Year 5, Term 3: FlowchartsFocus: FlowchartsScope and sequence: Flowcharts |
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Learning
intention: Students
choose relevant variables to plan and conduct fair tests and
communicate results using flowcharts.
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NSW Syllabus
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Australian Curriculum
(version 9.0)
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"A student plans and conducts
scientific investigations to answer testable questions, and
collects and summarises data to communicate conclusions."
(ST3-1WS-S)
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"Students learn to plan and
conduct repeatable investigations to answer questions including,
as appropriate, deciding the variables to be changed, measured
and controlled in fair tests; describing potential risks;
planning for the safe use of equipment and materials; and
identifying required permissions to conduct investigations on
Country/Place." (AC9S6I02)
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Introduction to flowcharts
An important idea in this unit is that a flowchart can be
used whether or not an experiment or procedure is carried out. For
example, the logical behind the following flowchart about lamps makes
sense even if you don't have a broken lamp to repair.
The following video (2:25) refers to flowcharts as 'flow diagrams' but the concept is the same.
Revision of fair tests (from SILO
2.4)
http://downunderteacher.blogspot.com/2012/01/freebie-science-variables-and-job-roles.html