Design and Technologies Teaching Ideas by Joanne Villis is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
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Design and Technologies knowledge and understanding
Design and Technologies processes and production skills
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Investigate how forces and the properties of materials affect the behaviour of a product or system (ACTDEK011)
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) Select and use materials, components, tools and equipment using safe work practices to make designed solutions (ACTDEP016) Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017) Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018) |
Glossary:
Designed solutions: In Design and Technologies, the products, services or environments that have been created for a specific purpose or intention as a result of design thinking, design processes and production processes
Force: strength or energy as an attribute of physical action or movement
Graphical representation techniques: Techniques used to communicate ideas and plans, for example sketching, drawing, modelling, making patterns, technical drawing, computer-aided drawing. The graphical representation techniques for each band are included in the band description
Materials: Natural (such as animals, food, fibre, timber) and fabricated materials (such as metals alloys plastics, textiles). Materials are used to create products or environments and their structure can be manipulated by applying knowledge of the origins, structure, characteristics, properties and uses.
Product: One of the outputs of technologies processes, the end result of processes and production. Products are the tangible end results of natural, human, mechanical, manufacturing, electronic or digital processes to meet a need or want.
Designed solutions: In Design and Technologies, the products, services or environments that have been created for a specific purpose or intention as a result of design thinking, design processes and production processes
Force: strength or energy as an attribute of physical action or movement
Graphical representation techniques: Techniques used to communicate ideas and plans, for example sketching, drawing, modelling, making patterns, technical drawing, computer-aided drawing. The graphical representation techniques for each band are included in the band description
Materials: Natural (such as animals, food, fibre, timber) and fabricated materials (such as metals alloys plastics, textiles). Materials are used to create products or environments and their structure can be manipulated by applying knowledge of the origins, structure, characteristics, properties and uses.
Product: One of the outputs of technologies processes, the end result of processes and production. Products are the tangible end results of natural, human, mechanical, manufacturing, electronic or digital processes to meet a need or want.
Year 3
Forces and Properties of Materials
To the right is a slide share which I created. I plan on teaching these lessons with my class this term (Term 3, 2014). As I teach the unit I will update the slide share with any changes. |
Additional Teaching idea 1: Bee Bots
Costing:
Bee Bots cost approximately $85 each but you can source multiple packs. For example, you can purchase a pack of 6 for approximately $465. This may sound expensive but you only need the Bee Bots, you can be creative and go with out any of the accessories and they can be used from Reception to Year 4. We bought 12 which allows an average of one Bee Bot per 2 or 3 students. This site does not profit nor promote the sales of any particular company, therefore you will need to source them your self.
Bee Bots cost approximately $85 each but you can source multiple packs. For example, you can purchase a pack of 6 for approximately $465. This may sound expensive but you only need the Bee Bots, you can be creative and go with out any of the accessories and they can be used from Reception to Year 4. We bought 12 which allows an average of one Bee Bot per 2 or 3 students. This site does not profit nor promote the sales of any particular company, therefore you will need to source them your self.
Lesson 1:
Give students a Bee Bot and ask them to :
Describe the properties used in the design of the Bee Bot. Why were the materials chosen?
Identify the energy source.
Discuss safe use of Bee Bot. (i.e Bee Bot can't fly, it doesn't like any water etc)
Lesson 2-3:
Investigate how the Bee Bot responds to different surfaces (ie carpet, cardboard, laminate, inclines, declines etc)
What is the length of one Bee Bot move?
Record and discuss your findings.
Give students a Bee Bot and ask them to :
Describe the properties used in the design of the Bee Bot. Why were the materials chosen?
Identify the energy source.
Discuss safe use of Bee Bot. (i.e Bee Bot can't fly, it doesn't like any water etc)
Lesson 2-3:
Investigate how the Bee Bot responds to different surfaces (ie carpet, cardboard, laminate, inclines, declines etc)
What is the length of one Bee Bot move?
Record and discuss your findings.
Lesson 4-8:
Give students a design task. For example:
Design task: Design a house for a Bee Bot
Design criteria: Your Bee Bot needs to be able to enter, move around and exit your house.
Student requirements:
Design application: Design a house and justify (explain) your reasoning. Why have you chosen to design in the way in which you have?
Design construction: Construct your Bee Bot house by following your design. Record any changes which you make along the way.
Design evaluation: Compare your original design to that of your completed design. Then test and assess (evaluate, critique) your final design.
Design modification (improvements): Pose (suggest) any possible improvements for your Bee Bot design.
Give students a design task. For example:
Design task: Design a house for a Bee Bot
Design criteria: Your Bee Bot needs to be able to enter, move around and exit your house.
Student requirements:
Design application: Design a house and justify (explain) your reasoning. Why have you chosen to design in the way in which you have?
Design construction: Construct your Bee Bot house by following your design. Record any changes which you make along the way.
Design evaluation: Compare your original design to that of your completed design. Then test and assess (evaluate, critique) your final design.
Design modification (improvements): Pose (suggest) any possible improvements for your Bee Bot design.
Designs by students in Year 3, 2014:
Designs varied. Some of the flaws included:
Designs varied. Some of the flaws included:
- Making the entrance too narrow so the Bee Bot could not enter
- Having a ramp for the Bee Bot to enter the house (Bee Bots can not climb up materials)
- Not enough room inside the house for the Bee Bot to move
- Designing an open, wide section for the Bee Bot to enter
- Limiting the number of objects within the Bee Bot house
- Designing the house so that it was flexible enough for the Bee Bot to move, bump into things and then exit
Additional Teaching idea 3: Gears
This teaching ideas does not involve design. However, through exploration of how movement can be initiated by combining
materials and using forces, students can investigate how forces and the properties of materials affect the
behaviour of a product or system.
Lesson 1: Explore gears part 1
- Push a pin exactly through the centres of two smooth edged circles made from thick car, plastic or jar tops. - Pin them to a thick piece of card or Styrofoam so that the edges just touch. - Rotate one of the circles and record your observations. - Turn the circles into gear cogs by cutting teach around the edges. What do you notice when you turn the gear cogs? (Source: How Things Work: Simple Machines (1997), E&R Publications). |
Lesson 2: Explore gears online or through apps part 2
Online Resource: Edheads Simple Machines
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Online Resource: Tinker Ball by Invention to Play
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Online Resource: Gear it Connect
Android App: Geared (free)
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iPad App: Geared ($3.79)
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Lesson 3: Explore gears part 3
- Create two pop stick crosses and park as shown. - Pin to card or styro foam. - Rotate each wheel in turn to complete the chart. - Mark the direction that each wheel turns. - Add other sized 'wheels' to your model and repeat. (Source: How Things Work: Simple Machines (1997), E&R Publications). |
gears_worksheet.docx | |
File Size: | 25 kb |
File Type: | docx |
Lesson 4 and subsequent lesson ideas: Hands on ideas with gears
In order to complete the tasks below student will need access to a set of gears. You can purchase one like the image to the right for around $30. 1. Simply let students experiment with gears. 2. Investigate gears of the same size. 3. Investigate gears of different sizes. 4. Investigate a set of gears. |
Lesson 5: Watch the video on Gear Basics
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sson 6 & 7: Linked with Visual Arts
This idea has been included as it links gears with visual arts. The visual arts content descriptor for this teaching ideas is:
Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)
Students can explore gears and art techniques through the use of Spirographs kits. A Spirograph kid consists of wheels and rings. It also consists of pins to secure paper and many come with standard pens and markers. They range in price but you can probably buy a good quality one for $30 or less. Below are some examples of Spirograph art words and links to apps.
This idea has been included as it links gears with visual arts. The visual arts content descriptor for this teaching ideas is:
Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)
Students can explore gears and art techniques through the use of Spirographs kits. A Spirograph kid consists of wheels and rings. It also consists of pins to secure paper and many come with standard pens and markers. They range in price but you can probably buy a good quality one for $30 or less. Below are some examples of Spirograph art words and links to apps.
Image:
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Online: Spiromath (free)
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iPad App: RotoDoodle (free)
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Android App: Super Spiral Graph (free)
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Additional Free online teaching resource: Simple Machines by EngQuest. This site has PDFs and Notebook documents.
Year 4
Forces and the properties of materials
I wrote this unit on 11/8/2014 but have not taught it yet. When I do I will make changes if needed and add student work samples. |
Additional Teaching idea 1: 3D Model
This idea is linked to the Australian Geography Curriculum and was provided by Giulia Marando.
Key Geography Inquiry Questions:
How does the environment support the lives of people and other living things?
How do different views about the environment influence approaches to sustainability?
Content Descriptors:
The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences their past and present views about the use of resources (ACHGK023)
This idea is linked to the Australian Geography Curriculum and was provided by Giulia Marando.
Key Geography Inquiry Questions:
How does the environment support the lives of people and other living things?
How do different views about the environment influence approaches to sustainability?
Content Descriptors:
The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences their past and present views about the use of resources (ACHGK023)
Student Activity: 3D Model
Following structured History lessons and guided online research, students are asked to consider the following scenario:
Pretend you are a time traveler in the year 2014 who has been sent back in time to see what the environment in Australia looked like before European settlement. While you are there, you explore the many states and territories, observing how the Aboriginal people lived in harmony with the land. Returning from your time travel, you notice many changes and differences to the environment. To show what you have discovered, create a diorama of the Australian environment before and after European settlement. Use the research you have conducted for your History project to help you design and create your 3D model.
3D Model requirements:
Following structured History lessons and guided online research, students are asked to consider the following scenario:
Pretend you are a time traveler in the year 2014 who has been sent back in time to see what the environment in Australia looked like before European settlement. While you are there, you explore the many states and territories, observing how the Aboriginal people lived in harmony with the land. Returning from your time travel, you notice many changes and differences to the environment. To show what you have discovered, create a diorama of the Australian environment before and after European settlement. Use the research you have conducted for your History project to help you design and create your 3D model.
3D Model requirements:
- Create a design brief (plan).
- Select a range of natural and recycled materials to use within your design.
- Justify why you have chose the materials you have chosen for each aspect of your design.
- Investigate at least five different joining techniques.
- Plan (write) a sequence of steps in order for you to construct your 3D model.
- Create your 3D model.
- Evaluate your 3D model by comparing it to that of your original design.
Additional Teaching idea 2: Bee Bots
These tasks have been deigned to support student's learning in previous year levels and extend their knowledge base.
Student activity 1:
Bee Bot revision: Ask students to create a course for a Bee Bot, record the moves and then test their moves (algorithms). |
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Student activity 2: This task is linked to the arts curriculum.
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