STEM FORWARD PLANNING DOCUMENT
TERM / WEEKS: UNITED NATIONS SUSTAINABLE YEAR LEVEL:
Term: 4 Week 4 DEVELOPMENT GOAL: Life on Land 4
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
SCSA LINKS
Design Design Digital Digital
Technologies Technologies Technologies Technologies
Knowledge & Process & Knowledge & Process &
Understandings Production Understandings Production
Skills Skills
Introduction: Resources:
(WATPPS24 (WATPPS24 Students have completed their design for their possum box, so now they
) )
are to begin constructing them. Recycled materials
The teacher will hand back the possum box designs to the students and Tools and equipment to
tell them to look at the feedback the teacher has given. This feedback will construct the possum
include design tips, such as: box
- Colour
- Size Marking rubric
- Shape
“A Hollow is a home”
Before the students begin creating their possum box, the teacher will read by Abbie Mitchell
the book “A Hollow is a home” by Abbie Mitchell.
Body:
Before the teacher allows the students to begin construction, they will
inform the students as to:
- Why possum boxes are important
- Any problems that arise from these boxes (e.g. birds use it as a
nest and don’t let possums live there, and bees can take control of
the box and make it into a hive)
Students will be encouraged to think of design strategies that could
possibly prevent the problems discussed.
Conclusion:
Students are not expected to complete their possum box in one lesson;
therefore, the teacher will have to provide the next lesson for the students
to complete their project.
Students will take their completed possum box home and place it in a
tree. They will monitor the effectiveness of their temporary
accommodation for a week.
LEARNER DIVERSITY
Students will be constructing their own individual possum box; however,
they can collaborate with a partner if need be. As this is an individual
activity, the teacher will attend to each student who needs assistance, and
the teacher will keep close attention to the lower achieving students to
make sure they are progressing and not being too challenged by the task
OTHER SCSA LINKS e.g. Maths, Science
Art: (ACAVAM111)
Science: (ACSSU073)
OBJECTIVES
Students create a possum box out of recycled materials and
provide detail regarding the design choice.
ASSESSMENT
The teacher will not assess the students until the end
of the second building/constructing lesson so each
student can have enough time to complete their
possum box. To assess the students, the teacher will
use the same marking rubric as the designing lesson,
however they will only mark the building part of the
activity.
