Year 5/6: Investigate how electrical energy can control movement, sound or light in a designed pr...

1. Linking Concept 1: Electrical Energy Eg: How electrical energy can control movement, sound and light

1.1. Design and Technology

1.1.1. Deconstructing a product or system to discover how movement, sound and light can be controlled.

1.1.1.1. Investigating the internal features of

1.1.1.1.1. A robot (sound, light and movement)

1.1.1.1.2. A torch (light)

1.1.1.1.3. A stereo (sound)

1.1.1.2. Deconstructing

1.1.1.2.1. A buzzer (sound)

1.1.1.2.2. A robot (sound, light and movement)

1.1.1.2.3. A torch (light)

1.1.1.3. Investigating the features of electrical devices

1.1.1.3.1. Sensors

1.1.1.3.2. Switches

1.1.1.3.3. Volume Dials

1.1.1.3.4. Sustainability of the features of electrical devices

1.1.1.3.5. Safety features of devices

1.1.2. Producing models using materials, tools and equipment to show how to control movement, sound or light

1.1.2.1. Constructing a switch board to control..

1.1.2.1.1. A light Bulb (light)

1.1.2.1.2. A speaker (sound)

1.1.2.1.3. A moving object (movement)

1.2. Integration with other learning areas

1.2.1. Science

1.2.1.1. Year 6:

1.2.1.1.1. Electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources (ACSSU097)

1.2.2. Health

1.2.2.1. Year 5 & 6

1.2.2.1.1. Plan and practise strategies to promote health, safety and wellbeing (ACPPS054)

1.3. Cross Curriculum Priorities

1.3.1. Sustainability

1.3.1.1. OI.3 Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems.

1.3.2. Futures

1.3.2.1. OI.9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments.

1.4. Digital Technologies: Process and Production Skills Year 5 & 6

1.4.1. Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)

1.4.1.1. Designing, investigating items and constructing electrical circuit to achieve desired outcome

1.4.2. Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions (ACTDEP026)

1.4.2.1. Safely construct an electrical circuit board

1.4.3. Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)

1.4.3.1. Follow instructional steps to safety construct and use circuit board to achieve desired outcome (light, sound, movement).

1.5. Digital Technologies: Knowledge and Understanding Links Year 5 & 6

1.5.1. Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014)

1.5.1.1. Examining and investigating the features of a working circuit board to achieve the desired outcome (light, sound or movement)

1.6. Local Relevant Issues

1.6.1. Use of switch boards in everyday life

1.6.1.1. Traffic Lights

1.6.1.2. Light Switches

1.6.1.3. Power outlets

1.6.2. Types of Switches used:

1.6.2.1. Within classroom/home

1.6.2.1.1. Push Button (Smartboard & computer on/off)

1.6.2.1.2. Toggle (PA system)

1.6.2.1.3. Rotary (Fans, Light dimmer, volume)

1.6.2.1.4. Rocker Switch (lights, fans, electrical outlet points)

2. Linking Concept 2: Electrical Products EG: toys and household appliances

2.1. Design and Technology

2.1.1. Investigating the features of electrical devices

2.1.1.1. Dishwasher

2.1.1.2. Xbox/playstation/wii

2.1.1.3. Energy efficient products

2.1.1.4. What makes a device/product sustainable

2.1.1.4.1. Energy Rating

2.2. Mathematics:

2.2.1. Data Collection and Analysis

2.2.1.1. Students most used electrical device

2.2.1.2. Students favourite electrical device

2.2.1.3. Most common electrical device

2.3. Integration with other learning areas

2.3.1. Mathematics

2.3.1.1. Year 5

2.3.1.1.1. Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)

2.3.1.1.2. Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119)

2.3.1.1.3. Describe and interpret different data sets in context (ACMSP120)

2.3.2. Humanities and Social Science

2.3.2.1. Year 5/6

2.3.2.1.1. Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103) (ACHASSI131)

2.4. Cross Curriculum Priorities

2.4.1. World Views

2.4.1.1. OI.5 World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability.

2.4.2. Futures

2.4.2.1. OI.9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments.

2.4.2.1.1. O1.8 Designing action for sustainability requires an evaluation of past practices, the assessment of scientific and technological developments, and balanced judgements based on projected future economic, social and environmental impacts.

2.5. Digital Technologies: Process and Production Skills Year 5 & 6

2.5.1. Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027)

2.5.1.1. Negotiating the sustainability and energy rating of devices

2.5.2. Design a user interface for a digital system (ACTDIP018)

2.5.2.1. Using a computer to locate and collect data and information.

2.5.3. Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)

2.5.3.1. Using online sources such as Google to locate, collect and discuss date on energy ratings, sustainability practises snd surveys for electrical devices

2.6. Digital Technologies: Knowledge and Understanding Links Year 5 & 6

2.6.1. Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use (ACTDEK019)

2.6.1.1. Discussion on how technology designers address sustainable living

2.7. Local Relevant Issues

2.7.1. Safety

2.7.1.1. Safety Ratings

2.7.1.2. Safety of devices

2.7.1.3. How to safely use the devices

2.7.2. Electrical Devices the students use

2.7.2.1. Household items

2.7.2.1.1. Dishwasher

2.7.2.1.2. Fridge

2.7.2.1.3. TV

2.7.2.2. Devices at school

2.7.2.2.1. iPads

2.7.2.2.2. Smart Board

2.7.2.2.3. Sphero/Robots/Bee Bots

2.7.3. Enjoyment of electronic devices

2.7.4. Popularity of electronic devices

2.7.4.1. compared to other countries

2.7.4.1.1. What they use instead

2.7.4.2. compared to 50 years ago

2.7.4.2.1. What they used instead

2.7.5. Sustainable practises

2.7.5.1. Turning off switches vs turning off the monitor

3. Linking Concept 3: Safety EG: electrical safety

3.1. Design and Technology

3.1.1. Recognising the need to carefully plan and select components for a system to perform a specific task

3.1.1.1. Circuit Board

3.1.1.1.1. Constructing a circuit board to turn on a light bulb

3.1.1.1.2. Investigating what happens when a circuit board is not properly constructed

3.1.1.1.3. Discussing safety of ensuring correct construction of circuit board

3.1.2. Science

3.1.2.1. All About Electricity: What is it?

3.1.2.1.1. Sustainability of electricity

3.1.2.2. Components of electricity

3.1.2.2.1. Materials

3.1.2.3. Why is it dangerous

3.1.2.3.1. Electrical fires

3.1.2.3.2. Overheating of items

3.1.2.3.3. Water + Electricity

3.1.2.3.4. Safety features on electrical items

3.2. Integration with other learning areas

3.2.1. Science

3.2.1.1. Year 6:

3.2.1.1.1. Electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources (ACSSU097)

3.2.1.2. The cost-effective use of renewable energy resources is constrained by the efficiency of available technologies to collect, store and transfer the energy (ACSES079)

3.2.1.3. The abundance of a renewable resource and how readily it can be replenished influence the rate at which it can be sustainably used at local, regional and global scales (ACSES078)

3.2.2. Humanities and Social Science

3.2.2.1. Year 5 & 6

3.2.2.1.1. Work in groups to generate responses to issues and challenges (ACHASSI102) (ACHASSI130)

3.2.2.1.2. Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103) (ACHASSI131)

3.2.3. Health

3.2.3.1. Year 5 & 6

3.2.3.1.1. Plan and practise strategies to promote health, safety and wellbeing (ACPPS054)

3.3. Cross Curriculum Priorities

3.3.1. Futures

3.3.1.1. OI.8 Designing action for sustainability requires an evaluation of past practices, the assessment of scientific and technological developments, and balanced judgements based on projected future economic, social and environmental impacts.

3.4. Digital Technologies: Process and Production Skills Year 5 & 6

3.4.1. Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)

3.4.1.1. Creation of electrical circuit board to achieved desired outcome

3.4.2. Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions (ACTDEP026)

3.4.2.1. Safely construct electrical circuit board

3.4.3. Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)

3.4.3.1. Follow instructional steps to safety construct and use circuit board to achieve desired outcome; light bulb to turn on and off.

3.5. Local Relevant Issues

3.5.1. Safety

3.5.1.1. Electrical safety

3.5.1.2. Proper use of electrical devices

3.5.1.3. What to do incase of electrical fault

3.5.1.4. Battery safety

3.5.2. Circuit Boards

3.5.2.1. Everyday circuit boards

3.5.2.1.1. Traffic Lights

3.5.2.1.2. Light switches

3.5.2.1.3. Power outlets

3.5.3. Everyday uses for electricity

3.5.3.1. School

3.5.3.1.1. Smartboard

3.5.3.1.2. Computers / iPad (charged)

3.5.3.1.3. Alarm

3.5.3.1.4. Bell

3.5.3.1.5. Lights

3.5.3.1.6. Aircon / heater / fan

3.5.3.2. Home

3.5.3.2.1. TV / radio

3.5.3.2.2. Fridge / Freezer

3.5.3.2.3. Lights

3.5.3.2.4. electronic devices (playstation etc)

3.5.3.2.5. Landline phone