Newington Public School

SCIENCE AND TECHNOLOGY

STAGE 3

Designing and Manufacturing Products

This unit provides opportunities for students develop an understanding the systems used to design and manufacture products. Students will
examine a system used to produce a product and will compare domestic and mass production of a product. They will utilise this knowledge to
design a product to solve a problem in their life. Students will develop digital design and ICT skills using the Computer Assisted Design (CAD)
software application SketchUp Make. Students will then vote on their favourite products and these will be printed using the 3D printer. These
skills will then be used for the HSIE Living Land unit where students will design a residential dwelling to be located in different Australian
environments.
PART A will be focused on content and will be taught by RFF teachers over the course of the term.
PART B will be a practical investigation to solve a real life problem and will be taught consecutively during library lessons by the librarian.
Students will be taught Working Technologically skills

UNIT OVERVIEW PART A

Content and Indicators

OUTCOME: ST3-16P- SUBSTRAND: Products

- Systems are used to produce or manufacture products.

ASSESSMENT

- Social and environmental factors can influence the design of products

OUTCOME: ST3-16P
Describes systems used to
produce or manufacture
products, and the social and
environmental influences on
product design
Students:
- investigate a system to produce
or manufacture a product, eg using
an assembly line to produce a food
product for sale in the school
canteen, or the use of robotics in
manufacturing a product CCT

Learning sequence 1 ENGAGE How are things made?

To capture students interest and find out what they think they know about how
everyday products are made and the variety of manufacturing techniques
used to mass produce them. To elicit students questions about manufacturing of
products.
Have a look in your pencil case. Place one item on your page. How do you think
they were created?
Complete the following questions. Name of item / Number of different parts / What
are they made from? / How are they manufactured? / How are they assembled
Look at a coloured pencil. What different parts are there? How do you think they are
constructed? Predict how pencils are made. Predict how the lead is made.
Students:
Brainstorm how pencils are produced.
View video to explain the process. 1
Discuss the process and compare with their predictions
Complete a products title page

Diagnostic
-what students
already know
- comparison of
prediction to
summary of pencil
production

- compare the production

process in a domestic
setting to mass
production, eg baking
bread in the home to
making it in a bakery
- research the
environmental impact of
an everyday product from
its production through to
its use and disposal, eg a
PET bottle, a car or
newspaper LEUSE
- redesign a product to
respond to a specific
social or environmental
consequence, eg
redesign the packaging of
a food product to reduce
garbage
OUTCOME: ST3 4WS
SKILL: Working
Scientifically
- investigates by posing
questions, including
testable questions,
making predictions and
gathering data to draw
evidence-based
conclusions and develop
explanations

Learning sequence 2 EXPLORE Different ways to do things

To provide students with an understanding that different processes can be used to
manufacture similar products
Review the video shown in the previous session. Ask students do you think all pencils are
made in the same way?
Read texts to explain their production and view another video about coloured pencil
manufacture. 2
Are the the same? What is different? Why do you think they use slightly different processes?
Brainstorm all of the different types of pencils eg. scented, lead, pacers, etc. How do you
think their manufacture is different to what you already know?
How was the first pencil made? Why has the processes used to make pencils changed over
time?

Formative
- automation is used
to manufacture
various materials
- different processes
can be used to
manufacture similar
products

Learning sequence 3 EXPLORE Mapping the process

Review the original video of pencil manufacture 1. Explain to students that today you will be
outlining the steps in the process. Model different ways to outline this process
- list of steps
- flow chart
- diagram
- cartoon
etc
Encourage students to work in small groups to create a visual representation of the
manufacturing process. At the end of the session have students present their findings and
allow evaluation from their peers. Hang up finished products around the classroom.

Formative
- student work
sample outlining the
manufacturing steps
to produce a
coloured pencil

Learning sequence 4 ENGAGE - Mass Production

To enable students to compare the production process in a domestic setting to mass
production
Show students two pictures of loaves of bread (a home baked loaf and one from
mass production)
Brainstorm how bread is produced in each setting
View the videos to explain both processes - domestic (home) and mass production
(bakery)
Discuss the processes and compare their predictions
Complete a Venn diagram to compare the processes. Students should consider the
following factors: equipment, resources, ingredients, time, space, packaging, labour
etc.

Diagnostic
-what students
already know
- comparison of
bread production in
both domestic
setting and mass
production (Venn
diagram)

Learning sequence 5 EXPLORE Mapping the process

Review the original videos of the two processes of bread production domestic and mass
production.
Explain to students that they will be outlining the steps in both the processes. They may use
- list of steps
- flow chart
- diagram
- cartoon
etc
Encourage students to work in small groups to create a visual representation of the
manufacturing processes (presenting them side-by-side for direct comparison). At the end of
the session have students present their findings and allow evaluation from their peers. Hang
up finished products around the classroom.

Formative
- student work
sample outlining the
manufacturing steps
to produce bread in
both domestic
setting and mass
production

UNIT OVERVIEW PART B

OUTCOME: ST3 5WT
SKILL: Working Technologically
- plans and implements a design
process, selecting a range of tools,
equipment, materials and techniques to
produce solutions that address the
design criteria and identified
constraints
Students explore and define a task by:
-exploring needs for, or opportunities to
undertake, the task
-identifying the users' needs and wants
using techniques, eg observations,
surveys, interviews and market
research
-developing a design brief individually
and in collaboration with others
-developing design criteria that
considers, where relevant, function,
aesthetics, social and environmental
considerations
-planning the process considering
constraints where relevant, eg time,
finance, resources and expertise
Students generate and develop ideas
by:
-selecting and using creative thinking
techniques, including mind-mapping,
brainstorming, sketching and modelling
-selecting and using research
techniques appropriate to the task

Week
1

Week
2

Week
3

Introduce the software and hardware Exploring and defining the task
Pass around some 3D printed models. Ask students what they know about 3D
printing. How is it different from regular printing? How does it work?
Introduce students to 3D printing using these videos 1 2 and infographic
Brainstorm other ways that 3D printing could be used in our society. Ask students
to think about how it could be used in their own lives.
Show students a few examples of 3D designs. Allow them to explore the website
Thingyverse and find an object that they would be interested in printing.
Explain to students that these were designed using Computer Assisted Design
(CAD) software such as SketchUp Make.
Watch the first introductory video and pause as students work through the
instructions. Encourage peer mentoring and allow tecxperts who already know
how to use the software to assist their peers. If it doesnt work try this link
Developing ideas and generating a design plan - Generate and develop ideas
Explain the Term 4 design task to students. Encourage them to consider the
examples presented and think about a problem that they are facing in their own
lives.
Revise the process of 3D printing (printing layers of models from the bottom and
working up) Sketch a few examples on the smartboard and discuss whether these
products could be printed.
Watch the second tutorial video and pause as students work through the
instructions. Encourage peer mentoring and allow tecxperts who already know
how to use the software to assist their peers. If it doesnt work try this link

WILF
- contribution
to class
discussion
about 3D
printing

Consolidating ideas and working on the design - Generate and develop ideas
Share some student work samples. Allow students to identify issues with the
designs and evaluate whether they will effectively solve the identified problem.
View any completed work samples and encourage students to vote on the most
creative design. Allow a tecxpert to demonstrate how to slice the design and
import it into the printers software. Adjust and discuss the settings before starting
to print the design. Encourage students to view the process as they continue work
on their designs.
Allow students to work on their digital designs.
If students finish their work they can begin the presentation for their design.

- identify issues
with design
samples

- follow
instructions in
tutorial video

- follow
instructions in
tutorial video
- brainstorm
problems and
designs to solve
them
- identify issues
with initial designs

- view the 3D
printer in action
and generally
summarise the
process
- develop their
own digital design

- selecting and using techniques for

documenting and communicating
design ideas to others, eg drawings,
plans, flow charts, storyboarding,
modelling and presentations, using
digital technologies
-identifying a range of appropriate
materials for the task
-selecting and using techniques to
investigate the suitability of materials applying established criteria to
evaluate and modify ideas

Students produce solutions by:

- testing the suitability of materials,
considering whether the test was fair or
not
-developing a plan and specifications
to guide production
-using their plans and production
sequence
-for a design project, selecting and
safely using a range of tools,
equipment and related techniques to
cut, edit, join, manipulate and shape
materials and/or information
Students evaluate by:
-identifying the strengths and
limitations of the process used
- self or peer assessing the final
product by using the established

- develop their
own digital design

Finalising the design and printing a product - Producing solutions

View any completed work samples and encourage students to vote on the most
creative design. Allow a tecxpert to demonstrate how to slice the design and
import it into the printers software. Adjust and discuss the settings before starting
to print the design. Encourage students to view the process as they continue work
on their designs.

- design a
presentation to
promote their
product

Students continue with finalising design.

If students have finished they can work on their presentation for their complete design
detailing and promoting:
o initial problem
o a picture of the completed design
o its purpose
o features of the design

Week
4

Week
5

Reflection Evaluating
Whole grade display of all items students invited to view as a gallery of items
accompanied by their respective posters.
Students evaluate their items using the rubric and reflect on their design in
their science journals.
Students can also record their favourite item across the grade from their tour
recording the items name, who made it, what its purpose was and the features
and properties they were impressed with and why.

- short
presentation of
progress at
class level
- peer and
selfassessment of
final product
- reflection of
your effort
throughout the
task

design criteria

Stage 3
Design and Make Task
Designing and Manufacturing a Product
3D printing can be used to solve a problem that you are facing! Using your
understanding the working technologically skills, you need to design a product that can
be made using a 3D printer and used to solve a problem you are faced with.
You might make a
doorstop to prevent slamming noises waking up younger siblings

key holder to assist your parents in keeping track of their belongings

stamp to label your work / ideas on paper
keyring to give to a friend or family member
jewellery to sell at the Year 6 Fun Day
TV remote control holder to stop it going missing
pencil tin to keep all of your stationary safe

The task will involve you designing a product using SketchUp Make. Unfortunately,
not all of the designs will be printed. Your class will vote on the most creative and
effective designs and a selection of them will be printed. Students whose products
are printed will keep the product to solve their problem!
Your product can incorporate different elements other than the 3D printed material
eg. a magnetic strip to stick the plastic to create a fridge magnet.
When complete you will plan and create a presentation outlining your product to be
part of a Stage 3 Exhibition of 3D Product Designs . It could be a digital poster eg.
glogster, infographic or labelled diagram or a flyer created on paper. It must feature
the initial problem, the completed design, its purpose and the features.

All the best at creating your innovative product!

ASPECT

PURPOSE

The product doesnt solve the

problem addressed

The product addresses the problem

identified by the student.

The product goes above and beyond

solving the problem addressed

CREATIVITY

The design is not very original

The design is creative.

A unique and creative design

EFFECTIVENESS

The design could not be printed

using a 3D printer

The design could be printed using a 3D

printer and be used effectively.

The design was printed using the 3D

printer and was very effective

The overall design could be

improved.

The overall design is aesthetically well

done and perfectly suited to the product
and its purpose.

An outstanding design that looks

amazing and achieves its purpose

OVERALL
DESIGN
EXTENSION

The product is:

(Optional)

Self/Group Evaluation

Teacher Comment

WEEK
1
1
2
2
2
3
3
3
4
4
5
5
5

TASK
Check
contribution to class discussion about 3D printing
follow instructions in tutorial video
brainstorm problems and designs to solve them
identify issues with initial designs
follow instructions in tutorial video
identify issues with design samples
view the 3D printer in action and generally summarise the
process
develop your own digital design
continue to develop your own digital design
design a presentation to promote / explain your product
present a short presentation of progress to class
peer and self- assessment of final product
reflection of your effort throughout the task