New materials have revolutionised modern life. Plastics have been used instead of glass in bottles and windows, and even instead of metals in aeroplanes. Lighter, stronger, warmer fabrics have made extreme weather conditions more comfortable. Designers incorporate new materials in clothes and bags to better suit our needs. Materials scientists are now researching materials that have desirable properties but have less impact on the environment. Packaging has become a huge industry in the modern world. Everything from food to furniture can come in a package which might be made from materials such as metal foil or plastic— materials that didn’t exist even a few decades ago. Packages need to protect and preserve contents while being economical, attractive for marketing purposes and preferably having minimal environmental impact. Little wonder that they are often the product of imaginative design and rigorous testing.
The Products in a Material world unit is an ideal way to link science with literacy in the classroom. This unit provides opportunities for students to develop an understanding of the properties of materials and how they relate to use. Through investigations, students explore how to test the properties of materials fairly and how to use this knowledge to choose materials wisely. It provides opportunities for students to develop an understanding of the design of packages and the choice of appropriate materials to use. Students design and test a package that will safely deliver a fragile gift. Through investigations students observe and gather information about what makes
a successful package.
OUTCOMES AND INDICATORS ADDRESSED:
ST2-13MW Identifies the physical properties of natural and processed materials, and how these properties influence their use.
Natural and processed materials have a range of physical properties which influence their use. (ACSSU074)
• observe the changes that occur in the physical properties of everyday materials when they are heated, cooled, bent, stretched, folded and twisted
• observe and describe the structure of materials that can be seen with the naked eye and a magnifying glass, eg grains in bread, particles in chipboard or cork, threads within a fabric or fibres in paper
• identify the properties of some natural and processed materials
• describe how a range of common natural and processed materials are used in everyday life
• generate ideas about how the physical properties of some natural and processed materials influence their use
ST2-16P Describes how products are designed and produced, and the ways people use them.
There are various processes involved in the ways products are designed and produced.
• identify the component parts of a product and explain how the parts are designed to work together, eg pedals, cogs and chains work together to make bicycle wheels move
• examine the process used to produce an existing product by creating a flowchart from
• design to producing the finished product
People use products in a variety of ways.
• explore the ways existing products can be reused and recycled to incorporate
• environmental considerations, eg products designed from recycled PET bottles
• examine how people use applications of science and technology in their work, eg builders, farmers and graphic designers
Lesson 1 Curious Clothes
Lesson 2 What a Rotter: That’s Not Fair!/ Rot or Remain?
Lesson 3 Leak, Soak or Repel / Snap, Tear or Stretch
Lesson 4 Choosey Consumers: Bags of Fun/ Puzzling Plastics
Lesson 5 Investigating Insulation
Lesson 6 Product Pandemonium
Lesson 7 Plenty of Properties
Lesson 8 Daring Designs
Lesson 9 Product Evaluation
Lesson 10 Nulkaba Stall
WHAT YOU GET:
A tried and tested unit of work that was extremely successful with a stage 2 class.
****EDITABLE UNIT OF WORK****based on the Primary Connections Units
Hands-on interactive, collaborative lessons that will have the students really engaged in their learning!!!
Engaging smart notebook lessons and activities in detail.
Videos embedded in the notebook to support teaching content.
Assessment with marking rubric.
OVERVIEW OF ASSESSMENT:
Diagnostic Assessment: Engage students and elicit prior knowledge
Formative Assessment: Provide hands-on experience of the phenomenon. Develop scientific explanations for observations and represent developing conceptual understanding. Consider current scientific explanations.
Students design a product and an appropriate package to advertise at a stage presentation – aim is to be selected by a panel of judges to be the winning new, best selling product that will be sold at the Nulkaba Stall (Imaginary stall – like Woolworths).
Summative Assessment: Extend understanding to a new context or make connections to additional concepts through a student-planned investigation. Students re-represent their understanding and reflect on their learning journey, and teachers collect evidence about the achievement of outcomes