Respect and Responsibility

The Made Environment

Students explore ideas, manipulate materials and trial design through play to develop products and built environments. They identify and safely use some equipment and computer-based technology to model and make things.

Students identify ways in which familiar products, including information product, services and built environments meet the needs of people. They recognise the different ways that information is sent and received and how these influence communication. Students identify the characteristics of a range of materials used to make commonly available products and built environments.

ICES1.2, PSES1.5, INVES 1.7, DMES 1.8, UTES 1.9

• In an integrated Science and Technology and Human Society and Its Environment unit students investigate cultural celebrations from around the world. In groups they discuss some celebrations with which they are familiar and how different cultures celebrate a variety of occasions such as name days, wedding days, feast days and christenings. Guest speakers from a variety of cultural groups can be invited to talk with the students about some special celebrations.
• Students are asked to design and make a card to invite a person to a cultural celebration. In groups, students make drawings of a possible design for a card for a special event of their choice. They are also able to access computer technology (eg a draw/paint software program) to assist them with the design and layout of the card. They share a range of craft materials to produce their card.
• As students work cooperatively in groups, opportunities are provided through the learning experiences to incorporate respect and responsibility. In conducting their investigating, designing and making activities students develop an awareness of different individuals, groups and cultural ideas about the world around them.

Dimensions of respect and responsibility:

• Cultural Awareness
• Human Rights
• Community Partnerships

The Natural Environment

Students explore their immediate environment by using the senses, questioning, sharing ideas and identifying simple cause and effect relationships. Students identify ways in which the environment influences daily life. Students identify the characteristics of a range of materials used to make commonly available products and built environments

PSES1.5, ESES1.6, INVES1.7, DMES1.8, UTES 1.9

• Students are undertaking a Science and Technology unit about the senses. In groups they conduct investigations using their senses to identify the characteristics of a variety of natural and made textiles. They use the features that they have identified to group the textiles. In their investigation they test the properties of a variety of textiles for water resistance and warmth. The students identify a variety of types of clothing worn by people of different cultures and people in a variety of different everyday situations. They are encouraged to ask questions and propose their own explanations for their observations about what the clothing is used for, what it is made from and why different types of textiles are used by people for different purposes.
• Opportunities exist to incorporate respect and responsibility into the learning experiences as students develop an awareness of the contribution made by different individuals, groups and cultures to scientific and technological understanding.

Dimensions of respect and responsibility:

• Cultural Awareness
• Curriculum

The Made Environment

Students follow a guided design process to create products including information products, services and built environments. They select and safely use a range of equipment, computer-based technology and other resources when designing and making.

They communicate messages using a variety of media and technologies. Students describe and apply production processes using a range of materials and techniques to grow, make or process products.

ICS1.2, PSS1.5, DMS1.8, UTS1.9

• In an integrated Science and Technology and Human Society and Its Environment unit students are asked to plan and present a class picnic to celebrate the cultural diversity of the foods we eat. Students identify examples of foods that are eaten by some people from different cultures. They collect pictures and recipes for different foods from a variety of cultural groups such as Vietnamese spring rolls, pizza, scones and Lebanese wraps. In groups they investigate the types and quantities of ingredients required to make the foods. The class share their ideas and agree on a menu for the picnic. Working collaboratively each group designs and publishes an invitation that includes the menu for the picnic. With assistance they obtain the ingredients and follow the recipes selected to prepare the food for the picnic. The students record the process with a digital camera. They use the photographic record to explain their planning to another class who are invited to join them for the picnic.
• These activities provide opportunities for learning experiences to incorporate respect and responsibility as students demonstrate willingness to work cooperatively in groups and implement decisions when investigating, designing, making and using technology.

Dimensions of respect and responsibility:

• Cultural Awareness
• Peer Support

The Natural Environment

Students conduct guided investigations by following a series of steps that include questioning, making and testing predictions…

Students follow a guided design process to create products including information products, services and built environment... They select and safely use a range of equipment…and other resources when designing and making.

Students identify and describe ways in which living things grow and change. they identify a variety of energy forms and describe their use in the community.

LTS1.3, PPS1.4, INVS1.7, DMS1.8, UTS1.9

• In a Science and Technology unit students investigate some forms of energy used by people to communicate. The students are asked to design and make a game such as scrabble, snap or dominoes that can be played when blindfolded. This activity allows students to identify how senses other than sight are used in everyday situations and to recognise the importance of the senses of hearing and touch in communication. They explore the forms of energy used in sight, touch and hearing and some technologies used by people to assist the senses to detect changes in the environment or to aid communication.
• The activity provides opportunities for students to develop and implement their own design ideas and show responsiveness to scientific and technological ideas. Respect and responsibility are incorporated into the learning experiences as the student develops an awareness of the wider world and an understanding of the needs of people with sensory impairment.

Refer to Science and Technology K–6 Teaching Kit ‘Let’s Communicate’ p 34

Dimensions of respect and responsibility:

• Community Partnerships
• Human Rights
• Curriculum

The Made Environment

Students develop and evaluate design ideas recognising the needs of users or audiences. They implement the design process and evaluate solutions using functional and aesthetic criteria. Students select and safely use equipment, computer-based technology and other resources throughout the process of design and production.

They use a range of techniques, media and information and communication technologies to communicate design ideas to specific audiences.

ICS2.2, PS2.5, INVS2.7, DM2.8,

UTS 2.9

• Students undertake an integrated Science and Technology and Human Society and Its Environment unit about their local built environment. Students use computer technology to develop a simple survey to identify the impact of signage on the everyday life of different groups of people in the local community. Students conduct an investigation to collect information about the type and purpose of signage in the local built environment. They use photographs, stickers and drawings to record the types of signs and identify how the signage reflects the variety of needs and requirements of people in the local area. The class collates the results of their investigation and the survey. They classify the signs into groups and brainstorm to determine the functional and aesthetic criteria needed for the signs to be successful in achieving their purpose.
• The class is set a task of designing and producing new signage for around the school for the kindergarten enrolment day. Based on the results of their investigations each group of students selects a sign for a specific purpose in an area of the school and develops rough drawings of possible designs for the sign. They present their design ideas to the class for peer evaluation in relation to functional and aesthetic criteria. Working in collaborative groups the students produce a drawing of a design for a sign. Final designs are selected and the class produces prototypes of these designs using the materials and tools provided by the teacher. The prototypes are presented to an audience of kindergarten teachers, students and parents for evaluation before the signs to be used at the enrolment day are produced.
• Students demonstrate responsibility by allowing all students to have an opportunity to speak and describe their ideas and in respecting the variety of different viewpoints presented.

Dimensions of respect and responsibility:

• Cultural Awareness
• Curriculum
• Peer Support

The Natural Environment

Students independently implement aspects of scientific investigation, such as observing, questioning, predicting, testing, recording accurate results, analysing data and drawing conclusions. They demonstrate an understanding of a fair test and identify variables. Students select and safely use equipment, computer based technology and other resources throughout the processes of investigation. Students identify structures and functions of living things and how they interact with each other and their environment. They describe how the properties of materials affect their use.

LTS2.3, PSS2.5, INVS2.7, UTS2.9

• In a Science and Technology unit students learn about food production and processing of raw materials for domestic use. They develop their understanding of using fair tests to investigate some factors that make food spoil. Students use the observations and results from these tests to design and conduct fair tests to investigate how controlling a factor which causes food to spoil can increase the length of time food can be safely stored. The students research some of the ways that different groups of people have processed and preserved foods. They compare and contrast environmental conditions and resultant food production and suggest explanations for differences. Students undertake a case study of food production in the local area to explore how local conditions and available technologies influence food production.
• This unit provides opportunities for learning experiences to incorporate respect and responsibility as students develop awareness of the contribution made by different individuals, groups and cultures to scientific and technological understanding.

Refer to Science and Technology K–6 Syllabus and Support Document p 139

Dimensions of respect and responsibility:

• Cultural Awareness
• Curriculum

The Made Environment

Students independently plan, implement and manage the design process and evaluate the results using design criteria. They consider the implications of design and production in relation to environmental, aesthetic, cultural, ethical, safety and functional factors. Students select, safely use and evaluate equipment, computer-based technology and other resources.

Students recognise that built environments are systems created to meet the needs and requirements of people and communities.

BES3.1, PSS3.5, INVS3.7, DMS3.8, UTS3.9

• Students undertake an integrated Science and Technology and Human Society and Its Environment unit of work about the local environment. As part of this unit they investigate products and services provided in the local area to meet the needs and wants of different groups of people. The students are asked to conduct an investigation into the challenges posed in the built environment for a person in a wheelchair and design and make a solution to a problem identified in their investigation. They observe and collect information about the needs and problems that a person in a wheelchair would experience in different parts of the school. Individually the students develop and implement ideas to design a solution to meet an identified need using drawings and a model. When designing and evaluating their product consideration is given to issues such as function and aesthetics.
• Opportunities are provided through the investigating, designing and making activities to incorporate respect and responsibility as students show commitment to improving the quality of the environment to meet the needs of physically disabled persons.

Refer to Science and Technology K–6 Teaching Kit ‘Out and About’ p 24

Dimensions of respect and responsibility:

• Cultural Awareness
• Human Rights

The Natural Environment

Students independently develop questions for scientific investigations based on fair testing and collect, record and analyse the resulting data. Students select, safely use and evaluate equipment, computer-based technology and other resources to meet the requirements and constraints of design tasks.

Students explore how natural forces and human interaction cause changes to the earth over time.

ES S3.6, INV S3.7, UT S3.9

• In a Science and Technology unit students investigate phenomena and processes that have influenced the Earth over time. The students work cooperatively in groups and demonstrate willingness to initiate and independently conduct investigations into the causes and effects of a current natural catastrophic event such as drought, earthquakes, volcanic eruptions, tsunami or cyclone. They design and use a PowerPoint presentation to report their findings, identifying the impact of these occurrences on the lifestyle of people in different locations and recognising how science and technology can be used to help these communities through the development of early warning systems.
• In this unit as students recognise the importance of scientific research and develop a greater understanding of the difficulties experienced by and the needs of communities devastated by natural disasters. Opportunities are provided through the learning experiences in this activity to incorporate respect and responsibility as students share ideas and show willingness to make an informed commitment to improving the quality of society.

Dimensions of respect and responsibility:

• Cultural Awareness
• Human Rights
• Peer Support