How can I protect my favourite toy from the changes in weather?

Students will:

• identify different types of weather and how the weather changes
• identify a place to play and how the weather affects its use
• design a solution to an authentic problem for their favourite toy: 'How can I protect my favourite toy from the changes in weather?'
• apply their knowledge of measurement and number within the design solution.

Resources

• Learning sequence – weather Early Stage 1 (DOCX 217KB)
• Student workbook – weather Early Stage 1 (DOCX 270KB)
• Parent advice – weather Early Stage 1 (DOCX 192KB)

Magnificent vehicle

Students will:

• design a solution to an authentic problem: 'How can a most magnificent vehicle carry a thank you message to someone special?'
• identify and explore the effects of the characteristics of different objects including their materials and their movement
• investigate how push and pull forces create movement
• apply their knowledge of 2D shapes, measurement and position within their design solution
• identify someone special in their life to whom they would like to express gratitude
• demonstrate communication skills to express these feelings
• understand how Aboriginal nations expressed gratitude and respect.

Resources

• Learning sequence - magnificent vehicle Early Stage 1 (DOCX 371KB)
• Student workbook - magnificent vehicle Early Stage 1 (DOCX 2867KB)

How can we invent an outside game that can be played in both the winter and summer seasons?

Students will:

• learn about the weather, time and caring respectful relationships in order to invent an inclusive game
• develop skills in recognising time and developing imaginative texts as part of this project.

Resources

• Learning sequence – invent an outside game Stage 1 (DOCX 217KB)
• Student workbook – invent an outside game Stage 1 (DOCX 2.8MB)

Magnificent vehicles

Students will:

• design a solution to an authentic problem: 'How can a most magnificent vehicle carry a special parcel to my neighbours?'
• identify the characteristics of different vehicles including their materials and their movement
• investigate light and sound energy and how they are can be used for a specific purpose
• explore the effect of light and sound energy on how vehicles are designed and their purpose
• apply their knowledge of 2D shapes and 3D objects, measurement and position within their design solution
• identify the needs of their neighbours as members of their community
• demonstrate inclusive and respectful behaviours
• explore kinships as an important part of Aboriginal and Torres Strait Islanders cultures.

Resources

• Learning sequence – magnificent vehicles Stage 1 (DOCX 371KB)
• Student workbook – magnificent vehicles Stage 1 (DOCX 1588KB)

Sustainable practices

Students will:

• investigate natural processes and human activity in order to develop a view in relation to sustainable practices
• design a solution to an authentic problem where human activity has impacted natural processes on the Earth’s surface: 'How can we protect our environment from the effects of human actions involving physical activity?'
• apply their knowledge of measurement and data analysis within the design solution
• explore the benefits of regular physical activity in maintaining health and fitness.

• Learning sequence – Sustainable practices Stage 2 (DOCX 206KB)
  • Digital student resource – Sustainable practices Stage 2 (PPTX 19299KB)
  • Student workbook – Sustainable practices Stage 2 (DOCX 6403KB)

Native animals

Students will:

• design a solution to an authentic problem by creating a system that monitors or protects a small Australian native animal
• identify the characteristics of systems and apply their knowledge of measurement, forces and properties of materials in the design solution.

Resources

• Learning sequence - native animals (DOCX 382KB)
• Student workbook - native animals (DOCX 2279KB)

Space debris

Students will:

• answer the question 'How can we create a solution for space junk to safeguard communication systems and exploration of space?'
• identify different types of space debris in our atmosphere and solar system.
• develop an understanding of what a satellite is and the need for humans to explore outer space
• investigate the concept of space junk and its ability to disrupt communication systems and the continued exploration of space
• apply their knowledge to design a solution to reduce the amount of space junk in our atmosphere.

Resources

• Learning sequence – space debris Stage 3 (DOCX 395KB)
• Digital student resource – space debris Stage 3 (PPTX 10987KB)
• Student workbook – space debris Stage 3 (DOCX 2785KB)
• Parent advice – space debris Stage 3 (DOCX 198KB)

Future vehicles

Module 1 – Students will research and discover future transportation options to carriage resources across Australia. They will explore sustainability issues relating to the industry and possible renewable energy sources to power their vehicles. They will develop an understanding of the vast systems in the Australian transport network, due to Australia's large area and low population density in considerable parts of the country, and the spread of natural and developed resources.

Module 2 – Students will design and build a prototype of a future transport vehicle and the system/network it would operate in. They will test, share for feedback to refine design solutions, and present with justifications to an audience. Students will review their portfolio and reflect on their actions, processes and thinking.

• Learning sequence - future vehicles Stage 3 (DOCX 474KB)
  • Student workbook - future vehicles Stage 3 (DOCX 24454KB)