Assignment

2: Design Curriculum Task (Unit Planning Task)

Names: Alanah Bresnehan & Prudence Freeth

Introduction:
The topic of task is the literary text Cloudy with a Chance of Meatballs by Judi Barrett and imaginative ideas around a machine that can change water
into another object. The unit is aimed at a Level 4 classroom at a 3.5 progression point (VCAA, 2014). Students and teacher will be focusing on the
scaffolding of the technology of materials and procedure throughout the unit, as students will be establishing ideas and understandings on how the
design process is conducted. The standards that will be addressed in the unit through the Design, Communication and Technology domain include the
three overriding dimensions; Investigating and designing, Producing, and Analyzing and evaluating. Students will be working on the generation of
ideas and labeled sketches, ordering and sequencing steps of the production, the ability to use trial and error, reflection of the artifact and production
process and investigation of appropriate equipment and materials (VCAA, 2014)

Technology education is taught using a process in which generative thinking state is activated in the design stage of process (Campbell et. al. 2004,
pp. 1) allowing for a focus on procedure and material through the teaching and understanding of the unit. The teacher will lead the students to
replicate the aspect of the book and movie when Flint inputs weather into the machine and the output is food, by creating their own weather
machines that link to their own interests. The teacher will inform students they will be making these machines with specifications set by the teacher in

order to conduct a design process that includes research, sketches and photos of the process. Through a Design, Make and Appraise (DMA) cycle
(Norton et. al. 2007, pp. 203) students will design and make an artefact that demonstrates:
1.

Decision making

2.

Problem solving

3.

Intended conclusion
(ibid.)

In correlation with this cycle the teacher will work on a quality instructional approach [that] will incorporate well-planned hands on activities
(Campbell & Jane, 2012, pp. 1) to allow for students to work with modeled examples and then autonomously for original ideas.

The pedagogical approach of the unit of work is to base student learning on an instructional and scaffolding approach modeled by the teacher.
Scaffold inquiry and problem-based environments present learners with opportunities to engage in complex tasks that would otherwise be beyond
their current abilities. Scaffolding makes the learning more tractable for students by changing complex and difficult tasks in ways that make these
tasks accessible, manageable, and within student's zone of proximal development (Vygotsky, 1978). This can be evident through the use of checklists
in the Design Challenge (Appendix F). Students will regularly work with their peers in groups throughout the unit and use other students to advance
an insightful understanding of the design process. Through the lesson sequence students will be exposed to modeled activities, such as learning how
to do labeled sketches (Lesson 2, Table 1.1). Peer learning can be a successful means for students to gain a deeper understanding of new conceptions
through informal and formal resources and teachings. The interaction between peers allows students to enter the 'zone of proximal development'
where a less able peer is able to enter a new area of potential development through problem solving with someone more able (Vygotsky, 1978). As
shown in Lesson 3 (Table 1.1) where students work independently on their own machines but communicate in pairs through discussion and

photography. Working with peers allows for students to similarly learn communication skills and social awareness. Students who work together in the
classroom can increase in engagement and increase active involvement in the learning progression. Peer group work can strengthen student
enthusiasm improve time and self-management and increase cognitive reasoning whilst working with another student and their ideas.


Materials and tools:
Materials include:

Unwanted fridge magnets

Juice cartons

Cardboard boxes of various sizes (e.g. Cereal Boxes and Shoe Boxes)

Hand paper rolls

Old CDs

Magazines & Newspapers

Fabric scraps

Bottle caps

Old plumbing pipe cut offs and hose

Paint (in designated area)

Coloured paper
(Planet Arc, 2014)


Materials used to construct and put together the machines by students:

Glue stick

Masking tape

Electrical tape (various colours)

Clear sticky tape

String

PVA

Materials that may be used guided heavily by teacher:

Hot glue gun

Heavy duty scissors

Safety:
Safety plays an imperative part to the unit of work and must be conducted accordingly. The positioning of students in the class is essential to the
safety of the students and must be considered when setting out the classroom tasks. Each lesson will create its own safety rules and regulations that
the students and teacher must follow.

Teacher should supervise the students at different stages such as small group or large whole group according to the task and tools that are being used.
Using our instructional approach to the teaching there will be a discussion of the safety precautions of using certain materials.
Students will individually use tools such as scissors, glue and tapes to create their project under the supervision of the classroom teacher. The teacher
will walk around the classroom making sure students are using the materials correctly. For example, students uses scissors must cut away from
themselves and be seated at a desk, not run with the scissors and when passing scissors to another person give them the handle end not the blade.
(University of California, 2007)

For tools such as hot glue guns and heavy duty scissors the teacher must have a specified time in the lesson in which they will work in small groups to
hot glue gun with students using the gun themselves after completing a safety glue gun checklist and achieving their license (Appendix D).

AusVELS:
Refer to Appendix A

Assessment:
The assessment strategies used through the lesson sequencing include both formative and summative forms of assessment. Students will be working
through their journals in the design process throughout each of the lessons. Allowing students to work on their own independent ideas that link to
their own interests causes 'motivational potential of technology practice can be used to stimulate student interest' (Norton, 2007, pp. 205). The
journal will help the teacher gage student understanding through the progression of the lessons and help with students that don't understand the
process which will be used as a formative assessment to provide concrete examples, develop the language and enrich (Moreland & Alistair, 2000, pp.

286) learning. Using oral presentations the teacher will gather summative assessment on 'whether the student can communicate his or her
understandings in a meaningful way' (Norton, 2007, pp. 212) using a assessment checklist (Appendix F). These will be marked against a rubric that is
given to them at the beginning of the unit for reference throughout by students (Appendix E).

Integrated domains:
Integrated domains into this unit of work include English and Information and Communications Technology. Through the use of learning experiences,
which include visual, auditory, small and large group aspects (Campbell et. al. 2012, pp. 4) students will have clear insight into the learning intentions
of the unit. The role of written and oral language serves to promote clarification of ideas and also communication of understanding. Students will have
the ability to represent their understandings through both these forms of language and photographs. This unit of work allows students to work with
procedural texts that are conducted on Microsoft Word with photographed references through photographs taken on class iPads and oral
presentation at the end of the unit.

Table 1.1:

Standards

Activities

(Refer to Appendix A)

Skills and Knowledge

Assessment

(Refer to Appendix B)

Lesson 1:

SCI01

Watch YouTube and read Cloudy with the Chance of

SK01

Data Collection (WHAT)

(35 minutes)

ENG01

Meatballs by Judi Barrett.

SK02

Informal Assessment-

ENG02

Questions:

SK03

Brainstorm

Knowledge

ENG03

o How are machines made?

SK04

Informal Assessment-

DCT08

o Who makes them?

Observation throughout the

o What processes do these people go through?

discussion

Present design brief, checklist and rubric with class

Informal Assessment-

discussion of features on a machine with a brainstorm on

Discussion

the board. Students paste brief, checklist and rubric into

o Weather Systems (focus on

design journals.

rain system)

o How people invent and plan

Teacher should take pictures of the two brainstorms for

inventions

students in next lesson.

Assessment Criteria (HOW)

Assessing prior knowledge of

students what inventions are and
the use of a design process
Informal comprehension of
what students read and viewed in
the book and movie clip

Lesson 2:

ENG02

The brainstorm from last lesson presented on the board.

SK04

Data Collection (WHAT)

(50 minutes)

DCT01

Students will create their own brainstorm in their books

SK05

Investigating

DCT02

and designing DCT07

about what they would want their machines to output.

SK06

Minds Maps of possibilities of

SK07

output items

dimension

DCT08

Teacher models the sketching process with relevant

SK08

Labelled sketches

DCT10

reference to the need for Students then work on machine

SK09

designs using quick sketches.

SK10

Assessment Criteria (HOW)

Title

Labelled sketches include

Drawing

Labelled parts particularly specifications from the

design brief

Teacher will highlight and show the recycled materials

students will use so they can add it to their designs.

Teacher allows students to sketch as many ideas as possible

reminding them to keep in mind the materials they are

allowed to use and also all specifications on the design

brief.

identification of specifications

Lesson 3:

DCT01

Students finalise on one of their sketched design. Using

SK07

(1 hour and

DCT02

class iPad set students will go into pairs and take photos as

SK08

they work on their individual machines. Students will be

SK09

Data Collection (WHAT)

Informal Assessment-
Student led photography

30 minutes)

DCT03

prompted that images will be used to create their own

SK10

Producing

DCT04

procedural text.

SK11

dimension

ENG06

SK12

Observation of students

ICT03

Materials and equipment will be set out for students to

SK13

completing task

ICT04

begin their production. Teacher will walk through each of

SK16

the tools and the safety of how to use them for safety

precautions.

Student with hot glue gun licenses can use the hot glue gun

independently but the teacher will guide students who

require the license.

Allow for students to colloquially analyse and critique other
students work and how they can better meet the design
brief.

with iPads

Informal Assessment-

Assessment Criteria (HOW)

Evidence through the use

of photography

Lesson 4:

ENG04

Students work with their images from the lesson before and

SK13

Data Collection (WHAT)

(1 hour)

ENG05

creating a procedural text sequencing how they have made

SK14

Producing

DCT05

the machine. Model the setting out a procedural text on

SK15

dimension

ICT01

board. Students may use ICT to create procedural text on

ICT02

Microsoft Word or hand written in workbooks.

ICT03

Assessment Criteria (HOW)

ICT04

Inclusion of problems and solutions, trial and error and

Formal Assessment-
Procedural Text

Creating a procedural text

production process.

in order of title, goal,

materials used and

Teacher will remind students to think about the oral

process

presentation key points for next lesson.

Stating problems and

solutions

Lesson 5:

DCT02

Teacher allows students for preparation time to allow

SK18

Data Collection (WHAT)

(1 hour and

DCT03

students to reread the criteria for oral presentation and set

SK17

30 minutes)

DCT04

up machine if necessary.

SK12

Rubric indicating

Analysing and

DCT05

SK11

assessment of oral

evaluating

DCT06

The teacher gets students to present machine to class

SK10

presentation, design

dimension

DCT08

addressing:

SK09

process of the

SK08

Formal Assessment-

ENG06

ENG07

Testing the sizing of machine and see if other

SK04

machine and if

specifications are present

SK03

specifications are met

How would it work in real life

Equipment and tools that were used

Problems that occurred

What they would do differently

If students need prompting of the questions than teacher

can help student through discussion.

Assessment Criteria (HOW)

How well students

meet the criteria of
the oral presentation

Evidence of design
process

Meets expectations of
specifications

References:
Campbell, C, Webster, A & Jane, B 2004, Towards a framework for exploring childrens analytical thinking and creativity in technology, in PL Jeffrey
(ed.), Proceedings of Australian Association for Research in Education (AARE) conference, 28 November2 December, Paper code: CAM04116, pp. 19,
retrieved 9 January 2013, http://www.aare.edu.au/04pap/alpha04.htm

Moreland, J & Jones, A 2000, Emerging assessment practices in an emergent curriculum: implications for technology, International Journal of
Technology and Design Education, vol. 10, no. 3, pp. 283305, retrieved 9 January 2013, Springerlink online database.

Norton, S, Ritchie, S. & Ginns, I 2007, Design projects that integrate science and technology, in V Dawson & G Venville (eds), The art of teaching
primary science, Allen & Unwin, Crows Nest, NSW, pp. 20215.

Planet Arc (2014) Kids Activities. Available at: http://recyclingweek.planetark.org/kids-teachers/kids.cfm (Accessed: 14 May 2015)

University of California (2007) Safe Scissor Use. Available at: http://safety.ucanr.edu/files/3130.pdf (Accessed: 14 May 2015)

Victorian Assessment and Reporting Authority. (2014). Standards and progression point examples- Design, Creativity and Tecnology. AusVELS.
[Online]. Available at: http://www.vcaa.vic.edu.au/Documents/auscurric/progressionpoints/DCTProgressionPoints.pdf [Accessed: 30 April 2015].

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.