Preserviceteachernamesandids:NaomiMathew212198847

Unitplannerproforma
Introduction
ThisunitofworkhasbeendevelopedforstudentsatLevel4inAusVELSwiththeintentionto
developsmart,sustainableconsumersaspartofalargerinquiryunitfocusedonsustainability.
Studentswillcompletethistaskoverfour60minutelessonswiththeprimarytechnologyfocuses
beingonmaterialsandinformation.Specifically,thisprojectwillfocusonstandardssuchasusinga
designbrieftoformulatesolutions,selectingthemostappropriatesolutionaswellastheappropriate
toolsandmaterialstoconstructit.Lastly,studentswillanalyseandevaluatetheirproductthrough
peerassessment,trialanderrorandotherrefiningtechniquesandskillstomodifytheirproductuntil
theyaresatisfiedithasmetthedesignbrief.Studentswillconstantlyengagewithsafetyaspects
throughoutthelessonstoensuretheirconfidenceinusingcertaintoolsandequipmentappropriately.

Deakin University: Primary Technology: Design and Creativity

AusVELS Interdisciplinary Learning strand. Domain: DESIGN, CREATIVITY AND TECHNOLOGY. UNIT OF WORK OUTLINE

NAME:NaomiMathew

Assessmentadvice
UnitTitle:Sustainability
TechnologyFocus(materials,systemsorinformation): materialsandinformation

OtherDomain/s:CivicsandCitizenship,

Mathematics,EnglishandTheArts
YearLevel:4

AusVELSLevel:4

NOTE:Rememberthatyouneedtofinalisethedesignbriefbeforecompletingthisunitoutline.Lookatassessmentintermsofas,ofandforlearning.

Knowledge
(Optional)

Investigating
and

Standards
-Learn to use tools
safely, hygienically
and with some
accuracy(Design,
Creativity &
Technology)

SkillsandKnowledge
Materials: Hot glue gun, cotton
gloves, safety glasses, laptops

-Create an art form

that communicates
an idea or concepts
using different
processes (The
Arts)

Activities
-Teacher will facilitate a class
brainstorm about general safety rules
eg. Walking in class.
-Teacher will introduce Toondoo as a
software that will be used in the future
and will direct students to log onto the
website
-Small groups will be called up for a hot
glue gun safety demonstration while
other students familiarise themselves
with Toondoo
- Using Toondoo, students are to create
a cartoon about safety using a tool

-Individually or
grouped, develop
ideas based on a
design brief (D,C

-In groups, students brainstorm

recyclable materials
-Teach students how to draw 3D shapes
and annotate.

Materials: Paper, pencils, ruler,

eraser

Deakin University: Primary Technology: Design and Creativity

-During the hot glue gun

demonstration, students will learn
appropriate safety wear for handling
it, correct use of gun and correct
storage of gun. It will be taught in
small groups so that understanding
can be monitored.

-Students will be taught how to draw

2

Assessment
Data Collection (WHAT)
-Safety cartoons created with
Toondoo will be collected and
used as assessment of learning

Assessment Criteria (HOW)

-Students will be assessed on the
creativity of the posters design,
whether students have used some
of Toondoos features to create
the cartoon, whether the
information stated in the cartoon
is accurate and demonstrates an
understanding of how to safely
and appropriately manage the
tool or equipment
Data Collection (WHAT)
Books containing sketches will
be collected as assessment as
learning

AusVELS Interdisciplinary Learning strand. Domain: DESIGN, CREATIVITY AND TECHNOLOGY. UNIT OF WORK OUTLINE

designing
dimension

& T)
-Use labelled
sketches/models to
represent their
ideas/designs (D,C
& T)

-Refresh students knowledge on

measurement using cm.
-Food package sketches are drawn,
designed and annotated with type of
materials, measurements etc.
-Sketches will be swapped with a
partner and feedback will be given on
the most likely solution.

3D shapes which they will then be

able to apply to their own sketches.
-Students will be taught how to
annotate and what needs to be
included
-Students will need to have
knowledge of how to give feedback
to peers

Assessment Criteria (HOW)

-Clearness and accuracy of
sketches
-Whether the solution meets the
design brief
-Content that has been annotated

-Identify properties
of materials that
make them ideal
for product (D,C &
T)
-Participate in
projects to promote
the sustainable
management of
resources (Civics
and Citizenship)
- Sustainable
futures result from
actions designed to
preserve quality of
environments (CC:
Sustainability)

Standards

Activities

Deakin University: Primary Technology: Design and Creativity

Skills and Knowledge

Assessment

AusVELS Interdisciplinary Learning strand. Domain: DESIGN, CREATIVITY AND TECHNOLOGY. UNIT OF WORK OUTLINE

Producing
dimension

Analysing
and
evaluating

-Choose
appropriate tools,
equipment or
techniques to
construct product
(D,C & T)

-Guide students through list of steps

needed to complete product
-Students gather materials
-Teach students appropriate tools to
join certain materials
-Teach students how to join materials
using hot glue gun and stapler safely
-Handle tools
-Teacher assisting students while they
safely and
work through their steps to complete
hygienically (D,C
the final product and supervising
& T)
students whilst using hot glue gun
-Students decorate product according
-Combine elements to design brief, using Toondoo, paint
effectively to create etc.
functional product
-Students are encouraged to use
(D,C & T)
advertising vocabulary when writing
information down on food packaging
-Create an art form
that communicates
an idea or concepts
using different
processes (The
Arts)
-Incorporate new
vocabulary from a
range of sources
into students own
texts including
vocabulary
encountered in
research (English)
-Evaluate and
revise designs (D,C
& T)

-In pairs, students take it in turns to

give feedback about their peers
product whilst the other takes note of
the feedback

Deakin University: Primary Technology: Design and Creativity

Materials: paint, laptops, cardboard,

toilet paper rolls, paper, aluminium
foil, newspaper, cotton cloths, hot
glue gun, scissors, rulers, staplers
-Students will learn how to create
basic steps to complete their product
so that their process is organised and
fewer errors are made
-Students are taught which tools
should be used for their materials as
that will ensure a more effective final
product
-Students are taught how to assemble
materials together

Materials: Final product, paper,

pencil
-Students will learn how to evaluate
their product by creating a checklist
4

Data Collection (WHAT)

Final products will be collected as
assessment of/for learning

Assessment Criteria (HOW)

-Products will be checked against
design brief to inform the teacher
whether students understand the
techniques and concepts delivered
throughout the lessons.

Data Collection (WHAT)

Peer feedback and final product as
assessment of/as learning

AusVELS Interdisciplinary Learning strand. Domain: DESIGN, CREATIVITY AND TECHNOLOGY. UNIT OF WORK OUTLINE

dimension

-Consider how well

the product meets
its purpose (D,C &
T)

-Students then evaluate their products,

comparing them to the design brief
-Teach students to form a checklist and
state whether each criteria has been
fulfilled or needs improvement or is
not shown
-Then students make modifications to
their design if possible

Deakin University: Primary Technology: Design and Creativity

which allows them to identify if their

product meets the design brief. If not,
students identify why and attempt to
revise their design so that it does.
Assessment Criteria (HOW)
-Final product will be assessed
based on whether any modifications
were made to their product after
feedback or reflection occurred. It
will also be assessed on whether it
meets the criteria specified in the
design brief.

AusVELS Interdisciplinary Learning strand. Domain: DESIGN, CREATIVITY AND TECHNOLOGY. UNIT OF WORK OUTLINE

Whatotherlearningstrands,domainsanddimensionsdoesthisunitaddress?
ThisunitaddressesthelanguagestrandintheEnglishdomain,thecreatingandmakingdimensioninTheArtsandthecommunityengagementdimensionin
CivicsandCitizenshipaswellastheO1.9codeinSustainability(VictorianCurriculumandAssessmentAuthority2015).WhilstthisprojecthasaDesign,
CreativityandTechnologyfocus,itsupportsalargerunitofinquirybasedonSustainability.ThesefourlessonsaddresslearningoutcomesfromtheEnglish,
CivicsandCitizenshipandTheArtsdomaintosupporttheprimaryDesign,CreativityandTechnologylearningthatoccurs.Itisaholisticunitofworkthat
incorporateslearningfromallthreestrandsoftheAusVELScurriculum.

SummativeAssessment
Activities

Assessment

Presentationofthefinalproductincludingabriefexplanationofstepstaken
tocreateproductaswellasfeaturesofproductsdesign.

whetherthefoodpackagelooksattractiveandhascontentthattargets
sustainable/ethicalconsumers
functionalityandmaterialschosenofthefinalproduct
throughstudentspresentations,knowledgeofskillsandprocesseswillalso
beassessed
whetherstudentswereabletoorganisetimetocompletetaskover4lessons

Deakin University: Primary Technology: Design and Creativity

References
VictorianCurriculumandAssessmentAuthority2015,AusVELS,VictorianCurriculumandAssessment,
retrieved14/5/2015,< http://ausvels.vcaa.vic.edu.au/DesignCreativityand
Technology/Curriculum#level=4>

Appendix1:DesignBrief

DESIGNBRIEF

Name:

Year: 4

Context
Students are undertaking this project as part of a larger inquiry unit focused on
sustainability. This project will follow on from an excursion to a local shopping centre
where students have had the opportunity to explore the different products displayed in
the shops, taking specific note of the packaging and the information on it. Throughout
this project, students will have the opportunity to apply skills and knowledge from other
domains such as English, The Arts, Civics and Citizenship as well as engaging with
cross-curriculum priorities such as Sustainability. Using the design brief, students will
become familiar addressing a problem that has been posed, formulating ideas or
possible solutions and creating the most plausible solution with the specifications in
mind. Students will learn to use the appropriate tools, safely and hygienically and
become familiar with appropriate material and tool selection. Students will learn a variety
of assembling techniques and finally, production techniques that will enable a wellconstructed, functional and aesthetically appealing final product.
Challenge
Studentsarerequiredtodesignandcreateafoodpackageoftheirchoosingthatisentirelyrecyclable,
functional,easilystoredanddisplaysinformationappropriatetotheimaginedfooditwouldhold.The
packagingshouldbeaestheticallyappealingandshouldtargetasustainableconsumer.

Specifications
-Final product should be completed at the end of the four 60 minute lessons
-No size restrictions but students should take into account the functionality and storage capability of the
product
-Product should be made from recyclable materials
-Materials and tools students are provided with but are not limited to include cardboard, toilet paper rolls,
paper, aluminium foil, newspaper, cotton cloths, eco-friendly paint, hot glue gun, scissors, rulers, staplers,
internet to access website Toondoo
-Product should be functional
-Product should be aesthetically appealing.