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

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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


    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 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 ; Students use a range of material to design their poster.

    same (controlled variable) and ask students to predict what may happen ; Place chosen posters in appropriate places around the school.

    to the other 2 pieces of bread. ; Identify ways of promoting their posters.

    ; Place bread in several different places e.g. in the classroom, a ; Students keep a design portfolio for the task.

    windowsill, out in the direct sun at lunchtime. ; Extension- Make a legionnaire hat- Refer to Activity Sheet 5- A. ; Discuss how the investigations will be recorded- Refer to Activity Sheet

    2 ‘Hot and Cold’.

    Collecting and recording Evaluating products and services

    ; Each group takes responsibility for their investigation and document it ; Encourage the students to observe how many children wear their hats

    each day in their workbook or on a chart. once the posters go up.

     ; Compare these to the original data.

    Early Stage 1 SunSmart Program

    Page 3

    Analysing and drawing conclusions Essential Background Information for Teachers

    Cancer Council NSW website schools section ; Each week ask the students to discuss their investigation. for further information about ; After several weeks bring the investigation to a conclusion by discussing how

    SunSmart hats. we have made a difference in the playground.

    ; Ask students to make generalisations about their investigation A

    ; Were their predictions correct? How were they different?

    ; Link to the next unit- Students complete ‘I am a sun safe student’- Refer to

    Activity Sheet 4- A.

    ; Evaluation- Ask students to what they liked about the unit and any

    suggestions for next time.

    Assessment items (Marked A) Links to other learning areas 1. Activity 1- Can categorize ‘sun safe or not sun safe’- Student-teacher ; PDHPE- Health and Safety.

    discussions; Sample. ; Mathematics- Data collection and analysing. 2. Activity 2- Makes reasonable generalisation for data collected- ; English- Writing: Recount of experiment using bread; Talking and Observation/Questioning. listening: Present poster to class; Explain and justify. 3. Activity 3- Can design and draw a SunSmart hat poster Sample, Explanation ; Computer Technology Link- UT ES1.9 Write and send an email to and Demonstration. a buddy class with assistance (describing what they did in 4. Activity 4- Link to next stage: ‘I am a sun safe student’- Sample, experiment) Explanation/Observation ; HSIE- CU ES1 Children view photos of hats worn in other cultures 5. Activity 5- Extension: Legionnaire paper hat Sample, Explanation and (e.g. Mexican Sombrero, China hats in rice fields etc) Discuss Demonstration. similarities/differences -however all meet a common need sun protection.

    Online resources Equipment and materials Other people/places Refer to Cancer Council NSW Bread, butter, magazines, worksheets, poster materials, activity sheets.

Teacher reflections and unit evaluation

    Early Stage 1 SunSmart Program

    Page 4

    Early Stage 1- Hot and Cold Unit

    Investigating a Sun Safe School Hat

    Outcomes Teaching & Learning Activity Teacher’s


     ; Explore what students know and what they

    would like to know about the need for wearing

    a hat at school.

    ; Create a concept map for brainstorming ideas.

    ; Explore the Cancer Council website school


    for further information about SunSmart hats.

    ; A- Categorise ‘sun safe or not sun safe

    hats’ from magazines- Refer to Activity 1.

    ; Investigate and discuss who designed our

    school hat.

     ; Students discuss the purpose of a school hat.

    ; Experiment by taking hat off in the middle of

    the day. Children go to the playground and

    leave hat on and then take it off for a short time

    (approx 10 mins).

    ; Predict what will happen if you don’t wear your

    hat in the playground. Discuss how they felt.

    ; Introduce the experiment and hypothesise

    about why we can’t use people for this

    experiment. Discuss suggestions for what we

    could use. The bread and butter is a

    suggestion maybe children will come up with

    something different.

    ; Explain that we will leave one piece of bread

    and butter on the teacher’s desk, one piece on

    the windowsill (make sure it gets some

    sunshine) and one piece in the direct sun at


    ; Children predict the outcome for each piece of


    ; Conduct the experiment on 2 consecutive days.

    ; Record findings on individual recording sheets-

    Refer to Activity Sheet 2 ‘Hot and Cold’.

    ; A- Make generalisations about findings.

    ; Write a recount of the Bread and Butter


     3 ; Investigate the wearing of hats in the

     playground. Make a tally of children who don’t

    INV ES 1.7 wear their hat.

    DM ES1.8 ; Interview some of these children and ask why

    they are not wearing their hat.

    Early Stage 1 SunSmart Program

    Page 5

    ; Brainstorm suggestions of why a hat is


    ; Identify why we need to wear a hat in the sun.

    ; Make suggestions of how we can help other

    children become aware of the importance of

    wearing a hat in the school playground.

    ; A- Design a poster to make all children in

    the school aware of the need for a sun safe

    hat. Refer to Activity Sheet 3.

    ; Present poster to the class.

    4 ; Present posters at morning assembly to whole

     school and explain that posters will be placed

    INV ES1.7 around the school as a reminder.

    CU ES1 ; Place posters in appropriate positions around

    UT ES1.9 the school.

    ; Observe how many children wear their hats

    after the posters go up.

    ; Compare this data to the data originally


    ; Create and send an email to a buddy class

    describing what they did.

    ; Make generalisations about the investigation.

    ; Students view photos of hats worn in other


    ; Discuss similarities and differences and the

    common need for a sun safe hat.

    ; A- Link to the next stage- ‘I am a sun safe

    student’- Refer to Activity Sheet 4.

    Extension ; A- Make your own Legionnaire hat from

    paper- Refer to activity Sheet 5.

    Early Stage 1 SunSmart Program

    Page 6

    Activity Sheet 1

    KLA: Science and Technology

    Stage: Early Stage 1

    Task: Investigate ways in which people respond to hot and cold in their environment Activity: Categorise hats from magazines/stencil, as sun safe/not sun safe Outcome: INV ES1.7, INV ES1.6

     Sun safe hats Not sun safe hats

    Early Stage 1 SunSmart Program

    Page 7

    Activity Sheet 2

    Hot and Cold: How strong is the sun?

     Try this experiment…

    You will need: What to do: Predict what will


    1. Place the bread on 3 ; 3 pieces of bread

    separate plates or Before collecting all the ; 3 pieces of cardboard

    cardboard. Butter the plates predict what you or plates

    bread with the knife. think will happen. ; Some butter to spread

    Make the butter nice on the bread

    and thick. ; A knife 2. Place one plate in a After one hour collect all ; A shady cool place shady, cool place in 3 plates and write or draw ; A hot place in the the classroom. what you found out. playground 3. Place one plate on the ; A window sill that gets windowsill. some sun 4. Place one plate in the playground in a hot

    sunny place.

    Leave them all for one


    Draw or write what you found out:

    Plate 1 Plate 2 Plate 3

    Early Stage 1 SunSmart Program

    Page 8

    Activity Sheet 3

    KLA: Science and Technology

    Stage: Early Stage 1

    Task: Design a sun safe hat poster

    Activity: Design and make a poster to display around the school Outcome: DM ES1.8

    Early Stage 1 SunSmart Program

    Page 9

    Activity Sheet 4

    I am a sun safe student.

Hello my name is ________________________________

I am always sun safe when playing outside. I remember to wear my sun safe hat and

    clothing that covers lots of my skin. I also put on some sunscreen to protect my skin

    and I love playing in the shade.

     This is a picture of me This is a picture of me

    wearing my sun safe wearing my sun safe hat.


     This is a picture of me This is a picture of me playing in the shade. putting on sunscreen.

    Early Stage 1 SunSmart Program

    Page 10

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