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sc1b A2
sc1b A2
Rationale:
This unit of work is developed for a year 10 class in a school of average socio-economic background in which all students have access to their
own devices. The program is designed as a Project Based Learning (PBL) unit, allowing students to develop an understanding of the Earth and
Space content while applying it to a real word scenario through the incorporation of industry and regulations.
Students in a Western Sydney context have grown up in a fast-growing environment, with new housing developments replacing the natural
environment. During childhood, students notice these changes but do not see the behind the scenes stages that lead to these new residential
areas around them. This project has students investigate what it takes to plan a new suburb, while trying to develop it in a way that is both
sustainable as well as environmentally conscious.
Students utilize and develop a range of science and technology-based skills within the project, as well as furthering their ability to research and
communicate their opinions, knowledge and understanding. The incorporation of the Graphics Technology course with the Science curriculum
allows students a broader scope when developing their project, while still meeting a variety of outcomes within both subjects. This is further
developed through the PBL approach as students are given the chance to take their own focus and direction during the unit. By doing so, student
engagement and interest is encouraged; students of various skill levels are given the chance to participate as lower level students are supported
through additional scaffolding and teacher check in times, while higher ability students are given the chance to control direction and depth
within their project.
Throughout the unit, students are provided the relevant assistance through scaffolded activities, teacher feedback and peer assistance. They are
provided the chance to manage their time and their work in their own ways, a key aspect of the PBL method (English & Kitsantas, 2013).
English, M., & Kitsantas, A. (2013). Supporting Student Self-Regulated Learning in Problem-and Project-Based Learning. Interdisciplinary Journal
of Problem-based Learning, 7(2), 128-150.
Outcomes
Outcome Type Outcome Code and Descriptor
Values and attitudes SC5-1VA appreciates the importance of science in their lived and the role of scientific inquiry in increasing
understanding of the world around them
SC5-2VA shows a willingness to engage in finding solutions to science-related personal, social and global
issues, including shaping sustainable futures
SC5-3VA demonstrates confidence in making reasoned, evidence-based decisions about the current and
future use and influence of science and technology, including ethical considerations
GT5-3VA appreciate the finite nature of some resources and the impact of their use on the environment and
society
Skills SC5-5WS produces a plan to investigate identifies questions, hypotheses or problems, individually and
Science collaboratively
SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually
and collaboratively
SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to
develop evidence-based arguments and conclusions
SC5-8WS applies scientific understanding and critical thinking skills to suggest possible solutions to identified
problems
SC5-9WS presents science ideas and evidence for a particular purpose and to a specific audience, using
appropriate scientific language, conventions and representations
Knowledge and SC5-13ES explains how scientific knowledge about global patterns of geological activity and interactions
understanding involving global systems can be used to inform decisions related to contemporary issues
Science
ES3 Content:
People use scientific knowledge to evaluate claims, explanations or predictions in relation to interactions involving the
atmosphere, biosphere, hydrosphere and lithosphere. (ACSHE160, ACSHE194)
Students:
a. outline how global systems rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere, including
the carbon cycle (ACSSU189)
b. describe some impacts of natural events, including cyclones, volcanic eruptions or earthquakes, on the Earth's spheres
c. evaluate scientific evidence of some current issues affecting society that are the result of human activity on global systems, eg
the greenhouse effect, ozone layer depletion, effect of climate change on sea levels, long-term effects of waste management and
loss of biodiversity
d. discuss the reasons different groups in society may use or weight criteria differently to evaluate claims, explanations or
predictions in making decisions about contemporary issues involving interactions of the Earth's spheres
Knowledge, understanding GT5-2 analyses the context of information and intended audience to select and develop appropriate
presentations
and skills GT5-6 manages the development of graphical presentations to meet project briefs and specifications
Graphic Technology GT5-7 manipulates and produces images using digital drafting and presentation technologies
GT5-11 demonstrates the application of graphics to a range of industrial, commercial and personal settings
GT Content:
Core Module 2: Computer-Aided Design (CAD)
Option Module 8: Landscape Drawing
Cross curriculum priorities Sustainability
Critical and creative thinking
Ethical understanding
Information and communication technology capability
Literacy
Numeracy
Personal and social capability
Civics and citizenship
Work and enterprise
Assessment
What am I looking for? How will I know the students have achieved these goals? How will we use formative assessment to give students feedback during the unit?
Include project rubric(s) and an assessment plan so that students know how they will be assessed.
Rubric(s)/Assessment Activity Outcome Code Formative or Individual or
Summative? Group?
What does it take to develop a new suburb or city? Research task SC5-7WS Formative Individual
Students complete three activities (listed in resource 2) to develop an
understanding of what is needed to have a functioning city. This collates
knowledge gained during the excursion, personal knowledge and research.
Weekly Project Journal Entries and Final reflection SC5-6WS Formative and Individual
Students are encouraged to consider and reflect on what they have done and what SC5-9WS summative
they intend to do in the future. They think about their own actions and
involvement in the project, as well as the contributions of their peers. It leads
students to consider what aspects of the brief are yet to be incorporated into the
suburb plan.
Scenario Challenge
Growing up in the Blacktown, Penrith and Hawkesbury councils, you In groups of four (4) you will collaborate together to develop a new
have watched as new developments are established around you; and sustainable suburb based on information gained during the field trip.
whether close to home or on a nation-wide level, you have seen the You must consider what is required in a newly developed area, as well
impact of natural events within everyday Australian suburbs. as the influences the natural environment can have on a man-made
environment.
The mayor of the Blacktown local government area has asked you,
along with three other town planners to create plans for an Your project will take form of a suburb design, developed with the use
environmentally conscious, sustainable suburb in the Blacktown area. of digital technologies. Each group will consider where they are
They have investors ready to make the new suburb a reality, but plans positioning their new suburb, the requirements it has and how they
must be ready within the next 6 weeks to see the suburb start will develop it; and it must be established as an environmentally
construction during an expected dry spring. friendly, sustainable development.
At the completion of the project, each group will present their suburb
in a formal setting to a panel including the classroom teacher, the
mayor of the local government area and the town planners who were
present during the excursion. Students peers will also be invited to
observe other groups suburbs while waiting to present their own.
Driving Question
How does our understanding of global systems and spheres, and possible natural events, influence choices regarding sustainability when
developing new cities or redeveloping existing areas?
Entry Event Students will partake in a two-part entry event.
Firstly, students will attend an excursion to the local council (in this case, Blacktown) where they will meet
the mayor as well as town planners. Students will be introduced to the various components of a city that
each local council needs to function, such as schools and hospitals as well as water systems. Students are
provided the chance to look at aerial views, model replicas, blueprints and computer models of the council
they are visiting. Town planners will provide students with information about their jobs, including
requirements when planning a new area. Students are encouraged to take this time to ask questions and
take notes.
Secondly, students will be provided the chance to see the difference made by new developments. This will
see students given images as well as google maps aerials from previous years of areas students would be
familiar with (in the case of newer schools, this will include the school grounds). Students would also be
shown development plans for areas that are yet to be developed to observe development from the earlier
stages as well as reflecting on past development.
Due dates are listed in the Project timeline within the student Project Guidelines document
Public Audience Students will conduct their final suburb presentation in front of their teacher, local government area mayor
and town planners from the entry event. Students shall consider what is appropriate language in a formal
presentation, as well as showcase their newly developed understanding and put their efforts into a real
scenario in the local area. This will also open up students to receive feedback from those in the industry and
potentially spark an interest in a field student may not have considered before.
This will also encourage students to put more effort into the project as they will be presenting to
professionals with a passion for the topic.
Students will relate personal understanding and experiences to the impact of large-scale natural event, including
which spheres are involved in the development of these events, and how these events can both positively and
negatively impact on all other spheres within an already existing environment.
Students will gain knowledge on how society influences these spheres ad cycles through the research and
development on considerations when planning a sustainable and environmentally conscious city.
Presentation and digital technology skills will be developed throughout the development on the final project as well
as developing an understanding the developmental stages of a project (in relation to the scientific method), peer
communication and time management skills.
Students will be provided assistance to gain knowledge and develop the necessary skills through scaffolded activities,
student research, communication with professionals, reflection activities (individual and group), pair, group, class or
teacher-based discussions and questioning, teacher feedback through formative assessments.
Student proposal
Students are required to develop their own checklist of what they want to do and include in their project. The ability
to tick these off as they go will assist in keeping track of time and how much work they still need to complete it.
Weekly reflections
By requiring students to reflect on each week, students will be able to highlight if they have done little work during
the week and consider what they need to do during the next week to stay on top of the project.
Formative assessments
The inclusion of various short activities on a variety of topics is designed to get students to consider aspects of the
environment that need to be considered during the development of their project. This allows students to gain
relevant feedback and gain additional ideas that can be incorporated into their project (early enough to bed used)
without it influencing the grade.
Self-management Selecting groups
Students being given the chance to select their groups rather than being provided teacher determined groups will
allow students to select people who they want to work with to encourage student work ethics
Role specifications
By having students in a set role each week, students know exactly what their main focus of is for the week as part of
the collaborative process. This also assists with keeping students accountable as no one is sharing a role to be able to
claim they did work without actively participating. The set changeover of roles throughout the first four weeks aims
to prevent students from intentionally selecting the easiest task for the week, instead
Student contract
By having students agree to a set of expectations decided upon by the group (rather than teacher set expectations)
students will be encouraged to meet the expectations as well as being held accountable if they do not meet
expectations.
Research scaffolds
Providing guides for online research will allow students to better guide their research. This may include the teacher
explain how to use databases in a more appropriate manner as well as determining the value of a website.
Google maps
Teacher to be able to take students basic interactions with google maps and teach skills such as placing pins, changing
between view types and searching for specific services or infrastructure.
Differentiation Scaffolds
This provides lower level learners with the assistance they need while completing activities. The excel ICT scaffold
breaks the explanation down into the smaller parts of excel to cater to students who may not have any experience
working with excel. This allows them to develop an understanding of what they are doing rather than just following
an instruction manual
Open-ended activities
By allowing students the freedom to take the project in the direction of interest, gifted and talented as well as
students with higher interest in the topic are given the space to develop the project to suit their own interests and
needs while still meeting the baseline to have students covering the outcomes.
Resource checklist:
(Attach all relevant resources to the program)
Scaffolds (may support development of essential knowledge and skills, self-management, group management, etc)