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    Technology Integration Change Detectives

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    api-279630111
    This document provides a technology integration proforma for a unit on change detection in primary school science. It involves students designing containers to delay the melting of ice cubes. The technology activity will be integrated during the explore phase. Students will design and build ice cube containers from various materials and observe how long their designs keep the ice cubes frozen compared to uncontrolled samples. The activity aims to help students learn about controlling and manipulating the changing states of substances. It aligns with science curriculum outcomes around reversible and irreversible changes to materials.

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    © All Rights Reserved
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    Technology Integration Change Detectives

    Uploaded by

    api-279630111
    568 views3 pages
    This document provides a technology integration proforma for a unit on change detection in primary school science. It involves students designing containers to delay the melting of ice cubes. The technology activity will be integrated during the explore phase. Students will design and build ice cube containers from various materials and observe how long their designs keep the ice cubes frozen compared to uncontrolled samples. The activity aims to help students learn about controlling and manipulating the changing states of substances. It aligns with science curriculum outcomes around reversible and irreversible changes to materials.

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    technology integration change detectives

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    This document provides a technology integration proforma for a unit on change detection in primary school science. It involves students designing containers to delay the melting of ice cubes. The technology activity will be integrated during the explore phase. Students will design and build ice cube containers from various materials and observe how long their designs keep the ice cubes frozen compared to uncontrolled samples. The activity aims to help students learn about controlling and manipulating the changing states of substances. It aligns with science curriculum outcomes around reversible and irreversible changes to materials.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    568 views3 pages

    Technology Integration Change Detectives

    Uploaded by

    api-279630111
    This document provides a technology integration proforma for a unit on change detection in primary school science. It involves students designing containers to delay the melting of ice cubes. The technology activity will be integrated during the explore phase. Students will design and build ice cube containers from various materials and observe how long their designs keep the ice cubes frozen compared to uncontrolled samples. The activity aims to help students learn about controlling and manipulating the changing states of substances. It aligns with science curriculum outcomes around reversible and irreversible changes to materials.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    You are on page 1of 3

    Technology Integration ProformaStage 3

    Unit of Work: Change Detectives

    The technology activity will fit into Primary Connections after


    lesson 2
    Students:
    develop knowledge, understanding of and skills in applying the processes of
    Working Technologically
    develop knowledge and understanding of the Made Environment through Material
    World, Information and Products
    Topic: Change Detectives
    What makes things change and what affects how fast they change? Why do some
    things burn more fiercely, rust more quickly or smell more strongly? The whole
    world is made up of particles that are constantly moving and reacting with one
    another in fascinating ways. Science seeks to understand why and how
    substances change, and this has led to advances in everything from food
    preservation to fire control.

    Outcomes:
    Indicate appropriate outcomes

    ST3-5WT Plans and implements a design process, selecting a range of tools,


    equipment, materials and techniques to produce solutions that address the design
    criteria and identified constraints.

    ST3-12MW identifies the observable properties of solids, liquids and gases, and that
    change made to materials are reversible or irreversible.

    ST3-15I Describes how social influences impact on the design and use of information
    and communication systems
    ST3-16P Describes systems used to produce or manufacture products, and the social
    and environmental influences on product design

    Highlight the phase of learning your technology activity will be integrated into.
    N.B: You do not need to have a technology activity in each phase of learning.

    Phase of
    Learning
    Questions to
    think about
    when planning
    technology
    component.

    Engage

    Explore

    Explain

    Elaborate

    Evaluate

    How can we
    engage
    students and
    elicit their
    prior
    knowledge?
    Representatio
    ns?

    What handson, shared


    experiences
    of the
    phenomenon
    are
    appropriate?
    Representatio
    ns?

    What are the


    current
    scientific
    explanations?
    How best can
    the students
    represent
    their
    understandin
    g?

    What student
    investigation/
    s or
    application of
    knowledge
    would extend
    their
    understandin
    g?
    Representatio
    ns?

    What do you
    want the
    students to
    know?
    What
    representatio
    ns will
    provide
    evidence that
    they
    understand
    the concepts?
    What do you
    want the
    students to
    be able to
    do?

    How will they


    demonstrate
    this?

    Technology activity
    Learning
    Intention
    Students are learning about how
    to control and manipulate the
    changing state of a substance.

    Success Criteria
    Students can design an ice container
    that is able to successfully delay the
    melting process.

    Resources

    Foil, gladwrap, small cardboard boxes,


    polystyrene foam, plastic meat trays, plastic
    food boxes, ice cubes (2 per group + 2 control
    cubes), paper plate for control cubes,
    stopwatch.

    Learning Experience
    Students will design and construct a container for the purpose of keeping two ice cubes in a frozen state fo
    as long as possible. Students will be given a selection of materials to choose from and the container will
    need to be made at school within one lesson.
    When containers are made groups will be given two ice cubes to be placed in their container and all
    containers will be stored in a common area. A control ice cube will be kept on paper plate in the same area
    - Students will then have approx. ten minutes to complete a labelled drawing of their container. After ten
    minutes students will observe their container and complete the first drawing and description. Students will
    complete two further observations at time appropriate stages depending on the rate of melting. Record
    time of full melting.
    - Students will reflect on the design and making process and explain why they think their container worked
    or did not; comparing their ice cubes to the control cubes.

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