EST400 Unit Planning Task

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EST400: Assignment No. 2. Design Curriculum Task (Unit planning task)

Unit of Work: Victorias flood crisis
Year Level:
Six
Lessons:
5 x 50 minute lessons

2 x lessons investigating and designing

2 x lessons producing
1 x lesson analysing and evaluating

Grouping:
Students will work individually in the first lesson, and then work in groups of two or
three over the remaining lessons.
Design Brief:
See attached Appendix A.
The task:
In this design, creativity and technology unit, students will create an aqueduct that
carries water from one point to another. This unit has been developed to integrate and
support knowledge from their geography inquiry topic on natural processes. During the
investigation phase, students will research different types of aqueducts and other
methods of transferring water. The content of this unit also links to other curriculum
domains, these are outlined below. This makes the unit engaging to the students but
also creates an interdisciplinary approach to technology (Meldrum & Peters 2012, p.
112 and Mawson 2005, p.5).
Integrating other curriculum domains:
Mathematics: Students will use measurement, scale and shapes.
English: Students will be required to write an analysis and evaluation of their final
product.
Geography: Students will use the knowledge they have acquired through their inquiry
unit on natural process and how people respond to them, to provide a solution to the
problem.
Interdisciplinary Learning: This unit of work encourages students demonstrate
design and creativity, critical thinking skills and communicate with their peers.
AusVELS:
The Humanities Geography (working towards Level 6)

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As students work towards the achievement of Level 6 standards in Geography, they

investigate some of the significant natural processes that operate across Australia (for
example, rainfall, drought, floor, earthquake, cyclones and bushfire), and how people
react to them, including their preparation for, and management of, natural disasters
(AusVELS, 2015).
Geographical understanding:
At Level 6, students identify and describe Australias significant natural
processes. They describe the reaction of people to these processes including the
management of natural disasters (AusVELS, 2015).
Design, creativity and technology (working towards Level 6)
Investigating and designing:
Individually and in teams, they use a range of methods to research and collect
data in response to design briefs. They generate and communicate alternative
design ideas in response to a design brief and use words, labelled sketches and
models, to demonstrate that they are aware of environmental and social
constraints (AusVELS, 2015).
They describe how their intended product will function or be used, and what it
will look like in the context of the requirements of the design brief. They identify
evaluation criteria from design briefs and use them to justify design choices
(AusVELS, 2015).
Producing:
At Level 6, students use their production plan and select and work safely with a
variety of materials/ingredients and systems components to produce functional
products and/or systems. They use a range of measuring, marking,
joining/combining techniques to alter materials and finishing/presentation
methods, and operate tools and equipment competently, showing consideration
of safety and hygiene, and record their progress (AusVELS, 2015).
Analysing and evaluating:
At Level 6, students reflect on their designs as they develop them and use
evaluation criteria, identified from design briefs, to justify their design choices.
They modify their designs/products/systems after considered evaluation of
feedback from peers and teachers, and their own reflection. They describe the
impact products and technological systems have on people and the environment
(AusVELS, 2015).
Investigating and designing Two lessons
Students will research various ways in which to transfer water, predominantly focusing
on aqueducts. Walker suggests that through problem solving activities, technology
educators hope to provide some basic problem solving skills that will transfer to other
aspects of the students lives (Walker, D. 2000, p 10). With the information they collect
from problem-solving and investigating, students will create sketches that demonstrate
their design. Their sketches will apply the use of measurements which has been

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developed over mathematics lessons. They may require assistance on drawing to scale,
some time would be used in one of these lessons to go over this skill with students.
During the first lesson, the class will be presented with their design brief. We will go
over this as a class to discuss any concerns and to ensure students are aware of the
problem they are solving. They will refer back to the design brief to confirm they are
meeting the criteria outlined in the brief. Students have a scrapbook that they use for
their inquiry units and in this scrapbook, students will record all their work throughout
the whole design, creativity and technology (DCT) process. This will include detailed
sketches outlining the materials the students have used.
Students will work independently during the first lesson to conduct research and come
up with their own designs. In the second lesson, they will make their groups to present
their designs to each other, and collaborate on a final and most suitable design.
Focus:
The learning and teaching focus for these two lessons is scale drawing: The teacher will
model a scale drawing of a classroom object to the class.
Activities, skills and knowledge:
As a class, we will go through the design brief, and students will be asked what
they are assessed on. We will look at the criteria and students will highlight the
main points they believe they will be evaluated on. Using this information, the
students and teacher will decide on an assessment rubric.
Students will conduct their research in the classroom using iPads and the
classroom computers.
The students will measure the materials they intend to use for their design and
produce scale drawings.
Students will evaluate limitations in their design and modify their design
accordingly.
In their scrapbooks, students will have headings to show what work was
completed in each lesson. They will make note of any complications they faced,
how they addressed them and what they hope to complete in the next lesson.
Producing Two lessons
Focus:
At the start of each lesson, there will be a safety demonstration to the whole class on
how to use the tools provided. Following the safety demonstration, students will apply
their skills and knowledge of how to use the tools safely and put them away correctly
under adult supervision.
Activities, skills and knowledge:
Teacher emphasises the importance of using tools safely.
Teacher shows students where they can find the materials and tools to produce
their design.
Students will work in teams to create their product.

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The teacher will supervise the students who are using the tools to ensure all
safety procedures are being followed.
Any students that are found to be unsafe when using the tools will not be allowed
to use them until they can demonstrate they can use them safely. If they continue
with unsafe behaviour, they will be required to make their design without using
the tools and an emphasis will be put on how this will affect their final outcome
and grade.
During the producing phase, the teacher will ask students about their designs
and production to gauge student understanding. Observations will also be made
on the way students are using the tools and material. This information will be
recorded to use in the final assessment.
After each lesson the students will record in their scrapbook what they achieved
in each lesson, any complications they faced and how they solved them, and what
their goals are for the next lesson.

Analysing and evaluating One lesson

Focus:
Students will present their design to class and will produce an oral and written
reflection of their final product. Students will be able to demonstrate how they have met
the criteria outlined in the design brief and justify their choices.
Activities, skills and knowledge:
Each student will provide a short presentation of their design, why they chose it,
what materials they used, what tools they used, and complications they had and
how they overcame them.
We will then test their design by pouring 500ml of water into their product and
measuring how much water makes it to the other side.
In their scrapbooks, students will write a self-evaluation on the outcome of their
design. They will discuss whether or not their product was successful, what they
might to differently, what did or did not work well, if there is anything they
would do differently, their design and production process, how they worked as a
team, would another design have been more effective, and finally, have they met
the design brief and criteria.
The teacher will take notes on the students presentation and this will be added
to their self assessment, and recordings they made in their scrapbook to produce
a final mark.
Safety:
The main aspects of safety that will be addressed with the students will be how to
conduct an experiment safely using water and how to manage the tools they will be
manipulating. The water safety will be addressed in lesson one. The safety aspects that
will be discussed are:

Slipping hazards as a result of spilt water on the floor.

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Ensure you mop up with a towel any spillage on the floor. Have another student
in your group standing by to warn others of hazard.
Do not conduct any trials near power point, power tools or any electronic
devices.

The students will be taught the correct and safe way of using a safety knife, nails,
hammer, saw and a measuring tape. The tool safety will be addressed in lesson three.
The safety aspects that will be discussed are:

Withdraw knife down after it has been used.

When blade is out, ensure it is locked in position.
Gentle tap on the head of the nail, then remove hands from the shank of the nail.
Ensure when you are hammering, there is a firm base underneath the work
piece.
Ensure the area is clear when using the saw.
A secure stance when using the saw.
Use two hands (where practical) on the saw.
Eye protection must be worn when using tools at all times.
Gloves must be worn when using tools at all times.
No loose clothing to be worn while using the tools.
Have a firm grip on the end of the measuring tape to ensure it does not flick back
and hit yourself or someone else as it returns to the holder.

The safety knife, hammer and nails and saw will be used under adult supervision at all
times. The students will be reminded of the safety when handling scissors in a
classroom and how to carry them appropriately.
Assessment:
In their presentations, we will be looking for clear understanding and clear explanations
of:

A breakdown of their process they used.

The sketches they did and why they chose their final design.
How their design works.
The materials that they used and why.
The tests their conducted in choosing their design and materials.
Any complications they came across and how they dealt with them.
Moreland suggests that for summative assessment to be effective, the
information has to be formulated with a structure and a language that reflects a
shared understanding between those who are communicating (Moreland, J &
Jones, A. 2000, pg287), with this in mind, we will be looking for the terms that
were used in the learning sequence like product, measuring, designing etc.

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In their design scrapbook. We will be looking for:

An explanation of activity and how they are going to address it.

Sketches with effective annotations.
Their final design and why it was the best suited.
The materials they are using and why.
Notes on problem solving.
A self-evaluation addressing the outcome of their design, how it did or did not
work, what they would do differently next time, what worked well, clear design
and production process, reflection on the group team work and how they
contributed to the finished product and how they met the design brief.

Integrated aspects of the task:

Mathematics:
This task can be integrated in many other Domains; the primary Domain is
Mathematics. The students will be using measurement, scale, different shapes and
calculations while problem solving in this task. They will need to meet the design brief
with creating an aqueduct no bigger than a two seater table and ensuring their
materials piece together to ensure no leakage. Having a sound understanding of these
Maths concepts, will help the students to complete the task successfully. It will allow
them to piece the aqueduct together using shapes and accurate measurement.
English:
Students will also use English in undertaking the task. They are required to keep a scrap
book of their progress with annotations, notes and different forms of information that
must be legible for the teacher to read. They will be using terms that were discussed in
class and need to implement these in their book. Being able to communicate their ideas
in writing will result in a clearer explanation of their process and inevitably, a better
mark.
Science:
Students will need an understanding of safety with the tools while conducting the
production stage. Having an understanding of how to behave appropriately while using
the tools will enable them to continue using them and result in a better outcome for
their project. They also use Science in the investigation process with gathering data and
collecting bits and pieces of information. Being able to recognise the useful information
will give them a better result at the end of the project.

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Appendix A:Design Brief:

The Context:
Integrated with a geography inquiry unit on natural processes.
Mathematical skills will be incorporated into the design and production phase.
Students will research and investigate appropriate means of transferring water.
Students will develop skills in drawing to scale throughout this lesson sequence.
They will follow safety instructions when using various tools.
Students will use critical thinking and language skills to reflect on their work,
record any improvements, and analyse and evaluate their design.
The Design Challenge:
Rural Victoria is suffering from a drought. The farmers are struggling to get water for
their crops and farm animals. Your challenge, as one of the top engineers in the country,
is to find a way to get water from the reservoirs in suburban Victoria out to the farmers
of Victoria.
You can only use the materials available to you. The farmers will grade you on how well
you are able to transfer the water to their farms without wasting anything.
Be creative and good luck!
Criteria:
Your design must:
Not have any leaks or spills.
Not exceed the width of a two seater table
Materials:
Plastic Cups
Polystyrene Cups
Plastic Straws
Newspaper
Timber Blocks
Sticky Tape
Blue Tac
Glue
Tools:

Nails
Hammer
Scissors
Safety Knife
Saw
Measuring Tape

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References
Mawson, B 2003, Beyond the design process: an alternative pedagogy for technology
education, International Journal of Technology and Design Education, vol. 13, no. 2, pp.
11728.
Meldrum, K & Peters, J., 2012, Learning to teach health and physical education, Pearson
Education, Frenchs Forest, NSW.
Moreland, J & Jones, A. 2000, Emerging Assessment Practices in an Emergent
Curriculum: Implications for Technology, International Journal of Technology and
Design Education, Vol 10, no 3, pp 283305
Victorian Curriculum and Assessment Authority 2015, Design, creativity and
technology, AusVELS, retrieved 8 May 2015
http://ausvels.vcaa.vic.edu.au/Design-Creativity-and-Technology/Curriculum#level=6
Victorian Curriculum and Assessment Authority 2015, The Humanities Geography,
AusVELS, retrieved 8 May 2015
http://ausvels.vcaa.vic.edu.au/The-Humanities-Geography/Curriculum#level=6

Walker, D. 2000, Process over product: a critique of the present state of problem
solving in technology education, The Technology Teacher, vol. 59, no. 4, pp 10-14.