:

Product Title:

Objective Above Level At Level Below Level

Investigating and Defining Student displays outstanding evidence of Student displays evidence of research; Student shows no evidence of research; no
Research waste using digital technologies, research. Concise definition, multiple definition, examples and impact clearly definition, examples or impact provided.
including a definition, examples and the impact examples included and impact clearly identified. Student produce poster with little to no
summarised. Student produces informative poster using information.
waste has on the environment.
Student produces highly informative poster appropriate digital technologies.
Create an informative poster on waste using digital with aesthetically pleasing design using
technologies. appropriate digital technologies.
Investigating and Defining Student actively participates in the Student actively participates in the Student does not participate in the collaborative
Collaboratively write a short play showcasing a collaborative writing of the play. Play collaborative writing of the play. Play writing of the play.
new waste reducing product, including function and showcases a new waste reduction product, showcases a new waste reduction product, Student does not participate appropriately in the
including detailed description of function including description of function and performance, no gestures or voice differentiation.
materials.
and sustainable materials. materials. Student
Perform their written play for an audience using Student performs play using a variety of Student performs play using appropriate
appropriate gestures and voice volume. appropriate gestures and voice. gestures and voice.
Designing Student designed a product suitable for Student designed a product suitable for Student does not design a product suitable for
Design a product to reduce lunchtime waste, using reducing a lunchtime waste. reducing a lunchtime waste. reducing lunchtime waste.
at least 50% sustainable materials. More than 80% of incorporated materials are At least 50% of incorporated materials are Less than 50% sustainable materials used.
sustainable. sustainable. Unclear diagram or no diagram provided.
Draw a diagram of their design, labelling all
Clear, labelled diagram with all materials Labelled diagram provided, identifying No description of waste issue provided.
materials and identifying which are sustainable. identified and sustainable materials which materials are sustainable.
Write a brief description (6-8 sentences) of the highlighted. Brief description of waste issue provided.
waste issue their product is aiming to solve, and Succinct description of waste issue provided
how it intends to solve it. and the benefit of their product included.
Producing and Implementing Student constructed excellent product using Student constructed their designed product Student did not construct their designed product.
Construct their designed product using at least 50% over 80% recycled materials. using at least 50% recycled materials. Student did not use 50% sustainable materials.
sustainable materials.

Producing and Implementing Student critically examined their product test Student critically examined their product test Student did not test or examine their product.
Critically examine their product test, analysing and identified multiple areas of success and and identified an area of success and No analysis evident.
areas of success and areas for improvement. multiple areas of improvement. improvement.
Student critically examined their partner’s Student critically examined their partner’s
Critically examine their partner’s product test,
product test and provided exceptional, product test and provided constructive
providing constructive criticism. detailed constructive criticism. criticism.
 Producing and Implementing Student modified their product to improve Student modified their product to improve Student did not modify their product to improve
Modify at least one component of their product to multiple areas of function and presentation. one area of function and/or presentation. function or presentation.
improve either its function or presentation. Student decorated their product to increase Student decorated their product to increase Student did not decorate their product to increase
Decorate their product to increase appeal to appeal through the implementation of more appeal through the implementation of one appeal.
than one principle of design. principle of design.
potential buyers through implementation of the
principles of design (such as colour).
Evaluating Student created detailed storyboard with Student created storyboard showcasing their Student did not create storyboard or submitted
Create a storyboard for their product advertisement, clear information on their product including product, its use, the materials used and how incomplete storyboard.
including what the product is, the materials used to use, materials and how it reduces lunchtime it reduces lunchtime waste. No information on product function or materials
waste. Student presented filmed advertisement provided.
create it, and how it helps reduce their lunchtime
Student presented filmed advertisement with using appropriate gestures and voice. No advertisement video provided or incomplete
waste issue. a variety of appropriate gestures and voice. video with no gestures or voice.
Film their advertisement video using iMovie,
ensuring to utilise appropriate gestures and voice.
Evaluating Student created Google Form with more Student created Google Form survey with at No Google Form created.
Create a Google Form survey, comprised of at least than four (but less than seven) questions least four questions designed to collect data Less than four questions included in Form.
four questions, to collect data on their product’s designed to collect data on their product’s on their product’s buyer appeal, function and Limited or no data collected from other students
buyer appeal, function and purpose. purpose. or staff.
buyer appeal, function and purpose.
Student collected data from more than eight Student collected data from at least eight No analysis of survey data provided.
Collect data from other students and staff using different students and/or staff. different students and/or staff.
their Google Form. Student analysed survey data and provided Student analysed survey data and provided a
Analyse their survey data and write a brief clear, succinct summary identifying more brief summary highlighting trends and/or
accompanying summary. than one trend in answers or providing important feedback.
reasoning for differentiation in answers
(depending on student results).

Comments
 Rationale

Science, technology, engineering and mathematics (STEM) have become foundational

components of education in the 21st Century (Education Council, 2015). Exposing and
immersing students in these subjects from the early years enhances the crucial skills of critical
and creative thinking, problem solving and creative thinking (Education Council, 2015). These
skills are important when looking at the careers of the modern age and the unknown careers of
the future. They allow students to adapt to new problems and find solutions, as well as
providing them with digital literacy that is essential to success in the digital world. Preferred
futures is defined by ACARA as “Involving system thinking and providing a methodology for
identifying and moving towards socially responsible and sustainable patterns of living”
(ACARA, 2012). Technologies, both digital and design, allow students to think critically and
creatively when presented with a problem. The problem of the future is the biggest that students
will face both inside and outside the classroom. Being armed with the tools to provide solutions
through the implementation of a successful Technologies curriculum allows students to move
towards a more sustainable, preferable future (ACARA, 2012).

The program of work I have designed has a heavy focus on sustainability. This is to address
the cross-curriculum priority and incorporate the United Nations Sustainable Development
Goal 12: Sustainable Consumption and Production (United Nations, 2020). Goal 12 casts a
wide net, so I have chosen to narrow the focus to waste reduction. Waste reduction is seen
throughout Goal 12, such as reducing food waste and reducing waste through the reducing,
reusing and recycling (United Nations, 2020). I chose to have students focus on a waste issue
that impacts them directly: lunchtime waste. This was deliberate to provide students with some
familiar context for their product.

The sustainability key concepts and organising ideas are incorporated into my program as
follows:
• Key Concept 1: Students are focused on reducing waste. In the first two lessons they
are researching and exploring different types of waste and the negative impact they
have on the environment, including ecosystems and the wildlife living within them.
• Key Concept 2: Students are creating a product to reduce waste in their own school
environment. Students consult with their peers on their product and its suitability for
the waste issue within the community they are attempting to solve.
• Key Concept 3: Students are critically reflecting on their own wasteful habits and that
of their community. They are actively searching for a solution that will provide them
with a clean, sustainable future school environment.
 References

Australian Curriculum, Assessment and Reporting Authority. (2015). The Shape of the
Australian Curriculum: Technologies
https://docs.acara.edu.au/resources/Shape_of_the_Australian_Curriculum_-
_Technologies_-_August_2012.pdf

Education Council. (2020). National STEM School Education Strategy: A Comprehensive

Plan for Science, Technology, Engineering and Mathematics Education in Australia.
http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/National%
20STEM%20School%20Education%20Strategy.pdf

United Nations. (2020). Sustainable Development Goals – Goal 12: Ensure sustainable
consumption and production patterns.
https://www.un.org/sustainabledevelopment/sustainable-consumption-production/