BOLWARRA PUBLIC

SCHOOL

SCIENCE AND TECHNOLOGY

BUILT ENVIRONMENTS

STAGE 3 ODD YEARS

In this unit students develop their understanding of the properties of places and spaces, and their uses. People create, construct and
modify their surroundings for a wide range of purposes. The environments people build are an important part of our communities and
culture.
Unit Duration: This unit is to be taught weekly for the duration of term 1 11 Weeks.
Outcome: ST3-14BE
Knowledge and Understanding: Made Environment
Strand: Built Environments
Describes systems in built environments and how social and
environmental factors influence their design.

Outcome: ST3-4WS
Strand: Working Scientifically
Investigates by posing questions, including testable
questions, making predictions and gathering data to draw
evidence- based conclusions and develop explanations.

Content:
Systems in built environments are designed to meet the needs of
people. Students:

Content:
Students question and predict by:
With guidance, posing questions to clarify practical
problems or inform a scientific investigation
Predicting what the findings of an investigation might be
Students plan investigations by:
With guidance, planning appropriate investigation methods
to test predictions, answer questions or solve problems
including surveys, fieldwork, research and fair tests.
Students conduct investigations by:
Working individually and collaboratively in conducting a
range of appropriate investigation methods, including fair
tests, to answer questions or solve problems.
Using equipment and materials safely, identifying potential
risk
Suggesting improvements to the methods used to
investigate a question or solve a problem.
Students process and analyse data and information by:
Reflecting on their gathered evidence in relation to:
- the process used to gather, process and analyse their data
and information

Identify elements that work together as a system to serve and

support built environments and how they are designed to meet the
needs of people, e.g. transport systems that provide access for
people to get to work or systems that provide electricity to sites

Draw a plan of, or model, a built environment that includes a

range of systems to meet the needs and wants of a specific group
of users, e.g. shade for a playground

Social and environmental factors influence the design of built

environments. Students:

Consider ways that the design or use of places and spaces have
changed over time and the social and/or environmental factors that
have influenced these changes
Generate and develop ideas about how built environments

Stage 3

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might be designed and constructed in the future to incorporate

sustainable environmental practices

Their own prior knowledge

Their own and others conclusions

Develop designs and solutions to meet specific social or

environmental needs of users, e.g. an energy-efficient building or
high-traffic airport terminal/train station

Outcome: ST3-5WT
Strand: Working Technologically
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.
Content:
Students explore and define a task by:
Developing a design brief individually and in collaboration with
others
Developing design criteria that considers, where relevant,
function, aesthetics, social and environmental considerations.
Planning the process considering constraints where relevant,
e.g. time, finance, resources and expertise.
Students generate and develop ideas by:
selecting and using creative thinking techniques, including
mind-mapping, brainstorming, sketching and modelling
selecting and using research techniques appropriate to the task

selecting and using techniques for documenting and

communicating design ideas to others, e.g. drawings, plans,
flow charts, storyboarding, modelling and presentations, using
digital technologies
identifying a range of appropriate materials for the task
selecting and using techniques to investigate the suitability of
materials

Stage 3

Skills:
Develop knowledge and understanding of the made environment
through Built Environments.
Values and Attitudes (addressed throughout the unit):
ST3-1VA Shows interest in and enthusiasm for science and
technology responding to their curiosity, questions and perceived
needs, wants and opportunities
ST3-2VA Demonstrates a willingness to engage responsibly with
local, national and global issues relevant to their lives, and to
shaping sustainable futures
Links to Other KLAs:
Mathematics: Opportunities for the demonstration of syllabus
outcomes in Mathematics include Working Mathematically, Space
and Geometry and Measurement strands inherent in mapping,
scale drawing, survey data and problem solving.
Resources Required:
Student booklets
Teacher notes
Butchers paper
SMARTboard
Paddle pops
Straws
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applying established criteria to evaluate and modify ideas

Students produce solutions by:

testing the suitability of materials, considering whether the test
was fair or not
developing a plan and specifications to guide production
using their plans and production sequence
for a design project, selecting and safely using a range of tools,
equipment and related techniques to cut, edit, join, manipulate
and shape materials and/or information
Students evaluate by:
identifying the strengths and limitations of the process used
self or peer assessing the final product by using the established
design criteria

Stage 3

Toothpicks
Masking tape
Craft glue
String
Paper clips
Cardboard
Internet access
Selection of Library Books- Built Environments
My Place- Nadia Wheatley

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Working
Technologica
lly

Built
Environments

Stage 3

Peer Interaction
ICT and Maths
Integration
Critical and Creative
Thinking

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Outcome and Content

Teaching and Learning Activities

ST3-BE14
Building Understanding
Consider ways that the design or use of
Pre Assessment and Background Knowledge
places and spaces have changed over
1. Read Nadia Wheatley and Donna Rawlins My Place to students.
time and the social and/or environmental
2. Discuss how spaces and places have changed in BPSs local
factors that have influenced these
neighbourhood.
changes
3. Students draw a map of their neighbourhood from memory and
Identify elements that work together as
respond to the following questions:
a system to serve and support built
environments and how they are
What built features stand out? How do we interact with these
designed to meet the needs of people,
features?
e.g. transport systems that provide
How has your neighbourhood changed?
access for people to get to work or
What things would you include as part of the built environment?
systems that provide electricity to sites
What factors contribute to changes in the built environment?
What does an architect do? What does a town planner do?
ST3-4WS
Students question and predict by:
What are some important things for an architect or town planner
With guidance, posing questions to
to consider when designing a built environment?
clarify practical problems or inform
4. As a class collaboratively develop a definition of an architect and
scientific investigation.
town planners purpose.
5. View images of key buildings in the Maitland area (Hospital, Art
Gallery, Belmore Bridge, School, and Pender Place). Re-use the above
questions for each of these locations and complete the following
table (See resource document for proper copy).
6. https://www.youtube.com/watch?v=kn0pEU0BgnI Clip discusses the
difference between and Natural and Built Environment.
Built
Feature

Who
uses
it?

Why is
it used?

How
often is
it used?

What modifications
could improve it?

Hospital
BPS
Art Gallery

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Outcome and Content

ST3-14BE
Identify elements that work together as a
system to serve and support built
environments and how they are designed to
meet the needs of people, e.g. transport
systems that provide access for people to
get to work or systems that provide
electricity to sites.
ST3-4WS
Students question and predict by:
With guidance, posing questions to
clarify practical problems or inform
scientific investigation.
Predicting what the findings of an
investigation may be
ST3-2VA
Demonstrates a willingness to engage
responsibly with local, national and global
issues relevant to their lives, and to shaping
sustainable futures

Stage 3

Teaching and Learning Activities

This unit is based around a group task which allows students

to work collaboratively to problem solve whilst deepening
their understanding of built environments and the planning
which goes into everyday structures.
This lesson is the beginning of the group task which will be
worked away at throughout the term.
1. Discuss the need to keep students safe crossing Bolwarra Road
before and after school. What could be done to make this
process safer and easier?
2. Brainstorm students prior knowledge about all types of bridges,
such as their shape, purpose, structural elements, helpful nature
etc. Present this information on butchers paper in a mind map.
3. Discuss the need for council approval when modifying a public
place. Collaboratively/in pairs/individually students are to write a
letter to Maitland Council asking about regulations that must be
adhered to when creating a pedestrian bridge.

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Outcome and Content

Teaching and Learning Activities

Allocation of Groups
ST3-14BE
Develop designs and solutions to meet
specific social or environmental needs of
users
ST3-4WS
Students conduct investigations by:
Working individually and collaboratively
in conducting a range of appropriate
investigation methods, including fair
tests, to answer questions or solve
problems.
Using equipment and materials safely,
identifying potential risk
Suggesting improvements to the
methods used to investigate a question
or solve a problem.
ST3-5WT
Students explore and define a task by:
Planning the process considering
constraints where relevant, e.g. time,
finance, resources and expertise
Students generate and develop ideas by:
Selecting and using creative thinking
techniques, including mind-mapping,
brainstorming, sketching and modelling

Stage 3

The groups students are placed into today will be the group that they
work with for the duration of the task. Students are to be grouped in a
way which will enable success (this will be the teachers decision
whether students select their own group, mixed ability based etc.) into
groups of 3-4 people.

Team Building Exercise

This activity is great to demonstrate teamwork, problem solving,
critical thinking, creativity and cooperation.
It works best as a competition between several groups to see who can
finish first and with the highest tower. This is a great activity to help
teams bond, or to illustrate team process.
Time Requirements: This depends on how many straws you use,
suggested to use 60 straws per group. 10-15 minutes build time, 30
minutes total.
Materials needed: You will need 60 straws for each group of students,
and a roll of masking tape for each group.
Procedure: Divide your students into their set groups. Give each group
a set of 60 straws, and a roll of masking tape. When you give the signal,
each group must try to build a free-standing structure out of straws and
tape. Listen to how they share ideas and watch for both frustration and
enthusiasm and how it is communicated. At the end of the activity have
the group debrief what the experience was like, both the challenges
and the successes. Discuss how this will link to their future success as a
team and eliminate any issues that arose from todays activity.
Variations: You can make the criteria for the build to be the most
creative tower, the tallest tower, or the tower built in the fastest time
frame (first one finished). Add a rule that prohibits verbal
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Outcome and Content

Students produce solutions by:
For a design project, selecting and
safely using a range of tools,
equipment and related techniques to
cut, edit, join, manipulate and shape
materials and/or information

ST3-5WT
Students explore and define a task by:
Developing a design brief individually
and in collaboration with others
Developing design criteria that
considers, where relevant, function,
aesthetics, social and environmental
considerations.
Planning the process considering
constraints where relevant, e.g. time,
finance, resources and expertise.

Teaching and Learning Activities

communication.

Working as a Group
1. Reflect on the previous lesson and its outcomes for each
group. Discuss the importance of effective team work for
the success of this task.
2. Display task criteria on the SMARTboard and deconstruct
each component so the outcome of each subtask is clear.
(See attachment for assessment flow chart).
3. All groups are required to create a company name and
logo.
4. All members of the company are responsible for the
designing, making an appraising of the company project, but
three of the group members will need to take on extra
responsibilities:
You will need to choose one person to be the director of the company.
His or her task is to:
Keep the company working on schedule
Ensure that work is formed in the correct order
Keep all company records in a folder
Co-sign company cheques
You will need to choose an accountant.
His or her task is to:
Keep the company spending under control
Keep a daily record of money spent
Write the cheques for the materials
Write the invoice lists for materials required
Co-sign all cheques with the company director
You will need to choose a Regulations Officer.

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Outcome and Content

Teaching and Learning Activities

His or her task is to:
Find out about regulations that must be adhered to
Make sure these regulations are followed

5. Ensure the task is clear and that jobs are allocated by the
conclusion of this lesson.

Planning and Material Exploration

ST3-14BE
Develop designs and solutions to meet specific
social or environmental needs of users, e.g.
energy-efficient building or high-traffic airport
terminal/train station.
ST3-4WS
Students plan investigations by:
With guidance, planning appropriate
investigation methods to test predictions,
answer questions or solve problems
including surveys, fieldwork, research and
fair tests.
Students conduct investigations by:
Working individually and collaboratively in
conducting a range of appropriate
investigation methods, including fair tests,
to answer questions or solve problems.
Using equipment and materials safely,

1. Students are to view all of the documents (See Student

Booklet) and discuss in their groups what needs to be done
to complete the task.
2. Provide straws, paddle pop sticks, toothpicks, cardboard,
glue, paper clips and tape for students to begin testing the
strength and rigidity of materials/structures. This
exploration will assist students in designing and justifying
their final product. Students are encouraged to use laptops,
iPads and Computers to assist in their exploration.
3. Students complete Brainstorm Board located underneath
the Price List.

identifying potential risk

Suggesting improvements to the methods
used to investigate a question or solve a
problem.

ST3-5WT

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Outcome and Content

Students generate and develop ideas by:
selecting and using creative thinking
techniques
selecting and using research techniques
appropriate to the task
selecting and using techniques for
documenting and communicating design
ideas to others, e.g. drawings, plans, flow
charts, storyboarding, modelling and
presentations, using digital technologies

identifying a range of appropriate materials

for the task
selecting and using techniques to
investigate the suitability of materials
applying established criteria to evaluate
and modify ideas

Teaching and Learning Activities

Design Proposal
1. As a class discuss the design proposal and determine
criteria for assessment.
2. Group Discussion: Drafting of design proposal. (See
Student Booklet)

ST3-14BE
Draw a plan of, or model, a built environment that
includes a range of systems to meet the needs and
wants of a specific group of users, e.g. shade for a
playground
ST3-4WS
Students conduct investigations by:
Working individually and collaboratively in
conducting a range of appropriate
investigation methods, including fair tests,

to answer questions or solve problems.

Suggesting improvements to the methods
used to investigate a question or solve a
problem.

ST3-5WT
Students explore and define a task by:
Developing a design brief individually and in

collaboration with others

Developing design criteria that considers,

Stage 3

Making and Testing the Structure

Allow 2 lessons.

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Outcome and Content

where relevant, function, aesthetics, social
and environmental considerations.
ST3-14BE
Model a built environment that includes a range of
systems to meet the needs and wants of a specific
group of users.

Teaching and Learning Activities

1. Students are to work in their groups following their design

proposal to create their bridge. Students will require access to all
materials on the Price List for this task. Remind students to keep
an eye on their set budget and to revise the criteria to ensure
they are working to the rubric.

ST3-4WS
Students conduct investigations by:

Suggesting improvements to the methods used

to investigate a question or solve a problem
ST3-5WT
Students produce solutions by:

testing the suitability of materials, considering

whether the test was fair or not

developing a plan and specifications to guide

production
using their plans and production sequence
for a design project, selecting and safely using
a range of tools, equipment and related
techniques to cut, edit, join, manipulate and
shape materials and/or information

ST3-4WS
Students process and analyse data and
information by:
Reflecting on their gathered evidence
in relation to:
- the process used to gather, process
and analyse their data and
information
- Their own prior knowledge
Their own and others conclusions
ST3-5WT
Students evaluate by:
identifying the strengths and
limitations of the process used

self or peer assessing the final product

Stage 3

Presentation
As a group (note all students need to participate as this could be
classed as a talking and listening assessment) students are to
present their bridge design as if it was being pitched to the local
council. Students need to provide a demonstration of their bridges
strength, discuss its construction, budgeting, aesthetics etc.
Students are to present their information utilising a visual aide such
as a poster, PowerPoint Presentation, Prezi, diagram etc.

Assessment
Complete group/self-assessment on design and students are to
justify their overall grade to other groups. Groups can compare and
discuss the scores they have given themselves as this could impact
upon the decision making process.

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Outcome and Content

by using the established design
criteria

ST3-14BE
Generate and develop ideas about how built
environments might be designed and
constructed in the future to incorporate
sustainable environmental practices.

Stage 3

Teaching and Learning Activities

Future Learning
At the completion of the unit, time permitting, students are to
investigate the buildings of the past and present. A good area to
complete this research on is the Rocks in Sydney. Once they have
listed and compared the differences in todays structures compared
to the buildings of the past students are to develop ideas about how
built environments might be built in the future. Discuss
sustainability, efficiency, size and the impact of location (climate
etc).

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PLUS

Unit Evaluation
MINUS

INTERESTING

Changes for Future:

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Teaching Scaffold: Bridges

Stage 3
Built Environments
Subtasks in Visual Form

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Discuss scenario: Crossing

Bolwarra Road is unsafe for
children. What can be done?

Dicsuss and complete draft

design proposal.

Make and test structure.

Letter to Maitland Council

seeking information about
regulations which must be
adhered to when creating a
pedestrian bridge.

Planning and viewing task.

Exploring possible materials
and structures. Complete
Brainstorm Board.

Presentation/Pitch to council
(class). All group members
to participate and
demonstration of bridges
strength must be given.

Allocation of groups and

team building straw task.

Creation of company name

and logo. Allocation of group
roles: director, accountant,
regulations officer.

Self Assessment

The Big Ideas Addressed in the Task:

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Specialised
techniques are used
to build structures,
systems and spaces.

When desigining
environments, it is
important to
consider the
aesthetic, cultural,
safety and functional
impacts of its
development.

People influence the

future through the
produces, systems
and environments
they design,
construct and use.

Generates design
concepts that reflect
the consideration of
aesthetic, cultural,
safety and functional
requirements.

Selects tools,
equipment and
resources to meet
requirements of
production and use.

Methodically
evaluates design
concepts and uses
the results to further
develop and improve
their ideas.

REFLECTION
Assesses the efficiency
of processes of design
and production and
evaluates the result
against establised
criteria for success.

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NAME:

BU
ILT
EN

_____________________________

STAGE 3
2015
SCIENCE AND TECHNOLOGY

Stage 3
Claire Lidgard

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Built Feature

Who uses it?

Why is it used?

How often is
used?

Maitland Hospital

Sydney Harbour
Bridge
Bolwarra Road

Stockland Greenhills

Maitland Railway

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Group Assignment:
BRIDGE CONSTRUCTION

Design Brief
Bolwarra Public School has decided to raise money to build a pedestrian bridge to help
students cross Bolwarra Road safely. Your group is to design and make a model of a pedestrian
bridge which would be appropriate. Please consider cost, sustainability, aesthetic, safety and
functional issues.

Forming a Company

Your group is to form a construction company. All members of your company are responsible
for the DESIGNING, MAKING AN APPRAISING of the company project, but three of the group
members will need to take on extra responsibilities:
You will need to choose one person to be the Director of the Company.
His or her task is to:
(i) keep the company working on schedule.
(ii) ensure that work is formed in the correct order.
(iii) keep all company records in a folder.
(iv) co-sign company cheques.
You will need to choose an Accountant.
His or her task is to:
(i) keep the company spending under control.
(ii) keep a daily record of money spent.
(iii) write the cheques for the materials.
(iv) write the invoice lists for materials required.
(v) co-sign all cheques with the company director.
You will need to choose a Regulations Officer.
His or her task is to:
(i) find out about regulations that must be adhered to.
(ii) make sure these regulations are followed.
Before beginning construction you will need to submit your design sheet to council (your
teacher) for approval. You will also need to submit order forms for any materials needed once
your design has been approved. Please ensure cheques are ready when delivery is made.

Presentation

Your bridge will need to be sold to a panel of classmates and will be judged using the
following criteria:
Cost
Sustainability
Function
Aesthetic
Safety
Present your information in the form of a poster, PowerPoint Presentation or Prezi. All
members of the group must participate in the presentation.
You must show your classmates that your bridge is strong and discuss its construction
including any obstacles that occurred.
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DESIGN PROPOSAL
Company Name:

Company
Logo:

Company Director:
__________________________________
Accountant:
__________________________________
Employees:
__________________________________
__________________________________
__________________________________
__________________________________
Dont forget to label all materials and ideas. Draw neatly and with a ruler.
Scale Model:

Top View

End View

Side View

Remember you must build your bridge from these plans. If you need to
modify your bridge while building, attach a completed set of revised plans
to the back of this sheet. All alterations need to be clearly labelled.

DESIGN EVALUATION
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Name:
_________________________________________
Company:
______________________________________
Did you meet the
Yes
No
design brief?
Was the original sketch
design the one you
Yes
No
used?
If you answered no in the last question, what modifications were
necessary?

Were materials used

economically?

Yes

No

Will it do its job

effectively?

Yes

No

Yes

No

Yes

No

Yes

No

Is it sustainable?
Does it have safety
features?
Is it aesthetically
pleasing?

Rate your design performance on the following chart.

Limited = L
Basic = B
Sound = S
High = H
Outstanding = O
1 Point
2 Points
Selection of materials
Economical
Sustainable
Functional
Aesthetically pleasing

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3 Points

4 Points

5 Points

L
L
L

B
B
B

S
S
S

H
H
H

O
O
O

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Safe for pedestrians

Total Points: __________

PRICE LIST

Timber
1 metre timber
1 metre timber
metre timber
Flexible
materials
Cardboard Strips

(paddle pop stick)

(coloured)
(matchstick)
(straws)

$12.50
$15.50
$3.25
$12.00

Per
Per
Per
Per

$2.00

Per cm2

Fixing Material
Glue
Rope
(string)
Paper Clips
Tape
(sticky tape)

$20.00
$2.00
$1.00
$20.00

Per days supply

Per centimetre
Each
Per days supply

Tool Hire
Timber cutters

$1.50

Per day hire

(scissors)

length
length
length
length

_____Brainstorm Board____
Possible designs for structure
Possible materials

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BALANCE SHEET
Date

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Material/Tool
Hire

Amount

Balance

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$ Bolwarra Bank $
$ Bolwarra Bank $
Date:
Date:
_______________________
_______________________
Pay:
Pay:
________________________
________________________
Amount to Pay (in words): Amount to Pay (in words):
___________________________ ___________________________
___________________________ ___________________________
$ ___________.______________ $ ___________.______________
Signed:
Signed:
Accountant:
Accountant:
________________
________________
Director:
Director:
___________________
___________________
$ Bolwarra Bank $
$ Bolwarra Bank $
Date:
Date:
_______________________
_______________________
Pay:
Pay:
________________________
________________________
Amount to Pay (in words): Amount to Pay (in words):
___________________________ ___________________________
___________________________ ___________________________
$ ___________.______________ $ ___________.______________
Signed:
Signed:
Accountant:
Accountant:
________________
________________
Director:
Director:
___________________
___________________
Order Form
Name
of
Purchasing
________________________________________________
Quantity

Stage 3
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Item Name

Unit Cost

Company:

Cost of all Units

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Unit References:
NSW Board of Studies.(2012). Science K-10 Syllabus Volume 1, Science
and Technology. Board of Studies NSW
Whitfield, M. (2014). Built Environments Using Minecraft. BFPS
Scott, D. (n.d.). Science and Technology, Design and Make Unit. Built
Environments Bridges. Hurtsville Primary

Stage 3
Claire Lidgard

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