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UNIT PLAN

Pre-Service Teacher: Emily Centofanti Lesson Date: Friday 18/05/2018

Learning area: STEM (Science, Design & Technology, Mathematics)

Unit Topic: The Gingerbread Man: Build a Raft

Year Level: Year 1/2

Duration: Four x50 minute lessons or One Full Day (3.5 hours in total)

Unit Overview

This unit of work meets the Australian Curriculum learning outcomes for year 1 and year 2 in the areas of Science,
Design and Technology and Mathematics.

Students are presented with the STEM investigation problem which requires them to design a raft to help the
Gingerbread man safely cross the river, without getting wet or seeking assistance from the Fox. Through this
guided investigation, students will participate in an engineering design process where they are required to ask
brainstorm, plan and create a solution. Following this, students will test and evaluate their solution and share the
outcome with peers.

Key concepts that underpin this design process are explored and include categorizing materials based on their
properties (waterproof and absorbency) which cause them to sink. This mini experiment will require students to
apply mathematical language to describe the likelihood of materials floating or sinking and how this may influence
the outcome of their design solution. To create an authentic learning experience, key concepts will be connected
with real-world scenarios to demonstrate the importance of developing these understandings.

The unit is designed to be flexible in terms of delivery. One activity is the equivalent to one lesson; however, for
a seamless learning experience, each activity can be completed in one full day designated to STEM education.

Australian Curriculum Learning Outcomes:

Science
 Objects are made of materials that have observable properties (ACSSU003)
 Pose and respond to questions, and make predictions about familiar objects and events (ACSIS024 &
ACSIS037)
 Participate in guided investigations to explore and answer questions (ACSIS025 & ACSIS038)

Design and Technology (Engineering principles)


 Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)
 Use materials, components, tools, equipment and techniques to safely make designed solutions
(ACTDEP007)
 Use personal preferences to evaluate the success of design ideas, processes and solutions including their
care for environment (ACTDEP008)

Mathematics
 Identify outcomes of familiar events involving chance and describe them using everyday language such
as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024 & ACMSP047)

General Capabilities

 Critical and Creative Thinking

Note: The learning outcomes aim to consolidate students’ prior knowledge and experiences. The purpose is for
students to draw connections between each learning area to develop conceptual understanding. To introduce or
extend understandings of these concepts, it is recommended to deliver a unit of work in each learning area before,
during or after this lesson, depending on the needs of students.
UNIT PLAN

Cross Curricula Learning Opportunities:

Other learning opportunities that arise from this STEM unit include:

English
 Create a narrative text: Students explore the structure of narrative texts and create an alternative ending to
the Gingerbread Man story which includes the use of their design solution (ACELY1661)

Visual Arts
 Create artworks: Explore the qualities and properties of materials and select appropriate applications to
create a backdrop for the Gingerbread Man and his raft (ACAVAM107)

Teaching Approach:

 Project Based Learning


 Guided Discovery Learning

Resources:

 The Gingerbread Man story book or YouTube clip


 The Gingerbread Man STEM Journal (Appendix A)
 Teacher Summative Assessment Rubric (Appendix B)
 Vocabulary Cards and Construction Labels (Appendix C)
 STEM Problem Visual (Appendix D)
 Unit Learning Intention Visual (Appendix E)
 Construction materials: Pop sticks, rubber bands, straws, foam balls, egg cartons, feathers etc.
 Construction tools: Scissors, rulers
 Water tub and access to water
 SMART Screen/Projector
 Digital Camera/Device

Unit Outline
Activity 1: STEM Engineering Process - Ask and Imagine Duration: 50 minutes

Learning Sequence:

 Introduce lesson theme by reading or watching The Gingerbread Man. Stop the story before the
Gingerbread man accepts the Foxes’ offer to take him across the river.

 Display and explain the STEM problem that students are required to solve. Explain the STEM engineering
design process that will guide them through their investigation.

 Whole class discussion:

o Brainstorm safer ways across the river (a raft) that will keep the gingerbread man dry.
o Brainstorm which materials would be suitable to use when building a raft.

 Whole class experiment:


o Students will explore the materials and group them based on their observable properties.
o Selected students will be invited to test the materials in a tub of water to determine if they are
waterproof and buoyant.
o Guide discussion and encourage use of mathematical language:
 Is it ‘highly likely or unlikely’ that an egg carton will absorb water and sink?
 How likely is it that a pop stick will float? (certain, highly likely, likely, unlikely, impossible)

 Students will record their findings in their STEM journal: Research the Facts.

 Conclude the activity by asking students why it is important to understand the properties of materials.
Offer guiding question to support students in drawing real-world connections (when travelling on a boat,
using floatation devices to learn how to swim, as an engineer designing a new product etc.).
UNIT PLAN
Activity 2: STEM Engineering Process - Plan Duration: 50 minutes

Learning Sequence:

 Introduce students to the STEM engineering process stage - Plan.

 Display unit learning intentions on Smart TV (to design a raft)

 Create a word wall to encourage students to use appropriate scientific language in the planning process:
o waterproof, buoyancy, sink, float, diagram, materials.

 Each student will plan a design solution in their STEM journal: Plan and Create.
Display materials for students to explore. Students will record which materials they plan to use, justify their
reasoning and draw a labelled diagram.

 Conclude the activity by sharing design ideas as a whole class. Provide constructive feedback and
celebrate design successes.

Activity 3: STEM Engineering Process - Create Duration: 50 minutes

Learning Sequence:

 Introduce students to the STEM engineering process stage – Create.

 Display unit learning intentions on Smart TV (to design a raft)

 Students will refer to their design plans and collect the required materials/tools to construct the raft.

 Some students may adapt their designs during the construction process. Prompt students to explain their
reasoning during the construction process. Encourage mathematical and scientific language through the
process.

 Allow 40 minutes for the construction stage.

 Conclude the lesson by taking a photo of each student with their raft.

Activity 4: STEM Engineering Process – Improve and Share Duration: 50 minutes

Learning Sequence:

 Introduce students to the STEM engineering process – Improve and Share.

 Small group activity:


o Students will share their design solution with peers and hypothesis if their raft is a safe solution for
the Gingerbread (using mathematical and scientific language – encourage students to refer to
work wall in their discussions).
o Each group has a tub of water to test their raft. Students will take a photo to capture the outcome.
o Each student will record their findings in their STEM journal: Test it.

 Individual activity:
o To conclude the lesson students will reflect on their design solution and suggest improvements.
o Students’ reflections will be recorded in their STEM journal: Reflect and Share.

 Whole class activity:


o Students will submit STEM journals to teacher
o Brief class discussion about things students learnt, things that surprised them and things that still
leave them wondering.
o Address any misconceptions and celebrate student successes as mini engineers.
UNIT PLAN
Assessment

Formative Assessment
 Teacher observations of students linking prior knowledge of mathematical and science concepts with the
engineering design process (interdisciplinary learning).

 Note any misconceptions that need addressing before the commencement of the next activity.

 Note students that require further challenge and set extension activity.

Summative Assessment
 Assess students STEM Journal and raft against the rubric criteria based on the engineering design
process.

 Success of the engineering design process requires students to display conceptual understandings about
the related science and mathematical concepts. Students who integrate their knowledge and apply to the
design process will demonstrate achievement towards the learning outcomes.

Special Considerations and/or Differentiation:

Lower readiness or Learning Difficulties:


 Students will draw a diagram to express their understandings and ideas while a teacher or ESO scribes.

 Clear explicit instruction

 Work in pairs for construction process

Higher readiness or Gifted:


 Students will be challenged with an extension activity which requires them to design a raft that will move
across the water (include a sail or using wind power via a straw).

Disabilities:
 Hearing Difficulties: Wear microphone and position students near teacher during instruction time.

 Behaviour Difficulties: Allow a short brain-break if necessary to help maintain focus. Use visual learning
goals to encourage on-task behaviours and set classroom expectations before sending students off to
complete main activities.

Evidence of Student Achievement against the Curriculum Outcomes

Students will know:


 Our design ideas can help others and make an impact in the world.

Students will understand:


 Objects are made of different materials and are suitable for different design purposes due to their
properties.
 Mathematical language can be used to express ideas and understandings across learning areas.

Students will be able to (do):


 Participate in a guided STEM investigation by following the engineering design process to plan a solution.
 Apply a range of technical skills using everyday materials and tools to construct a design.
 Reflect and evaluate the success of design solutions, communicate the challenges and suggest areas for
design improvement.

Resources

Teach Starter (n.d). STEM Investigation - Build A Raft. Retrieved from: https://www.teachstarter.com/teaching-
resource/stem-investigation-build-raft/

Teach Starter (n.d). STEM Engineering Process Poster Pack. Retrieved from:
https://www.teachstarter.com/teaching-resource/stem-engineering-process-poster-pack/
UNIT PLAN

Appendices List (samples)

Appendix A: STEM Journal


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Appendix A: STEM Journal (continued)


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Appendix B: Summative Assessment Rubric

Appendix C: Vocabulary & Construction Cards


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Appendix C: Vocabulary & Construction Cards (continued)


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Appendix D: STEM Problem Visual (Smart TV)

Appendix E: Learning Intention (Smart TV)

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