Learning Area: Design and Technologies Year Level: 6 Class Size: 20 - 25

Unit: Engineering principles and systems: Topic: Introduction and discussion of the
Automaton design brief
Duration: 60 minutes
Lesson 2

Curriculum Connections

Design and Technologies Knowledge and Understanding

Examine how people in design and technologies occupations address competing

considerations, including sustainability in the design of products, services, and
environments for current and future use (ACTDEK019)

Design and Technologies Processes and Production Skills

Critique needs or opportunities for designing, and investigate materials, components,

tools, equipment and processes to achieve intended designed solutions (ACTDEP024)

Develop project plans that include consideration of resources when making designed
solutions individually and collaboratively (ACTDEP028)

Also has links with:

Science 6 (ACSHE100), HASS 6 (ACHASSI133)

At the end of the lesson the students are expected to:

• Understand the engineering process and the importance
Intended Learning of it.
Outcome • Appreciate the top 10 inventions that changed the world.
• Students identify the problem they needed to solve. It
will start the visualization for a solution.
• Recitation and class participation.
• Ability to explain why it is important to define the
Assessment problem, research, test, build, and evaluate.
• The Automaton Workbook will serve as their written
evaluations.
Make sure all equipment are working properly.
Smartboard should be clear and working.
Preparation The Engineering Process Crash Course video should properly be
working.
Workbooks are ready for distribution.
ICT Video – Top 10 Inventions that changed the world
https://www.youtube.com/watch?v=SwPw2VchQGQ
Resources
The Engineering Process: Crash Course Kids #12.2
 https://www.youtube.com/watch?v=fxJWin195kU&t=188s

Computers for each student

Automaton Workbook
CLASSROOM ORGANIZATION:
The class will start in the computer laboratory where all the
students will have access to the internet. After which they will
transfer to the mat for discussion.

INTRODUCTION
The students will be asked what was their previous lesson about.
They are also to go with their respective groups as they were
grouped in the first lesson. Now that they have seen and
explored the Automaton it is time for them to start the process
of making their own. But before that they are to appreciate first
the engineering process.

The students will then be given 10 minutes to answer their

worksheets (page 2 of the AUTOMATON WORKBOOK). They will
be allowed to use the internet to site references.

The teacher will then ask two students to share their answers.

She will then show the youtube video of the “Top 10 inventions
that changed the world.”
Procedure
BODY
The teacher will then inquire about how they think the inventors
started and is there a process to it?

She will then let them watch the Youtube video of “The
Engineering Process: Crash Course Kids #12.2.”

Then she will discuss the Design Brief (page 3 of the

AUTOMATON WORKBOOK) with the students.

She will then group the whole class with 3 members each group.
They are to work and collaborate together to make one
automaton. The grouping will be according to social interaction
and ability.

They will be asked what the problem is and how they are going
to solve it? What knowledge and skills do they need in order to
solve the problem.

CONCLUSION
 The students will be given time to ask questions.

They will also be tasked to read and research about CAM

Mechanical System to prepare for the next lesson.
Create opportunities to introduce words such as effective,
Vocabulary
efficient, influential, revolutionary, systematic.

Learning Area: Design and Technologies Year Level: 6 Class Size: 20 - 25

Unit: Engineering principles and systems:
Topic: CAM Mechanical System
Automaton
Duration: 60 minutes
Lesson 3

Curriculum Connections

Design and Technologies Knowledge and Understanding

Investigate characteristics and properties of a range of materials, systems, components,

tools and equipment and evaluate the impact of their use (ACTDEK023)

Design and Technologies Processes and Production Skills

Negotiate criteria for success that include sustainability to evaluate design ideas,
processes and solutions (ACTDEP027)

Also has links with:

Science 4 (ACSSU076),

At the end of the lesson the students are expected to:

• Identify the input, process, and output of a mechanical
system.
Intended Learning
• Understand and explain how the CAM Mechanical system
Outcome
of automaton works.
• They will learn how to make the mechanisms with the
materials provided
• Recitation and class participation.
• Ability to explain the input, process, and output of a CAM
Assessment mechanical system.
• The Automaton Workbook will serve as their written
evaluations.
Make sure all equipment are working properly.
Smartboard should be clear and working.
Preparation
PowerPoint Presentation
Workbooks are ready for answering.
Resources
 Computers for each student
Automaton Workbook

1 Wooden CAM automaton

1 DIY CAM automaton
CAM Mechanical System Prototype Kit.
CLASSROOM ORGANIZATION:
The class will be seated according to their groupings.

INTRODUCTION
The students will be reviewed of the engineering process and ask
about the design brief. This is when the research begins and the
understanding of the CAM mechanism of an automaton so that
they can start building it.

The 2 kinds of CAM automaton will be laid out side by side and
the students will one by one examine it. Then they will be asked
what are the differences.

The teacher will guide students to ask about the mechanical

Procedure
system in each automaton.

BODY
The teacher will then present the CAM Mechanical System
PowerPoint Presentation.

The teacher will then allow them to put together the CAM
Mechanical System prototype.

CONCLUSION
The students will be given time to ask questions.

They will then be tasked to look at the design brief again and
research on aboriginal culture, arts, and tools.
The students are to know the meaning of input, process, and
Vocabulary output in a mechanical system. Learn the definition and
identification of a CAM Mechanical system.
Learning Area: Design and Technologies Year Level: 6 Class Size: 20 - 25
Unit: Engineering principles and systems:
Topic: Sketching Ideas
Automaton
Duration: 60 minutes
Lesson 6

Curriculum Connections

Design and Technologies Knowledge and Understanding

Investigate characteristics and properties of a range of materials, systems, components,

tools and equipment and evaluate the impact of their use (ACTDEK023)

Design and Technologies Processes and Production Skills

Negotiate criteria for success that include sustainability to evaluate design ideas,
processes and solutions (ACTDEP027)

Generate, develop and communicate design ideas and processes for audiences using
appropriate technical terms and graphical representation techniques (ACTDEP025)

Select appropriate materials, components, tools, equipment and techniques and apply
safe procedures to make designed solutions (ACTDEP026)

Also has links with:

Arts 6 ( ACAMAM064), English 4 (ACELY1676), (ACELY1689), Mathematics (ACMMG136)

At the end of the lesson the students are expected to:

Intended Learning
• Design and sketch their CAM Automaton according to
Outcome
their initial research that was based on the design brief.
• Recitation and class participation.
• Appropriateness of the materials for each part of their
Assessment automaton.
• The Automaton Workbook will serve as their written
evaluations.
Make sure all equipment are working properly.
Smartboard should be clear and working.
Preparation
ICT Video Resource is working
Workbooks are ready for answering.
Arts and materials
Resources Drawing materials
Computer program for design
CLASSROOM ORGANIZATION:
The class will be arranged according to their grouping.
Procedure
INTRODUCTION
 The students will be reviewed of the engineering process and the
design brief. They will also be reviewed about their research and
survey results.

BODY
The students are to sketch their ideas with the guidance of the
teacher.

There will be a constant feedback from the teacher then when

the students are done with the sketching they are to present it to
the teacher answering the page 10 and 11 of their AUTOMATON
WORKBOOK.

CONCLUSION
They are to present the sketch of their design and the materials
they intended to use.
Give opportunities to introduce complementary, analogous color
Vocabulary
scheme, visual appeal.

Learning Area: Design and Technologies Year Level: 6 Class Size: 20 - 25

Unit: Engineering principles and systems: Topic: Prototype making. Testing and
Automaton modifications of materials.
Duration: 120 minutes
Lesson 7

Curriculum Connections

Design and Technologies Knowledge and Understanding

Investigate characteristics and properties of a range of materials, systems, components,

tools and equipment and evaluate the impact of their use (ACTDEK023)

Design and Technologies Processes and Production Skills

Negotiate criteria for success that include sustainability to evaluate design ideas,
processes and solutions (ACTDEP027)

Generate, develop and communicate design ideas and processes for audiences using
appropriate technical terms and graphical representation techniques (ACTDEP025)

Select appropriate materials, components, tools, equipment and techniques and apply
safe procedures to make designed solutions (ACTDEP026)

Also has links with:

Arts 6 ( ACAMAM064)

At the end of the lesson the students are expected to:

• Create their own prototype according to their sketch.
• Properly choose the appropriate materials for each parts
Intended Learning
and functions of their automaton.
Outcome
• List the good features of their design and modifications
for improvement as they test their automaton prototype.
• Arrive at final design for their automaton.
• Recitation and class participation.
• Appropriateness of the materials for each part of their
automaton.
Assessment
• Evaluation of their prototype.
• The Automaton Workbook will serve as their written
evaluations.
Make sure all equipment are working properly.
Smartboard should be clear and working.
Preparation
ICT Video Resource is working
Workbooks are ready for answering.
Arts and materials
Tools for making a prototype
Drawing materials
Computer program for design
Resources
ICT: Kid Engineer: Uplift Wheelchair
http://pbskids.org/designsquad/video/kid-engineer-uplift-
wheelchair/

CLASSROOM ORGANIZATION:
The class will be arranged according to their grouping.

INTRODUCTION
The students will be reviewed of the engineering process and the
design brief. They will also be reviewed about their sketches and
research.

BODY
The teacher will now introduce what a prototype is by showing
Procedure
the video Kid Engineer: Uplift Wheelchair.

The students will now be tasked to make the prototype

according to their sketch and design.

CONCLUSION
They will present their final prototype and what they think they
should retain and what they need to improve on and sketch their
final design. Answer page 12 – 14 of their AUTOMATON
WORKBOOK.
 Vocabulary Explain the meaning of prototype.

Reference:
Mostamazingtop10. (2016). Top 10 inventions that changed the world [Online video].
Retrieved from https://www.youtube.com/watch?v=SwPw2VchQGQ

Crash Course Kids. (2015). The engineering process: crash course kids #12.2 [Online video].
https://www.youtube.com/watch?v=fxJWin195kU&t=188s

Clarvis, E. (Feb 2010). Design & technology automaton project. Retrieved from
http://www.clarvis.co.uk/ks3/rm/automaton_workbook.pdf

Wheeler, H. (2012). Aboriginal bark painting, Arnhem Land [Image]. Retrieved from
https://australianmuseum.net.au/bark-painting-from-arnhem-land-1930s

Wheeler, H. (2012). Carved Emu Egg - E085855-001 Badger Bates #1 [Image]. Retrieved from
https://australianmuseum.net.au/carved-emu-egg-by-badger-bates-1990

Wheeler, H. (2012). Aboriginal rock engraving of an echidna [Image]. Retrieved from

https://australianmuseum.net.au/indigenous-rock-engraving-of-an-echidna

Wheeler, H. (2012). Indigenous grinding stone from new south wales [Image]. Retrieved
from https://australianmuseum.net.au/indigenous-grinding-stone-from-new-south-wales

Wheeler, H. (2012). Aboriginal rock engraving of an echidna [Image]. Retrieved from

https://australianmuseum.net.au/indigenous-rock-engraving-of-an-echidna

Wheeler, H. (2012). Aboriginal rock engraving of an echidna [Image]. Retrieved from

https://australianmuseum.net.au/indigenous-rock-engraving-of-an-echidna

Castanien. M. (2017). Wooden cam automata: [Online Video]. Retrieved from

https://www.youtube.com/watch?v=1BG0adM_-_o

Papercrafts .(2018). Cams. [Image]. Retrieved from http://www.mechanical-

toys.com/cams.htm

Automata and mechanical toys (2018). Retrieved from

http://www.bluemaize.net/toys/automata-and-mechanical-toys

Schiller. C. (2009) Automata sampling [Online video]. Retrieved from

https://www.youtube.com/watch?v=uz8TV7gkeT0

Automaton | Definition of automaton in English by Oxford Dictionaries. (n.d.). Retrieved

January 30, 2018, from https://en.oxforddictionaries.com/definition/automaton