FWD

STEM FORWARD PLANNING DOCUMENT x8
TERM 2 WEEK 1 UNITED NATIONS SUSTAINABLE YEAR LEVEL: Four

Lesson 1 DEVELOPMENT GOAL: Zero hunger
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
SCSA LINKS
Design Design Digital Digital TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Technologies Technologies Technologies Technologies QUESTIONS
Knowledge & Process & Knowledge & Process &
Understandings Production Understandings Production
Skills Skills
Develop and
communicate
Create and
communicate
Data can be
represented in
Content Introduction ‘Hunger and Poverty’
design ideas and ideas and different ways Introduction
decisions using
annotated
information
safely, using
(ACTDIK008)
• Read the book ‘Hunger and Poverty’ by Louise Spilsbury. “What can we do to
drawings and agreed protocols make our lunch leftovers
appropriate (netiquette) • Ask the students to raise their hand if they ate all their lunch today, more sustainable then
technical terms (ACTDIP013)
(WATPPS23)
ask the students what happens to the leftovers of their lunch and just putting them in the
OTHER SCSA LINKS where they think it could go instead to be more sustainable, check for bin?” – Allow for
prior knowledge of sustainability. prompting questions if
• Use of visual art elements and selection of materials,
media and/or technologies to create specific artwork • Introduce the idea of ‘Zero Hunger’ by exploring the Padlet provided, need.
(ACAVAM111) do this in a group setting with the class. Watch the YouTube Videos
• Communicate ideas, explanations and processes ‘Zero Hunger’ Padlet
using scientific representations in a variety of ways,
that are linked in Padlet.
including multi-modal texts (ACSIS093) Middle/Content Use Bubbl.us to create
• Create a class brainstorm on how they can make a change to stop Zero brainstorm
Hunger.
OBJECTIVES • Have a discussion around their ideas and how they believe it will Marking Rubric One
make a difference, look for creative and critical thinking -There is no
1. Students are able to orally describe how their design Art and Craft supplies
would reduce zero hunger. idea too big or small in this task. “Year 4 what can we do
2. Students are able to execute physical design from the • Students are to a create a design of their favourite idea from the class to stop zero hunger? Use
class brainstorm which would help reduce zero
hunger.
brainstorm, the students are to work in pairs for this task, this is the your critical thinking
main task of the lesson. E.g. an annotated and coloured in drawing caps, think outside the
design. box!”
• TP: The students need to physically create their design; it can be a
ASSESSMENT drawing or made out of pop sticks as long as it is completed in the
Informal assessment: Check to see students are working time period it is acceptable.
collaboratively with their task partner and thar students
understand what zero hunger is through oral communication. • TP: The students need to be able orally describe what their design in
and how it would work to reduce zero hunger.
Formal: Use Rubric ‘1’ to mark the students design ideas.
Conclusion
• Allow for questioning and check for understanding of the content
learnt in the lesson.
LEARNER DIVERSITY
• Students that have a lower academic understanding will be paired
with a student of high academic standing.
• Students that struggle with behaviour management are to sit near the
teacher during reading time and class discussions, make sure to
include them within the conversation and ask for their opinions.

Lesson 2 DEVELOPMENT GOAL: Zero Hunger
Thinking Capability
SCSA LINKS
Design Design Digital Digital TEACHING AND LEARNING EXPERIENCE RESOURCES/KEY
Skills Skills
Data can be Define a Develop and Program Introduction Week “Other than being a great
represented in sequence of communicate book, could anyone tell me
different ways steps to design ideas
Introduction
(ACTDIK008) design a and decisions • Read ‘The Good Garden’ by Katie Smith Milway to the class. why we read this today?”
solution for a using • Ask students how they think the book ‘The Good Garden’ is
given task annotated “Can anyone tell me what
(WATPPS21) drawings and connected to our last STEM lesson. zero hunger is? Or maybe
appropriate how to define
technical
terms Middle/Content sustainability?”
(WATPPS23) • Ask students to define what Zero Hunger and sustainability, check
OTHER SCSA LINKS for prior knowledge. ‘We’ve Got 99 Problems
• Create literary texts that explore students’ own and Zero Hunger Is One!’
experiences and imagining (ACELT1607) • Bring up the design brief and explain the ‘We’ve Got 99 Problems Design Brief
and Zero Hunger Is One!’ program.
OBJECTIVES • Present the project ideas within ‘We’ve Got 99 Problems and Zero
1. Students are able to write a reflective piece that
explores their imaginative and realistic thoughts about Hunger Is One!’ program to the class.
the program. • Explain to the class that they will work in groups to achieve their
2. Students are able to create detailed two-sentence long
replies to their group questions. project goals and how they all work together to create a difference
within their school environment and ultimately create an all-
encompassing garden to kitchen school program.
ASSESSMENT
• Teacher has already created a popsicle jar with colour groups, the
Formal: Use rubric 2 to mark the students answers from their students will choose a popsicle and the colour will divide them into
questions.
their group for the project.
Class iPads
• Each group has already been assigned a project.
• Teacher explains for the next eight weeks they will be working to
research, design and produce their own garden that creates food for Marking Rubric 2
the school and local community.
• The students will work in their groups and discuss their project.
• When discussing their assigned project, they must use the design
brief to understand the separate steps involved. Goal Chart
• Each group will be assigned a goal chart which is placed at the back
of the classroom, after completing every step they can move their
colour closer to the final star or finishing point.
• Students are to download their groups assigned questions on an iPad
and work to answer them individually during the lesson.
o For example, if the student is placed in the chicken and
compost garden, they need to research how composting
works and what chickens need to survive.
Conclusion
• Explain to the students that they will be writing a diary through the
process.
• They need to write pieces that explore their ideas, imagination and
experiences that will they have throughout the program.
o TP: This needs to explore their imaginative and realistic
thoughts surrounding their project, this will be mark through
the rubric and links to (ACELT1607).
• Once they have completed their questions and writing piece tell the
students they have completed step number one so they can move
their group up the goal chart.
LEARNER DIVERSITY
• The use of iPads allows for students to use text to word features to
comprehend the questions verbally instead of visually.
• Students that struggle with behaviour management are to sit near
the teacher during reading time and class discussions, make sure to
TERM 2 WEEKS 3 UNITED NATIONS SUSTAINABLE YEAR LEVEL: Four

Lesson 3 (double lesson) DEVELOPMENT GOAL: Zero Hunger
Thinking Capability
SCSA LINKS
Technologies Technologies Technologies Technologies
Knowledge & Process & Knowledge & Process & QUESTIONS
Skills Skills
Develop and Define a Suitability Research and Design Week “https://www.youtube.co

communicate sequence of and safe m/watch?v
design ideas steps to practice when
Introduction
and decisions design a using • Teacher will play “Gardening with the Kids” on YouTube until 1 =xxSfk1nIx7Q&ab_chann
using solution for a materials, el=FamilyFunPack”
minute 15 seconds.
annotated given task systems and
drawings and (WATPPS21) components • While the students watch the video, they are to write down ideas “Did anyone see anything
appropriate for a range of and notes they see from the video they can use in their project within the video which
technical purposes
terms (ACTDEK01 ideas. could help their project?
(WATPPS23) 3) • Ask students about their ideas and notes from the video and how
they could interact with their projects.
OTHER SCSA LINKS
• Use of visual art elements and selection of materials, Middle/Content

media and/or technologies to create specific artwork • Explain to the students it is time for step number two, make the
(ACAVAM111)
• Solve problems involving purchases and the design brief visible.
calculation of change to the nearest five cents with • Tell students that today they are beginning research and design
and without digital technologies (ACMNA080)
around their project.
• Create literary texts that explore students’ own
experiences and imagining (ACELT1607) • Explain that there are different areas within the research process,
• Understand that social interactions influence the way the group needs to decide who will do the budget, project proposal
people engage with ideas and respond to others for
example when exploring and clarifying the ideas of and the diorama.
others, summarising their own views and reporting • The classroom is divided into three main learning areas, budget,
them to a larger group (ACELA1488) project proposal and diorama, group members for each group go to
OBJECTIVES the corresponding areas.
• The students are allowed to use their iPads to research and Class iPads
1. Students are able to write a report on their project PicCollage to create an inspiration board
design which engages the audience and summaries
their ideas effectively through proper sentences. Budget Table: Material
2. Students are able to create a budget which is rounded Budget Table: worksheet, calculators and
to the nearest five cents. STEM books
3. Students are able to use a selection of materials to
create a diorama of their project design.
ASSESSMENT The students need to discover the amount of money recommended
for their project, this includes building materials, plants, animals
Formal: Use rubric 3 to mark the group project report, budget
and diorama. involved and which materials the school already has.
• TP: The students need to figure out the most cost-effective version
and a budget closet to the nearest five cents either with or without
digital technology to help.
o The teacher has created a sheet for each project with Project Proposal Table:
prices for materials available. Last weeks answered
Project Proposal Table: questions, STEM books
• The students are to use their answered questions from last week’s
lesson to help them with their design.
• The questions are to be used to create a project proposal, it must be
in report style writing and must explain all their answers from last
week’s questions
• TP: The students need to be able to communicate their ideas while
engaging the audience and summarise effectively through proper
Diorama Table:
sentences. Classroom Arts and Craft
Diorama Table: supplies, shoe box and hot
• The students are to create a drawing design of the diorama version glue gun
of their project design to help their project proposal.
• Students are to show and explain to their teacher why they chose
the final design to get approval to start their diorama.
• The students use recycled shoe boxes and the classroom arts and
crafts supplies to create their diorama.
• TP: The diorama must include the physical environment which “Why did you make these
surrounds the diorama, where it is placed within the school and choices? Why are they
plants chosen and why. important?”- Each table
• TP: Students need to use a selection of materials to create a diorama Marking Rubric 3
of their project design, while using their past knowledge of the
visual art elements.
Conclusion
•
Students are to complete a diary entry at the end of the lesson. Goal Chart
•
Tell the students they have completed step number two so they can
move their group up the goal chart.
LEARNER DIVERSITY
• Students that struggle with behaviour management are to sit near
the teacher during reading time and class discussions, make sure to
• Teacher and the education assistant/s will be working closely with
group that have students that struggle academically or socially, to
make sure they are being included and taking part.

Thinking Capability
SCSA LINKS
Skills Skills
Develop and Define a Introduction Prepared Elevator Pitch

communicate sequence of • Teacher is to do a ‘elevator pitch’ example, prepare before class.
design ideas steps to
and decisions design a • Teacher asks each group to do a quick ‘elevator pitch’ of their project
using solution for a design, make the environment comfortable and the task fun.
annotated given task
drawings and (WATPPS21) Middle/Content
appropriate Online Timer
technical terms • Teacher asks the students to bring their dioramas to the mat, the mat
(WATPPS23) represents the plot of land the administration team has allowed the
OTHER SCSA LINKS students, they need to have a class discussion about where their Blubl.us for brainstorm
• Use of visual art elements and selection of materials, project will be placed.
media and/or technologies to create specific artwork • The students will work as a team to create a piece of writing that
(ACAVAM111)
communicates why their project should go there, why is it the most
• Communicate ideas, explanations and processes using
logical choice.
scientific representations in a variety of ways, White board markers/White
o For example, should the chicken coop be near the compost
including multi-modal texts (ACSIS093)
area, so the chicken excrements go straight to the compost board
• Understand that social interactions influence the way
area.
people engage with ideas and respond to others for
example when exploring and clarifying the ideas of
• TP: The students need to be able to communicate their ideas while
others, summarising their own views and reporting engaging the audience and summarise effectively through proper
them to a larger group (ACELA1488) sentences.
OBJECTIVES • Involve the students in a class brain storming session about who they
need to talk to about their projects to get approval within the school,
1. Students are able to write a piece of text that
communicates their ideas in an engaging way in full who they need to educate about the project and how this could be “How are you going to
sentences. achieved. make your presentation
• As a class make a list of required people to talk to and how they will successful? How are you
ASSESSMENT be contacted and what they need to approve/learn about. going to make it stand
Formal: Use rubric 4 to mark students invitations to industry
• Each group will contact an industry professional that coincides with out?”
professionals and their writing that explores where and why their project.
they should be placed in the plot of land. • For example, the group creating the ‘Indigenous Australian Garden’ Marking Rubric 4
need to contact the ‘Kings Park Master Gardener’ through email.
o Teacher has already contacted and explained the concept and
asked for the presence of an Australian Indigenous Master
Gardener, as it is an Indigenous Australian Garden. This is
who the students will be contacting through email.
• The students need to decide which groups will talk to certain people,
there needs to be someone from the administration team, school
canteen and a presentation at the school assembly.
o Make sure you have contacted each person before this lesson
and organised times they can speak with the students and a
presentation slot at the assembly, however the students also
need to make the appointments and contact the individuals.
• TP: The students need to use full sentences, correct punctuation, and
spelling to communicate their ideas effectively to their industry
professional. The teacher must approve each teams email before it is
sent.
• The students are to work in their group to create their presentation.
• TP: The students must use their diorama and project report, and
budget and they are also allowed to create any other materials they
need.
Conclusion
• Students are to complete a diary entry at the end of the lesson.
LEARNER DIVERSITY
• Students that struggle with behaviour management are to sit near the
teacher during reading time and class discussions, make sure to
• Teacher and the education assistant/s will be working closely with
group that have students that struggle academically or socially, to
make sure they are being included and taking part.

Thinking Capability
SCSA LINKS
Skills Skills
Develop and Define a Presentation Week ‘Just Ask’ By Sonia

communicate sequence of Introduction Sotomayor
and decisions design a • Teacher reads ‘Just Ask!’ by Sonia Sotomayor.
using solution for a
annotated given task
drawings and (WATPPS21)
appropriate • Students are aware that this week in their presentation week, just
technical terms like the characters in the book they are all special and can achieve KWL Chart
(WATPPS23)
their goals.
‘OTHER SCSA LINKS
• Use interaction skills such as acknowledging another’s Middle/Content
point of view and linking students’ response to the • The students are to individually complete a KWL within this lesson, “What is your purpose
topic, using familiar and new vocabulary and a range they are to complete ‘What I Know’ and ‘What I Want to Know’ during your meeting?”
of vocal effects such as tone, pace, pitch and volume to • The students work in their teams to prepare for their meetings and
speak clearly and coherently (ACELY1688)
presentations.
experiences and imagining (ACELT1607) • The students are to go do their presentations, this is the students
talking to the administration, school canteen and different visitors of
OBJECTIVES importance within their project.
• Students are to complete their KWL chart individually • There are EA’s and parent volunteers which work with individual
within class.
groups and go to the meetings with them.
ASSESSMENT • The students presenting at the assembly will present this week as
well. “What could of you done to
Formal: Use rubric 5 to mark the KWL charts
• The presentations will take part inside and outside the classroom, enhance your meeting?”
unless it is administration and canteen group.
• TP: The students need to use their interaction skills, such as eye
contact, strong voices and confident body language to effectively
communicate their point of view within their meeting. Marking Rubric 5
• Students are to come back after their presentation and have a group
discussion on their results.
• The students are to write a reflection on their meeting and the main “Could everyone please go
points, how they felt before compared to after. and check their list of
• Tell the students that they are to complete the ‘What I Learned’ materials, what do we
section after their meeting. already have at school and
• TP: The students need to double check their orders of materials for what do we need to order?”
next week, do they have everything they need and is it in budget
Goal Chart
• The students’ need to contact the industry professionals and purchase
the needed products from each groups material list, the teacher needs
to double check the emails and finalise the payment
Conclusion
• Tell the students they have completed step number three so they can
move their group up the goal chart.
LEARNER DIVERSITY
• The EA will go with their student in which they work with to bring
them confidence and comfort if needed.

Lesson 6 (double lesson) DEVELOPMENT GOAL: Zero Hunger
Thinking Capability
SCSA LINKS
Skills Skills
Develop and Define a Suitability Select, and Production Week ‘https://www.youtube.com

communicate sequence and safe safely use, Introduction /watch?v=
design ideas of steps to practice when appropriate
and decisions design a using components • Teacher to play ‘KIDZ BOP Kids –Congratulations’ on YouTube. 692TXWeIxHI&list=PLU
using solution materials, and • Teacher is to give positive attention and reinforcement to congratulate G4H3SSDA
annotated for a given systems and equipment hard work. GOffe6asZG_nREodX7vR
drawings and task components to make Middle/Content CSg&index
appropriate (WATPPS for a range of solutions =3&t=0s&ab_channel=K
technical terms 21) purposes (WATPPS2 • Student’s that are part of the school canteen system will set up their food
(WATPPS23) (ACTDEK01 4) system with their needed materials, this is how the vegetables and fruit IDZBOP’
3)
OTHER SCSA LINKS make it to the canteen, once they have completed that they will help “Does everyone feel
other groups. prepared and aware of
experiences and imagining (ACELT1607) • TP: Use explicit teaching and instruction to keep the students on task, what is excepted from
including a timer and using this for time management. them today?”
OBJECTIVES • Students are to separate into their groups with their parent helpers, EA’s,
industry professional or teacher and go to their areas and mark out their “Can you tell me at least
1. Students build their project while following their project area. three logical reasons to
design proposal. why you chose this
• TP: The students are to work in their area of the garden and
measure/mark out their area with tape with the help of their adult position?”
ASSESSMENT
leader/s.
Formal: Use rubric 6 to mark level of following their design • The groups need to bring their materials to their work area within the
plan. plot of land.
• The adult/s within the group help by starting to assemble the design with
the students.
• The year 11 and 12 VET pathway students who are studying
construction/building at TAFE are also involved with helping the year
fours assemble their projects, they will be prepared before-hand.
• This is a double class of STEM as the students need more time to finish
assembling their projects. Project materials
organised into groups
• The year 11 and 12 VET students will be finalising the building
production as part of their own assessment throughout the next week
leading up to the next class.
• There are some projects that need more time, for example the
aquaculture group will be given extra lesson time.
• TP: The students need to be watched closely as there will be power tools
and many health and safety risks during the production stage, please Marking Rubric 6
verbalise this with the team of adults involved.
Conclusion
• Students are to complete a diary entry at the end of the lesson
• TP: The diary entries must include how they worked safely and sensibly
with the materials, while also communicating how they followed their
design ideas.
LEARNER DIVERSITY
• Education assistants will be matched with students who need extra
physical, emotional or educational help.
• All students will be involved in this task by taking part and being given
equal opportunity.

Thinking Capability
SCSA LINKS
Skills Skills
Develop and Define a Suitability and Select, and Production Week 2 https://www.youtube.com/wa
communicate sequence of safe practice safely use, Introduction tch?v=YCDCwuGcEmA&ab
design ideas steps to when using appropriate
and decisions design a materials, components • Students will take part in ‘Just Dane Y.M.C.A’ on YouTube. _channel=LEONHOUSESO
using solution for a systems and and • Teacher will tell students today they will be doing the final part NGCOVERSFormerlyOnlyM
annotated given task components equipment to of the production within their project. usicGaming
drawings and (WATPPS21) for a range of make
appropriate purposes solutions
technical terms (ACTDEK013) (WATPPS24)
Middle/Content
(WATPPS23) • The parent volunteers, EA’s, industry professionals and teacher
OTHER SCSA LINKS will once again help the students.
• The students will be planting their veggies, plants, flowers, trees “What do you need to finish
and placing any animals into their designated areas. today? We only have one
lesson left so lets to this!”
OBJECTIVES • TP: Use explicit teaching and instruction to keep the students on
task, including a timer and using this for time management.
experiences and imagining (ACELT1607) • For example, the chicken coop will have been built and finished
last week, this week the chickens will be placed with hay and a All materials should be in the
water set up. shed in the garden area
• The final stages of production will take place.
• Once production stage is complete, all projects have been
ASSESSMENT finished and the area is clean the students and adults will return
to the classroom.
Informal: Ask for oral explanation of how the final day of • Student volunteers will thank the adult volunteers with a
production went. handmade card from their team. Goal Chart
Formal: Use rubric 6 to mark level of collaborative work by the • The students are to now move their group up the goal chart as
students. they completed stage 4.
“You’ve all worked so hard
• The students are asked to think about their hard work so far,
what have they learnt about zero hunger and how has their the past 7 weeks; I need
everyone to think about the
project played a part in reducing.
impact they have made in
reducing zero hunger. How
Conclusion
does that make you feel?”
• TP: The students must reflect and communicate their thoughts
and perspectives on how they have worked to eliminate zero
hunger and their review of their production. iPads
LEARNER DIVERSITY
• Education assistants will be matched with students who need
extra physical, emotional or educational help.
• All students will be involved in this task by taking part and
being given equal opportunity.
• Students can use the iPads to record their final thoughts to use
next week.

Lesson 8 (Double Lesson) DEVELOPMENT GOAL: Zero Hunger
Thinking Capability
SCSA LINKS
Skills Skills
Develop and Define a Evaluation Week ‘https://www.youtube.com/

communicate sequence of Introduction watch?v=f3XyYOLfTU4&a
and decisions design a • Students will take part in ‘Will.i.am ft. Justin Bieber, That Power’ on b_channel=Juleke’
using solution for YouTube.
annotated a given task
drawings and (WATPPS21 Middle/Content
appropriate
technical terms
• Teacher explains that today is evaluation day.
(WATPPS23) • The class takes part in creating a brainstorm which shows the options
OTHER SCSA LINKS of discussion in their evaluation.
• TP: The class needs to discover what they need to put in their “From our brainstorm
• Create literary texts that explore students’ own evaluation, including the most effective changes they made, what they which would you say are
experiences and imagining (ACELT1607) the most important
could do better and how they succeeded.
• The class needs to finalise four questions that they all need to answer points?”
OBJECTIVES
1. Students are able to construct a book on in their evaluation.
BookCreator app which includes pictures, proper • The students are to individually write their own evaluation, in which
sentences and titles. they need to explore their experience while answering their questions.
• Students write their evaluation in their project diaries.
• Once they have written their evaluation, they need to record a video
of their evaluation on their iPads, this needs to be uploaded on their
SeeSaw.
ASSESSMENT • Students are to edit their diary entries, this includes sentence structure, iPads and Book Creator
Formal: Use rubric 8 to mark the student’s Project book. punctuation and spelling. App
• Students are to use the BookCreator app on their iPads.
• They are to put their edited diary entries into the BookCreator app,
this includes the pictures taken by the adult team leaders.
• TP: The diary needs to have a clear beginning, middle and end. They
need to critically examine their evaluation, look for questions and well
thought out ideas. The entries need to have proper sentence structure,
spelling and punctuation. There needs to be page titles, dates and
pictures.
Conclusion
• The students are to upload their Project book onto SeeSaw. SeeSaw App
• Students are to move their group to the final goal on the goal chart.
• Teacher tells students the future outline of how to care for the garden
and what they will do to do this.
LEARNER DIVERSITY
• Students that struggle with literacy are able to use USB microphones
to record their evaluation and listen to it while they write it, so they
can re-listen as much as needed. USB Microphone

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STEM FORWARD PLANNING DOCUMENT x8

TERM 2 WEEK 1 UNITED NATIONS SUSTAINABLE YEAR LEVEL: Four

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