Introduction to Design and Technology Process and Engineering

http://splash.abc.net.au/home#!/media/1575277/

 

Year: 5-6

Curriculum areas:

  •  Technology and Society

           How people address competing considerations, including sustainability when designing products, services and environments for current and future use (ACTDEK019)

  • Design and Technology Processes and production skills

         Designing

Design, modify, follow and represent both diagrammatically, and in written text, alternative solutions using a range of techniques, appropriate technical terms and technology

 

It is always important for students to understand why they are learning something. To introduce them to the why we learn about design and technology we can talk about an Engineering career. The following video will also assist students in understanding how the design process works and prepare them for the inevitable mistakes that can occur.

This video can be at the start of a unit as an engaging hook for students. From here students can learn about sustainability and propose solutions to problems that face today’s society in relation to food production.

 

Creating Your Own Game – An Inside Look at Gamestar Mechanic – JOSH GARDINER

Subject: Design and Technology

Year Level: 6

Strand: Processes and Production Skills

Sub Strand: Creating Solutions By: Designing

Content Descriptor: Design, modify, follow and represent both diagrammatically, and in written text, alternative solutions using a range of techniques, appropriate technical terms and technology.

Link to the Resource:

http://gamestarmechanic.com/

Cross Curriculum Priorities and General Capabilities:

  • Numeracy
  • Information and Communication Technology (ICT)
  • Critical and Creative Thinking (CCT)
  • Personal and Social Capability (PSC)

Links to Other Learning Areas:

  • Mathematics
  • Science

A Classroom Activity Using this Resource:

The students can be in charge of designing and then constructing their own video game. Every child’s fantasy right?

Or I am the only one who wondered how some of the best video game titles came into existence?

You have simple games like the infamous Flappy Bird that was hated so much that it became a classic and even though it is no longer available. The creator still made enough money to stop supporting the game. The concept that you can be the creator of the next big idea in the gaming world is exciting. Now I know you cannot wait to get started on this. Enjoy this tool as a class and publish your games that you create for other students to play.

Happy Gaming!

How to Use this Resource:

  • The designer is really simple to use.
  • Just create an account.
  • Using secure usernames and passwords for each student (something that can be easily remembered).
  • Once you have logged in; you can either take lessons on how to begin/improve your design skills or you can get straight into designing your own game.
  • It is a good idea however, to start with a couple introduction lessons/courses just to get an understanding for the basics.
  • From there you can construct a plan for what style of game you are to create.

 

By Josh Gardiner

Pre-service Teacher

Edith Cowan University

Perth, Western Australia.

Tynker

TynkeTynkerLogo_Fotorr is a browser-based application used to teach your students how to program as they create games and animated projects. Tynker can be used on any computer (desktop, laptop, notebook, Chromebook) with an internet connection. It can be used on an iPad, however some features are not supported. As it is browser-based, it works best in Google Chrome and Safari browsers.

Students can easily learn to code using the visual programming language by solving fun puzzles and creating original projects and games. Students gain an excellent foundation in programming and computational thinking, preparing them to transition to any mainstream object-orientated programming language.

Tynker has multiple learning modules; allowing students to work at their own pace, with each lesson is designed to run between fifty and sixty minutes. As it is browser based, students are able to work from home if the activity is not completed within the specified lesson. Tynker has been created to keep students engaged from start to finish and Tynker also caters for a variety of learning styles.

Teachers are able to assess their students’ learning through creating a multiple-choice questionnaire at the end of a module.

Each student is able to create a unique project, which can then be shared with friends and family.

For more information on Tynker, visit: https://www.tynker.com/?t=reset

    Subject: TechnologiesTynker

    Strand: Digital Technologies – Knowledge and Understanding

    Sub-Strand: Representation of data

    Year level: Year one to year six

 

Cross-curriculum priorities and General Capabilities:

  • Literacy;
  • Numeracy;
  • Information and Communication Technology;
  • Critical and Creative Thinking; and
  • Personal and Social Capability.

Links to other learning areas:

  • English;
  • Mathematics;
  • Science; and
  • The Arts (Visual Arts). 

How to use Tynker:

Visit the Tynker YouTube channel for a variety of short videos, including how to get you and your class started: https://www.youtube.com/channel/UC2MAKe5X7pohhiMZ4nzdInA

Below are a couple of suggested YouTube clips for you to view:

What is in a Tynker lesson: https://www.youtube.com/watch?v=Bko9qtCeb2A

Preparing for your first Tynker lesson: https://www.youtube.com/watch?v=ZmTbED57tes

 

References:

ACARA. (2015). Australian Curriculum. Retrieved from http://v7-5.australiancurriculum.edu.au

SCSA. (2014). Digital Technologies. Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-     browser/technologies/digital-technologies2

Tynker. (2015). Tynker – Programming courses for kids. Retrieved from https://www.tynker.com

Tynker. (2016). Tynker. Retrieved from https://www.youtube.com/channel/UC2MAKe5X7pohhiMZ4nzdInA

 

Technologies and Society – Product Design and Sustainability

Subject: Design and Technologies

Year Level: 6

Strand: Design and Technologies Knowledge and Understanding

Sub strand: Technologies and Society

Content Descriptor: ‘Investigate how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services and environments for current and future use’ (ACTDEK019)

Scope and Sequence: 6.1 – ‘Investigate how people in design and technologies occupations address competing considerations including sustainability in the design of products, services, and environments and for current and future use.’

Link to resources:

  1.  ‘Energy’ By Kids Discover
    Link: http://www.kidsdiscover.com/apps-for-kids/energy-app-for-ipad/
  2. Doing your bit!’ by Rock Creative
    Link: https://itunes.apple.com/au/app/doing-your-bit/id899114005?mt=83)
  3.   ‘Powering our planet’ by Rock Creative
    Link: https://itunes.apple.com/au/app/powering-our-planet/id899101483?mt=8

Cross curriculum priorities: Aboriginal and Torres Strait Islander Histories and Cultures, Sustainability, and Asia and Australia’s Engagement with Asia.

General capabilities: Literacy, Information and Communication Technology, Critical and creative thinking, Personal and Social Capability, Aboriginal and Torres Strait Islander Histories and Cultures, and Asia and Australia’s involvement with Asia.

Links to other learning areas: English, Science, ICT.

Overview:

  • Resource 1 is a paid app available in the app store. It can be found by searching Energy Kids Discover.
  • Resource 2 and 3 are also paid apps available in the app store by Rock Creative. Resource 2, Doing your bit is an educational app that engages students about the environment, how we are impacting the planet, and how to be a more sustainable citizen. Resource 3 Powering our planet teaching students about energy (what it is, where it comes from) and what we can do to be more sustainable.
  • All three apps contain relevant information relating to content descriptor (ACTDEK019), and include engaging activities for students to discover.

How to use the resource:
After purchasing and downloading from the app store, these apps can be used in the classroom as either a whole class or group activity where students collaboratively work through the app following guidance by the teacher. For example, for resource 1, students in one group might work through the section on save your energy, while another group will work through energy for today and tomorrow. The groups will then swap and share information, therefore continuing on the collaborative classroom approach. Alternatively, students could work in groups and be given one aspect of the app to work through and understand, then create a short five minute presentation (e.g. powerpoint, or hand drawn poster) to present to the class.

Mindmap of 5 lesson plans to create a new auditorium

The link below provides one of a series of 5 lesson plans. Aligned with Australian Curriculum Design Technologies, it is planned for year 6 students to develop knowledge and understanding, and processes and production skills in this learning area. The end outcomes for this unit of work is for students to plan, design and create a new  auditorium which will improve the school’s sustainability. Many opportunities for cross-curricular learning exist throughout the unit.

Link to Mind map: https://www.mindmeister.com/448105143