LEVEL TEAM TERM DURATION 4, 5 and 6 Georgia Torney Rebecca DelVecchio Katrina Hall 4 10 weeks
UNDERSTANDINGS: FOCUS QUESTIONS: Year 4 We can use design materials to optimise the value of products and systems
Our designs can enhance our future with the use of sustainable design
Year 5 Recognition of the need for design to develop as the needs of our society change
The use of different materials and the role they play in sustainable design
Year 6 The important considerations when designing products and systems for a sustainable future
The importance of focusing on the use of renewable resources for a sustainable future
! How and why has transport changed? ! Why do we choose different materials to make things? ! How has design developed?
! Why are different materials chosen in design? ! Why does design need to change? ! What might future design look like?
! What are renewable energy sources? ! What needs to be considered when designing for the future? ! What do we need to consider when designing transport for the future? Focus Area: 3.1 - Set learning goals that provide achievable challenges for students of varying abilities and characteristics. Through these learning goals/ understandings and also the key concepts (next page) students are able to interpret this at their own level of ability yet are challenged to think outside the box. ueoigia Toiney EBFB26u Assessment Task S: Katiina Ball Inquiiy 0nit Plannei Rebecca Belvecchio
KEY CONCEPTS:
" Design and technology " Sustainability Design for the future Transport in the past, present and future d
Thinking Skills
Communication Skills
Personal Learning
Interpersonal Development Critical research skills when researching design for sustainability and transport in the past and present.
Present research findings in a range of ways including verbal and written. Use technology and multimedia to communicate ideas. Use of self- assessment strategies to develop an understanding of own learning. Reflecting on feedback and individual learning. Collaboration when working in small groups. Providing useful feedback to peers.
RESOURCES Computers/laptops iPads Sketchpads Computer design program Books- information texts
TUNING IN Lesson 1: The history of transport forms
Activity 1: Research transport Students will research modes of transport from the past up until today. Students are expected to complete their research using a range of reputable resources - ie: non fiction books, search engines. They will gather the information and arrange it in sequential order. ACHHS098, ACHHS099, ACHHS106
Activity 2: A timeline of design from the 1800's until today. Students will complete a timeline of the development of design from the 1800s until today using pictures and a brief description. This can be completed in small groups, individually, or as a whole class. Students are free to choose their presentation style. ACHHS098, ACHHS099, ACHHS106
The students will be prompted to consider: ! What has been designed already? ! When were these designs developed? ! How have the designs evolved? ! Why has design advanced?
Lesson 2: Exploring the changing nature of design
Activity 1: Why were these products made the way they were? Following on from the students introduction to the history of transport forms, students will closely and critically compare transport from the past and present. The students will be given examples of transport from the past and be asked to critically analyse the products in light of modern day technologies, materials and the changing needs of society.
The students will be prompted to consider: ! Why were these products made the way they were? ! Why have certain materials been used? ! Why did this design need to change?
Activity 2: Why did this design need to change? The students will then focus on What would you change to make this product better suited for the future?. The students will work in pairs, select one transport product from the past and redesign it to make it better suited for today. ACSHE083, ACSHE217 Focus Area: 3.2 - For each lesson and activity I have applied my knowledge of student learning, content and effective teaching strategies Focus Area: 3.4 - Selct and use resources, such as ICT ueoigia Toiney EBFB26u Assessment Task S: Katiina Ball Inquiiy 0nit Plannei Rebecca Belvecchio
Lesson 3: Introduction to sustainability and its role in design
Show students a short video on an explanation of sustainability http://www.youtube.com/watch?v=B5NiTN0chj0#t=36 What are the important things we need to think about sustainability?
Activity 1 Students will work as a class group to create a concept map for the room on the importance of sustainability for our future, including important vocabulary and ideas related to it to be on display throughout the term to remind and inspire students. ACSHE062
Activity 2 Focusing on the transport option the students have looked at in the previous lesson, they will analyse how the changes they have made are (or are not) better suited to a sustainable future. ! Do they help promote a low impact on the environment? ! What changes would you make to the transport options to make it more sustainable? Students will work in pairs or small groups to create criteria for what a sustainable transportation design should adhere to and give their chosen transportation a star rating after considering all aspects of it in relation to the important ideas of sustainability discussed as a group. ACSHE083, ACSSU219
Reflection Students will present their findings in a blog (individually, as groups, or as a class). The class will come together as a group to reflect on what has been learnt so far about the history of transport design and design for sustainability. The groups will present their findings to the class with use of their blog. ACHHS106
As a class group create a scale to place each transportation based on where it lies in terms of its supporting sustainability for the future.
FINDING OUT SORTING OUT How can we: Take students beyond what they already know? Challenge their ideas, beliefs and attitudes? Enable them to use skills and knowledge to collect new information? Provide a range of experiences to develop our understandings? How will students sort out, organise, represent and present what they have found out? How can they communicate and express what they know? How will they use preferred ways to demonstrate their knowledge, skills and values? Lesson 4: Individual research about the design process
Students are to begin their research into the design process. They are to consider materials and how these are sourced, the carbon footprint of materials, availability and accessibility. Students need to consider sustainability and the effect their material choices, design and construction will have on the environment, now and in the future. ACSHE217
Students will be given time to use the resources available including computers, programs, books, the internet, etc ACELY1702 ; ACELY1707, ACHHS102, ACHH103
Reflection The students can discuss their findings towards the end of the lesson, share their thoughts and ideas ACELA1501. This will allow all students to benefit from the research of others and further develop their understanding of the design process. Students will upload a brief reflection and progress update to the online blog. ACHHS106
Lesson 6 : Individual research and choice of transport.
Show the class a video of inspiring and innovative designs.Samsung Young Design Awards http://www.youtube.com/watch?v=CUOlg- 1nOrU
After completing their individual research about the design process students will choose a mode of transport and do further research in this area. ACELY1702
Then the students will be given a scenario and asked to design a possible solution for the proposed problem. The students will apply their new knowledge from their individual research sessions to design a product that meets the needs of the scenario.
Reflection The class will have a group discussion and present their findings about the design process and how they are applying this to their designs. Students will upload a brief reflection and progress update to the online blog. In preparation for beginning their individual designs the class will create an assessment rubric with which their product will be assessed. This rubric will be used by the teacher and peers to assess the design. Focus Area: 3.2 Focus Area: 3.4 ueoigia Toiney EBFB26u Assessment Task S: Katiina Ball Inquiiy 0nit Plannei Rebecca Belvecchio
Lesson 5: Introduction to design briefs
Following on from the design process lesson, students will be introduced to what is required when creating their own design brief. Displayed will be a range of design briefs to stimulate ideas. Students will start forming their own ideas about what is required for their individual design brief. ACELA1504
Students will write up a template for their design brief, individually forming their own questions and headings ACELA1797. Their research from the previous lesson will act as a basis.
Reflection As this is an introductory lesson the students can discuss their findings towards the end of the lesson, share their thoughts and ideas ACELA1501.
Lesson 7: Creating design briefs and beginning the design process
Using their new knowledge of design briefs introduced in lesson 5 the students will create a design brief around which their transport will be designed.
The students will create a write up of a design brief focusing on what is there a need for? The design brief will need to consider how the product will be designed for a sustainable future and what this will look like. ACSHE100
Students will apply their findings about sustainable materials and energy forms to make informed choices. The students will be required to justify the choices they have made in relevance to design for sustainability. ACSHE083
Reflection Students will discuss their briefs and justifications in small groups to receive peer feedback on their progress and ensure they are on track. The class will review the assessment rubric and discuss each criteria to ensure the students are clear on the expectations. ACELY1707
Students will upload a brief reflection and progress update to the online blog.
GOING FURTHER How can we extend and broaden the unit? What other perspectives or dimensions can we explore? What are the ways which students can negotiate their own personal inquiries? Lesson 8: Moving beyond the brief
Designing their own transport with labeled diagrams and making models.
Building on their design briefs students will work independently (or with their small group) to create a diagram or model, with features labeled and explained to be presented to the class. Students need to think about the practicality of their designs and how they can be represented in a form outlining the process of creating their transport design.
Students can create a presentation of their design through the use of models, PowerPoint, videos, posters, collage or another appropriate form. Their presentation/design should outline the materials, how it is to be created, what possible challenges they might face, and what the practical application will be. Where appropriate students are to explain and justify their choices or other options/possibilities. ACELY1700, ACELY1707
Reflection Students discuss as a class any difficulties they have found in taking the next step. From what they have researched of the design process, would they feel confident in creating a sustainable product design?
Students will upload a brief reflection and progress update to the online blog.
Lesson 9: Design emporium
Students will present their designs through a display of their models or diagrams and explain their choices. ACELY1700
Students will be given the opportunity to speak with peers to discuss their design choices. Who would be the users? Who would benefit the most? What impact would it have on the environment? What would the cost be to individuals? the wider society? the environment? Why is your design sustainable?
Students will provide feedback to the peers as to how they feel their design would work and any adjustments that could be made. ueoigia Toiney EBFB26u Assessment Task S: Katiina Ball Inquiiy 0nit Plannei Rebecca Belvecchio
Using the class made rubrics students will assess peers designs against key criteria.
Reflection As a class students will briefly discuss the main ideas that have come out of the design process for sustainable transport. Students will then conduct a self- assessment questionnaire with space for reflection to be collected by the teacher. Students will upload a brief reflection and progress update to the online blog.
ASSESSMENT SUMMARY (ONGOING: FOR, AS and OF learning) What are the cumulative and summative opportunities for assessment? How can teachers and students monitor progress? What strategies can we use to cater for variance in learning styles and progress? How can we allow for expected and unexpected outcomes? How can we provide opportunities for self, peer, teacher, parent assessment? INQUIRY STAGE DESCRIPTION PURPOSE Lesson 1 Teacher roaming and questioning. Observation of students research skills. Sequential ordering of timeline events. Evaluate students research skills Lesson 2 Teacher roaming and questioning. Assess if the students have used critical thinking when making comparisons between transport forms. Teacher questioning to evaluate students depth of understanding about the changing nature of design. Teacher will write anecdotal notes as moving around the room. To assess if students are developing an understanding of the changing nature of design and why changes need to be made. Lesson 3 Teacher roaming and questioning, focusing on the main ideas of sustainability. What are the key concepts? What are important components of design that make a product sustainable? Appropriate criteria for sustainable design To assess critical thinking skills in relation to sustainable design. To assess knowledge of sustainability Focus Area: 3.1 Focus Area: 3.3 ueoigia Toiney EBFB26u Assessment Task S: Katiina Ball Inquiiy 0nit Plannei Rebecca Belvecchio
Lesson 4 The teacher will monitor the students progress and research during the lesson. They will use the effective feedback approach, applying the feed forward method.
The teacher will monitor the students admissions to their blog.
Peers will also give feedback to each other. To improve the students research methods and provide feedback for now and future learning. This information will also inform the teachers future planning.
Lesson 5 The teacher will share the requirements criteria with the students and provide feedback to the students on the progress and appropriateness of their templates.
Peers will also give feedback to each other. To assess students application of prior knowledge to the required task. This information will also inform the teachers future planning. Lesson 6 The teacher will take notes as the students present their findings and justify the choices they have made in their designs. These will be compared with previous anecdotal notes to assess how students learning is progressing. To assess application of research and justification of design decisions. Lesson 7 The teacher will read each student's proposed design brief and give feedback. Is the design brief clear? Is there a problem which is being solved?
Peers will also give feedback to each other. Ensure students are clear on the purpose and use of a design brief. Peer feedback allows for the teacher to not be running the entire assessment process and engages the students in critically evaluating the work of others. Focus Area: 3.1 Focus Area: 3.3 ueoigia Toiney EBFB26u Assessment Task S: Katiina Ball Inquiiy 0nit Plannei Rebecca Belvecchio
Lesson 8 Creation of design/model presentation Teacher will roam and take anecdotal notes on the suitability of students design and their justifications of materials, process and application. To assess how students are able to apply the knowledge of the design process, incorporating sustainability ideas. Lesson 9 Peer assessment, presenting designs/models to class students will spend time on assessing one or two of their peers designs, ensuring feedback is constructive and appropriate.
Using rubric against chosen criteria. To help students develop critical evaluation and reflection skills and give them a sense of responsibility for their own future learning. For the teacher to assess the students development in understanding of sustainable design. After each week Each student will make a weekly entry to the class blog describing what they did in inquiry for the week.
Each student will also comment on another students entry to provide constructive feedback. Provide opportunities for documentation of learning, self and peer assessment.
INQUIRY EVALUATION Overall this was a successful inquiry unit. The topic of design and transport engaged students and provided a useful platform for sustainability education. The students showed growing independence in their work and demonstrated developing research and critical thinking skills.
The class online blog was very successful and the students enjoyed updating it. The blog helped students take ownership of their learning and was a useful tool for student reflection. Students collaborated and communicated well when working in groups and were able to use negotiation skills to design collaboratively.
Both peer and self-assessment proved to be useful assessment forms to complement the teacher assessment. Students responded well to feedback from their peers and used this to inform their future work. The self-assessment helped increase student voice and motivation in their learning and provided useful information to the teachers to inform future inquiry planning.
While some students showed confidence in designing their own products, other students were unsure of where to begin. Here some students worked in small groups to help formulate ideas and were directed to ways to prompt ideas such as forming concept maps or searching for inspiration. The grouping helped cater for diversity in the classroom and ensure the tasks were accessible by all students. The open nature of our tasks also helped cater for diversity and ensure all students were appropriately challenged. Timing also became an issue as the designing process could not be rushed and the students worked through this at different paces. In these cases it was useful for students to have further work to go on with in terms of presenting their designs and adding to the blog. This ensured everyone always had something to work on.
Katrina Hall Working as a group we planned our topic, wrote up key concepts, resources, thinking skills, communication skills, personal learning and interpersonal development. I was the year 5 teacher so was responsible for the understandings and focus questions for this level. I constructed the concept map with input from my group members as we brainstormed ideas. The lessons I was responsible for were: Tuning in lesson 2 and Sorting out lesson 6 and 7 as well as the reflections and assessment for these sections. Together we wrote the inquiry evaluation and reviewed each others lessons.
Georgia Torney As the group organiser my role was to take meeting minutes each time we came together to collaborate. Alongside this role, I was the year 4 teacher - this entailed writing the key understandings and focus questions for the year level. With collaboration from my team, I designed Lesson 1 in the Tuning In stage, as well as Lesson 4 and 5 in the Finding Out stage, including the corresponding reflection and assessment summaries. We worked as a team for seamless collaboration so our inquiry unit would flow. Much discussion was had during and outside our meetings. During our meetings we wrote our key concepts, resources, thinking skills, communication skills, personal learning, interpersonal development and the inquiry evaluation, as well as lesson ideas which we could later work on.
Rebecca DelVecchio I was responsible for the year 6 understandings and focus questions, lesson 3 of Tuning in, the two lessons for going further and the cohort description. We worked together in forming the ideas for our cohort and were all open and constructive in our discussions around each of our sections. While we did have responsibility for each of our own sections, there was a lot of dialogue and discussion as we worked collaboratively in refining our individual lessons.
We all reviewed each others lessons and provided feedback and suggestions as necessary to ensure our lessons sequenced well and could be adaptable over the three year levels. We worked together to link AusVELS to each lesson.
Overall we agree that we have had equal contribution to this curriculum unit of work.