Part B: ACARA and Science Curriculum

Science Understanding: Chemical sciences

Foundation Year: Chemical Sciences – Objects are made of materials that have observable properties (ACSSU003)

ACARA Science Aims	Learning Activities for Prep Science Students
Aim 1  (see appendix)	Read a big book called the “3 Little Pigs.” Ask the children a series of questions throughout the reading.  Some questions could include, but are not limited to: What do you think will happen to this house?  Will it be blow over?  Do you think you could blow it over? Which house would you prefer to live in if you were one of the three little pigs? What would happen to the house if it was windy, raining, snowing etc.? What house would be suitable for the climate we live in here in Rockhampton?
Aim 2 (see appendix)	Class brainstorming on the activity and the housing choices of the three little pigs.  As a class, we could investigate all of the advantages and disadvantages of the materials that the houses were made of within the story.
Aim 1, Aim 6  (see appendix)	Research houses around the world: The children could try to find houses throughout the world that match those of the three little pigs.  They could discover how and why the pigs may have made their houses that way.  The children could also look at the traditional housing in other countries and why they build them that way. This would help the children to test their predictions from the brainstorming activity and help them to draw conclusions.
Aim 3, Aim 4 (see appendix)	The children can then make a model house and justify their choice of materials etc. by: Discussing the weather/climate within the region that their house is built Give examples of other houses that are built the same and why those people made similar decisions. They could use but shouldn't be limited to: -      Pebbles to make a rock/brick house -      Toothpicks/paddle pop sticks to make a wooden house -      Drinking straws to make a straw house
Aim 3, Aim 7 (see appendix)	Conduct an investigation and test their houses against natural forces such as wind, rain, flooding and earthquakes and extend to remedies for their models.  They could improvise and use: -      a hose/spray bottle to create floods/rain -      a fan to imitate the wind (different speeds to increase the force of the wind) -      chipped ice for snow
Aim2, Aim 3 (see appendix)	Re-evaluate their model homes and make improvements, if need be, to withstand most/all the natural forces. Present their final model to the class, explaining all of their decisions throughout the activities.

  

Appendix - 

Aims (ACARA, 2014)

The Australian Curriculum: Science aims to ensure that students develop:

1. an interest in science as a means of expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world in which they live
2. an understanding of the vision that science provides of the nature of living things, of the Earth and its place in the cosmos, and of the physical and chemical processes that explain the behaviour of all material things
3. an understanding of the nature of scientific inquiry and the ability to use a range of scientific inquiry methods, including questioning; planning and conducting experiments and investigations based on ethical principles; collecting and analysing data; evaluating results; and drawing critical, evidence-based conclusions
4. an ability to communicate scientific understanding and findings to a range of audiences, to justify ideas on the basis of evidence, and to evaluate and debate scientific arguments and claims
5. an ability to solve problems and make informed, evidence-based decisions about current and future applications of science while taking into account ethical and social implications of decisions
6. an understanding of historical and cultural contributions to science as well as contemporary science issues and activities and an understanding of the diversity of careers related to science
7. a solid foundation of knowledge of the biological, chemical, physical, Earth and space sciences, including being able to select and integrate the scientific knowledge and methods needed to explain and predict phenomena, to apply that understanding to new situations and events, and to appreciate the dynamic nature of science knowledge.

References - 

• ACARA Australian Curriculum, Assessment and Reporting Authority. (2014). Science  Aims. Retrieved March 2014, from http://www.australiancurriculum.edu.au/science/Aims