pialbastateschool.files.wordpress.com · web viewpialba state school: design & technology...

PIALBA STATE SCHOOL: DESIGN & TECHNOLOGY YEAR 4 SEMESTER 1 UNIT 3

Deep Learning Inquiry Cycle QuestionPinball ParadiseIn this unit, students will investigate how forces and the properties of materials, affect the behaviour of a product or system, make a pinball machine, and design a games environment in which it can be used.Students will apply processes and production skills, to: Investigate how forces and the properties of materials affect the behaviour of a product or system Recognise the role of people in design and technologies occupations and explore factors, including

sustainability that impact on the design of products, services and environments to meet community needs

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

Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment

Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques

Plan a sequence of production steps when making designed solutions individually and collaboratively

Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoringDeep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class, Innovation Space, Computer lab.Check in / Check out (thumbs up) strategies

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)Collaboration Creativity Critical Thinking Citizenship Character Communication

1 of 23DiT_YP-02Band_U1_AT_COW

Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

Task: Students make a pinball machine and design a games environment for its use. (Portfolio)

Term 1, Week 5 F Part A: Making a pinball machine

Term 1, Week 9 S Part B: Designing a games environment

Note: This unit is integrated with Science Unit 4 Fast Forces Term 1.

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: Digital & Design Tech Year Level Team: add teacher names Term: 1 Semester 1

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Lesson 1: Assessment

Check for UnderstandingInternal monitoring data

Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

VocabularyMachine, pinball, design, game, environment

WALT: How to make a pinball machine and design a games environment for its use.

WILF: Students to understand what the purpose of a pinball machine is, what it consists of and what is a gaming environment.

TIB: Design environments have specific characteristics to meet desired needs and need to support/compliment the items the cater for

Digital Design & TechnologyEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

• Understand the assessment.• Review the Guide to making judgments and

understand the standards A–E.• Conduct the assessment when learning occurs

and at appropriate intervals during the unit.

Formative (Feedback)Check students understanding through elbow partner and small group discussions of their understanding of technologies involving toys. Safe use of digital and design equipment. Provide feedback on students’ prior knowledge.

Part A:

• Making a pinball machine

Part B: Designing a games

environment

L2BAllow 'wait time' for the student to process information

Explicitly teach the vocabulary to ensure the students have the required prior knowledge.

Provide smaller number of vocabulary words and use picture clues with explanation.

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

Use technology to record students work








Digital Technology Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/design.htmlStudent resources

Assessment task - Pinball paradise: Portfolio

Assessment task - Pinball paradise: Portfolio - Evaluate your design

Assessment task - Pinball paradise: Portfolio - Pinball evaluation

Assessment task - Pinball paradise: Portfolio - Planning production

Assessment task - Pinball paradise: Portfolio - Design the games environment

Assessment task - Pinball paradise: Portfolio - Investigate forces and materials

Assessment task - Pinball paradise: Portfolio - Working safely

Teacher resources

Assessment task - Pinball paradise: Portfolio - Model response

Assessment task - Pinball paradise: Portfolio - Teaching notes


https://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/design.html



Assessment task - Pinball paradise: Portfolio - Teacher observation checklist: Working Safely


KLA: Digital & Design Tech Year Level Team: add teacher names Term: 1 Semester 1



Lesson 2: Connections between learning & assessment





Resources

VocabularyTechnology, tools, techniques, product, materials, safety, factors

WALT: How technologies can provide solutions as products and environments

WILF: Students to revises their prior knowledge of forces and properties of materials and environment can influence their use

TIB: Designers must know the properties of the materials they are working with and how an environment can influence a final products overall performance

Digital Design & TechnologyEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.• Understand how designed solutions are

developed and used in society to meet needs.

• Explore the unit’s context for study and its focus on:o how science understandings can be

applied to Technologieso how Technologies can provide solutions

as products and environmentso tools, techniques and materials that will

be explored throughout this unit. Refer to the supporting learning resource Tools and materials for an explanation about the tools and materials that are suggested for use

o how to work safely with tools and materials

o how designers consider different factors when designing an environment.

• Review Years P–2 Band Design and Technologies knowledge of how designers create solutions to meet needs.

• Review prior knowledge about forces and how they can be used to influence the behaviour of an object.

• Review prior knowledge about how the properties of materials influence their use.

Formative (Feedback)Check students understanding through elbow partner and small group discussions of their understanding of technologies involving toys. Safe use of digital and design equipment. Provide feedback on students’ prior knowledge.















Digital Technology Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/design.htmlStudent resources

Slideshow - Introduction to the unit: Pinball paradise

Slideshow - Meet the design team

Sheet - Student project checklist

Teacher resources

Supporting learning resource - Introduction to the unit: Design and Technologies Years 3-4 Unit 3

Supporting learning resource - Designing a sequence of learning

Supporting learning resource - Alternative projects

Supporting learning resource - Tools and materials

Supporting learning resource - Safety in Design and Technologies

Supporting learning resource - C2C: Design and Technologies glossary

Supporting learning resource - Technologies essentials










Lessons 3-8: Designing with forces and materials

Check for Understanding

Internal monitoring data Formative (Feedback)



Resources

VocabularyForces, movement, behaviour, affect/effect, components

WALT: How forces affect the movement and behaviour of objects

WILF: Students to understand what the various forces are and explain how these may affect their choices of materials and final product

TIB: Designers are required to select materials based on the materials properties and how they are influenced by forces, thus appropriate material selection is vital!

Digital Design & TechnologyEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

• Brainstorm the forces that students experience daily:o How do they affect the movement of

objects, for example speed, shape and direction?

o Make links to science lessons, e.g. using the supporting learning resource Conducting a push and pull audit: Teacher note.

• Describe how forces are used in different sports, games or toys such as:o sports — cricket, T-ball, tennis, tenpin

bowling, basketballo games — marble runs, dominoes (runs),

board gameso toys — spinning tops, pull toys, cars, dolls

with moving parts, puppets, wind-up toys.

• Experiment with using forces to affect movement.

• Investigate how materials and components affect the movement and behaviour of a ball, e.g.o increasing or reducing frictiono using strength of materials to stop or

push ballso using objects to cause movement of balls,

e.g. with flippers.• Investigate how to control where the ball

Assessment checkpoint: This would be an appropriate time to complete the assessment task Pinball paradise: Portfolio — Investigate forces and materials.















Digital Technology Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/design.html

Student resources Slideshow - Forces in designs Sheet - Forces everydayTeacher resources Supporting learning resource -

Conducting a push and pull audit: Teacher note

Sheet - 60 second slam rule book Supporting learning resource -

Forces, materials and behaviour

Student resources Sheet - Forces and the properties

of materials Slideshow - Materials in

engineering Slideshow - Shaping: How many

different ways can you shape materials?

Slideshow - Joining: How many different ways can you join materials?

Sheet - Exploring tools and techniques

Teacher resources Supporting learning resource -

Forces, materials and behaviourStudent resources







goes, e.g. with blocks, ramps and stoppers.• Identify components of pinball machines,

including flippers, launchers, ramps and bumpers.

• Identify materials that would be suitable for each component.

• Explore construction techniques:o fastening techniques — pins, screws,

adhesiveso suitability of materials for purpose.

Discuss safety when constructing things in class.• Brainstorm ideas for how to construct a

pinball machine:o Look at themes of pinball machines.

• Generate design ideas for a pinball machine:o List the features that will be includedo Sketch and label design ideaso Compare different ideas and discuss each

other’s designso List resources needed to make a pinball

machineo Refine a design idea.

• Explain design choices.

Sheet - Pinball mind map Sheet - Student project checklist

(Note: Refer to Part A) Slideshow - Making a rolling toy Sheet - Making a rolling toy





Lessons 9-13: Designing environment





Resources

VocabularyEnvironment, needs/wants/opportunity, safety, purpose, occupation, roles, factors,

WALT: How environments can be designed to meet needs and opportunities

WILF: Students to identify the difference between needs, wants and opportunities and select an appropriate environment for their design

TIB: A final product must work in harmony with its environment so as to be deemed a success

Digital Design & TechnologyEach lesson KWL and Vocab development• Brainstorm examples of designed

environments, e.g. gardens, classrooms, shops, entertainment venues, sportsgrounds and houses.

• Identify the purpose of designed environments:o How people use themo What needs are being met

• Conduct a case study of environments for different purposes at school.

Analyse features within the designed environments that help them function as they are intended.• Identify occupations and roles involved

in designing environments and the components of the environment, e.g.o park — architect to design the

buildings, landscaper to design the gardens.

• Compare the roles of those who design environments and those who follow the plan to make the design happen.

• Identify the factors that designers have to consider in the design of environments.

• Explain needs or opportunities for designed environments at school, e.g. seating areas, vegetable gardens, classroom, library, activities rooms/spaces.

• List factors that need to be considered

Formative (Feedback)Check students understanding through elbow partner and small group discussions of

Assessment checkpoint: This would be an appropriate time to complete the assessment task activity Explore entertainment environments.

Assessment checkpoint: This would be an appropriate time to complete the activity Investigate opportunities at school from the assessment task Pinball paradise: Portfolio and the assessment tasks Pinball paradise: Portfolio — Design the games environment and Pinball paradise: Portfolio — Evaluate your design.















Digital Technology Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/design.html

Student resources

Slideshow — Designed environments

Sheet — Designed environments at

school

Sheet — Analysing designed

environments

Slideshow — People who design

environments

Sheet — Redesign a room

Sheet — Analysing needs

Teacher resources

Supporting learning resource —

Designing an environment







in designing an environment, e.g. accessibility, function, design features.

• Brainstorm ideas for school-based entertainment environments.

• Communicate design ideas for designed environments:o Bird’s-eye view with a keyo Sketches of areas within the

environmento List of design featureso Annotations to explain design

decisions• Analyse criteria for success and use

these to evaluate designs.


Assessment Task:

Design and TechnologiesWhat’s for lunch?

Years 3–4 Band Unit 2

Assessment task — Portfolio

Name Class

Teacher Date

Task

Design challenge: Design and make a lunch item that includes modern and traditional technologies.

Instructions

Below are descriptions of tasks that comprise the assessment portfolio. You may cut them out and glue them into your project journal where you will record your responses. Alternatively, you may use the headings as a way of organising your responses in a digital portfolio.------------------------------------------------------------------------------------------------------------------

Investigate food productionMost people don’t have time or the space to produce or make all their food. Instead fresh produce is grown on farms, processed and sold in shops. People have designed technologies to make food production quicker and easier.

Choose a common food product (such as bread, milk, tinned tomatoes). Think about how people have designed technologies to make producing this food quicker and easier.

1. List some of these technologies.

2. Choose two technologies and describe:

the roles of different people who designed the technologies how the technologies meet community needs.

------------------------------------------------------------------------------------------------------------------

Choose food technologies

Think about the food technologies (techniques) you have used in class for keeping food fresh. Some have been around for a long time and some are new.

1. Sort the techniques into old and new (traditional and modern) technologies.

2. Why were the new technologies developed?

3. Choose one of the preserving technologies and explain how it keeps food fresh for longer.

9 of 23DeT_Y03-04Band_U2_AT_Portfolio

Needs and opportunities

Your design challenge is to ‘design and make a lunch item that includes modern and traditional technologies’.

Describe opportunities for making this lunch item for a person or event.

------------------------------------------------------------------------------------------------------------------

Criteria for successAs a class, write some criteria for success for your lunch item.

Note: You will use this later in the project to assess your ideas and the lunch item you will make.

------------------------------------------------------------------------------------------------------------------

Generate and evaluate design idea

1. Draw your idea for a lunch item that uses old and new ( traditional and modern) technologies.

2. Use annotations to show the technologies (such as ingredients and preparation techniques).

3. Identify if the technologies are old or new.

4. Use the class criteria for success to check whether your design meets the design challenge.

5. Make any changes to your idea which will improve it or help it match the design challenge. Make notes about what changes you made and why.

------------------------------------------------------------------------------------------------------------------

Make a plan

Create a plan to show how you will make your lunch item.

1. List the ingredients and equipment you will use to make the lunch item.

2. Describe the steps you will follow to make your lunch item.

3. As a class, identify safety risks and how they will be managed.

Make the lunch item

Use your design and plan to make your lunch item. Follow all safety rules.

------------------------------------------------------------------------------------------------------------------

Evaluate the lunch item

1. Evaluate your lunch item using the criteria for success developed in class.

2. What other technologies (ingredients and techniques) could you have used to make your design?

10 of 23DeT_Y03-04Band_U2_AT_Portfolio

Years 3–4 Band Design and Technologies: Year 4 Unit 2 — What’s for lunch? Portfolio Name:

Purpose of assessment: To design and make a lunch item that includes modern and traditional technologies.

Design and Technologies Knowledge and Understanding Design and Technologies Processes and Production Skills

Technologies and society;Technologies contexts

Investigating and defining;Generating and designing

Producing and implementingEvaluating;

Collaborating and managing

Describe contributions of people in design and technologies occupations to meet community needs; describe how features of technologies can be used to produce designed solutions.

Explain needs or opportunities for a lunch item; develop and expand design ideas and communicate these using drawings including annotations.

Identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions.

Plan and sequence major steps in design and production. Evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations.

Explains the reasons for developing new (modern) technologies. Justifies importance of technology to meet community needs.

Justifies choice of opportunities. Uses relevant evidence when explaining design decisions. Communicates designs with detailed, annotated diagrams and explanations.

Skilfully uses tools and materials.

Creates detailed, logical production sequence that links to resources and safety issues. Evaluates ideas and solutions to identify logical refinements.

A

Lists old and new technologies (traditional and modern). Describes importance of technologies to meet community needs.

Critiques design ideas. Explains suitability of materials, components, tools and equipment.

Uses tools and materials when producing a quality lunch item.

Lists relevant steps in a clear and logical sequence. Identifies other relevant criteria.

B

Explains how technologies are designed to meet community needs. Describes contributions of people in food and fibre occupations.

Explains needs or opportunities for the lunch item. Develops and expands design ideas and communicates them using drawings including annotations.

Identifies appropriate technologies and techniques. Demonstrates safe work practices when producing a lunch item.

Plans and sequences major steps in design and production. Uses criteria including environmental sustainability to evaluate ideas.

C

Describes how features of a technology keep food fresh.

Draws or describes a food product.

Identifies relevant materials and tools.

Evaluates ideas using criteria. Identifies some production steps.

D

Identifies a technology or occupation. Suggests a design idea. Uses safe work practices.

Engages in food preparation. Identifies elements of production. E

11 of 23DeT_Y05-06Band_U2_AT_DesignSecureEnviron

Feedback:

12 of 23DeT_Y05-06Band_U2_AT_DesignSecureEnviron

Australian Curriculum

Design and Technologies- Years 3 and 4

Years 3 and 4 Achievement StandardBy the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts.

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.

Content Descriptions

Design and Technologies Knowledge and Understanding Design and Technologies Processes and Production Skills Investigate how forces and the properties of materials affect the behaviour

of a product or system (ACTDEK011) Recognise the role of people in design and technologies occupations and

explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)

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)

Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017)

Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015)

Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)

Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following in Years P-2 Band:

Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001) Explore how technologies use forces to create movement in products (ACTDEK002) Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005) Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006) Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007) Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008) Sequence steps for making designed solutions and working collaboratively (ACTDEP009)

Curriculum working towardsThe teaching and learning in this unit work towards the following in Years 5-6 Band:

Examine 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)

Investigate how electrical energy can control movement, sound or light in a designed product or system (ACTDEK020) Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024) Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025) Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions (ACTDEP026) Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027) Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy Using spatial reasoning

Information and communication technology (ICT) capability Communicating with ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Ethical understanding Reasoning in decision making and actions

Intercultural understanding Interacting and empathising with others

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesSustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.

Assessing student learningAssessment name: Pinball paradise: PortfolioAssessment description: Students make a pinball machine and design a games environment for its use.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts.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.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs. Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observation, consultation and samples of student work. For example:

explaining how different environments meet needs identifying the roles of designers and factors they consider when designing an environment investigating the need for a pinball machine and the materials and tools that could be used to create it generating ideas for a pinball machine.

FeedbackFeedback may relate to the development of students' Design and Technologies understanding and application of skills. In this unit this may include providing feedback about a student's ability to:

investigate technologies used in the construction of a pinball machine explore roles of designers and factors for consideration in the design of environments generate ideas and communicate them through plans, sketches and annotations safely use equipment to make a pinball machine evaluate design ideas and products.

Year 4 Semester 1 Unit 3 Digital & Design Technology Report Card Comment Bank

A B C D E1T4A3 1T4B3 1T4C3 1T4D3 1T4E3

Unit 3 – Pinball paradise

{Name} explained the use of forces and materials in a pinball machine. {She,He} explained the roles and factors involved in designing entertainment environments. {Name} justified choice of design idea and communicated innovative designs with detailed, annotated diagrams and explanations. {She,He} skilfully used a range of tools and materials to make a quality pinball machine. {Name} created a detailed, logical production sequence that links to resources.


{Name} explained how entertainment environments meet needs. {She,He} developed a practical design in response to the identified need. {Name} selected relevant tools and materials. {She,He} produced a functional pinball machine. {Name} identified relevant changes to production plans.{She,He} explained improvements to designs and solutions.


{Name} described how forces and materials can be used to make the ball move in a pinball machine. {She,He} explained how environments are designed to meet needs. {Name} explained opportunities for a games environment. {She,He} developed and expanded design ideas and communicated them using drawings including annotations and symbols. {Name} identified appropriate tools, materials and techniques. {She,He} planed and sequenced major steps in design and production.


{Name} identified a factor that influences the design of an environment. {She, He} identified relevant opportunity and suggested solution. {Name} identified relevant materials and tools and identified steps in design. {She,He} reflected on ideas or a solution


{Name} identified a design feature in a pinball machine. {She,He} drew or described a design idea. {Name} used safe work practices with guidance. {She,He} identified elements of production.

Design & Technology Pre-ModerationYear 4 : Unit 3 Semester 1 Title: Pinball paradise

Curriculum Intent for the Unit (see unit /task description) In this unit students will investigate how forces and the properties of materials affect the behaviour of a product or system, make a pinball machine, and design a games environment in which it can be used.Learning opportunities support students to:

Investigate how forces and the properties of materials affect the behaviour of a product or systemRecognise the role of people in design and technologies occupations and explore factors, including sustainability that

impact on the design of products, services and environments to meet community needs 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 Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and

including care for the environment Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical

representation techniques Plan a sequence of production steps when making designed solutions individually and collaborativelySelect and use materials, components, tools, equipment and techniques and use safe work practices to make

designed solutions

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)By the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts.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.

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 1 & 2 Technologies units. Were there any literacy / numeracy identified areas?

Feedback Guide/Assessment OpportunitiesSee Feedback that may relate to misunderstandings and commo alternative conceptions (in planning – Pre Moderating)Feedback may relate to the development of students' Design and Technologies understanding and application of skills. In this unit this may include providing feedback about a student's ability to:

investigate technologies used in the preservation and preparation of food generate design ideas and communicate them in sketches and annotations safely use equipment to make a product evaluate ideas and product.

Scan and Assess

Prioritise

Develop and Plan

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)Year 3 – Year 4 Achievement StandardBy the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts.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.Design and Technologies Knowledge and Understanding

Describes how forces and materials can be used to make the ball move in a pinball machine. Explains how environments are designed to meet needs. Describes the role of designers.

Design and Technologies Processes and Production Skills Explains opportunities for a games environment. Develops and expands design ideas and communicates them using drawings including annotations and symbols. Identifies appropriate tools, materials and techniques. Demonstrates safe work practices to make a pinball machine. Plans and sequences major steps in design and production. Evaluates ideas and solutions against identified criteria for success.

‘B’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)Design and Technologies Knowledge and Understanding

Explains how entertainment environments meet needs.Design and Technologies Processes and Production Skills

Develops a practical design in response to the identified need. Selects relevant tools and materials. Produces a functional pinball machine. Identifies relevant changes to production plans. Explains improvements to designs and solutions.

‘A’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)Design and Technologies Knowledge and Understanding

Explains the use of forces and materials in a pinball machine. Explains the roles and factors involved in designing entertainment environments.

Design and Technologies Processes and Production Skills Justifies choice of design idea. Communicates innovative designs with detailed, annotated diagrams and

explanations. Skilfully uses a range of tools and materials to make a quality pinball machine. Creates a detailed, logical production sequence that links to resources. Justifies evaluation statements and improvements.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’

Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?

Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 1AssessmentKey ideaAssessment of learning

Evidence of learningCan the student:

Understand an overview of the unit? Understand what the assessment task is?

Lesson 2Connections between learning and assessmentKey ideas

Curriculum organisation Prior learning


Discuss the role of designers? Identify problems in society that may require

a design solution (past/present/future)?Lessons 3-8Designing with forces and materials Key ideas

Understand forces Investigate materials and tools Generate design ideas Plan and produce a pinball machine


Explain various types of forces? Explain the steps involved in design and

production of a pinball machine? Provide design ideas for a machine?

Lessons 9-13Designing environmentsKey ideas

Understand how designed environments meet needs

Understand who designs environments Design an entertainment environment


Discuss and explain design environments? Explain the characteristics of an

entertainment environment? Explain the role of a designer?

Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed Design & Technology Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next Technologies Unit or Digital Integration within other KLA’s

the ADDITIONAL TARGETED TEACHING PRIORITIES Identified from this terms assessment & moderation.

Scan and Assess

Act

Review

Prioritise

Review

pialbastateschool.files.wordpress.com · web viewpialba state school: design & technology...

Documents