Lesson 2: Exploring Materials – Mind Map

Package Creator – Lesson 2: Exploring Materials

For my 5-lesson sequence, I chose to integrate The Australian Technologies Curriculum and Australian Science Curriculum, as there are significant similarities. Parts of my lessons have been based around lessons in the Primary Connections “Package it Better” Australian Curriculum aligned book for Year 4 Chemical Sciences, as seen below.

Primary Connections Cover

5-Lesson Sequence Blurb:

In this 5-Lesson Sequence, students have been focussing on packaging and in particular how to package a fragile item to ensure that it would remain safe and unbroken when being transported in the post.

Part of the lessons include exploring the properties of a range of materials, exploring shapes and their uses within real life contexts. The students will use the knowledge built during these lessons to plan, produce and evaluate a package of their own creation.

Lesson 2 Background Information:

In the lesson prior to the one detailed in the Mind Map below, the students were introduced to the topic/theme for the next 5 weeks, where a sample package was deconstructed to hook them in and give them an example of what they will be creating. A class discussion was held, that allowed students to relate this task to real life and how posting fragile items is a part of life and we need to be able to do so to ensure safe arrival.

From this, as a class a “Design Brief” for the packages the students would be creating was formed, which included the following:

  • The package will be of a suitable size to hold the item
  • Be able to protect the gift from breaking.
  • Low cost
  • Environmentally friendly
  • Aesthetically pleasing (Look good)
  • Waterproof

As a class we then came up with a list of materials that we could possibly make the packages out of, that could be then narrowed down to match the design brief leaving the following:

  • Paper
  • Cardboard
  • Paper Straws
  • Plastic Straws
  • Fabric
  • Plastic
  • Polystyrene
  • Pop Sticks
  • Masking Tape

To conclude the lesson, students were given time to have a think about possible ideas they had for their packages, before sharing this with a partner. We then had a whole class discussion to allow students to share their ideas with the class and give students who were not sure about possible ideas some ideas to spark their creativity.

Please have a look at the Mind Map in the link below to see the following for this lesson:

  • Links to the Australian Curriculum
  • Prior knowledge of students
  • Learning that will occur during this lessonTask 3 Image
  • Further learning that will occur
  • Preparation and resources required for this lesson
  • The Learning Activities of the lesson (lesson structure)
  • Focus questions for this lesson
  • Assessment in this lesson
  • Possible diversity requirements

Click Here to See Lesson 2: Exploring Materials Mind Map

Proven to Work!

Having used this 5-Lesson Sequence with a group of Year 4’s during my ATP, it is proven to engage all students and produce some fantastic results within the Australian Technologies and Science Curriculums.

Please find some pictures of the final experiment of the student’s packages being dropped from a height of 2 metres below.

 

 

Technology 1

Technology 3

Technology 2

 

 

Technology Resource – Keynote

Name: Keynote App

Description: Keynote is an app for Apple iPads and Apple Mac that is the equivalent of Microsoft PowerPoint that you can find on PC’s. The app assists you in creating and producing presentations that can be used for a variety of tasks.

Video: Below you will find a YouTube video that takes you through a step-by-step tutorial on how to use Keynote on iPads (as schools are more likely to have iPads).

Curriculum Link: 

***Please note that the curriculum links below are those that would fit every task using this app and more links to the Australian Technologies Curriculum may be made depending on the topic of the presentation (for example – if doing a presentation on Mathematics, the collecting, managing and analysing data Sub-Strand may be relevant.***

Year Level/Bands: K-2, 3-4 & 5-6

Subject: Design and Technologies

Strand: Processes and Production Skills

Sub-Strand & Content Descriptor(s): Evaluating

  • Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008)

  • Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017)

  • Negotiate criteria for success that include consideration of sustainability to evaluate design ideas, processes and solutions (ACTDEP027)

Sub-Strand & Content Descriptor(s): Collaborating and Managing

  • Sequence steps for making designed solutions and working collaboratively (ACTDEP009)

  • Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)

  • Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)

Subject: Digital Technologies

Strand: Knowledge and Understanding

Sub-Strand & Content Descriptor(s): Digital Systems

  • Identify, use and explore digital systems (hardware and software components) for a purpose (ACTDIK001)

  • Explore and use a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)

  • Investigate the main components of common digital systems, their basic functions and interactions, and how such digital systems may connect together to form networks to transmit data (ACTDIK014)

Sub-Strand & Content Descriptor(s): Collaborating and Managing

  • Work with others to create and organise ideas and information using information systems, and share these with known people in safe online environments (ACTDIP006)

  • Work with others to plan the creation and communication of ideas and information safely, applying agreed ethical and social protocols (ACTDIP013)

  • Manage the creation and communication of ideas and information including online collaborative projects, applying agreed ethical, social and technical protocols (ACTDIP022)

Cross Curricular Priorities: Using the Keynote app can allow for links to each of the Cross Curricular Priorities. This will depend on what topic the students are given to create a presentation on.

General Capabilities: I believe that the Keynote app can link with all of the General Capabilities in the Australian Curriculum depending on the topic of the presentation. In saying this, any presentation using this app will link with the Information and Communication Technology (ICT) Capability.

Links to Other Learning Areas: Using the Keynote app to create a presentation can link with almost all other learning areas depending on the topic. A significant link will always be with the English learning area, as it requires students to create a range of texts (including Digital Media texts) across a range of year levels. Further information on this can be found in the Australian English Curriculum.

Intended Use of this Resource:

This app could be used in a range of learning experiences across all primary school age groups, though will be used to a different extent depending on the year level. For example, Kindergarten to Year 2 students may choose to add more photos, rather than text.

Teachers can pose their students with a topic (this is a good opportunity for a link with other learning areas) and ask them to make a presentation on that topic, that they can present to the rest of the class. The presentations could be informative or could even be persuasive. (An example may be for students to create a presentation on a hobby of their choice and persuade others to take up that hobby)

References:

Australian Curriculum, Assessment and Reporting Authority. (2015). Australian Technologies Curriculum Design and Technologies Scope and Sequence, from http://www.australiancurriculum.edu.au/technologies/rationale

Australian Curriculum, Assessment and Reporting Authority. (2015). Australian Technologies Curriculum Digital Technologies Scope and Sequence, from http://www.australiancurriculum.edu.au/technologies/rationale

iCopilot. (2013, 2, 4). Keynote iPad App Tutorial. Retrieved from https://www.youtube.com/watch?v=m9z1EcJXhN4

Stop Motion App

Name: Stop Motion App

This app can be found on the App Store on Apple Devices and on the Play Store on Android Devices.

Description: This app will allow students of all ages to create simple or complex “Stop Motion” videos. Stop Motion videos are created using a range of images that can be taken using device cameras. Using the app, videos created can be rendered and then shared online or between people in an easy manner.

Video: Below you will find a YouTube video that will provide you with a tutorial through the Stop Motion App to assist in using it to create stop motion videos.

Curriculum Link: 

Year Level/Bands: K-2, 3-4 & 5-6

Subject: Design and Technologies

Strand: Processes and Production Skills

Sub-Strand & Content Descriptor(s): Critiquing, exploring and investigating

  • 2.5 Explore and investigate needs or opportunities for designing and the resources required to realise designed solutions.

  • 4.5 Critique, explore, investigate needs or opportunities for designing and test and evaluate a variety of technologies, materials, systems, tools and techniques to produce designed solutions.

  • 6.6 Critique, explore and investigate needs or opportunities for designing and analyse and select appropriate materials, components, tools and processes to achieve intended designed solutions.

Sub-Strand & Content Descriptor(s): Generating, developing and evaluating ideas

  • 2.6 Visualise, generate, develop, evaluate and communicate design ideas through a range of media including digital technologies.

  • 4.6 Generate, develop, evaluate, communicate and document design ideas and design decisions using both manual and digital technologies.

  • 6.7 Generate, develop, evaluate, communicate and document design ideas and processes for a range of audiences, using some relevant technical terminology.

Subject: Digital Technologies

Strand: Processes and Production Skills

Sub-Strand & Content Descriptor(s): Using digital systems

  • 2.4 Identify, explore, and use digital systems (hardware and software components) for personal and classroom needs.

  • 4.4 Use a range of digital systems and peripherals for diverse purposes, and transmit different types of data.

Sub-Strand & Content Descriptor(s): Creating and interacting online

  • 2.6 Work with others to organise and create ideas and information in the form of text, images and audio using information systems and share these with known people in safe online environments.
  • 4.7 Manage the creation, sharing and exchange of information with known audiences and apply agreed social protocols to protect people when communicating online.
  • 6.8 Use a range of communication tools and agreed social protocols when collaborating on projects and creating, communicating and sharing ideas and information online.

Cross Curricular Priorities: Using this app can have links to each of the Cross Curricular Priorities, depending on the topic or theme set for the video by the teacher.

General Capabilities: I believe that this app could also link with each of the General Capabilities in the Australian Curriculum depending on the topic or theme of the video set. No matter what the topic or theme, this app will link with the Information and Communication Technology (ICT) Capability and Critical and Creative Thinking.

Links to Other Learning Areas: The topic or theme of the video set for students to create using this app will have a significant relevance to the links with other learning areas. The biggest link with other learning areas will be with English, as you are required to create a range of texts (including Digital Media texts) across a range of year levels. Further information on this can be found in the Australian English Curriculum.

Intended Use of this Resource:

This app could be used in a range of learning experiences across all primary school age groups.

If teachers pose their students with a topic or theme for the students to base their video on, the students can use their creativity and imagination to establish their ideas for a stop motion video. This can be done individually (if there are enough devices) or in groups, which will also require them to work as a team.

Prior to sending the students to work on their stop motion videos, it would be beneficial to explain the app to the students (the video above could be shown also) to ensure that the students will make best use of their time given to work on their video.

This app can be used in a range of ways, it just depends on how the teacher wishes to do so.

Picture of Stop Motion App

Stop Motion App being used

References:

Australian Curriculum, Assessment and Reporting Authority. (2013). Draft Australian Technologies Curriculum, from http://www.acara.edu.au/curriculum/learning_areas/technologies.html.

Gach, A. M. (2015, 2, 10). Stop-Motion App Tutorial. Retrieved from https://www.youtube.com/watch?v=X_M468S86HI