Pre-service teacher names and ids: Naomi Mathew-212198847Unit planner proforma

IntroductionThis unit of work has been developed for students at Level 4 in AusVELS with the intention to develop smart, sustainable consumers as part of a larger inquiry unit focused on sustainability. Students will complete this task over four 60 minute lessons with the primary technology focuses being on materials and information. Specifically, this project will focus on standards such as using a design brief to formulate solutions, selecting the most appropriate solution as well as the appropriate tools and materials to construct it. Lastly, students will analyse and evaluate their product through peer assessment, trial and error and other refining techniques and skills to modify their product until they are satisfied it has met the design brief. Students will constantly engage with safety aspects throughout the lessons to ensure their confidence in using certain tools and equipment appropriately. NAME: Naomi Mathew

Assessment advice Unit Title: Sustainability

Technology Focus (materials, systems or information):materials and information

Other Domain/s: Civics and Citizenship, Mathematics, English and The Arts

Year Level: 4

AusVELS Level: 4NOTE: Remember that you need to finalise the design brief before completing this unit outline. Look at assessment in terms of as, of and for learning.StandardsActivitiesSkills and KnowledgeAssessment

Knowledge

(Optional)

-Learn to use tools safely, hygienically and with some accuracy(Design, Creativity & Technology)-Create an art form that communicates an idea or concepts using different processes (The Arts)-Teacher will facilitate a class brainstorm about general safety rules eg. Walking in class.-Teacher will introduce Toondoo as a software that will be used in the future and will direct students to log onto the website-Small groups will be called up for a hot glue gun safety demonstration while other students familiarise themselves with Toondoo

- Using Toondoo, students are to create a cartoon about safety using a tool

Materials: Hot glue gun, cotton gloves, safety glasses, laptops-During the hot glue gun demonstration, students will learn appropriate safety wear for handling it, correct use of gun and correct storage of gun. It will be taught in small groups so that understanding can be monitored.

Data Collection (WHAT)

-Safety cartoons created with Toondoo will be collected and used as assessment of learningAssessment Criteria (HOW)-Students will be assessed on the creativity of the posters design, whether students have used some of Toondoos features to create the cartoon, whether the information stated in the cartoon is accurate and demonstrates an understanding of how to safely and appropriately manage the tool or equipment

Investigating and designing dimension

-Individually or grouped, develop ideas based on a design brief (D,C & T)-Use labelled sketches/models to represent their ideas/designs (D,C & T)

-Identify properties of materials that make them ideal for product (D,C & T)-Participate in projects to promote the sustainable management of resources (Civics and Citizenship)- Sustainable futures result from actions designed to preserve quality of environments (CC: Sustainability)

-In groups, students brainstorm recyclable materials-Teach students how to draw 3D shapes and annotate.

-Refresh students knowledge on measurement using cm.

-Food package sketches are drawn, designed and annotated with type of materials, measurements etc.

-Sketches will be swapped with a partner and feedback will be given on the most likely solution.Materials: Paper, pencils, ruler, eraser-Students will be taught how to draw 3D shapes which they will then be able to apply to their own sketches.

-Students will be taught how to annotate and what needs to be included-Students will need to have knowledge of how to give feedback to peersData Collection (WHAT)

Books containing sketches will be collected as assessment as learningAssessment Criteria (HOW)-Clearness and accuracy of sketches

-Whether the solution meets the design brief

-Content that has been annotated

StandardsActivitiesSkills and KnowledgeAssessment

Producing dimension

-Choose appropriate tools, equipment or techniques to construct product (D,C & T)-Handle tools safely and hygienically (D,C & T)-Combine elements effectively to create functional product (D,C & T)-Create an art form that communicates an idea or concepts using different processes (The Arts)-Incorporate new vocabulary from a range of sources into students own texts including vocabulary encountered in research (English)-Guide students through list of steps needed to complete product-Students gather materials

-Teach students appropriate tools to join certain materials

-Teach students how to join materials using hot glue gun and stapler safely-Teacher assisting students while they work through their steps to complete the final product and supervising students whilst using hot glue gun

-Students decorate product according to design brief, using Toondoo, paint etc.

-Students are encouraged to use advertising vocabulary when writing information down on food packaging Materials: paint, laptops, cardboard, toilet paper rolls, paper, aluminium foil, newspaper, cotton cloths, hot glue gun, scissors, rulers, staplers-Students will learn how to create basic steps to complete their product so that their process is organised and fewer errors are made-Students are taught which tools should be used for their materials as that will ensure a more effective final product

-Students are taught how to assemble materials together

Data Collection (WHAT)

Final products will be collected as assessment of/for learningAssessment Criteria (HOW)-Products will be checked against design brief to inform the teacher whether students understand the techniques and concepts delivered throughout the lessons.

Analysing and evaluating dimension

-Evaluate and revise designs (D,C & T)-Consider how well the product meets its purpose (D,C & T)

-In pairs, students take it in turns to give feedback about their peers product whilst the other takes note of the feedback-Students then evaluate their products, comparing them to the design brief

-Teach students to form a checklist and state whether each criteria has been fulfilled or needs improvement or is not shown

-Then students make modifications to their design if possible Materials: Final product, paper, pencil-Students will learn how to evaluate their product by creating a checklist which allows them to identify if their product meets the design brief. If not, students identify why and attempt to revise their design so that it does.Data Collection (WHAT)

Peer feedback and final product as assessment of/as learningAssessment Criteria (HOW)-Final product will be assessed based on whether any modifications were made to their product after feedback or reflection occurred. It will also be assessed on whether it meets the criteria specified in the design brief.

What other learning strands, domains and dimensions does this unit address?

This unit addresses the language strand in the English domain, the creating and making dimension in The Arts and the community engagement dimension in Civics and Citizenship as well as the O1.9 code in Sustainability (Victorian Curriculum and Assessment Authority 2015). Whilst this project has a Design, Creativity and Technology focus, it supports a larger unit of inquiry based on Sustainability. These four lessons address learning outcomes from the English, Civics and Citizenship and The Arts domain to support the primary Design, Creativity and Technology learning that occurs. It is a holistic unit of work that incorporates learning from all three strands of the AusVELS curriculum.Summative AssessmentActivitiesAssessment

-Presentation of the final product including a brief explanation of steps taken to create product as well as features of products design.

- whether the food package looks attractive and has content that targets sustainable/ethical consumers- functionality and materials chosen of the final product

-through students presentations, knowledge of skills and processes will also be assessed

-whether students were able to organise time to complete task over 4 lessons

References

Victorian Curriculum and Assessment Authority 2015, AusVELS, Victorian Curriculum and Assessment, retrieved 14/5/2015, < http://ausvels.vcaa.vic.edu.au/Design-Creativity-and-Technology/Curriculum#level=4>

Appendix 1: Design Brief

DESIGN BRIEF

Name:

Year:4

Context

Challenge

Students are required to design and create a food package of their choosing that is entirely recyclable, functional, easily stored and displays information appropriate to the imagined food it would hold. The packaging should be aesthetically appealing and should target a sustainable consumer. Specifications

-Final product should be completed at the end of the four 60 minute lessons-No size restrictions but students should take into account the functionality and storage capability of the product-Product should be made from recyclable materials

-Materials and tools students are provided with but are not limited to include cardboard, toilet paper rolls, paper, aluminium foil, newspaper, cotton cloths, eco-friendly paint, hot glue gun, scissors, rulers, staplers, internet to access website Toondoo-Product should be functional

-Product should be aesthetically appealing.Students are undertaking this project as part of a larger inquiry unit focused on sustainability. This project will follow on from an excursion to a local shopping centre where students have had the opportunity to explore the different products displayed in the shops, taking specific note of the packaging and the information on it. Throughout this project, students will have the opportunity to apply skills and knowledge from other domains such as English, The Arts, Civics and Citizenship as well as engaging with cross-curriculum priorities such as Sustainability. Using the design brief, students will become familiar addressing a problem that has been posed, formulating ideas or possible solutions and creating the most plausible solution with the specifications in mind. Students will learn to use the appropriate tools, safely and hygienically and become familiar with appropriate material and tool selection. Students will learn a variety of assembling techniques and finally, production techniques that will enable a well-constructed, functional and aesthetically appealing final product.

Deakin University: Primary Technology: Design and Creativity1