Design and Technologies Knoweldge and Understanding

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Lesson 1 – Bridge Construction

Screen Shot 2015-08-20 at 9.47.26 am

Task 3:

In society we often come across problems that we are required to find solutions to. In the past people were always discovering and experimenting with ideas and technologies to solve problems or make things easier. Society is still continually developing new ideas and technologies to come up with solutions, make things more efficient or to assist sustainability. This series of 5 sequential lessons, allows students the opportunity  to practise their problem solving skills and using their creativity to create designs and technologies. Students will focus on and investigate bridge construction. They are given the opportunity to investigate, plan, test, evaluate and re-construct bridges, while exploring purpose, material selection and design. Students will also look at people involved in the process and the impact on the community.

design process

Please follow the link to see my lesson 1 overview:

https://www.mindmeister.com/573589025

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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

 

 

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Spacial Genie – Geospatial analysis tool

Subject: Spacial Genie as a Geospatial analysis tool

Link to resource: http://www.spatialgenie.edu.au/spatialgenie/

Year level: F-10

Strand: Design and Technologies processes and production skills

Sub- strand: Planning, producing and evaluating designed solutions

Content descriptors:

Years F-2

  • 2.7 Use design ideas, materials, components, tools and equipment to play, plan, safely produce and evaluate designed solutions based on personal criteria for technologies contexts

Years 3-4

  • 4.7 Select materials, components, tools and equipment using safe and sustainable work practices to produce and evaluate designed solutions based on identified criteria for success for technologies contexts

Years 4-5

  • 6.8 Develop project plans, manage production processes and procedures when safely using a variety of technologies, materials, systems, tools, equipment and techniques when producing and evaluating designed solutions for technologies contexts

Years 5-6

  • 6.8 Develop project plans, manage production processes and procedures when safely using a variety of technologies, materials, systems, tools, equipment and techniques when producing and evaluating designed solutions for technologies contexts

Years 7-8

  • 8.9 Competently and safely use a broad range of materials, components,  tools and techniques when designing, and project managing production of sustainable designed solutions for technologies contexts and evaluating using identified criteria for success

Years 9-10

  • 10.6 Work flexibly to safely test, select, justify and use appropriate technologies to design, produce and evaluate designed solutions using identified criteria for success and suggesting improvements to design processes

General capabilities:

  • Geography
  • Literacy
  • Numeracy
  • Ethnic Understanding
  • Personal and social capability

Cross- Curriculum

  • Asia and Australia’s engagement in Asia
  • Sustainability
  • Aboriginal and Torres Strait Islander histories and cultures

Elaboration to using the technology:

SpatialGenie is a resource that can be used to geospatial analysis related tasks. Using the tool, the teacher and students are able to view, manipulate and research data related to geological information, history, statistics and other such related information. The website allows the teacher to select what information/ format of data that is to be looked at and/or depicted on the world map. The toolbar option contains links and toggles to select between views and screens which allows for layers and additional facts/ statistics about the World including national cities, landmass, population/ vegetation density, hazard data, and history of natural disasters. Using live data from surveys the resource remains up to date and relevant. The resource is a free tool and only requires one to register as a log in.

 

 

SPACTIALGENIESPATIAL 2SPATIAL GENIE

 

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Asia Education Technologies

Subject: Asia Education Technologies

Link to resource: http://www.asiaeducation.edu.au/curriculum/technologies

Year Level: F-10

Strand: Design and Technologies knowledge and understanding

Sub-strand: Food and fibre production  and Food technologies

Content descriptors:
F-2 :

  • 2.3 Investigate sustainable systems of care for plants and animals that are grown, raised and processed for food, clothing and shelter for an identified purpose

Years 3-4:

  • 4.3 Recognise the contribution food and fibre production and food technologies make to modern and traditional societies

Years 5-6:

  • 6.3 Recognise that sustainable resource management is essential in food and fibre production
  • 6.5 Investigate how food preparation techniques can be selected and used to design and produce nutritious food

Years 7- 8:

  • 8.4 Explain how food and fibre is produced in dynamic and interactive systems
  • 8.6 Incorporate principles of food processing, preparation and presentation in designing solutions for healthy eating

General capabilities:

  • Literacy
  • Numeracy
  • Information and communication technology capability
  • Personal and social capability
  • Ethnic understanding
  • Intercultural understanding

Cross curriculum proprieties:

  • Asia and Australia’s engagement with Asia
  • Sustainability

Links to other learning areas:

  • English
  • Science
  • Mathematics
  • Geography
  • Health and Physical Education
  • The Arts

Elaboration to using technology:

The use of the Asia Education Foundation (AEF) Website is to provide technologies resources aligned with the Australian Curriculum in relation to Asia and Australia’s involvement with Asia. This website is organised in a way that the individual is able to search and filter topics/ information through the search engine tool on the main homepage. Individuals can filter based on subject area, year level and country to find specific topic. Once search has been conducted, the page shows links to external websites and resources based on given subject. Links include videos (i.e. YouTube), recordings, statistic websites, voice recordings and other interactive websites such as Scootle, ABC Splash, The Australian Curriculum and a range of other related websites pertaining related information, resources and tools.

 

AEFAEF1

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Closing the Loop with Cool Australia

 

Subject: Design and Technologies

Years(s): 3-4

Link to resource: http://www.coolaustralia.org/activity/national-recycling-week-closing-loop/

Strand: Knowledge and Understanding

Sub Strand: 

  • Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)
  • Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017)

Cross Curricular Capabilities

  • Literacy
  • Critical and Creative Thinking

Links to other subjects

  • English
  • Science

A classroom activity with this resource

Cool Australia’s Closing the Loop activity is an excellent way to engage student learning by using online tools to understand the importance of recycling and the impact it has on our planet (“Activity: National Recycling Week: Closing the Loop”, n.d.). The resource also allows students to investigate, analyse and communicate their ideas using design and technology solutions, which further broadens their critical and creative thinking (“Activity: National Recycling Week: Closing the Loop”, n.d).

The activity is designed for students to work independently at a computer, and research about different professions, who are important in the role of design and technology, and the production of sustainable technologies. Students are then free to explore the research provided, and interpret their own ideas on an online worksheet, which can then be posted to the ‘dashboard’ – an online tool where only the teacher can see the students answers and is able to download and mark at another time.

This resource is an excellent way for students to work with a range of online applications, such as writing URL’s and clicking on links to research information, and therefore is a valuable resource to engage students into learning about the design and technology processes in sustainability.

How this activity works in a classroom

Before the lesson begins, the teacher much create an account at coolaustralia.org in order to access the lesson materials, and to create a ‘dashboard’. The teacher must also book out a computer lab, or alternatively, the students can use their own devices if they have access.

The lesson also involves a personalized link so when students submit their work, it locates back to their classroom dashboard. Therefore, in order to get a personalized link, make sure you are logged onto the Cool Australia, look up the resource, and click ‘classroom share’ which is located at the ‘student worksheet’ section. A link will pop up on screen, and you can copy the link and ask students to write it into their URL’s when they log on, or share onto a classroom blog.

Once your students have logged on and found the web page, they are free to work independently online.

COOL AUS. 1

 

References

Activity: National Recycling Week: Closing the Loop. (n.d.). Retrieved from: http://www.coolaustralia.org/activity/national-recycling-week-closing-loop/

 

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Cool Food Planet

Subject: Design and Technologies

Strand: Knowledge and Understanding

Sub-Strand: Food and Fibre Production

Years: 3-4.
This resource also suits Years 5-6.

Curriculum Description: Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012) (ACARA, 2014)

Links to Other Learning Areas: Science, Health and Physical Education, Mathematics and English.

Cross-Curricular Priorities: Sustainability

General Capabilities: Information and Communication Technology, Personal and Social Capability, Literacy, Numeracy, Critical and Creative Thinking.

Description
Cool Food Planet is an interactive resource, aimed at two age groups: 6-8 years and 9-12 years. Students complete an array of games and activities throughout their food mission as they learn about food production, processing, preparation, storage and healthy eating related to a wide range of foods. The information provided throughout the resource is an easy read, and directly links to, health, safety and nutrition. Cool Food Planet, allows students to customise their own character as they work through their mission. There is even a section of information for parents and teachers.

Getting Started
Cool Food Planet is very user friendly. To get started you only need to access the site via a URL, contained HERE. There is a downloadable mission card, which makes the mission for students more authentic. Students, parents and teacher, then follow the on screen prompts, these are often delivered by aliens and slugs.

Classroom Application
Students can complete a module at a time, e.g. Farm Land, Fit Island, Cook City, Taste Mountain or Healthy Town. Through these modules students are engaged with a different step in the food production process. Students can design a food pyramid, explain the steps of food production (e.g. growing) through visual and written steps, recommend food alternatives to eat healthier, conduct their own kitchen audit regarding hygiene and correct food storage. The list of options is endless really!

References
Australian Curriculum and Assessment Reporting Authority [ACARA] (2014). Retrieved from http://www.australiancurriculum.edu.au/technologies/design-and-technologies/curriculum/f-10?layout=1

‘Go for your life’ Resource
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‘Go for your life’ Resource

Subject: Design and Technologies

Year level: 5-6

Strand: Design and Technologies Knowledge and Understanding

Sub strand: Food Technologies

6.5 Investigate how food preparation techniques can be selected and used to design and produce nutritious food.

Link to resource

‘Go for your life’ is a teaching resource package containing interesting ways to engage students through the above topic. http://www.education.vic.gov.au/Documents/school/principals/management/gfylactiv5.pdf

This is a video resource from  ‘Go for your life’ to engage students in the topic they will be taking part in https://www.youtube.com/watch?v=9cQQ5ZJIzQI

Cross-Curriculum priorities

  • Sustainability

General capabilities

  • Literacy (LIT)
  • Information and communication technology (ICT)
  • Critical and creative thinking (CCT)
  • Intercultural understanding (ICU)

Links to other learning areas

  • English

Overview
This teaching resource consists of four activities that can be carried out with students allowing them to think about what is on the school canteen menu. They will consider if the food is good or bad when it comes to their nutritional value and think of healthier alternatives to promote to their peers.

The activities are:

Activity 1: Investigate healthy food choices currently available at the school canteen

Activity 2: Factors that influence students’ food choices at the school canteen

Activity 3: Design brief and production: ‘Meal Deal’

Activity 4: Promoting the ‘Meal Deal’

How to use the resource
This teaching resource can be used as a guide and does not have to be followed exactly. It is the basis of what students will be completing throughout the 2-3 week period. The resource contains worksheets and example canteen menus, these however do not have to be used. Students can use their own school menus to create a more relevant task where students can see exactly what they are eating and how this can make a difference to their lives and the lives of others. The ‘Meal Deal’ idea is great and the information in relation to this is helpful in getting students to create and use ICT to promote what they have created to others.