Maker Space Wars – Otford Public School - STEM · Web view“Maker Space Wars” is a project-based Solar System-themed ... Science and Technology, Creative Arts and Mathematics

Otford PS

Maker Space Wars

Term 1 10 weeks“Maker Space Wars” is a project-based Solar System-themed STE(A)M unit which integrates English, Science and Technology, Creative Arts and Mathematics. Students investigate and explore the topic in depth, whilst simultaneously planning and creating a short science fiction film which requires the application of knowledge and skills gained along the way. The final project is a student- run Short Film Festival, during which students share, explain and reflect on their learning journey with family, friends and members of the wider school community and use this event to raise money towards the Year 6 leaving present

Purpose/contextOtford Public School is a small school, with 56 students in 2016. The purpose of this project is to develop students’ abilities to moderate and regulate their own learning individually and in groups, and associate their learning (across the curriculum) with a tangible, real-world purpose. We chose to explore this idea because we decided that it would be an engaging way to integrate STEM into the classroom. The primary focus during this unit is on relevance, with each learning experience being not merely linked to their final project, but an essential building block in completing their project. This project provides the students with a significant purpose, as they are ultimately responsible for producing their films, portfolios and presenting these at the student-run Film Festival in a professional way that is open to the entire school community and is designed to raise money for the Year 6 leaving present.

The following are not mentioned in the unit overview, but have been organised for the school term to complement learning in this unit: 5x 80-minute specialised intermediate coding sessions (ScopeIT) from Week One to Week Five A mid-term excursion to the Wollongong Science Centre and Planetarium. An inter-school coding challenge day (Star Wars-themed), with custom coding challenges designed by ScopeIT.

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Big ideas/driving questionsHow can we introduce STEM to our school in a meaningful and engaging way?

How can we run a successful film festival to raise money for a Year 6 leaving present?

Assessment overview Each group had a working wall, where groups and individuals could pinup and display brainstorm ideas and work sample drafts which

were continually updated until the final project was due. (Appendix A) Process journal for each student to brainstorm, plan, design, research, collaborate, identify questions Students kept a working wall, on which they were required to Linking to Visible Learning, general Learning Goals and Success Criteria were used in Science and Technology (Appendix B),

English (Appendix C) and Creative Arts (Appendix D). Other success criteria, checklists, etc. were designed in collaboration with students. A final product rubric was used at the end of the unit. (Appendix E)

Syllabus referencesOutcomes and other syllabus material referenced in this document are from:

Science (incorporating Science and Technology K-6) K-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2012

Mathematics K-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2012

Creative Arts K-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2006

2 Otford Public School – STEM unit of work

http://syllabus.nesa.nsw.edu.au/creative-arts/

http://syllabus.nesa.nsw.edu.au/mathematics/mathematics-k10/

http://syllabus.nesa.nsw.edu.au/science/science-k10/

Otford PSSyllabus outcomes/content Teaching, learning and assessment Resources

EnglishEN3-1A, EN3-2A, EN3-6B, EN3-7C, EN3-9EScience and TechnologyST3-1VA, ST3-5WT, ST3-8ESCreative ArtsVAS3.1, VAS3.2

Week 1English – students examine various settings from the Star Wars universe and look at the content and language features of information reports. They will also explore the lexicology and languages of the Star Wars universes. They will use what they learn to write a detailed information report about a fictional planet of their own invention. Appendix F.Science and Technology – students will learn about the objects in our solar system, and how human understanding of these objects has changed over time. Discuss the debate about whether or not the Earth is flat and begin to generate ways to test this scientifically (claims and evidence).Creative Art – students create and decorate/texture a 2D and 3D version of their invented planet using paints and pastels. Appendix G.Investigating – students work with their group to create a moving, 3D model of their own fictional solar system (using their 3D planets). Students will continue to update these models throughout the term as their understanding of star systems in our universe changes. Appendix H.

Makerspace 1:1 laptops

EnglishEN3-1A, EN3-2A, EN3-3A, EN3-5B, EN3-6B, EN3-7C, EN3-9EScience and TechnologyST3-1VA, ST3-3VA, ST3-5WT, ST3-8ESCreative ArtsVAS3.1, VAS3.2MathematicsMA2-1WM, MA3-9MG, MA3- 14MG

Week 2English – students analyse the various characters from the Star Wars universe and how they are represented. Discuss and explore the dichotomy of good and evil and how these are represented in the portrayals of characters. Individuals use these analyses to plan and write a detailed profile about a character from their fictional planet. Appendix I.Science and Technology – students observe and describe how space objects move across the sky, linking their observations of the Sun to 24-hour time.Creative Arts – students create a portrait of their character (to include in the character profile) and create a mask using the same physical features.Mathematics – students will learn about the properties of 3D shapes. They will apply this knowledge in the creation of digital 3D models using a computer program called TinkerCAD. This week, groups are given a number of team challenges to build their confidence in using the program (which we they need to use for 3D printing later in the unit).

Makerspace 1:1 laptopsstudent set of white paper masks art suppliesA 3D design and printing app – www.tinkercad.com

EnglishEN3-1A, EN3-3A, EN3-5B, EN3-

Week 3English – students examine the language features of science fiction and how these are used in

LittleBits or Electrical Circuits



http://www.tinkercad.com/

Syllabus outcomes/content Teaching, learning and assessment Resources

8D, EN3-9EScience and TechnologyST3-1VA, ST3-3VA, ST3-5WT, ST3-8ESCreative ArtsVAS3.1, VAS3.2

the Star Wars universe. Students are exposed to a range of classic and modern science fiction written and multi-media texts (including a range from the Star Wars canon) and analyse language features, tone, characterization etc.Science and Technology – students will explore and investigate the movement of the Sun and Moon across the sky, creating and testing tangible models.Investigating – students will work with their team to design a moving, electronic droid using LittleBits and makerspace items. Appendix J.Creative Arts – students experiment with colours and textures and apply these to the exterior of their droids.

Makerspace1:1 laptops

EnglishEN3-1A, EN3-2A, EN3-6B, EN3-7C, EN3-9EScience and TechnologyST3-1VA, ST3-3VA, ST3-4WS, ST3-5WT, ST3-8ESCreative ArtsVAS3.1, VAS3.2, VAS3.3MathematicsMA2-1WM, MA3-9MG, MA3- 14MG

Week 4English – students work with their group to map out a narrative. The story will include all the characters and planets the team has created in previous weeks. Story-map as a group to create a narrative that includes an appropriate structure. Once the big picture of the narrative is ready, individual students will cut it into main scenes, and each take responsibility for writing one section. This will be sewn back together into one long narrative later. Appendix K.Science and Technology – students will learn about Galileo, and how his ideas about planetary orbits changed the way we view our universe. Students discuss this and plan an investigation to collect evidence to explore how the Earth orbits the Sun.Mathematics/Investigating – students will continue to explore and apply the properties of 3D shapes as they work with their team on TinkerCAD to design a 3D model of a spaceship to be used in the film. These will be 3D printed. Appendix L.Creative Arts – students analyse ads for Star Wars merchandise and create their own Pop Art inspired digital advertisement for their team spaceship model (designed to sell it as a toy as merchandise for their film franchise).

3D printer 1:1 laptopsA 3D design and printing app – www.tinkercad.com

EnglishEN3-1A, EN3-2A, EN3-3A, EN3-5B, EN3-7C, EN3-8D, EN3-9EScience and TechnologyST3-1VA, ST3-3VA, ST3-5WT, ST3-8ES

Week 5English – students analyse the cinematography in Star Wars films, focusing on shot types (long shot, close-up, pan etc.) and transitions. Examine Star Wars storyboards. Focus on how the various features serve a relevant purpose. They will use this information to carefully and strategically storyboard their own film. Appendix M.Science – students will observe and research the constellations in the sky.

1:1 laptops Makerspace



Otford PSSyllabus outcomes/content Teaching, learning and assessment Resources

Creative ArtsVAS3.2

Creative Arts – students will decide as a team which props and costumes will be essential for their film. This week they will begin to plan and construct these, and decide whether there’s anything they need to bring from home.

EnglishEN3-1A, EN3-2A, EN3-5B, EN3-6B, EN3-7C, EN3-9EScience and TechnologyST3-1VA, ST3-3VA, ST3-4WS, ST3-5WT, ST3-8ESCreative ArtsDRAS3.2, DRAS3.3

Week 6English – students learn about dialogue in films, examine the purpose, features and techniques of screenplays/scripts, and then write a screenplay/script for their films. Appendix N.Science and Technology – students will investigate the characteristics of objects in the Solar System. They will record this information strategically, including object size and distance from the Sun.Creative and Performing Arts – students will learn about body language and vocal techniques that actors use. They will practise and apply some of these techniques to a scene from the script, and present it to the class. They will also continue to make props.Investigating: Students will use their coding skills to create an animated Scratch story, where a number of characters talk to and interact with each other using dialogue from students’ scripts. Appendix O.

An animation creation website – https://scratch.mit.edu/1:1 laptopsMakerspace

EnglishEN3-1A, EN3-2A, EN3-6B, EN3-7C, EN3-9EScience and TechnologyST3-1VA, ST3-3VA, ST3-4WS, ST3-5WT, ST3-8ESCreative ArtsVAS3.1, VAS3.2, VAS3.3MathematicsMA3-1WM, MA3-9MG, MA3- 14MG

Week 7English – students scout the school for filming locations, conduct a test shoot and annotate the scripts. Appendix P.Science and Technology/Mathematics – students will research the scale of the Solar System and create a 3D scaled model of the Solar System using common objects. This will be linked to scale, ratio, equivalent fractions and proportion in Mathematics.Creative Arts – students will create and record sound effects for their films using objects found around the school and students’ own voices. They will also find and download royalty free music online to build a soundtrack for the films, focusing on tone/mood/feeling.Investigating – students will finalise any props and costumes for their films. They must be ready by the end of this week.

An online catalogue of high-quality, legal audio downloads – www.freemusicarchive.orgspherical objects (a range of sizes)video recording device (iPads)sound recording device (iPads) 1:1 laptops

English Week 8 A 3D design and printing app –



http://www.freemusicarchive.org/

http://www.freemusicarchive.org/

https://scratch.mit.edu/

https://scratch.mit.edu/

Syllabus outcomes/content Teaching, learning and assessment Resources

EN3-1A, EN3-2A, EN3-6B, EN3-7C, EN3-9EScience and Technology ST3-1VA, ST3-3VA, ST3-5WT, ST3-8ESCreative ArtsVAS3.1, VAS3.2, VAS3.3MathematicsMA3-2WM, MA3-7NA

English – students will continue filming and aim to have all footage ready by the end of the week, following their annotated scripts and storyboards carefully to keep track of the filming process. They will use a green screen as part of the filming process. Students will also write formal invitations to family and friends, inviting them to attend the STEM Film Festival in Week 10.Science and Technology – students will reflect on what they have learnt about Earth’s place in space and how they have applied this in their film project.Mathematics – students will conduct a mathematical investigation, exploring a range of online supermarket catalogues to make a budget including which foods to buy for snacks to sell at the film festival (that are the best value for money). Mathematical investigation will include calculating profit margins, break-even points, and accounting for the number of guests.Creative Arts/Investigating – as a class, students will decide on award categories for their films to be presented at the Film Festival. Each group will then use TinkerCAD to design and print a 3D trophy which represents their chosen category. Appendix Q.

www.tinkercad.com3D printer1:1 laptopsvideo recording device (iPads) sound recording device (iPads)

EnglishEN3-1A, EN3-2A, EN3-6B, EN3-7C, EN3-9EScience and Technology ST3-1VA, ST3-3VA, ST3-5WT, ST3-8ESCreative ArtsVAS3.1, VAS3.2, VAS3.3MathematicsMA3-2WM, MA3-7NA

Week 9English – students will learn the basic features of iMovie and edit their films using this program. This will include titles, transitions, sound effects, music and credits. They will also write a group speech to introduce their film on the night of the Film Festival which reflects on specific challenges, skills and understandings involved in the STEM learning process.Mathematics – students will finalise their mathematical investigation and submit their final “snack counter budget” plan by the end of the week.Creative Arts – students will examine a range of movie posters and digitally design a poster to promote their own films (considering the visual features and layout from their own analyses). These will be displayed around the school and be displayed for the Film Festival. Appendix R.

film editing software (iMovie)1:1 laptopsiPads

Week 10English – students will make sure that portfolios and process journals are completely up to date. They will also analyse film reviews and write a review for one of the other groups’ films.Creative Arts – students will work as a class to arrange the space for the film festival. They will choose and arrange outstanding work samples from throughout the term to be displayed, and design the audience seating layout. Appendix S.

1:1 laptopscompleted portfoliosprocess journalsfilm projectorother work samples for display



Otford PS



Culminating event, activity, or productThe final project is a student-run Short Film Festival, during which students share, explain and reflect on their learning journey with family, friends and members of the wider school community.

On the night, they will present: the Star Wars-inspired films they produced during the term their Team STE(A)M process journals (which track the group design process) their STE(A)M portfolios (which include a range of independent work samples) models, props, programs and artworks which feature in the films a verbal explanation and reflection on the process

Evaluation groups of three worked best- based on collaborative groups like PC units one to one laptops would be preferable having a green screen for the school wish-list for next time consistently using scaffolded tasks with checklists would help less self-motivated/regulated learners to stay on top of things possible enrolment in 3D printing course from Scope IT would benefit student and teacher knowledge note – the class had the support of a learning support aide with student with special needs, for them to access the learning activities need to address closer links with the Mathematics syllabus outcomes next time opportunity to further develop scientific inquiry skill activities next time the whole term was focused on the unit, so current textbooks were not focused on through its own scope and sequence Makerspace purchases before the unit to include: cardboard, pipe cleaners, cups, paddle pop sticks, masking tape, blu tac, straws,

match sticks, clothes pegs, spools, balsa wood, egg cartons etc., and trolley to house resources other important purchases - 3D printer, Little Bits electronics, (although could adapt learning activities without these if needed) importance of a working wall in the classroom where groups and individuals could pinup and display brainstorm ideas and work

sample drafts which were continually updated until the final project was due. process journal for each student to brainstorm, plan, design, research, collaborate, identify questions


Otford PS

Appendix AWorking wall (student work sample)



Appendix BScience and Technology learning goals

Week Learning goal Success criteria

OneModel Arguments

To discuss how our understanding of the Earth as a planet has changed over time.

I can: identify features of scientific dialogues and debates discuss different theories about the movements of the Earth, Sun and Moon contribute to discussions about Earth’s place in Space identify the purpose and features of a science journal and word wall contribute to the beginning of a TWLH chart work in a team to create an orrery (a mechanical model) to represent my understanding of the movements

of the Earth, Sun and Moon.

TwoRising and Setting

To use observations to describe how space objects move across the sky.

I can: identify the paths of space objects in the sky as seen on Earth predict what position space objects will be in after an hour and compare observations to predictions work in collaborative learning teams to represent my observations as flow charts contribute to discussions about my results and how they relate to our everyday lives.

ThreeGoing in Circles

To work in teams to explore different models to explain why the Sun and Moon appear to move across the sky.

I can: work in collaborative learning teams to follow a procedural text to generate observations to test different

claims record my observations in a table and compare them to ‘real life’ observations from Lesson 2 contribute to discussion about my results and whether the evidence can support different claims identify the features and purpose of a role-play, as well as its advantages and disadvantages as a model

to explain the movement of the Sun, Earth and Moon.

FourGalvanising

To discuss evidence to support the theory that the Earth orbits the Sun.

I can: review and update my orrery, identifying observations and evidence that supports my point of view


Otford PSWeek Learning goal Success criteria

Galileo read and discuss a text about Galileo identify that the Earth orbits the Sun in a year, the Moon orbits the Earth in a month and the Earth rotates

on its axis in a day brainstorm space objects present in the Solar System.

FiveChasing Constellations

To discuss and explain why constellations are not always visible in the night sky.

I can: identify different constellations and the nature of stars read and discuss a factual text about Scorpius and Orion work in teams to create models to explain the observations of the story discuss the results of our investigations and how the appearance of constellations at different times of the

year supports the model of the Earth orbiting the Sun discuss how Indigenous Australians recognised constellations and used them for various purposes,

including navigation and calendars.

SixSolar System Scientists

To investigate characteristics of objects in the Solar System, in particular their size and distance from the Sun.

I can: research information on objects in the Solar System compare findings and discuss discrepancies in collected data.

SevenSolar System Scientists

To create and discuss a 3D scaled model of the Solar System.

I can: interpret data to create scaled models of the Solar System discuss how different models serve different purposes in science.

EightSunning it Up

To reflect on our learning aboutEarth’s place in space.

I can: identify that the Earth is part of a Solar System orbiting the Sun while it rotates on its axis support claims about how to explain everyday observations with evidence in a dramatic dialogue contribute to discussions and express my opinions about our learning journey.

Nine Weeks 9 and 10 have deliberately been left blank to allow you to




explore areas of interest.

Ten

Appendix CEnglish Learning Goals

Week

Learning goal Writing cluster 9 success criteria

Writing cluster 10 success criteria


Writing cluster 12 extension success criteria


OneTwoThree

To use tools and strategies to plan well- structured imaginative and informative texts.

Plans and organises ideas using headings, graphic organisers, questions and mind maps.


Locates resources and accesses information when planning.



Deliberately structures language in a way that creates more cohesive imaginative, informative and persuasive texts.




Makes choices about the type and form of texts, including combinations of




Makes choices about the type and form of texts, including combinations of


Otford PSWeek






forms and types, to suit purpose and audience.

forms and types, to suit purpose and audience.

Chooses aspects and combinations of texts to suit particular purposes and audiences.

FourFiveSix

To compose well-sequenced print, visual and multimodal texts, experimenting with language, design, layout and graphics.

Constructs well- sequenced imaginative, informative and persuasive texts using language appropriate to purpose and audience.

Constructs well- sequenced imaginative, informative and persuasive texts using language appropriate to purpose and audience.

Draws ideas from personal experiences, other texts and research to create imaginative, informative and persuasive texts for different audiences

Constructs well-sequenced imaginative, informative and persuasive texts using language appropriate to purpose and audience.

Draws ideas from personal experiences, other texts and research to create imaginative, informative and persuasive texts for different audiences.

Writes coherent, structured texts for a range of purposes and contexts.




Writes sustained




Writes sustained



Week






texts for a wide range of purposes.

texts for a wide range of purposes.

Creates well-structured and sequenced texts for imaginative and persuasive purposes.

SevenEightNineTen

To use a range of software to create, edit and publish texts imaginatively.

Experiments with creating simple multimodal texts using digital text creation programs.


Consolidates handwriting that is consistent in form.



Plans and designs more complex multi modal texts.




Uses visuals to extend or clarify meaning, selects from a range of media and experiments creatively with the production of multimodal texts for audience impact.




Uses visuals to extend or clarify meaning, selects from a range of media and experiments creatively with the production of multimodal texts for audience impact.

Uses legible, fluent handwriting style.


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Appendix DCreative Arts Learning Goals


OnePainting a Planet

To make artworks for different audiences assembling materials in a variety of ways.

I can: recognise how an audience has an influence on the kinds of artworks I make, and seek to clarify the

purpose of my artworks, and suggest alternatives about how I may proceed. discuss the conditions and requirements of artworks that are made for particular purposes, sites or events

and how those conditions and requirements can affect how I might go about my own artmaking.

TwoCharacter Portraits

To investigate subject matter in an attempt to represent likenesses of things in the world.

I can: use different artistic concepts (eg. colour, tone, light, scale, abstract), and explore how symbols may be

used in my interpretation of selected subject matter discuss the conditions and requirements of artworks that are made for particular purposes, sites or events

and how thos e conditions and requirements can affect how I might go about my own artmaking.

ThreeDroid Design

To make artworks for different audiences assembling materials in a variety of ways.

I can: closely observe details of things in the world and seek to make artworks about these using various

techniques such as proportion, perspective, composition, foreshortening discuss the conditions and requirements of artworks that are made for particular purposes, sites or events

and how those conditions and requirements can affect how I might go about my own artmaking.

FourPop Art Ads

To acknowledge that audiences respond in different ways to artworks and that there are different opinions about the value of artworks.

I can: Identify some of the reasons why artworks are made Recognise that an artist may have a different view about the meaning of the work he or she has made, to

the view of an audience who responds to it.

FiveProp Making

To make artworks for different audiences assembling materials in

I can: recognise how an audience has an influence on the kinds of artworks I make, and seek to clarify the

purpose of my artworks, and suggest alternatives about how I may proceed.


Otford PSWeek Learning goal Success criteria

a variety of ways. discuss the conditions and requirements of artworks that are made for particular purposes, sites or events and how those conditions and requirements can affect how I might go about my own artmaking.

SixActing it Out

To devise, act and rehearse drama for performance to an audience.

I can: devise drama in collaboration with others using scripted and unscripted material as resources for drama

performances devise, rehearse and act in drama using voice and movement skills to convey meaning to an audience.

Seven and EightSolar Sounds

To improvise, experiment, select, combine and order sound using musical concepts.

I can: improvise and explore musical ideas based on rhythmic and melodic patterns and incorporate these into

own compositions and as variations on others’ compositions explore ways of varying musical material, eg. exploring metre changes, rhythm changes, tempo changes

and gradations, dynamic changes and gradation, pitch changes and changes in pitch register, exploring structures, incorporating variations in tone, colour and sound production methods.

NineMovie Posters

To acknowledge that audiences respond in different ways to artworks and that there are different opinions about the value of artworks.

I can: Identify some of the reasons why artworks are made Recognise that an artist may have a different view about the meaning of the work he or she has made to

the view of an audience who responds to it

Ten To devise, act and rehearse drama for performance to an audience.

I can: organise space, props, costumes, artefacts, sound effects and movement sequences to help define role,

place and situation to interpret and convey the meaning of the drama.



Appendix E – EnglishFinal product rubric.

Criteria Basic Sound High Outstanding

Structure Minimal evidence of structure. May not contain all three parts (orientation, complication, resolution). One component only (may be a list of descriptions).

Contains a beginning and a complication. Resolution is present but weak OR one component is well developed and the other components underdeveloped. Attempts to use simple plot devices.

Contains all three structures and includes complications and ideas. Plot devices and structural components are developed.

Coherent, controlled and complete narrative. Employs effective plot devices such as suspense, foreshadowing, and reverse chronology. Effective resolution.

Ideas One idea with simple elaboration OR ideas are few and related but not elaborated OR many simple ideas that are related but not elaborated.

Ideas are supported with some elaboration OR many unelaborated ideas that relate plausibly (4 or more) OR one idea with more developed elaboration. May also contain ineffective or unrelated ideas.

Ideas are elaborated and are engaging and entertaining. Ideas are attempting to service the storyline. Story contains a suggestion of an underlying theme.

Ideas are generated, selected and crafted to be highly engaging and entertaining. Ideas are skilfully used in servicing the storyline. eg extended metaphor, satirical perspective, mature viewpoint.

Audience Show basic awareness of audience expectations through attempting to orient and engage the reader. Provides some info to support reader understanding. Text is short but easy. Reader may need to fill gaps in information.

Orients the reader. Internally consistent text that attempts to support the reader by developing a shared understanding of context – ie contains sufficient information for the reader to follow the text easily.

Supports, engages and entertains the reader through deliberate language choices and techniques. Eg humour, emotive language, colloquial language.

Controls writer/reader relationship. Establishes strong, credible voice. Crafts writing to influence reader by using sustained/consistent sophisticated language choices and techniques. Takes reader’s values and expectations into account. Transports the reader imaginatively. Acknowledges a wider audience.

Character

Only names characters or gives their roles. Only names the setting. No other devices.

Characterisation emerges through descriptions, actions or speech. Setting emerges through description of place and time.

Details of characters are selected to create realistic characters. Maintains the setting throughout.

Characters are richly drawn. They have consistent aspects of their personalities, but these develop throughout the narrative. The setting is clear and


Otford PSCriteria Basic Sound High Outstanding

important to the story.

Cohesion Links are missing or incorrect. Short script. Often confusing for the reader.

Some correct links between sentences and most referring words are accurate. Reader may need to re- read to clarify meaning. May use simple word association or a small collection of simple connectives or conjunctions. eg and, if, so, when, because, not only, also, then, but.

Controlled use of cohesive devices to support reader understanding. Meaning is clear on first reading and text flows well into a sustained piece of writing. May use word associations or other connectives. eg finally, although, meanwhile, suddenly.

A range of cohesive devices is used correctly and deliberately to enhance reading and support underlying relationships. An extended, highly cohesive piece of writing showing continuity of ideas and tightly linked sections of text. Consistent use of cohesive devices. eg text connectives, ellipsis, referring words, substitutions, word associations.

Appendix E – ScienceCriteria Basic Sound High Outstanding

Science Understanding

Describes simple ideas without supporting evidence that the Earth is part of a solar system.

Identifies that the Earth is part of a solar system orbiting the Sun.

Identifies that the Earth is part of a solar system orbiting the Sun and supports this with some evidence.

Provides claims supported with evidence about the Earth and its place in the solar system.

Science as a Human Endeavour

Can identify some scientific developments.

Suggests how different cultures have contributed to the development of science knowledge. Makes suggestions about how scientific developments have affected people’s lives.

Discusses how science knowledge develops from many people’s contributions. Discusses how scientific developments have affected people’s lives.

Has a detailed understanding of how different cultures have contributed to the development of science knowledge. Describes in detail where scientific developments have affected people’s lives and have been used in the wider world to influence their actions.

Science Inquiry Can find and recall Presents a limited report on Communicates ideas, Completes extended reports using claims




Skills some information. findings methods and findings using a range of text types.

and evidence to communicate their methods and findings.

Appendix E – TechnologyCriteria Basic Sound High Outstanding

Planning, Designing, and Making

Does not follow a plan. Has a rough plan, and sometimes follows it.

Follows their plan but cannot fully explain or reflect on the process.

Strategically follows and modifies their plan and can reflect on the process.

Observing Poor observation and no records in process journal.

Observes and records some changes in process journal.

Observes most changes but does not record accurately in process journal.

Accurately observes and records what happens in process journal.

Reflecting Does not present a conclusion or an evaluation

Presents either a conclusion or an evaluation.

Presents a conclusion and gives a general evaluation of their fair test.

The conclusion and evaluation indicate whether the findings supported the hypothesis, possible sources of error and what was learnt from the test.

Appendix E – Creative ArtsCriteria Basic Sound High Outstanding

Concepts The student’s work demonstrates developing understanding of the concept(s) taught. There is a developing relationship between the student's artwork and the content.

The student's work demonstrates some understanding of the concept(s) taught. There is some evidence of learning and effective application of the content.

The student's work demonstrates an understanding of the concept(s) taught. There is evidence of learning and satisfactory application of the content.

The student's work demonstrates a deep understanding of the concept(s) taught. There is strong evidence of learning and effective application of the content.

Creativity The student's artwork shows a The student's artwork The student's artwork The student's artwork reflects an


Otford PSCriteria Basic Sound High Outstanding

developing level of creative risk taking. The final product reflects a developing point of view.

demonstrates some creativity and risk taking. The final product shows some evidence of personal point of view and originality.

demonstrates creativity and risk taking. The student's personal interpretation of the lesson demonstrates a unique point of view and originality.

exceptional level of creativity and risk taking. The student's personal interpretation of the lesson demonstrates a unique, original and expressive point of view.

Craftsmanship Art media, materials and resources are rarely used appropriately. Completion of product is hurried with little attention to detail or structural integrity.

Some care has been taken to ensure a quality product and materials are used appropriately some of the time.

The student's use of art media, materials and resources is appropriate and demonstrates care and attention to detail.

The student's use of art media, materials and resources is highly skillful and consistently demonstrates care and excellent attention to detail.

Appendix E – Group WorkCriteria Basic Sound High Outstanding

Contributes ideas

Contributes few ideas.

Contributes one or two ideas and is engaged in the group discussion some of the time.

Contributes some ideas and engages in the group discussion most of the time.

Contributes a lot of ideas and engages in the group discussion all of the time.

Encourages others

Encourages others rarely.

Asks others for their ideas. Asks others for their ideas and thanks people or makes a positive gesture (eg, nods) when they contribute ideas.

Asks others for their opinions and gives time for them to think. Acknowledges good ideas given by other group members. Makes people in the group feel comfortable to contribute and does not leave anyone out.

Interacts with everyone in the group

Works away from the group.

Makes eye contact with everyone and acknowledges that they are there.

Makes eye contact with everyone and talks to everyone in a friendly manner.

Makes eye contact with everyone, talks to everyone in a friendly manner and involves everyone in the group discussion.




Listens to others in the group

Sometimes listens, but sometimes interrupts others.

Listens and does not interrupt.

Actively listens and nods and makes eye contact to show that they are listening.

Demonstrates understanding of what they have listened to. eg: ‘your points relate to this.’


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Appendix FFictional planet information report (student work sample)




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Appendix G2D planet (student work example)



Appendix H3D fictional star system model (student work sample)


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Appendix ICharacter profile (student work sample)




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Appendix JStudents designing and building droids



Appendix KNarrative section (student work sample)


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Appendix L Spaceship design (student work sample) and 3D prints




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Appendix MStoryboard (student work sample)



Appendix NScreenplay/script (student work sample)


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Appendix OScratch animation with scripted dialogue



Appendix PStudents choosing locations for filming


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Appendix QTrophies for award ceremony (student designs)



Appendix RMovie posters (student work samples)


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Appendix SFilm festival layout and film screenshots


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Documents

Maker Space Wars – Otford Public School - STEM · Web view“Maker Space Wars” is a project-based Solar System-themed ... Science and Technology, Creative Arts and Mathematics