Technology Unit of Work

The great car race

Unit title
The Great Car Race
Unit description
This unit will capitalise on the students interests in cars, particularly that of the indigenous, non-indigenous and
migrant boys. It will also encourage the girls and some of the boys interest in drawing and design. The children
will follow a design brief to produce a mousetrap car (MTC). This unit will incorporate aspects of safety around
cars everyday and in designing and making the MTC. This unit will culminate in a race amongst the students
teams, which I will correlate with the exciting atmosphere in Alice Springs when the competitors come to town
for the Finke Desert Race in June each year. It will finish with a presentation to the class and the upper primary
school assembly. (Fleer and Jane, 2004, p.248) (ACT DET, 2008).
Timeline
This is one term of work in term two. There is either 1 hours or 3 hours per week for a period of nine weeks.
As there is no timetabling for technology, this unit of work is integrated with other learning areas. Library time
can also be used for research purposes.
Year/Band level
Grade 5/6. Most students are solid at Band 2 emerging to Band 3.
Major themes and big understandings
Students will:

Gain an understanding of how friction affects the movement of cars

Research information and use appropriate recording techniques

Traverse a design, make and appraise process by interpreting a design brief

Consider alternative purposes for household products

Use equipment safely

Focus curriculum area

Technology and Design.
Secondary curriculum areas
Art, Literacy, Mathematics, Science, Studies of Society and the Environment.
Values and attitudes

Improve connections with others and work in a unified manner for a common goal.

To foster innovation and creativity and to recognise their own and others talents.

Through the use of problem solving skills to develop perseverance and resilience.

To feel a sense of achievement upon the completion of a big task.

NTCF links

Technology Unit of Work

The great car race
Technology and Design as the primary focus with Arts, Literacy, Mathematics, Science, and Studies of Society and the Environment with a
secondary focus.

Northern Territory Curriculum Framework Links

Strands and links

Indicators

Connections

Technology and Design Learning Area

DPC 2.1 Investigate
Examine the suitability of
key design features of
familiar
products/processes/syste
ms when determining
design possibilities.

DPC 3.1 Investigate

Explore design briefs and
production proposals for
identified users

DPC 2.2 OptionsMaterials, Skills and

Techniques
Recognise practical and
safety constraints of
basic materials, skills
and techniques in an
intended product.

Identify key functional and aesthetic features

of technological ideas, techniques and
practices
alter familiar materials to change the end
product, eg add chocolate to a basic recipe
select a preferred option from research into
design brief requirements, and justify the
approach taken to develop solutions
decide on appropriate strategies when a
design fails, eg try a different approach,
different materials, ask a friend for assistance
[LT-R]
analyse possible materials and some of the
products, processes or systems that might be
developed, eg circuit board for a damp
detector, link mechanisms
examine skills and techniques needed to fulfill
design brief requirements
identify key functional, aesthetic and social
features of technological ideas and practices
use a flexible but persevering approach to
working with a design brief and a variety of
materials and resources, ensuring that
collaborative work can occur at various entry
points in the process [In 5] [Col 3]
explore characteristics of various materials,
and make informed decisions about their use,
eg paper, timber, plastics, metal, natural
materials such as bark, sticks, grasses, seed
pods or clay

Students will determine the components

required to build their MTCs they will need to
consider aesthetics in relation to function.
They will be changing the original purpose of
the materials they use.

Students will look at the history of cars and

which aspects of science and technology
made this possible.
They will negotiate roles and tasks within their
groups.

They will be building their own MTC which will

encompass many facets of materials and
tools.

use familiar complex tools and equipment

safely and for their intended purpose, eg
computer peripherals, public address system,
screen printing, slicing, dyeing, hammering,
cooking [LT-O]

make things from a range of familiar

DPC 2.3 Systems

Plan and carry out the
steps of a production
process

DPC 2.4 Evaluate and

Impact
Identify a range of
criteria to discuss and
appraise products

resources, using a variety of strategies, tools

and, discussing the design and production
process, eg musical instruments such as clap
sticks, propose individual and group plans to
complete a task to specifications [Col 3]
identify the energy sources that make systems
work, eg solar, electrical, wind
follow a plan or instructions to construct a
working model, eg Technic Lego system,
rocket, paper aeroplane
identify, label and record all necessary steps to
create a process or system and to fulfill design
brief, eg moving models using wheels and
axles; the base, circuitry and wand of a steady
hand game [LT-P].
discuss how common objects can be used for a
variety of purposes, dependent on specific
safety, aesthetics, and functionality criteria
evaluate the effectiveness of investigative
approaches to design problems, eg research,
questioning techniques, surveying, trial and
error, cooperative strategies [LT-R]
make and share simple judgments about

Cars require fuel, MTC uses spring, students

will look at these components when building
MTC. Through discussion students will develop
ideas in relation to people transport now and
in the future.

Working in groups students will analyse

materials, various transport. They will share
these ideas with in these groups and the
class.

Technology Unit of Work

The great car race
DPC 3.4 Evaluate and
Impact
Describe the
relationships and impact
of products/
processes/systems and
the community/
environment
DPC 2.5 Communicate
Explain and share the
design process using

outcomes (results).
match outcomes (results) with original
intentions and needs in design proposals, eg
develop further safety aspects for skate park.
use a set of criteria based on aesthetics,
purpose and task suitability when considering
the effectiveness of materials, eg consider a
range of fabrics that represent furnishings in a
model set design, tensile strength of metal
components
explain how parts of a design or system
interconnect and work together, eg a puppet,
gear systems
use magazine clippings and pictures to create
a visual sequence of the stages for developing
a product and produce a written text to match
visuals, eg building a house, shade shelters
[Arts-CrA]

In the students journal they will reflect on

changes from design brief to finished product.
They must choose materials that will enhance
the function of the MTC and not just base it on
aesthetics.

Students will label car components and draw

the components of the MTC. They will use
drawing in the planning of the MTC and they
will complete a presentation using
photographs and text.

Arts Learning Area

CrA 1.1 Creating Arts
ideas
use play, imagination
and personal experience
as the basis for making
and sharing arts
experiences.

CrA 2.1 Creating Arts

Ideas
create and share
artworks that reflect a
range of ideas and
feelings.

Media [T&D-DPC] [LT]

create a story from own photographs or videos, eg from a
recent family holiday in Indonesia
Visual Arts [T&D-DPC]
use observations, experiences and imagination as stimuli
when creating artworks, eg use dot painting techniques

deliberately use combinations of colours to create different

images, forms and effects, eg a crayon wash [Num-SS]
create artworks that reflect a personal story or purpose, eg
This is me at the hospital.
explain that traditional body paintings are determined by
family.
Visual Arts

Through the final presentation

students will be re-telling the
story of their progress in
building the MTC.
The colour and designs and
art materials they use will be a
reflection of themselves.
Students will practice safety at
all times.

make and arrange different images, shapes and colours to

make artworks that tell visual stories, eg cartoons, book and
poem illustrations [Num-SS]

create artworks that explore issues relating to self and/or the

class, eg class rules, sun safe procedures, relationships to land
[Con 3]

SkP 2.1 Arts, Skills &

Processes
identify and experiment
with arts materials,
skills, techniques,
processes and
technologies within each
art form when creating
and sharing artworks.

Media [Lit-RV] [T&D-DPC] [LT]

select a photograph or sequence from a production in which
they were involved, explaining the circumstances under which
it was made,
use basic technologies independently in presentation methods
Visual Arts
construct imaginary or known shapes in construction materials
to demonstrate skills of joining, modelling and forming
select appropriate (considering safe use/handling) materials,
skills, technologies and processes when creating artworks.

English Learning Area

Strands
L/S 2 Listening and Speaking.
Learners vary their speaking and
listening for a small range of
contexts, purposes and
audiences, adjusting language
structures, features and
strategies according to the
purpose of the interaction and the
relationships of the
people involved.

Outcome
L/S 2.2 Language Structures and
Features
extend ideas in a constructive manner
to generate and maintain
conversations and discussion formally
and informally
organise presentations using a main
idea and supporting details; use
features of Standard Australian
English to share ideas; offer advice
and give opinions; and present
people, places and events
use verbal and non-verbal behaviours
to enhance expression of ideas and

Indicators
Listening and speaking situations
speak and listen through discussions,
conversations and oral presentations in
informal and formal contexts, individually
and in groups
listen and respond to stories that infer
characters qualities, motives and actions
based on implicit information within the text
present stories which have a developed
orientation, a story-line involving a
complication and a resolution, and some
character description and development
listen and respond to arguments to identify,
affirm or challenge the argument and

Technology Unit of Work

The great car race
identify how these might differ from
those used in home and school
contexts

W 2 Writing
Learners write short, sequenced
imaginative and factual texts that
include some related ideas about
familiar topics for known
audiences. They control simple
sentence, punctuation and word
conventions, experimenting with
less common conventions. They
re-read their own writing and use
a number of editing resources to
revise and clarify meaning.

W 2.1 Texts and Contexts

understand and use specific text
structure frameworks when writing
for specific purposes to
communicate with known audiences
combine related ideas in a logical
sequence using an appropriate text
structure framework
identify some needs of readers of
their texts and take these into
account when writing
W 2.2 Language Structures and
Features
use simple, compound and complex
sentences joined by appropriate
conjunctions
spell one and two syllable words with
common spelling patterns and
common words accurately

disagree in a respectful manner

present arguments which state an opinion
and provide an elaboration of the opinion
based on personal judgement.
listen and respond to procedures to
understand what to do and to evaluate their
clarity, eg infer a missing step
share procedures which have a set of
instructions containing a list of materials in
a logical sequence.
present information reports which have a
general classification and a description of a
few distinguishing features
Texts and Contexts
Write for known audiences choose text
structural frameworks according to the
purpose of the writing
write a range of simple texts, containing a
number of related ideas in sequence,
including recounts, narratives, procedures,
instructions, transaction and descriptions to
convey experiences, feelings, ideas and
thoughts;
Text conventions (organisation, theme,
cohesion)
Write short stories that have a developed
orientation,
a set of instructions containing a
list of materials and steps in a logical
sequence
information reports; a general classification
and a description of a few distinguishing
features
recount; experiences and events, giving
simple details and chronological order

Science Energy and Change Learning Area

Outcome

Indicators

Connections

EC 2 Energy and
Change
identify a variety of
energy sources which
can be used
to perform specific tasks
describe different
situations in which
energy is
transferred or
transformed

Sources, patterns and uses

people use different forms of energy, eg
electrical energy for the computer and solar
energy for heating water
people need to use energy wisely, eg turning
off lights when not in use
Transformers and transformations
machines can be designed to do work more
easily, eg levers, pulleys, gears and wheels
energy can be transferred from one object to
another, eg heating things to make them
warmer and throwing a ball to make it move
through the air
Transformers and transformations
classify different contact and non contact
forces, eg kicking a ball is a contact force
and magnetism is a non contact force
investigate the properties of objects to
determine the effect of the forces that act on
them, eg magnets pick up some objects and
not others, some balls are bouncier than
others, smooth objects move more easily on
a surface

Students will identify which energy can be

stored as in the spring for the MTC.
Look at various types of energy that is,
potential or kinetic

SOSE Social Systems and Structures.

Strands and Links
Soc 2.1 Time,
Continuity and
Change
research past events to

Indicators
investigate the impact of change on the local
community, eg changes to public transport
represent changes over time in the local/
broader community, eg organise and label

Connections
Investigate rise of motor car over public
transport. Find images and information to
demonstrate this change.

Technology Unit of Work

The great car race
evaluate why change
occurs and their impact
on the community

Soc 2.2 Indigenous

Studies
describe the diversity
among Indigenous
people and their
traditional and
contemporary cultures

significant events on a pre-constructed

time-line
source a wide variety of information such
as photographs, local histories, artefacts to
describe aspects of life in previous
generations/eras and/or changes in a
community or civilization, eg Ancient Egypt
explain and consider options for current issues
in the media related to Indigenous
people, eg reconciliation, Stolen Generations

Will discuss resourcefulness of people who

can fix cars without many tools or materials.

Unit lesson overview

Explores the technology and science behind cars. Children will be encouraged to think about the choices they
make in the transport they use in their lives. (ABC, 2000)
Lesson

Title

Lesson 1

Horseless carriages

Lesson 2

How we travel

Lesson 3

The design brief

Lesson 4

The materials

Lesson 5

Car safety

Lesson 6

The design

Lesson 7

The build

Lesson 8

Race day!!

Lesson 9

Presentation

Summary
Introduction to unit. Types and purpose of cars. History and
invention of cars
Methods children use to travel to school. View and discuss
childrens car collections. Label car components. Pros and cons
of cars and transport systems. Introduce MTC
S.A.F.E. Explain design brief for children. Introduce idea of
colour/design to indicate self/team.
Investigate friction. Assess car materials and required materials
for MTC.
Visitors to school to discuss safety and colours/design choice and
working with cars. Students to use opportunity to research.
Children are put into groups based on research information.
Draw up simple plan, colour scheme.
Students to commence building of MTCs. Progress to be
documented for final presentation.
Students to test and modify MTCs. Use stopwatches to conduct
time trials. Final race to determine winner.
Work on presentation, complete journals and workbooks,
evaluate themselves and the DMA process.

Teaching and learning strategy summary

Various teaching strategies will be used across the nine-week unit. During class discussions active participation
from the students should occur. They will be researching independently and sharing this information during
discussions and via the IWB from lessons one to six. The teacher will assist students by direct instruction,
modelling and by asking clarifying questions to guide discussion and learning. During weeks six to nine when
group work intensifies a combination of peer collaboration and assistance from the teacher and the support staff
in developing ideas, working with tools and with coping with setbacks. (Carey, 2010) (Berk, 2009).
Assessment on unit
Student assessment will be observed and recorded from their workbooks. Workbooks will be assessed on
investigation abilities and knowledge gained. The adequate completion of the workbooks will assist to show this.
Complex thinking will be measured through workbooks and interpretation of things they have seen and in

Technology Unit of Work

The great car race

coming up with solutions in the DMA process. There will be a rubrics to assess the DMA of the MTC. See MTC
Assessment
Teacher evaluation of unit after delivery
Evaluation will include firstly an evaluation of the learning outcomes in relation to the NTCF and also to the
major themes and values of this unit. There will be a self-evaluation into the technology aspect of the teaching
approach. The outcomes of the design brief will be overviewed to see if this can be done more effectively.
Reflection on the management of the class and choice of resources will be undertaken. Finally there will be an
evaluation of the overall method used and the teaching-learning process throughout the unit in relation to
technology principles. See Teacher Evaluation Reflection

References:
Australian Broadcasting Corporation 2000 Land Transport For the Juniors, Canberra, viewed 10 October 2011,
http://www.abc.net.au/juniors/pages/2000/transport/land/activity.htm
Australian Capital Territory, 2008, Technology units and lessons, we are rock stars! Department Education and Training Viewed Oct 2011
from http://activated.act.edu.au/ectl/resources/disciplinary/tech_units.htm
Carey, J. (2010) Places we live, Charles Darwin University, Darwin, Viewed 6 October 2011,
http://online.cdu.edu.au/webapps/bbcms/execute/portfolio/previewPortfolio?
dispatch=viewPortfolio&prtfl_template_id=&prtfl_id=_4089_1&passId=_654_1
Finke Desert Race 2011, Australias Greatest Desert Race, Alice Springs, viewed 4 October 2011, http://finkedesertrace.com.au.
Denker, J. 2008, See how it flies viewed 10 October 2011, http://www.av8n.com/physics/car-go.htm
Design and Technology Association 1998, QSA Scheme of Work, Warwicks, UK, viewed 9 September 2011,
http://www.data.org.uk/index.php?option=com_content&view=article&id=297&Itemid=376
Glitter Graphics 2011, Mickey Mouse driving a car, Author unknown, viewed 13 October 2011 http://www.glittergraphics.com/graphics/1030943
Havel, G (2010) Caar Caaaar. Fremantle: Western Australia. Fremantle Arts Centre Press also at http://geoffhavel.com/frame_books.html
Harriman, S. (1996) Carrots, kits and traffic lights: upper primary technology. Carlton: Curriculum Corporation.
Northern Territory Government 2011, Curriculum Road Safety Education, Northern Territory Transport Group, Darwin, viewed 11 October
2011, http://www.nt.gov.au/transport/safety/road/priorities/curriculum/index.shtml
Northern Territory Government 2002, NT Curriculum Framework, Department of Education and Training, Darwin, viewed 12 October 2011
http://www.det.nt.gov.au/parents-community/curriculum-ntbos/ntcf
Northern Territory Government 2009, NT Curriculum Framework, Department of Education and Training, Darwin, viewed 11 October 2011
http://www.det.nt.gov.au/parents-community/curriculum-ntbos/ntcf
Partington, G. (2002) Why indigenous issues are an essential component of teacher education prgrams, Australian Journal of Teacher
Education Vol.27 Iss. 2, Article 4. Viewed from http://ro.ecu.edu.au/a jte/vol27/iss2/4
Peter Kittle Motor Sports 2011, Album, Alice Springs, Northern Territory, viewed 1 October, 2011,
http://www.peterkittlemotorsports.com.au/album/Finke 2011/slides/KittleAndrew__1_1
Tecklink, 2011 Unit Planning in Technology: Toys and Games, viewed 26 September 2011, http://www.techlink.org.nz/curriculumsupport/unit-planning/toys/page3.htm)
Walpiri Media Association 2002, Bush Mechanics, Yuendumu, Australia. Viewed 26 September 2011
http://www.bushmechanics.com/home.htm