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STEM Parent Brochure
This document provides information and resources for supporting STEM (science, technology, engineering, and mathematics) learning at home with children. It defines STEM disciplines and explains their importance for developing skills needed for future careers. Suggested activities include gardening, building with blocks, reading STEM books, and using open-ended materials. Questions parents can ask children to support language development and STEM thinking are provided, along with recommendations for STEM-related apps, games, books and other resources parents can use at home.
Design Brief
This design brief outlines a project to create a solution for safely reaching items stored on the top shelf of a client's pantry cupboard. The client and others in the home currently need to stand on chairs to access baking goods on the highest shelf, which is unsafe. The design must be functional for different people to use, easily accessible, and not impact the overall function or take up much space in the cupboard. It should match or be hidden from the rest of the pantry and be safely packed away when not in use. The solution will be made using recycled materials like wood and tools already in the home.
Design brief
This design brief outlines a project to create a solution for safely reaching items stored on the top shelf of a client's pantry cupboard. The client and others in the home currently need to stand on chairs to access baking goods on the highest shelf, which is unsafe. The design must be functional for different people to use, easily accessible, and not impact the overall function or take up much space in the cupboard. It should match or be hidden from the rest of the pantry and be safely packed away when not in use. The solution will be made using recycled materials like wood and tools already in the home.
Stem brochure
This document provides information about supporting STEM (science, technology, engineering, and mathematics) learning at home. It recommends activities like gardening, building forts with blocks, reading STEM books, and playing with materials in nature. These activities help children learn fundamental concepts about the natural and human-made world. The document also provides examples of open-ended questions parents can ask children and lists various STEM-related books, materials, apps, games, and construction/experimentation resources parents can use at home with their children to support STEM learning and skills like problem-solving.
Building a foundation: Unplugged coding activity
This activity introduces preschool students to the concepts of persistence and algorithms through an unplugged coding activity where they build a structure. Students will plan a sequence to build a foundation and draw or write down the steps. They will work in small groups with limited supplies to construct a foundation that can hold a textbook for over 10 seconds, experiencing challenges that require persistence. The activity teaches students to decompose large tasks into smaller steps and arrange the steps in logical order, helping them understand sequencing and the process of achieving an outcome through trial and error.
Simple machines teaching idea
1) The lesson teaches students about simple machines by having them design and build machines into their treehouse designs using levers, pulleys, inclined planes, wedges, wheels and axles, and screws.
2) Students will explore the practical uses of simple machines and generate ideas about concepts like force and motion.
3) The teaching activity has students start with a treehouse blueprint, learn about simple machines from an app, then use loose parts to design and build simple machines into their treehouse designs to accomplish tasks like getting into the treehouse or transporting food.
Simple machines app review
Simple Machines is an app that allows kids to interact with 6 simple machines: levers, pulleys, inclined planes, wedges, wheel and axles, and screws. For each machine, users can alter variables and see how the machine reacts. The app covers concepts of force, motion, inputs/outputs, and mechanical advantage through interactive activities involving each machine. It has potential to stimulate design ideas if parents engage children in questions about observations and what they are learning.
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STEM Parent Brochure
This document provides information and resources for supporting STEM (science, technology, engineering, and mathematics) learning at home with children. It defines STEM disciplines and explains their importance for developing skills needed for future careers. Suggested activities include gardening, building with blocks, reading STEM books, and using open-ended materials. Questions parents can ask children to support language development and STEM thinking are provided, along with recommendations for STEM-related apps, games, books and other resources parents can use at home.
Design Brief
This design brief outlines a project to create a solution for safely reaching items stored on the top shelf of a client's pantry cupboard. The client and others in the home currently need to stand on chairs to access baking goods on the highest shelf, which is unsafe. The design must be functional for different people to use, easily accessible, and not impact the overall function or take up much space in the cupboard. It should match or be hidden from the rest of the pantry and be safely packed away when not in use. The solution will be made using recycled materials like wood and tools already in the home.
Design brief
This design brief outlines a project to create a solution for safely reaching items stored on the top shelf of a client's pantry cupboard. The client and others in the home currently need to stand on chairs to access baking goods on the highest shelf, which is unsafe. The design must be functional for different people to use, easily accessible, and not impact the overall function or take up much space in the cupboard. It should match or be hidden from the rest of the pantry and be safely packed away when not in use. The solution will be made using recycled materials like wood and tools already in the home.
Stem brochure
This document provides information about supporting STEM (science, technology, engineering, and mathematics) learning at home. It recommends activities like gardening, building forts with blocks, reading STEM books, and playing with materials in nature. These activities help children learn fundamental concepts about the natural and human-made world. The document also provides examples of open-ended questions parents can ask children and lists various STEM-related books, materials, apps, games, and construction/experimentation resources parents can use at home with their children to support STEM learning and skills like problem-solving.
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This activity introduces preschool students to the concepts of persistence and algorithms through an unplugged coding activity where they build a structure. Students will plan a sequence to build a foundation and draw or write down the steps. They will work in small groups with limited supplies to construct a foundation that can hold a textbook for over 10 seconds, experiencing challenges that require persistence. The activity teaches students to decompose large tasks into smaller steps and arrange the steps in logical order, helping them understand sequencing and the process of achieving an outcome through trial and error.
Simple machines teaching idea
1) The lesson teaches students about simple machines by having them design and build machines into their treehouse designs using levers, pulleys, inclined planes, wedges, wheels and axles, and screws.
2) Students will explore the practical uses of simple machines and generate ideas about concepts like force and motion.
3) The teaching activity has students start with a treehouse blueprint, learn about simple machines from an app, then use loose parts to design and build simple machines into their treehouse designs to accomplish tasks like getting into the treehouse or transporting food.
Simple machines app review
Simple Machines is an app that allows kids to interact with 6 simple machines: levers, pulleys, inclined planes, wedges, wheel and axles, and screws. For each machine, users can alter variables and see how the machine reacts. The app covers concepts of force, motion, inputs/outputs, and mechanical advantage through interactive activities involving each machine. It has potential to stimulate design ideas if parents engage children in questions about observations and what they are learning.
Book teaching idea
This document outlines a teaching activity where students will design their ultimate treehouse. The students will read a book about treehouses to spark ideas and discuss materials. They will brainstorm designs through drawings and blueprints, exploring the process of designing and constructing a project. By immersing themselves in treehouse design using STEM practices like problem solving and engineering, the students will gain an understanding of design processes and using ideas in the real world.
Book review
Everything you need for a Treehouse is a picture book that highlights the wonder and magic of treehouses and the imaginative adventures children can have in them. It details different treehouse designs, going through the planning process with blueprints, how many people will use it, and how to access the treehouse. The book brings readers back to their childhood desire for a treehouse through poetic text and whimsical illustrations. It is ideal for sharing with preschoolers to spark creative thinking and future builders.
Explanation of artefacts according to stem practices
The document discusses four artifacts that are part of a teaching sequence to help preschool students learn STEM concepts through building a treehouse project. Each artifact focuses on persistence, generating ideas, and building/designing skills. They allow students to develop theories, learn terminology, and see how innovation works in the real world. The artifacts include a book, parent brochure, coding activity, and app that all feature construction experiences and enable young children to explore STEM concepts through play.
GRP
Tamara Hope has applied for a graduate teaching position. She has over 3 years of experience working in a preschool and before/after school care setting. She is qualified to teach early childhood through to secondary subjects including languages, mathematics, science, and the arts. Tamara discusses examples from her teaching placements where she designed lessons differentiated for diverse learners and modified tasks to engage students with specific needs. She focuses on understanding how students learn, using data to inform planning, and creating a safe learning environment. Tamara aims to continue developing her skills through collaboration with colleagues.
Smart goals
This teacher conducted a self-assessment and identified strengths and areas for development in their science teaching. Their strengths included effective communication, safety practices, assessing learning, and engaging in professional development. Areas for development were incorporating ICT, supporting students with disabilities, and including the cross-curriculum priority of Asia engagement. The teacher outlined three goals to address these areas: 1) Incorporate Asia engagement authentically in lessons, 2) Improve use of ICT strategies regularly in lessons, and 3) Connect with the community and learn strategies to support students with physical disabilities in active science lessons.
Introductory statement
Tamara Hope will be doing her professional teaching placement at Jerrabomberra Primary School from May 7th to June 29th, where she will gradually take on more teaching responsibilities under the guidance of Mrs. Blazevska. Tamara is currently completing her Bachelor's degree in Early Childhood and Primary Education at the University of Canberra, and works as a preschool teacher assistant and in before/after school care. She is excited to work with the students in Mrs. Blazevska's classroom and looks forward to getting to know the parents and students.
J's rubric
This document outlines a student's science skills and understanding in the key areas of Earth and space sciences, science as a human endeavor, and science inquiry skills. It assesses the student as having an informed discussion of how natural processes and human activity cause changes to Earth's surface, being able to identify when science is used to understand the effects of actions, and following instructions to identify investigable questions and make plausible predictions based on prior knowledge.
Edited Evidence of student work progression - J
1) The student was able to actively participate in lessons about erosion and its effects on the Earth's surface. This included conducting investigations on how water impacts sand and soil.
2) The student demonstrated understanding of key science concepts by explaining how different landscapes affected erosion. She recognized that plants minimized erosion the most by absorbing water before minerals could be taken away.
3) The student designed an investigation strategy to minimize erosion and showed developing skills in identifying variables and forming investigable questions based on prior lessons.
Report on student- J (erosion)
Jennifer, a Year 4 student, demonstrated a sound understanding of erosion and its impact on the environment. She was able to suggest explanations for observations and compare her findings to predictions in investigation planners. Jennifer showed a developing ability to identify variables that can be changed and measured. She confidently designed and conducted investigations, made accurate observations, and constructed oral conclusions based on experimental findings. Jennifer participated enthusiastically in a unit on erosion and understood how plants can help reduce erosion. She may benefit from more authentic applications of science to further develop her understanding of how it influences actions.
Science rubric
This document outlines a student's science skills and understanding in the areas of Earth and space sciences, the human endeavors of science, and science inquiry skills. It assesses the student as having an informed discussion of how natural processes and human activity cause changes to Earth's surface, being able to identify when science is used to understand the effects of actions, and using relevant scientific terminology to coherently communicate observations and findings. The student is able to suggest plausible reasons why investigations were fair or not and how they could be improved.
Pck lesson plan (6)
This lesson plan focuses on erosion and having students assess their prior knowledge to create models of erosion and solutions to prevent it. Students will take the lead in conducting their own investigation using provided materials like bottles, soil, and iPads. They will document their experiment findings and develop possible ways to minimize erosion based on their models. The lesson aims to have students think critically about how to effectively solve or reduce erosion through their research process. Their understanding will be assessed based on the investigation plans and models they create, as well as recordings of their models and discussions of their findings.
Evidence of work progression (1)
Jen was absent for the first two lessons of the unit on erosion due to a swimming carnival. In Lesson 3, Jen participated in a sorting activity to identify rock and plant minerals and helped construct a storyboard about rehabilitation. Jen answered all questions correctly on an erosion quiz. In Lesson 4, Jen conducted an investigation into how water erodes sand castles and identified a strategy to minimize erosion. In Lesson 5, Jen worked with a partner to investigate how different landscapes are affected by water erosion and was able to explain her findings and draw conclusions from the experiment.
Pck lesson plan (5)
This lesson plan outlines an erosion experiment to be conducted by Year 4 students. The students will create three soil landscapes with different materials (dirt, dirt and bark, dirt and plants) and test how each reduces erosion when water is poured on them. By conducting this experiment, students will understand the cause and effect relationship of water erosion and identify features that make their investigation a fair test. They will draw conclusions by discussing their results and comparing with classmates to build a common understanding. The lesson aims to teach students how water impacts the environment and how to investigate ways to reduce that impact through experimentation and thinking like scientists.
Pck lesson plan (4)
This lesson plan outlines an experiment to teach 4th grade students about how water erosion impacts the environment over time. Students will work in groups to test how water at different angles affects model sandcastles, recording their observations. They will then analyze the results, discuss how landscapes may change over time due to erosion, and complete a quiz to reflect on their learning.
Pck lesson plan (3)
This lesson plan aims to expand students' understanding of minerals and their importance to plants and soil. Students will investigate different types of minerals, where they are found, and their purposes. They will link this to the process of erosion through exploring the rehabilitation of a mine. Activities include sorting minerals, learning how plants obtain minerals from soil, and creating a storyboard showing the steps of mine rehabilitation. The lesson aims to help students recognize human impacts on landscapes and explore ways to reduce environmental effects.
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Book teaching idea
This document outlines a teaching activity where students will design their ultimate treehouse. The students will read a book about treehouses to spark ideas and discuss materials. They will brainstorm designs through drawings and blueprints, exploring the process of designing and constructing a project. By immersing themselves in treehouse design using STEM practices like problem solving and engineering, the students will gain an understanding of design processes and using ideas in the real world.
Book review
Everything you need for a Treehouse is a picture book that highlights the wonder and magic of treehouses and the imaginative adventures children can have in them. It details different treehouse designs, going through the planning process with blueprints, how many people will use it, and how to access the treehouse. The book brings readers back to their childhood desire for a treehouse through poetic text and whimsical illustrations. It is ideal for sharing with preschoolers to spark creative thinking and future builders.
Explanation of artefacts according to stem practices
The document discusses four artifacts that are part of a teaching sequence to help preschool students learn STEM concepts through building a treehouse project. Each artifact focuses on persistence, generating ideas, and building/designing skills. They allow students to develop theories, learn terminology, and see how innovation works in the real world. The artifacts include a book, parent brochure, coding activity, and app that all feature construction experiences and enable young children to explore STEM concepts through play.
GRP
Tamara Hope has applied for a graduate teaching position. She has over 3 years of experience working in a preschool and before/after school care setting. She is qualified to teach early childhood through to secondary subjects including languages, mathematics, science, and the arts. Tamara discusses examples from her teaching placements where she designed lessons differentiated for diverse learners and modified tasks to engage students with specific needs. She focuses on understanding how students learn, using data to inform planning, and creating a safe learning environment. Tamara aims to continue developing her skills through collaboration with colleagues.
Smart goals
This teacher conducted a self-assessment and identified strengths and areas for development in their science teaching. Their strengths included effective communication, safety practices, assessing learning, and engaging in professional development. Areas for development were incorporating ICT, supporting students with disabilities, and including the cross-curriculum priority of Asia engagement. The teacher outlined three goals to address these areas: 1) Incorporate Asia engagement authentically in lessons, 2) Improve use of ICT strategies regularly in lessons, and 3) Connect with the community and learn strategies to support students with physical disabilities in active science lessons.
Introductory statement
Tamara Hope will be doing her professional teaching placement at Jerrabomberra Primary School from May 7th to June 29th, where she will gradually take on more teaching responsibilities under the guidance of Mrs. Blazevska. Tamara is currently completing her Bachelor's degree in Early Childhood and Primary Education at the University of Canberra, and works as a preschool teacher assistant and in before/after school care. She is excited to work with the students in Mrs. Blazevska's classroom and looks forward to getting to know the parents and students.
J's rubric
This document outlines a student's science skills and understanding in the key areas of Earth and space sciences, science as a human endeavor, and science inquiry skills. It assesses the student as having an informed discussion of how natural processes and human activity cause changes to Earth's surface, being able to identify when science is used to understand the effects of actions, and following instructions to identify investigable questions and make plausible predictions based on prior knowledge.
Edited Evidence of student work progression - J
1) The student was able to actively participate in lessons about erosion and its effects on the Earth's surface. This included conducting investigations on how water impacts sand and soil.
2) The student demonstrated understanding of key science concepts by explaining how different landscapes affected erosion. She recognized that plants minimized erosion the most by absorbing water before minerals could be taken away.
3) The student designed an investigation strategy to minimize erosion and showed developing skills in identifying variables and forming investigable questions based on prior lessons.
Report on student- J (erosion)
Jennifer, a Year 4 student, demonstrated a sound understanding of erosion and its impact on the environment. She was able to suggest explanations for observations and compare her findings to predictions in investigation planners. Jennifer showed a developing ability to identify variables that can be changed and measured. She confidently designed and conducted investigations, made accurate observations, and constructed oral conclusions based on experimental findings. Jennifer participated enthusiastically in a unit on erosion and understood how plants can help reduce erosion. She may benefit from more authentic applications of science to further develop her understanding of how it influences actions.
Science rubric
This document outlines a student's science skills and understanding in the areas of Earth and space sciences, the human endeavors of science, and science inquiry skills. It assesses the student as having an informed discussion of how natural processes and human activity cause changes to Earth's surface, being able to identify when science is used to understand the effects of actions, and using relevant scientific terminology to coherently communicate observations and findings. The student is able to suggest plausible reasons why investigations were fair or not and how they could be improved.
Pck lesson plan (6)
This lesson plan focuses on erosion and having students assess their prior knowledge to create models of erosion and solutions to prevent it. Students will take the lead in conducting their own investigation using provided materials like bottles, soil, and iPads. They will document their experiment findings and develop possible ways to minimize erosion based on their models. The lesson aims to have students think critically about how to effectively solve or reduce erosion through their research process. Their understanding will be assessed based on the investigation plans and models they create, as well as recordings of their models and discussions of their findings.
Evidence of work progression (1)
Jen was absent for the first two lessons of the unit on erosion due to a swimming carnival. In Lesson 3, Jen participated in a sorting activity to identify rock and plant minerals and helped construct a storyboard about rehabilitation. Jen answered all questions correctly on an erosion quiz. In Lesson 4, Jen conducted an investigation into how water erodes sand castles and identified a strategy to minimize erosion. In Lesson 5, Jen worked with a partner to investigate how different landscapes are affected by water erosion and was able to explain her findings and draw conclusions from the experiment.
Pck lesson plan (5)
This lesson plan outlines an erosion experiment to be conducted by Year 4 students. The students will create three soil landscapes with different materials (dirt, dirt and bark, dirt and plants) and test how each reduces erosion when water is poured on them. By conducting this experiment, students will understand the cause and effect relationship of water erosion and identify features that make their investigation a fair test. They will draw conclusions by discussing their results and comparing with classmates to build a common understanding. The lesson aims to teach students how water impacts the environment and how to investigate ways to reduce that impact through experimentation and thinking like scientists.
Pck lesson plan (4)
This lesson plan outlines an experiment to teach 4th grade students about how water erosion impacts the environment over time. Students will work in groups to test how water at different angles affects model sandcastles, recording their observations. They will then analyze the results, discuss how landscapes may change over time due to erosion, and complete a quiz to reflect on their learning.
Pck lesson plan (3)
This lesson plan aims to expand students' understanding of minerals and their importance to plants and soil. Students will investigate different types of minerals, where they are found, and their purposes. They will link this to the process of erosion through exploring the rehabilitation of a mine. Activities include sorting minerals, learning how plants obtain minerals from soil, and creating a storyboard showing the steps of mine rehabilitation. The lesson aims to help students recognize human impacts on landscapes and explore ways to reduce environmental effects.
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