Inquiry Unit Planner Term 3 2017

Innovation

Year 5/6 - Term , 2017

Learning Areas - (& Subject) General Capabilities Cross-Curriculum Priorities

Literacy Aboriginal & Torres Strait Islander Histories &

English The Arts
Numeracy Cultures
Mathemati -
Information and Communication Technology Asia and Australias engagement with Asia
cs Drama
Dimensions Critical and Creative Thinking Sustainability
Science -
Ethical Understanding
Humanitie Dance
Intercultural Understanding
s and -
Personal and Social Capability
Social Media Arts
Sciences -
- Visual
History Arts
- Technolog
Geograph ies
y -
- Design
Economic and
s and Technolog
Business ies
- -
Civics and Digital
Citizenshi Technolog
p ies
Health &
Physical
Education
Language
s

Vic Curriculum Year 5

Scientific understandings, discoveries and inventions are used to inform personal and community decisions and to solve problems that directly affect peoples
lives(VCSSU073)
Construct and use a range of representations, including tables and graphs, to record, represent and describe observations, patterns or relationships in data
They discuss how scientific understandings, discoveries and inventions affect peoples lives.
They make predictions based on previous experiences or general rules. They identify and manage potential safety risks. They make and record accurate
observations as tables, diagrams or descriptions.
Investigate how people in design and technologies occupations address competing considerations, including sustainability, in the design of solutions for
current and future use
Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed
solutions(VCDSCD038)
 Generate, develop, communicate and document design ideas and processes for audiences using appropriate technical terms and graphical representation
techniques (VCDSCD039)
Apply safe procedures when using a variety of materials, components, tools, equipment and techniques to produce designed solutions(VCDSCD040)
Develop project plans that include consideration of resources when making designed solutions(VCDSCD042)

Negotiate criteria for success that include consideration of environmental and social sustainability to evaluate design ideas, processes and solutions
(VCDSCD041)
Examine how different kinds of questions can be used to identify and clarify information, ideas and possibilities

Year 6
Experiment with alternative ideas and actions by setting preconceptions to one side (VCCCTQ022)
Consider the importance of giving reasons and evidence and how the strength of these can be evaluated (VCCCTR025)
Investigate how ideas and problems can be disaggregated into smaller elements or ideas, how criteria can be used to identify gaps in existing knowledge, and
assess and test ideas and proposals(VCCCTM031)
Investigate how people in design and technologies occupations address competing considerations, including sustainability, in the design of solutions for current and
future use (VCDSTS033)
Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (VCDSTC037)
Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed
solutions(VCDSCD038)
Generate, develop, communicate and document design ideas and processes for audiences using appropriate technical terms and graphical representation techniques
(VCDSCD039)
Apply safe procedures when using a variety of materials, components, tools, equipment and techniques to produce designed solutions(VCDSCD040)
Negotiate criteria for success that include consideration of environmental and social sustainability to evaluate design ideas, processes and solutions (VCDSCD041)
Develop project plans that include consideration of resources when making designed solutions(VCDSCD042)
Plan, create and communicate ideas, information and online collaborative projects, applying agreed ethical, social and technical protocols (VCDTDI029)
Design a user interface for a digital system, generating and considering alternative design ideas(VCDTCD031)
Design, modify and follow simple algorithms represented diagrammatically and in English, involving sequences of steps, branching, and iteration(VCDTCD032)
Explain how student-developed solutions and existing information systems meet current and future community and sustainability needs (VCDTCD034)
Scientific understandings, discoveries and inventions are used to inform personal and community decisions and to solve problems that directly affect peoples
lives(VCSSU073)
Energy from a variety of sources can be used to generate electricity; electric circuits enable this energy to be transferred to another place and then to be transformed
into another form of energy (VCSSU081)
With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be based on
previous experiences or general rules (VCSIS082)
With guidance, plan appropriate investigation types to answer questions or solve problems and use equipment, technologies and materials safely, identifying potential
risks (VCSIS083)
Construct and use a range of representations, including tables and graphs, to record, represent and describe observations, patterns or relationships in data
(VCSIS085)
Compare data with predictions and use as evidence in developing explanations(VCSIS086)
Suggest improvements to the methods used to investigate a question or solve a problem (VCSIS087)
Communicate ideas and processes using evidence to develop explanations of events and phenomena and to identify simple cause-and-effect relationships
(VCSIS088)
 RESEARCH SKILLS COMMUNICATION SKILLS THINKING SKILLS COOPERATIVE SKILLS
Adaptations Categorising/classifying information Suggesting consequences Achieving group consensus
Past, present or future Using comparisons Reasoning Encouraging others
Work/Leisure Using lists and descriptions Examining ideas Working interdependently
Skills Relationships Expanding notes Organising Staying on and finishing tasks
Survival/Defence Writing paragraphs bundling Forming questions Following directions
Cause/Effect Using appropriate headings Making decisions Sharing materials and ideas
Conservation Oral Presentations Selecting appropriate strategies Listening to others
Society/socialization Using multimedia Self-assessing Helping others
Creativity Providing and accepting feedback Setting and acting on goals
Social Justice Making plans of action
Roles, Rules, Laws
Ecological sustainability

Resources http://www.tvguide.com/galleries/brilliant-shark-tank-inventions-1089778/3/

http://time.com/money/3892746/shark-tank-for-kids/ Reading article

https://www.fatherly.com/gear/the-best-new-kid-products-from-shark-tank/

http://mswrightscience.weebly.com/shark-tank-project-2014.html

http://www.abc.net.au/btn/story/s4572507.htm - Young Inventors

https://www.littlebigidea.com.au/ - Little Big Idea

https://guykawasaki.com/the-only-10-slides-you-need-in-your-pitch/
10 slides you need For Writing sessions

http://www.australiangeographic.com.au/topics/history-culture/2010/06/australian-inventions-that-changed-the-world/ 25 Australian Inventions that changed the world

http://www.unfpa.org/news/how-has-world-changed-last-20-years

Evaluation

STAGE OF INQUIRY TEACHING SEQUENCE ASSESSMENT

 Tuning in. The assessment information that may be
Preparing to find out.
Imagine a world without technology, without cars, without medicine, what would that obtained from this stage of the unit is the
students-
- interest and attitudes
look like? How do you imagine the world in the next 20 years?? What new inventions can you - prior knowledge
predict? - understandings
- gaps in knowledge
- misconceptions and information needs

What does the word INNOVATION mean?

https://www.youtube.com/watch?v=IiyMkOfycOg

Back to the future https://www.youtube.com/watch?v=LfJrTe-kVZA

Close your eyes...
How do you imagine the world in the next 20 years?? What new inventions can you predict?
What will the modes of transport be like? How will we communicate? What medical
breakthroughs will there be?
Draw/Write your future world.
Fold page in half. Write on one side and draw on the other.
For the writing you might list predictions, you may write a letter to your future self, you may
write it like an information report

Finding Out Can you brainstorm some inventions and possibly who invented them? The assessment information that may be
obtained from this stage of the unit:
Give students a picture of an invention and in groups they need to research WHO, WHEN, WHY
& HOW DID IT CHANGE THE WORLD? I.e telephone, bicycle, TV, computers,
Transport
Communication
Home Appliances
Education
Medical
Technology
Media
 What issues have become of these and what is still an issue.

Top 10 Inventions thought up by kids

https://www.youtube.com/watch?v=aO8X40p2LMA

http://www.abc.net.au/btn/story/s4572507.htm Little Big Idea

http://www.abc.net.au/news/2017-07-18/uwa-student-builds-long-lasting-drone-battery/8717558
(Law student creates a faster, longer flying drone)

http://www.abc.net.au/news/2017-06-17/australian-farmers-invention-draws-world-
interest/8619826 (Australian harvester develops weed destroying harvester)

Sorting Out Spaghetti Marshmallow Tower The assessment information that may be
http://www.makefuncreating.com/posts/how-to-build-a-tall-spaghetti-and-marshmallow-tower/ obtained from this stage of the unit is the
students-

What is the problem?

What worked ?
What would you change ?
How did you work as a team?

Look at the Engineering Design Process

Identify a problem or some a way your invention could make daily life easier or a change to the world??

What was it invented to do? Why?

http://www.bbc.com/future/story/20150521-the-rocket-powered-life-saving-seat (could be too

much text? Could be)

Could watch this, links with never

giving up to solve a problem
http://iview.abc.net.au/programs/an
hs-brush-with-
fame/DO1623H007S00
 Making Connections Whats the Problem? The assessment information that may be
obtained from this stage of the unit is the
What is something in your daily life that could be made easier or poses some sort of students-
difficulty for you?
What could you invent that would assist you and make your life easier?

Presentation solutions:
Four Minute Focus

https://prezi.com/gallery/ (Share Gear example and adjust settings to a 4 second delay,

pause on features of the shoe - layers etc and connect to how students could identify
features of their product/innovation)
Flow Charts
How to create a flowchart in Google Docs is here

Info Graphic https://www.canva.com/create-a-design here

Reflecting & Evaluating The assessment information that may be

obtained from this stage of the unit is the
students-

Posters for Invention design to be made possibly in ICT.

Labelled diagrams

How to sketch our design

Going Further Sales pitch.

Students will need to work out how they are going to present their idea to the board (Shark tank)
- They need to think about why someone would want to buy it.
- How will they present it to the sharks?
- Where would this product be sold
Ask others:
Ask other class mates on their opinions, if they need to add anything else to their product.

Taking Action Presenting the idea: Assessment will be made from looking at their
- Students will have the chance to present to the sharks on what they have invented. portfolio they have created for their invention.
- They need to be ready to answer questions that might be asked. Also how well they sold their product to the
sharks.