Author: mkitely

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Creating your own product packaging

View full Word document with images: Advertising packaging design options

Theme: Creating your own product packaging for a new type of snack bar

Alignment with Curriculum:

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

Focus Questions:

  • What about the colours what do they mean? How do they make you feel?
  • How does the language of advertising change? Why does it change?
  • What are some materials that are used in packaging?
  • What types of materials are sustainable and recyclable?
  • What type of information or text do packages have on them if they want to appeal to kids?
  • What about parents or other adults?
  • Are there certain bits of information that the packaging must have? For example food packaging, cleaning products?

Materials Required:

Students design options

Range of material – depending on what the students designs require

Computer lab if needed

Printer

Pencils – lead and coloured

Fine liner pen – different thicknesses

Camera- if needed

Cross-Curricular Links:

English:

  • Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
  • Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)
  • Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)

Step by step Instructions:

Step 1:

Revise what the students covered in the past 2 lessons regarding advertising and packaging conventions and materials. Use the concept map the students created on the SMART board to help.

Step 2:

Draw the net for the shape of the packaging the student requires.

Make sure students use a ruler

Step 3:

Students add the logo, slogan, other advertising or packaging conventions, the type of language they will use, describe any images they are wanting to use and state their target audience.

Step 4:

Students add colour and explain the emotion and/or message they are portraying through the use of colour.

Step 5:

Repeat steps 2-4 so each student ends up with 3 different design ideas

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Fantastic Contraptions

Subject: Design and Technologies

Year Level: Year 3-4

Strand: Design and Technologies Knowledge and Understanding

Sub-strand: Engineering Principles and Systems

4.4 Investigate how forces and the properties of materials affect the behaviour and performance of a product or system and how systems can be enhanced through appropriate manipulation and design

Link to resource:
http://www.teachingappz.co.uk/listing/fantastic-contraption/

Cross Curricular priorities and general capabilities:
Literacy, Numeracy, ICT, Critical and Creative Thinking (CCT), Personal and Social Capabilities

Links to other learning areas:
Science
Year 4 – Natural and processed materials have a range of physical properties; These properties can influence their use (ACSSU074)

A classroom activity using this resource:
This app could be used as an introduction to looking at physical properties of materials and how behaviour of the materials properties effect how they can be utilised in product design. Students could work individually or in groups depending on the availability of apple resources, problem solving and thinking critically and creatively to get their designs to achieve the aim of the particular level. Once students have had a go at the app the teacher will lead a class discussion about the different physical properties of the “materials” they used in the app, for example, what are the properties of the square? When would you use a square in your design? Would a circle work just as well in that position if you ran out of squares?

The class would then divide into groups and look at different every day materials and record in a table the properties of their material, for example wood, cardboard, string, cloth, etc. Once students have recorded as many properties as they can they students number themselves and they then join up with members of the other groups with the same number and tell each other the properties they had for their material. The other students can add other properties if they can think of things not mentioned that they have discovered in their own experience. The lesson would conclude with the teacher leading a class discussion about what the different material could be used to create.

How to use the resource:
This resource is easy to use, just click on the hyperlink and it takes you to a page where you are able to download the app straight on to your ipad/iphone/ipod touch.

  • access to WIFI/ Internet is essential to download
  • unfortunately this is an app only available for apple products, I was unable to find an android equivalent
  • It also unfortunately is not a free app

 

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Maths game exploring different representations of the same data

Subject: Digital Technologies

Year level: Year 3-4

Strand: Digital Technologies Knowledge and Understanding

Sub-strand: Representation of data

4.1 Recognise a variety of different types of data and explore different representations for the same data

Link to resource:

http://www.kidsmathgamesonline.com/numbers/mathdata.html

Cross Curricular priorities and general capabilities:

Numeracy, ICT

Links to other learning areas:

Mathematics

Year 3 – Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without digital media (ACMSP069)

Interperate and compare data displays (ACMSP070)

Year 4 – Construct suitable data displays, with and without digital technologies, from given or collected data. Include tables, collumn graphs and picture graphs where one picture represents many data values (ACMSP096)

A classroom activity using this resource:

This resource could be used to engage the students when the teacher first introduces the concept that the same collection of data can be represented in many different ways. The teacher would have the game up on the SMART board and would work through the different stage of the game explaining what he/she is doing as they go. Depending on the students ability level the teacher may ask for student input or pick certain students to complete certain stages. The class would then create a brainstorm of the different types of representation that they observed in the game, the teacher would write them on the board. They would then discuss the different components need to construct each one, things they need to remember, for example what goes on which axis when creating a collumn graph. Students would then be divided into groups where they would be required to come up with a topic they would like to collect data about, for example classmates favourite meal. Students must also come up with 5 different options for their classmates to choose between. Each group would take it in turns to collect their data from the rest of the class, recording the data in a table using a tally. Students, in their groups, will then convert the data collected in to a table using number representation, a column graph and a picture graph. Year 4’s will need to also provide a ration for their picture graph, one picture represents 3 people. Students who complete the activity early can consolidate their learning by using the computers to individually play the online game that the teacher demonstrated at the beginning of the lesson.

How to use the resource:

This resource is easy to use, just click on the hyperlink and it takes you directly to the activity.

Depending on how the teacher wishes to utilise the activity they could either have it set up on a SMART board so the whole class can work through it together, students could use it individually on the school computers or students could work collaboratively on the SMART board, in small groups, when they finish early to consolidate their learning.

  • access to WIFI/ Internet is essential
  • SMART board, computers, laptops or tables are also required