Carenne School – Science
and Technology Unit of Work
for Stage 2
Built environments- Places and Spaces
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Stage 2- Built Environments
Unit Topic – Places and Spaces
Unit Overview
During this Unit of Work, students will learn about how people interact in different ways within built environments. Students will
observe how people interact within a built environment and describe how its design meets the needs of the users, eg the ways people
use and interact in a local shopping centre or playground.
Students will be given the opportunity to survey a range of places and spaces in local built environments and identify how people
interact within them for a range of purposes for social and cultural reasons, eg use of the local hall for a school play or use of local
playing fields for sports.
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Stage 2 Outcomes- Built Environments
Working Scientifically Outcomes
A student investigates their questions and predictions by analysing collected data, suggesting explanations for their
findings, and communicating and reflecting on the processes undertaken. ST2-4WS
Working Technologically Outcomes
A student applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions
that address specific design criteria. ST2-5WT
Values Outcomes
Demonstrates a willingness to engage responsibly with local, national and global issues relevant to their lives, and to
shaping sustainable futures. ST2-2VA
Knowledge and Understanding Outcomes
A student describes how people interact within built environments and the factors considered in their design and
construction. ST2-14BE.
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Learning Sequence Overview
Unit Topic – Places and Spaces
Learning Sequence 1
Lesson 1
Learning Sequence 2
Lesson 2
Learning Sequence 3
Lesson 3
Learning Sequence 4
Lesson 4
Learning Sequence 5
Lesson 5
Learning Sequence 6
Lesson 6
Learning Sequence 7
Lesson 7
Learning Sequence 8
Lesson 8
Learning Sequence 9
Lesson 9
Learning Sequence
10 Lesson 10
Your House
Your Neighbourhood
A walk in your Neighbourhood
Elements of a House
Construction Materials
Climate Effects on Buildings
Making Mud Bricks
Testing Mud Bricks
Impact of the Built Environment
Urbanisation
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Teaching and Learning Experiences
Lesson 1- Your House
Outcomes
A student applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions
that address specific design criteria. ST2-5WT
A student describes how people interact within built environments and the factors considered in their design and
construction. ST2-14BE.
Key Concepts/ Language
Resources
To develop an awareness of the local environment and the
Students work books, pens, pencils, rulers.
role of the individual in it.
To develop an understanding of the effects on people of
aspects of the built and natural environments.
To involve students in their built environment and to
develop an understanding of the ways in which the built
form of their local communities is developed.
Teaching Activity
As a class, discuss the essential areas that form a house. Examples include a place to store, prepare and eat food, a place
to sleep, systems for waste and energy management.
Discuss how these areas allow us to live safe healthy lives.
Get students to draw a plan of their house, including indoor and outdoor space.
Get students to discuss with a partner about the purposes of particular rooms.
Student Assessment
Evaluation/ Future Directions
Ask questions to ensure understanding
Was this lesson successful in meeting outcomes? What
Analyse house plans
improvement could be made?
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Teaching and Learning Experiences
Lesson 2 - Your Neighbourhood
Outcomes
A student investigates their questions and predictions by analysing collected data, suggesting explanations for their
findings, and communicating and reflecting on the processes undertaken. ST2-4WS
A student applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions
that address specific design criteria. ST2-5WT
A student describes how people interact within built environments and the factors considered in their design and
construction. ST2-14BE.
Key Concepts/ Language
Resources
Students will learn more about town planning. Students will Work books, pencils, rulers
be presented with opportunities to think about why different
community buildings are where they are etc.
Teaching Activity
Have a class discussion about the key facilities required by a community, for example, places to get food, places to learn,
waste management.
Ask students to draw a map from memory of their route from home to school. The map should show the main features
they pass, eg shops, sports facilities, friends houses, main roads. When students are on their way home, they should adjust
the map to add anything they missed.
Student Assessment
Evaluation/ Future Directions
Did students make accurate observations? Were findings
Was this lesson successful in meeting outcomes? What
communicated effectively? Did students use equipment and improvement could be made?
materials effectively?
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Teaching and Learning Experiences
Lesson 3 – A walk in the Neighbourhood
Outcomes
Demonstrates a willingness to engage responsibly with local, national and global issues relevant to their lives, and to
shaping sustainable futures. ST2-2VA
A student describes how people interact within built environments and the factors considered in their design and
construction. ST2-14BE.
Visual arts outcomes to be added.
Key Concepts/ Language
Resources
Ask students to look closely at different things in our
Appropriate sun protection and walking shoes, work books,
community, and to think why they are the way they are.
pencils, art materials for collage
Teaching Activity
Take students for a walk around town. Note any local features and discuss why they are there, who might use them and
whether they are positive or negative features of the community.
Use students maps from previous 2 lessons, the information collected from the walk and other resources eg street
directories to make a consolidated map of the neighbourhood using collage to illustrate the types of facilities.
Student Assessment
Did students make accurate observations? Were findings
communicated effectively? Did students use equipment and
materials effectively?
Evaluation/ Future Directions
Was this lesson successful in meeting outcomes? What
improvement could be made?
Teaching and Learning Experiences
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Lesson 4 – Elements of a House
Outcomes
A student applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions
that address specific design criteria. ST2-5WT
Demonstrates a willingness to engage responsibly with local, national and global issues relevant to their lives, and to
shaping sustainable futures. ST2-2VA
A student describes how people interact within built environments and the factors considered in their design and
construction. ST2-14BE.
Key Concepts/ Language
Resources
To develop an appreciation of the diversity of human shelter
To develop an understanding of the elements and materials
which form the built environments.
Teaching Activity
Show students a box and ask them to identify which ways it can represent a house. The aim is to identify the basic
elements of a house; the roof/ ceiling, walls and the floor.
Ask the students to further suggest what is needed to complete the house. For example, openings such as windows and
doors.
In groups, students brainstorm the purpose of each element of the house.
Student Assessment
Did students make accurate observations? Were findings
communicated effectively? Did students use equipment and
materials effectively?
Evaluation/ Future Directions
Was this lesson successful in meeting outcomes? What
improvement could be made?
Teaching and Learning Experiences
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Lesson 5 – Construction Materials
Outcomes
A student investigates their questions and predictions by analysing collected data, suggesting explanations for their
findings, and communicating and reflecting on the processes undertaken. ST2-4WS
A student describes how people interact within built environments and the factors considered in their design and
construction. ST2-14BE.
Key Concepts/ Language
Resources
Correct language for different building terms
Books, internet and pamphlets on different building
products.
Teaching Activity
Working in groups, students research the uses and properties of various building materials, for examples, bricks, timber,
concrete, steel, aluminium, glass, plaster, plasterboard, roof tiles, tin, wall and floor tiles etc.
Using research from the internet, books and pamphlets, students are to investigate and answer the following questions.
- Which elements of a building the material is used to construct
- The other materials which could be used for these elements of a building
- How it forms part of the building- how it is joined to other materials, what is done to finish the material- eg painting,
waterproofing.
- The advantages and disadvantages of the material
- How the material should be maintained an how frequently
- The cost of the material
Student Assessment
Evaluation/ Future Directions
Did students make accurate observations? Were findings
Was this lesson successful in meeting outcomes? What
communicated effectively?
improvement could be made?
Teaching and Learning Experiences
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Lesson 6 – Climate effects on buildings
Outcomes
A student investigates their questions and predictions by analysing collected data, suggesting explanations for their
findings, and communicating and reflecting on the processes undertaken. ST2-4WS
A student describes how people interact within built environments and the factors considered in their design and
construction. ST2-14BE.
Key Concepts/ Language
Resources
Encourage students to use correct building terms
Bureau of Meteorology website
Atlases
Work books
Teaching Activity
Students should identify which climatic zones exist in Australia. Use Bureau of Meteorology website and atlases to assist.
Working in groups, students investigate how Australian housing responds to the different climatic zones. Do the elements
and materials of Australian houses change in the different climatic zones? (see last page of this unit for help)
Groups to present information to the class.
Students to design a house for a particular climate and annotate the diagram to show the considerations.
Student Assessment
Did students make accurate observations? Were findings
communicated effectively? Did students use equipment and
materials effectively?
Evaluation/ Future Directions
Was this lesson successful in meeting outcomes? What
improvement could be made?
Teaching and Learning Experiences
Lesson 7 – Making Mud Bricks
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Outcomes
A student applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions
that address specific design criteria. ST2-5WT
A student describes how people interact within built environments and the factors considered in their design and
construction. ST2-14BE.
Key Concepts/ Language
Resources
Clay soil, sandy soil, cement, straw, water, small plastic containers of
Use correct names for ingredients
an equal size to use as moulds, mixing spoons, plastic for protecting
surrounding area, buckets for mixing/ washing hands and utensils,
trays for finished bricks, plastic gloves, smocks, oven
Teaching Activity
Split the class into groups. Ideally 8 groups would be different so each group could have a different type of brick to make. Examples include: clay
soil, clay soil with straw, clay soil with cement*, clay soil with cement and straw*, sandy soil, sandy soil with straw, sandy soil with cement*
sandy soil with cement and straw*
Aim for each group to make 5 bricks.
The materials and methods given to each group will vary.
MAKING: Thoroughly mix the raw ingredients together, add water (small amount at a time). Mixture should be firm and smooth but not sloppy.
Put mixture in the moulds. (Greasing moulds may help) Get students to scratch their group number in each brick. Let bricks dry overnight. Leave
half of each groups bricks to dry naturally and put the others in an oven or kiln.
Student Assessment
Did students make accurate observations? Were findings
communicated effectively? Did students use equipment and
materials effectively?
Evaluation/ Future Directions
Was this lesson successful in meeting outcomes? What
improvement could be made?
Teaching and Learning Experiences
Lesson 8- Testing Bricks
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Outcomes
A student investigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and
communicating and reflecting on the processes undertaken. ST2-4WS
A student describes how people interact within built environments and the factors considered in their design and construction. ST2-14BE.
Key Concepts/ Language
Resources
Use comparative language to discuss what worked.
Bricks from last lesson, broom, bucket
Encourage students to work things out for themselves rather
than explaining why it happened.
Teaching Activity
Collect all dry bricks.
Get students to measure bricks to compare to size before drying.
Note any twisting, cracking, changes in colour and discuss with other groups about their changes.
With one naturally dried brick and one oven dried from each group, place in a bucket of water and observe at regular intervals, noting any
changes
Scratch the surface of the brick and note how hard or soft the surface is
Drop each brick from a constant height and note what happens.
Create a table collecting data from each testing brick and collate a whole class table
Get students to comment on:
- What does it show about the strength of the different raw materials used, what influence does the method of drying have? Which would
be the best for building with?
Student Assessment
Did students make accurate observations? Were findings
communicated effectively? Did students use equipment and
materials effectively?
Evaluation/ Future Directions
Was this lesson successful in meeting outcomes? What
improvement could be made?
Teaching and Learning Experiences
Lesson 9 – Impact of the Built Environment
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Outcomes
A student investigates their questions and predictions by analysing collected data, suggesting explanations for their
findings, and communicating and reflecting on the processes undertaken. ST2-4WS
A student describes how people interact within built environments and the factors considered in their design and
construction. ST2-14BE.
Key Concepts/ Language
Resources
Students consider the ways in which current approaches to
Old photographs, newspapers, documents from council and
the built environment can improve the impact on the total
library
environment.
Teaching Activity
Talk to the calls about changes in our local neighbourhood over the years. Show photos of the changes over the years. Get
students to imagine what their town would have looked likes 10 years ago, 20 years ago, 100 years ago etc.
Divide the class into groups and get each group to select a particular place in their local area and research the
development over a nominated period of time. The local library and council should be able to help.
Student Assessment
Did students make accurate observations?
Were findings communicated effectively?
Evaluation/ Future Directions
Was this lesson successful in meeting outcomes?
What improvement could be made?
Teaching and Learning Experiences
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Lesson 10 – Urbanisation
Outcomes
A student investigates their questions and predictions by analysing collected data, suggesting explanations for their
findings, and communicating and reflecting on the processes undertaken. ST2-4WS
A student describes how people interact within built environments and the factors considered in their design and
construction. ST2-14BE.
Key Concepts/ Language
Resources
Define urbanisation as a class
Work books, pens
Teaching Activity
Explain to students what urbanisation is. Ask students to consider what urbanisation means to them. As a class brainstorm
the advantages and disadvantages of urbanisation. Examples may include, transport, services, health and education
facilities, pollution, reduction in wild life.
Divide the class into groups and get each group to choose 3 areas- an inner city area, metropolitan area and semi-rural
area. Each group to explore and investigate the impact of urbanisation on each area.
Student Assessment
Did students make accurate observations?
Were findings communicated effectively?
Evaluation/ Future Directions
Was this lesson successful in meeting outcomes?
What improvement could be made?
Class Evaluation Sheet
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A – Achieved, WT –Working towards, DU – Developing Understanding
Student Name
Outcomes
Progress
A
WT
DU
Student Name
Outcomes
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Progress
Climatic Zones:
Hot Dry Climates- Flat roofs provide a cheap way to build and minimal rainfall reduces the chance of them leaking. Small
windows in the perimeter walls reduces the heat entering the house, while big openings to internal, shaded courtyards
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provide ventilation. Very thick walls, which store heat from the sun, prevent the house from heating up during the day but
give off heat during the cold nights.
Cold Climates- Steeply pitched roofs ensure the snow falls off, stopping the roof collapsing under the weight. Thick walls
and small windows stop heat escaping from inside. Small roof overhangs give minimal shade and let the maximum amount
of sunlight into the house when it is available.
Warm Humid Climates- Large overhanging roofs provide protection from the heavy, driving rain and shade the walls. This
allows large openings in the walls to maximise air movements. Raised floors also help with ventilation and lightweight
walls, which do not store heat, help the internal temperatures as low as possible
Windy Climates- Domes provide strength in places that are very windy.
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