Carenne School – Science and Technology Unit of Work for Stage 2 Built environments- Places and Spaces 1 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. 2 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. 3 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 4 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? 5 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? 6 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 7 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 8 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 9 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 10 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 11 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 12 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 13 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 14 A – Achieved, WT –Working towards, DU – Developing Understanding Student Name Outcomes Progress A WT DU Student Name Outcomes 15 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 16 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. 17