Unit Overview – Design of Island and

Buildings and Bee bot

Year Level and Unit Title Year 2/3
Duration 5-6 Lessons Plus Assembly Presentation
Key Question Learning the process of Design and Planning

Rationale
Learners will be engaged and excited by the opportunity to design and name an Island community in which they will
plan community resources, build miniature buildings and then use the new digital technology we have recently
acquired (Bee Bots) to programme them to move within the created island community. Students will have two
opportunities to show their design and planning process by way of Planning Worksheets, and ultimately show their
newly acquired coding prowess in pairs at the end of the unit.

I will video aspects of the unit progress and then compile the video showing all learners progress within the unit. This
will be shown at the school assembly at the end of the term.

Host Key Learning Areas Curriculum Outcomes

• Design and Technology and Digital Technology
Minor Learning Areas
Year 3 Content descriptions
Maths
• Make models of three-dimensional objects
and describe key features (ACMMG063)
• Create and interpret simple grid maps to show
position and pathways (ACMMG065)
HASS - Developing
By the end of Year 3, students identify individuals,
events and aspects of the past that
have significance in the present. They identify and
describe aspects of their community that have changed
and remained the same over time. They describe the
diverse characteristics of different places at the
local scale and identify and describe similarities and
differences between the characteristics of these
places. They identify connections between people and
the characteristics of places. Students explain the role
of rules in their community and the importance of
making decisions democratically. They identify the
importance of different celebrations and
commemorations for different groups. They explain
how and why people participate in and contribute to
their communities.
Students pose questions and locate and collect
information from sources, including observations, to
answer these questions. They examine information to
identify a point of view and interpret data to identify and
describe simple distributions. They draw simple
conclusions and share their views on an issue. They
• Critique needs or opportunities
for designing and explore and test a variety of
materials, components, tools
and equipment and the techniques needed to
produce designed solutions (ACTDEP014)
• Generate, develop, and communicate design
ideas and decisions using appropriate
technical terms and graphical representation
techniques (ACTDEP015)
• Select and use materials, components,
tools, equipment and techniques and use safe
work practices to make designed
solutions (ACTDEP016
Achievement Standard Design and Technologies
Students create designed solutions for each of the
prescribed technologies contexts. They explain needs
or opportunities and evaluate ideas and designed
solutions against identified criteria for success,
including environmental sustainability considerations.
They develop and expand design ideas and
communicate these using models and drawings
including annotations and symbols. Students plan and
sequence major steps in design and production. They
identify appropriate technologies and techniques and
demonstrate safe work practices
when producing designed solutions.
Achievement Standard Digital Technologies
By the end of Year 4, students describe how social,
technical and sustainability factors influence the design
of solutions to meet present and future needs. They
describe features of technologies that influence design
decisions and how a range of digital systems can be
sequence information about events and the lives of
individuals in chronological order. They record and
represent data in different formats, including labelled
maps using basic cartographic conventions. They
reflect on their learning to suggest individual action in
response to an issue or challenge. Students
communicate their ideas, findings and conclusions in
oral, visual and written forms using simple discipline-
specific terms.
used.
Students outline and define needs, opportunities or
problems. They collect, manipulate and
interpret data from a range of sources to support
decisions. Students generate and record design ideas
for an audience using technical terms and graphical
and non-graphical representation techniques including
algorithms. They plan a sequence of steps (algorithms)
to create solutions, including visual programs. Students
plan and safely produce designed solutions for each of
the prescribed technologies contexts. They use
identified criteria for success, including sustainability
considerations, to judge the suitability of their ideas,
solutions and processes. Students use agreed
protocols when collaborating, and creating and
communicating ideas, information and solutions face-
to-face and online.

Outcomes
What is a community?
What resources does a community need?
Working with a design brief, working with a partner, evaluating their building or bee bot coding, building their building
using design brief resources, testing their coding and evaluating their project.

PRIOR LEARNING OUTCOMES FUTURE LEARNING

What is a design Brief? How do we
follow one?
Implementing and following a design
Evaluation of their design
brief
A community is and the resources a
community needs are…

PRODUCT & ASSESSMENT

Key assessment /culminating task The building of their island resource and the successful or unsuccessful
movement of their bee bot through the community. An evaluation of their
project.
Culminating Event The presentation of the design process to our school at assembly
Other Worksheets 1. Design of building and 2. Coding for bee bot

Knowledge Focus
Declarative Knowledge Procedural Knowledge
(What do I want my learners to know?) (What do I want my learners to be able to do?)
I want my learners to know how to work as a partnership Follow instructions and interpret a design brief
I want my learners to understand what a design brief is Access digital technology and use it confidently
and how to interpret a design brief. Also to be creative.

VOCABULARY CONCEPTS
Evaluate, plan, test, create, resources, grid, essential, Unplugged coding, plugged coding, planning community
improve

Specific Student Needs and Adjustments

Consider ways to profile learner needs, list specific considerations and requirements
 Specific student needs Adjustments and considerations

Key Resources for Unit

Weebly Website accessibility from Interactive whiteboard, computers and ipads to be booked for use, recycled
resources for the building of the community buildings, paints, colours textas paper and pencils for creativity and
design.

REFLECTIVE TOOL
Aspects of relevance to this unit
2. 3. 4.
1. 5.
Acquire & Integrate Extend & Refine Use knowledge
Attitudes & Perceptions Habits of Mind
Knowledge Knowledge Meaningfully
• Persisting
Classroom Climate Declarative Comparing Decision Making
• Clarity & precision
Acceptance by teacher/s & • Managing impulsivity
Construct meaning Classifying Problem Solving
peers • Data through senses
• Understanding/empathy
Comfort & Order Organise Abstracting Invention
• Creating, imagining, innovating
• Thinking flexibly
Classroom Tasks Store Inductive Reasoning Experimental Inquiry
• Wonderment & awe
• Meta cognition
Value & Interest Procedural Deductive Reasoning Investigation
• Responsible risk taking
• Striving for accuracy
Ability & Resources Construct Models Constructing Support System Analysis
• Past knowledge, new situations
• Finding humour
Clarity Shape Analysing Errors
• Interdependent thinking
• Question/pose problems
Internalise Analysing Perspectives
• Continuous learning

Learning Journey – sequence of lessons/strategies

Check for
Lesson Main
Main DoL learning/
sequence Learning Experiences Resources
focus Assessment
Focus

Introduction to the Unit and the outcomes of the

Design Brief
unit.
and what is a
community? Features of a community, Mind Mapping, Planning
of the island commnity
Designing the Design process and documentation of the design
buildings process. Planning, designing, creativity, analysing
what worked what didn’t, improvements to design
of building.
Ownership of the design process and the island,
presenting the planning process to a MKO (More
knowledgeable other)
Introducing Robotics and their use within our communities.
Robotics Unplugged coding (vocabulary) Directional
planning, sequencing and coding basics.
Unplugged coding and scratch jnr. The chance
Unplugged to try plugged coding using a computer program
Coding or app. Extend current knowledge and tinker with
other coding principles.
 Planning, sequencing, directional planning an
Coding Bee
coding the Bee bots. Presenting coding
Bots and
presentation challenge and completing a worksheet to
analyse the programming coding experience.

UNIT TIMETABLE
(Weekly overview – brief detail only – use to determine time-frame etc)
WEEK BEG. MON TUES WED THURS FRI

Design Brief and

15/1 – 19/1 what is a
community?
90 min class
Designing the
22/1 – 26/1 buildings
90 min class
Introducing
29/1 – 2/2 Robotics
90 min class
Unplugged Coding
5/2 – 9/2
90 min class
Coding Bee Bots Coding Bee Bots
12/2 – 16/2 and presentation and presentation
90 min class x 2

Teacher Evaluation and Reflection

How effective was this unit?
Students
Level of Engagement
low high
Challenge for students
 low high
Achievement/progress towards goals
low high
All learners catered for
no yes
Future teaching suggestions:
What information did this unit provide about the future teaching/learning needs of these students?

Teacher Professional Goals

Achievement/progress towards goals
low high
What have you done so far that has been effective?
What kind of help would be useful to you?
What might your next steps be?

Unit
Ease of use (plan)
difficult easy
Duration/Session times

too long/short appropriate length

too many appropriate amount

Activities

unrelated to outcomes addressed the outcomes

Resources

difficult to find easily found

difficult to use easy to use

difficult for students to use appropriate for students

Assessment

difficult to carry out easy to carry out

allowed for range of
unrelated to outcomes student responses

Suggested changes adaptations/modifications:

If you were to use this unit again, what changes would you make?

Sourced from https://cdu.edu.au/education/inschool