Process: Subtasks for Antarctica Unit: Stage 3
Sally D’Arrigo – Ashbury Primary School
Sally D’Arrigo – Ashbury Primary School
工程合作协议
- Antarctica Antarctica
Outcomes
Concepts/ skills and understandings
Teaching and Learning Activities
Asssment & Indicators Big Idea
When designing environments, it is important to consider the aesthetic, cultural, safety, and functional impacts of the development. Big Ideas
Authorities are established to regulate standards of building and development. Using Technology
The future must be considered when making choices of particular technologies.
*Recognis that computer bad technology sometimes expands what can be done.
Designing and Making
*Evaluates design concepts and us results to further develop and improve designs. Learning Process
INV S3.7
Conducts their own
investigations and makes
judgements bad on the results of obrving, questioning, planning, predicting, testing, collecting, recording and analysing data, and drawing conclusions
DM S3.8
Develops and resolves a design task by planning, implementing managing and evaluating design process.
UT S3.9
Evaluates, lects and us a range of equipment, computer-bad technology, materials and other resources to meet the requirements and constraints of investigation and design tasks.
Content Strands BE 3.1 Built Environments
Creates and evaluates built environments demonstrating consideration of sustainability and aesthetic, cultural, safety and functional issues.
Values & Attitudes VA 1-5, VA 8
Investigating
*Constructs appropriate lf
questions to guide investigations. *Decides the type of data needed, records data in an appropriate form and evaluates collected data to
ensure it satisfies the purpo of the investigation.
• Students brainstorm and create a concept map
o What do you know about buildings?
o What do you know about building construction? o What do you know about safety and building
construction? Etc
• Students discuss how they think that buildings may be different in different parts of the world.
o Why are they different? Discuss issues like: different
access to materials, aesthetic and cultural differences, differences for various climates, varying functions.装修改造
• Using sites from the Internet students compare the designs of different buildings in different parts of the world. After obrving different structures students negotiate a list of criteria for comparing them. Students compare and contrast using a Venn diagram. Students draw conclusions about why building designs from different areas of the world might be similar or different.
• Students investigate with aspects of building structures. Conduct experiments where possible to test predictions and record results. For example:
o Why are the roofs in Greece white? (heat conduction) o Why are some hous built on stilts? (air circulation) o Why do some hous have pitched roofs… small or
large windows…?
• Students investigate why building standards are important.
o What other restrictions are placed on building
construction?
o Is this true for everywhere in the world?
蟋蟀养殖
o In groups students plan a design proposal for a ba in
Antarctica considering factors. (See Design Brief)
Students choo criteria for comparing
buildings around the world.
Students draw conclusions bad on comparisons.
Students
construct, decide and plan appropriate questions for investigations.
Design proposal: features that demonstrate an understanding of design
requirements
Sally D’Arrigo – Ashbury Primary School
Outcomes
Concepts/ skills and understandings
囚禁时刻Teaching and Learning Activities
Asssment & Indicators Big Idea
When designing environments, it is important to consider the aesthetic, cultural, safety, and functional impacts of the development.
Big Idea
Resources must be ud wily to improve and maintain quality of life into the future.
Learning Process INV S3.7
Conducts their own
investigations and makes
judgements bad on the results of obrving, questioning, planning, predicting, testing, collecting, recording and analysing data, and drawing conclusions
DM S3.8
Develops and resolves a design task by planning, implementing managing and evaluating design process.
UT S3.9
Evaluates, lects and us a range of equipment, computer-bad technology, materials and other resources to meet the requirements and constraints of investigation and design tasks.
Content Strands BE 3.1 Built Environments
Creates and evaluates built environments demonstrating consideration of sustainability and aesthetic, cultural, safety and functional issues.
口发苦
Values & Attitudes VA 1-5, VA 8
Big Ideas
People influence the future through
the products, systems and
environments they design, construct
and u. Designing and making *Rearches needs that influence the development of products/r
vices/ environments, and develops criteria for their evaluation.
Visit by a scientist who spent time in Antarctica to explain what type of materials are ud to make buildings in Antarctica. Do they have a particular design? Why?
What do scientists do in Antarctica? What requirements do they have? What are their needs? (Links to HSIE unit, where they will have gathered knowledge about Antarctica, weather conditions, the treaty, isolation, food source etc).
Design process – students review the design process then begin their rearch, generating ideas, planning the, evaluating, asssing, producing etc. Design a scientific station for Antarctica. Things to consider: • Purpo: What is it for? • What is being studied there? • What materials will be ud? How will it be laid out? • What is the environmental impact? How many people will it hou? • What technology will be ud at the station? What will the power source be? What waste disposal will be ud? (e design task)
Students
demonstrate an understanding of the design process.
Students design and make a model of an Antarctic ba station
showing evidence of planning, implementing, managing and evaluation of the design process.
Sally D’Arrigo – Ashbury Primary School
Built Environments –Antarctica Stage 3
中国传统养生Task: Consider the design factors and criteria for the design.
The building will:
o have a design that suits the environment
o be heated using the most environmentally suitable method. The building will:
o have a way/place to dispo of waste material that does not affect the environment. The building will:
o be placed in an ecologically sound area showing evidence of impact asssments.
The ba/building design will show evidence of:
o your understanding of the climate in order to build the structure - eg. position, optimal light, colour, specific places/rooms inside the building to cater for the effects of the weather. The building will:
鲜花的成语o suit tho who u it. Scientists need to sleep, work, play, eat, places to store equipment, rearch penguins etc. The building will:
戏剧家o be made of suitable materials which must be available in Antarctica or be brought in from Australia.
o include ecological suitable materials (state where materials come from and what tools would be needed for construction of the building). The building will:
o be designed so that it can easily be removed in veral years with the least environmental damage.o be cost effective.
Some of the things you will need to consider:
How will the design suit the environment? How will power be sourced?
How will waste be dealt with?
How will you show you have considered all factors relating to the weather?
How will you know the building suits its urs?
What evidence will show the least
environmental damage will occur?
