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Early Stage 1 Unit of Work - Cancer Council New South Wales

By Carlos Allen,2014-12-08 10:49
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Early Stage 1 Unit of Work - Cancer Council New South Wales

     Science and Technology Integrated with the SunSmart Program

    Early Stage 1 Unit of Work

    Notes: Early Stage 1 Hot and Cold

     This SunSmart unit forms a sub-unit of the

    ; Stage 1 ‘Hot and Cold’ unit and assumes that Energy in the surroundings children have completed prior tasks in How people cope in different climates ; Stage 2 identification of hot and cold. Year This unit is designed for approx 4 weeks. Kindergarten ; Stage 3 Assessment tasks are indicated with A.

    Unit purpose and focus: Why do I need to wear a hat at school?

    This unit provides opportunities for students to further develop their knowledge and understanding that people alter their environment in response to natural conditions; that the weather can have a powerful effect on people and their health and that

    wearing a hat at school protects us from the harmful effects of the sun. They will be asked to investigate the reason for wearing a hat at school. The learning process of ‘design and make’ will be implemented when the children are asked to design and make a

    SunSmart poster for hats at school. By designing a sun safe poster the children will also be able to influence the wearing of hats in the school playground.

    Rationale for Integration:

    This unit of work is designed to be delivered as either part of the Science and Technology Scope and Sequence or the Connected

    Outcome Groups (COGS). Please note the same outcomes are addressed. We know that children gain a greater understanding of issues and topics through investigating and the ‘learning processes’ in the Science and Technology Curriculum is ideal as it

    encourages discovery learning.

At the conclusion of this unit students will understand the importance of wearing a sun safe hat.

    Early Stage 1 SunSmart Program

    Page 1

Learning process outcomes and big Content strand outcomes and big ideas Values and attitudes

    ideas

    Investigating INV ES1.7 Earth and Its Surroundings ES ES1.6 ; Initiates scientific and technological tasks Investigates their surroundings by observing, Explores and identifies ways the environment and challenges and perseveres to questioning, exploring and reporting. influences their daily lives. completion.

    Big ideas Big ideas ; Gains satisfaction from their efforts to ; Suggests simple classifications based on ; Identifies, draws and labels different types investigate, to design, to make, and to

    physical properties. of hats and gives reasons for their use technology.

    suitability at different times of the year. ; Observes and describes changes in some

    materials on heating or cooling. ; Observes and recounts changes in the ; Works cooperatively with others in

    environment over a day and describes ; Tells others about what has been found groups on scientific and technological

    activities at different times of the day/year. out. tasks and challenges.

     ; Designs a SunSmart Poster for school

     hats. ; Shows informed commitment to

     improving quality of society and Designing and Making DM ES1.8 Physical Phenomena PP ES1.4 environment through S&T activities.

Generates own ideas and designs through Explores and identifies some forms of energy

    trial and error, play, modelling and making. which are used in their daily lives.

Big ideas Big ideas

    ; Develops design ideas through trial and ; Observes and describes changes in some

    error and experimentation. materials on heating or cooling.

     ; Uses common classroom equipment,

    Extension: Designing a new school hat. materials and processes to make or model

    products and places.

    Early Stage 1 SunSmart Program

    Page 2

    Task: Investigate why we need to wear a hat at school Task: To design and make a SunSmart hat poster

Observing and exploring Identifying needs and wants

    ; Explore what students know and what they would like to know about the ; Wear your hat in the sun and then take it off for a short time (approx 10

    need for wearing a hat at school. mins).

    ; Introduce a concept map to students and ask them to brainstorm their ; Use a range of resources including multi-media to explore the range of

    ideas. suggested sun hats.

    ; Cut pictures from a magazine and categorise as ‘sun safe’ or ‘not sun ; Explore the school playground and make a tally of the number of children

    without their school hat. safe’- Refer to Activity Sheet 1- A.

    ; Ask these children if they know why they have to wear a hat. ; Explore the Cancer Council website schools section

     http://www.cancercouncil.com.au/sunsmart for further information about

    SunSmart hats.

    ; Collect information about who designed their school hat and why.

    ; Discuss what students think a school hat should look like.

    Hypothesising and predicting Generating and selecting ideas

    ; Students discuss what the purpose of a school hat is. ; Brainstorm suggestions about why a hat is important. ; Ask students to suggest what might happen if someone didn’t wear their ; Identify why we need to wear a hat in the sun.

    hat in the playground. ; Make suggestions about how we could encourage more children about

    why it is important to wear a hat in the school playground. ; List their predictions- e.g. I might get sunburnt, I might damage my skin, I

    could get skin cancer, I won’t be able to play. ; Design a poster highlighting the importance of wearing a sun safe hat- ; Explain that they are going to use objects rather than people to Refer to Activity Sheet 3- A.

    investigate what will happen and see if their predictions are correct.

    Devising and testing Using resources to create products and services ; Explain that the buttered piece of bread left in the classroom will stay the ;