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PIALBA STATE SCHOOL: DESIGN & TECHNOLOGY PREP SEMESTER 1 UNIT 2 PLANDeep Learning Inquiry Cycle Question

Grow, grow, growIn this unit, students will explore how plants and animals are grown for food, clothing and shelter, and how food is selected and prepared for healthy eating. They will examine how farms meet peoples' needs. They will design solutions for problems on a farm to produce food and follow steps to make a healthy snack. Suggestions for alternative projects are also described.Students will apply processes and production skills, in: Explore how plants and animals are grown for food, clothing and shelter and how food is selected

and prepared for healthy eating Identify how people design and produce familiar products, services and environments and consider

sustainability to meet personal and local community needs Explore needs or opportunities for designing, and the technologies needed to realise designed

solutions Generate, develop and record design ideas through describing, drawing and modelling Sequence steps for making designed solutions and working collaboratively Use materials, components, tools, equipment and techniques to safely make designed solutions Use personal preferences to evaluate the success of design ideas, processes and solutions including

their care for environment

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoring

Deep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class, Innovation Space, Computer lab.

Check in / Check out (thumbs up) strategies

Students to visit a local farm to investigate the processes around preparing and maintaining a field, planting, and harvesting including the equipment required.Visit a local food preparation venue.

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)Collaboration Creativity Critical Thinking Citizenship Character Communication

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Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

Task: Students describe needs, technologies and designed solutions for a farm and sequence steps to prepare a healthy food.

Term 1, Week 3 F Part A: Investigating food and fibre

Term 1, Week 6 F Part B: Designing solutions

Term 1, Week 10 S Part C: Producing and preparing food for healthy eating

Note: This unit is integrated into Science Unit 1 Our Living World

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: Digital & Design Tech Year Level Team: add teacher names Term: 1 Semester 1

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Lesson 1: Assessment

Check for UnderstandingInternal monitoring data

Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

VocabularyFood, fibre, producing, preparing, healthy eating

WALT: Our food and fibre products are purposefully grown/harvested

WILF: Students to understand that our food comes to us through a production process

TIB: It takes significant input/planning and processes from agriculture and industry to bring the products to the public

Digital Design & TechnologyEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Example Assessment opportunities

Understand Assessment Review GTMJ Review safety aspects

• Understand the assessment. Note that it may be presented to students in sheet or slideshow form.

• Review the Guide to making judgments and understand the ELR.

• Conduct the assessment when learning occurs and at appropriate intervals during the unit

Formative (Feedback)Check students understanding through elbow partner and small group discussions of their understanding of technologies involving toys. Safe use of digital and design equipment. Provide feedback on students’ prior knowledge.

Part A:

• Investigating food and fibre.

Part B:

• Designing solutions.

Part C:

Producing and preparing food for healthy eating.

L2BAllow 'wait time' for the student to process information

Explicitly teach the vocabulary to ensure the students have the required prior knowledge.

Provide smaller number of vocabulary words and use picture clues with explanation.

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

Use technology to record students work

U2BExpose to more technical or specific vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Digital Technology Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/design.html

Student resources

Assessment task - Grow, grow, grow: Portfolio

Assessment task - Grow, grow, grow: Portfolio (slideshow)

Teacher resources

Assessment task - Grow, grow, grow: Portfolio - Teaching notes

Assessment task - Grow, grow, grow: Portfolio - Model response


https://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/design.html



KLA: Digital & Design Tech Year Level Team: add teacher names Term: 1 Semester 1



Lesson 2: Connections between learning & assessment





Resources

VocabularyTools, techniques, materials, processes, technology,

WALT: How people create solutions to fibre and food requirements; what processes and tools are required to facilitate these solutions

WILF: Students to understand agriculture and various industries are required and depend upon technologies to provide the fibre and foods we need

TIB: without the supporting technologies, most agricultural and industries would not be able to function and solve the food and fibre needs of society

Digital Design & TechnologyEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.• Understand the concept of design and how

technologies are used in society to meet needs.

• Explore the unit’s context for study and its focus on:o how people create designed solutionso how Science understandings can be

applied to Technologieso tools, techniques and materials that will

be explored in this unito how to work safely with tools and

materials.Note that some alternative project ideas are suggested that teachers may adapt to better align learning with their local context.• This unit is targeted at Prep so it is not

assumed that students have prior experience with Design and Technologies. If this unit is adapted and taught in Year 1 or Year 2 after another Design and Technologies unit, key understandings and skills from that unit may be revised.

Some knowledge from C2C Science Year Prep Unit 1 and Year 2 Units 3 and 4 may be applied by students in this unit, e.g. living things have basic needs, including food and water.

Formative (Feedback)Check students understanding through elbow partner and small group discussions of their understanding of technologies involving toys. Safe use of digital and design equipment. Provide feedback on students’ prior knowledge.












Student resources

Slideshow — Introduction to the unit:

Grow, grow, grow

Slideshow — What are food and fibre?

Teacher resources

Supporting learning resource —

Introduction to the unit: Design and

Technologies Years P–2 Unit 2

Supporting learning resource — Tools

and materials

Supporting learning resource — C2C:

Design and Technologies glossary

Supporting learning resource — Safety

in Design and TechnologiesSupporting learning resource — Alternative projects








Lessons 3-6: How and why people design and make things

Check for Understanding

Internal monitoring data Formative

(Feedback)



Resources

VocabularyShelter, food, drink, fibre, farm, fishing, agriculture, cotton, wool, cattle, clothing, fabric

WALT: The needs of people including food, shelter and clothing and what we require to be healthy; the variety of environments the resources come from

WILF: Students to understand where our food and fibre resources come from

TIB: Obtaining foods and fibres to support a society require input form many people and often through complex processes


• Discuss our needs for shelter and for regular supply of food and drink.

• Discuss where we get this from and whether we can grow all the food and fibre we need in our own yard.

• Identify the purpose of food/fibre producing environments (e.g. farms, fishing, aquaculture, plantations) and how they meet needs.

• View and analyse a range of food and fibre growing in different environments (e.g. vegetable garden, fish farm, sugarcane farm, cattle station, chook shed, orchard etc.).

• Discuss sources of fibre (e.g. cotton, wool, wood) to make clothes and shelter.

• Classify plants and animals under the headings food, clothing and shelter (note that some may provide more than one, e.g. a bunya pine provides both nuts and timber).

• Identify what plants need to grow and be healthy (sunlight, soil, water) and what animals need (food, water, shelter).o View images of technologies used in gardens,

farms, and other production environments (e.g. tractors, seed planters, harvesting machines,












Investigate how needs are met by farmingStudent resources Slideshow - Farms Slideshow - Photos from the farm Sheet - Match animal/plant to

product Sheet - Classifying plants and

animals: food, clothing or shelterTeacher resources Supporting learning resource -

Match animal/plant to product - Answers

Supporting learning resource - Classifying plants and animals: food, clothing or shelter - Answers

Supporting learning resource - Exploring a school farm

Investigate food and fibre production technologiesStudent resources Slideshow - Farm technologies Slideshow - School farm

Teacher resources Supporting learning resource -

Farm plants and animals sorting cards





irrigation, animal housing, hydroponics, aquaculture).

o Discuss technologies used to meet needs of animals and plants.

o Draw a picture of a farm to show what the farmer uses to meet the needs of the plants and animals.

• View and handle examples of vegetables, grains and fruit in garden settings. Identify those that are growing well and suitable for eating, and examples that are not growing well and are not suitable for eating.

• Discuss reasons why some plants do not grow well. Make a list, e.g.o not enough watero too much/not enough suno pests — moths, grubs, birds, possumso disease — fungi, algae.Explain why these foods cannot be eaten

• Examine ripeness of fruits and vegetables in relation to how they are selected for healthy eating.

• View a demonstration or a slideshow of preparing food for healthy eating.

• Consider food preparation techniques including:o personal hygiene (e.g. washing hands, benches

and tools) and food safety (washing food)o basic techniques (e.g. cutting, grating, grinding,

mixing) used to prepare food for a snack or meal.

Create a food preparation chart as a guide for making a snack.

Select and prepare food from animals and plantsStudent resources Slideshow - Selecting healthy

food from the garden Sheet - Selecting food Slideshow - Preparing food from

the garden to eat Sheet - Getting ready to cook Slideshow - Harvesting potatoes


Selecting food - Answers





Lessons 7-9





Resources

VocabularyNeed, opportunity, farm equipment, pest, predator, drought, famine, weather

WALT: What farms produce, how they produce it, what equipment they need, what challenges they face, how they care for their farm

WILF: Students to understand that farming is a complex process that relies on problem solving, use of special equipment and processes and is challenged by nature

TIB: We rely on farms and farming to supply many of needs and wants


• Use farm visit or stimulus pictures to generate discussion about:o needs and opportunities (e.g. What

is the farmer producing? Why?)o farm technologies (e.g. windmill,

fencing)o problems and solutions (e.g. pests

and predators, effects of weather e.g. droughts, animal control and safety)

o sustainable technologies on the farm (e.g. solar, wind energy, water collection) to create preferred futures.

• Draw or model design ideas to solve a farm problem or better look after animals or plants on a farm.

• Evaluate design ideas by using ‘I’ statements referring to the student’s personal preferences. I think … I believe …

• Generate discussion about plant and/or animal production in the school grounds and how those environments are cared for.

Formative (Feedback)Check students understanding through elbow partner and small group discussions of












Student resources Slideshow - Farm design

solutionsTeacher resources Supporting learning resource -

Farm design solutions








Lessons 10-13





Resources

VocabularySeeds, seedlings, weeds, weeding, tools, hygiene, cutting, grating, mixing, preparing

WALT: How to plant and harvest our own crops and prepare these safely for consumption.

WILF: Students to demonstrate an understanding of the processes and tools involved in preparing, planting, maintaining and harvesting a crop. Also to use safe practices when preparing food for eating.

TIB:


• Provide students with the opportunity to work in a garden doing simple tasks (e.g. digging, planting seeds and seedlings, weeding, and selecting foods).

• Describe how garden tools are used and for what purpose.

• Provide students with the opportunity to work in a kitchen investigating the materials, tools and equipment that are used and how to use basic safety and hygiene practices.

• Describe how these tools are used and for what purpose.

• Identify appropriate safe clothing and protective equipment for working in garden or kitchen (e.g. by drawing and labelling pictures).

• Through role-play safely apply basic techniques to prepare food, such as cutting, grating, mixing, stirring, whisking etc.

• Compare materials, tools, clothing and equipment used by people on the farm and people in the kitchen.

• Discuss the steps in planting a vegetable seedling and preparing a food for a snack.

• Follow sequence of steps to do simple tasks in gardening and food preparation.

Formative (Feedback)Check students understanding through elbow partner and small group discussions of












Student resources Sheet - Working safely Sheet - Comparing tools,

equipment, clothing and materials


Farm and kitchen images Supporting learning resource -

Tools and materials Supporting learning resource -

Comparing tools, equipment, clothing and materials - Answers

Student resources Sheet - Potato sequencing cards Slideshow - Harvesting potatoes

Helpful informationWebsite - The journey of your jumper (British Wool Learning) http://www.britishwoollearning.com/pdf/journeyofyourjumper_factsheets.pdf


http://www.britishwoollearning.com/




Farmers/Farming requires these same process/practices on a larger scale to provide use with foods and fibres

• Analyse images identifying sequences to be followed (e.g. planting a tree, preparing a snack).

• Work in groups to prepare a simple food item (e.g. salad, sandwich, wrap).

• Evaluate the processes used and the food product that was made.


Assessment Task:

Design and TechnologiesGrow, grow, grow

PREPBand for Years P–2 Unit 2

Assessment task — Portfolio

Name Class

Teacher Date

Task

Design solutions to help a farmer.

Make a food from garden produce.

9 of 27DeT_YP-02Band_U2_AT_Portfolio

What happens on a farm?

Why are farms so important?

How do you use the plant and animal products that come from a farm?

Years P–2 Band PREP Design and Technologies: Unit 2 — Grow, grow, grow: Portfolio Name:Purpose of assessment: To describe needs, technologies and designed solutions for a farm and sequence steps to prepare a healthy food.

Design and Technologies

Knowledge and UnderstandingDesign and Technologies Processes and Production Skills

Technologies and society; Technologies contexts

Investigating; Generating

Producing;Collaborating and managing

Evaluating

Describe the purpose of familiar products, services and environments and how they meet the needs of users. Identify uses of technologies for food and fibre production.

Create designed solutions for food and fibre production and describe given needs or opportunities. Communicate design ideas using simple drawings.

Follow sequenced steps and demonstrate safe use of tools and equipment when making a food item.

Evaluate design ideas based on personal preferences.

Explains how farms meet the needs of our society.

Explains problems that affect farms. Communicates a detailed design idea that uses relevant technology.

Uses tools and materials skilfully to make fruit salad considering presentation.

Justifies best idea.

Appl

yin

g

Explains how technologies meet animal and plant needs.

Communicates design ideas appropriate to identified problems.

Sequences steps logically and works collaboratively. Compares ideas.

Mak

ing

conn

ecti

ons

Describes the purpose of farms and how they meet the needs of users.Identifies uses of technologies for food and fibre production.

Describes a problem on a farm and creates designed solutions for food or fibre production.Communicates design ideas using simple drawings.

Follows sequenced steps and demonstrates safe use of tools and equipment when making a food item.

Evaluates design ideas based on personal preferences. W

orki

ngw

ith

States a need for food or fibre.Names technologies on a farm. Identifies problems on a farm.

Makes fruit salad with assistance.Applies steps.

Comments on ideas using personal preferences. Ex

plor

ing

Identifies a use, technology or need. Comments on a need or idea. Follows directions to work safely. Comments on the farm.

Beco

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ng

awar

e

Feedback:


Part A: Investigating food and fibre

Look at the farm picture. Think about what happens on farms and why they are important.

1. a) For each product below, tick how it may be used. (The first one has been done for you.)

Food Clothing Shelter

cow

pumpkin

pine trees

sheep

b) Describe how ONE of these products can be used to meet our needs.


2. a) Name/draw two technologies that help grow and collect plants or help look after animals on a farm.

b) Describe how the technologies help to do this.

3. How are farms good at meeting the needs of the many people living in cities?


Part B: Designing solutions

1. Circle and describe the problems you can see on the farm picture.


Look at the farm picture. A few things have gone wrong.

2. Choose one problem and draw a solution.

I think my idea will work because …


3. Choose another problem and draw a solution.

I think my idea will work because …

4. Which of your two design ideas will be most helpful to the farmer? Explain why.


Part C: Producing and preparing food for healthy eating

The steps to make a fruit salad have been mixed up.

1. Join the picture to the correct number to show the order of steps for making a fruit salad.

2. Follow the steps to make a fruit salad.


Now that we have grown some foods, we can prepare them for healthy eating.

1 2 3 4

Australian Curriculum

Design and Technologies - Foundation to Year 2

Foundation to Year 2 Achievement StandardBy the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts.

With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions.

Content Descriptions

Design and Technologies Knowledge and Understanding Design and Technologies Processes and Production Skills Explore how plants and animals are grown for food, clothing and shelter

and how food is selected and prepared for healthy eating (ACTDEK003) Identify how people design and produce familiar products, services and

environments and consider sustainability to meet personal and local community needs (ACTDEK001)

Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005)

Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)

Sequence steps for making designed solutions and working collaboratively (ACTDEP009)

Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)

Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumThis unit is targeted at Year Prep but may be adapted for implementation anywhere in the Years P-2 Band so it is not assumed that students have prior experience with Design and Technologies.Curriculum working towardsThe teaching and learning in this unit work towards the following in Years 3-4 Band:

Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012) Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013) Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed

solutions (ACTDEP014) Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015) Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016) Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017) Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy Recognising and using patterns and relationships Using spatial reasoning

Information and communication technology (ICT) capability Creating with ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-management Social management

Ethical understanding Reasoning in decision making and actions

Intercultural understanding Recognising culture and developing respect

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesSustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.

Assessing student learningAssessment name: Grow, grow, grow: Portfolio Assessment description: Students describe needs, technologies and designed solutions for a farm and sequence steps to prepare a healthy food. In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts.With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions.

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultation and samples of student work. For example:

identify the purpose of farms and how they meet our needs classify plants and animals under the headings food, clothing and shelter draw a picture of a farm to show what the farmer uses to meet the needs of the plants and animals compare materials, tools, clothing and equipment used by people on the farm and people in the kitchen follow a sequence of steps using picture cards.

FeedbackFeedback may relate to the development of students' Design and Technologies understanding and application of skills. In this unit, this may include providing feedback about a student's ability to:

explore and investigate the purpose of familiar technologies and environments that support food and fibre production generate design ideas and communicate them in simple drawings follow sequenced steps safely use tools and materials to make a food item evaluate ideas and solutions.

Prep Semester 1 Unit 2 Digital Technology Report Card Comment Bank

A B C D E1TP2A 1TP2B 1TP2C 1TP2D 1TP2E

Unit 2 – Grow, grow, grow

{Name} explained how farms meet the needs of our society. {She,He} explained problems that affect farms and communicated a detailed design idea that uses relevant technology. {Name} used tools and materials skilfully to make fruit salad considering presentation. {She,He} justified best idea.


{Name} explained how technologies meet animal and plant needs. {She,He} communicated design ideas appropriate to identified problems. {Name} sequenced steps logically and worked collaboratively. {She,He} compared ideas.


{Name} described the purpose of farms and how they meet the needs of users. {She,He} identified uses of technologies for food and fibre production. {Name} described a problem on a farm and creates designed solutions for food or fibre production. {She,He} communicated design ideas using simple drawings. {Name} followed sequenced steps and demonstrated safe use of tools and equipment when making a food item. {She,He} evaluated design ideas based on personal preferences.


{Name} stated a need for food or fibre. {She,He} named technologies on a farm. {Name} identifies problems on a farm. {She,He} made fruit salad with assistance and applied steps. {Name} commented on ideas using personal preferences.


{Name} identified a use, technology or need. {She,He} commented on a need or idea. {Name} followed directions to work safely. {She,He} commented on the farm.

Digital Tech Pre-ModerationPrep: Unit 2 Semester 1 Title: Grow, grow, grow

Curriculum Intent for the Unit (see unit /task description) In this unit, students will explore how plants and animals are grown for food, clothing and shelter, and how food is selected and prepared for healthy eating. They will examine how farms meet peoples' needs. They will design solutions for problems on a farm to produce food and follow steps to make a healthy snack. Suggestions for alternative projects are also described.Students will apply the following processes and production skills:

investigating environments and analysing how they meet a purpose generating and refining design ideas, communicated by simple drawings producing a simple drawing of a designed solution that responds to a client's need evaluating their design and production processes collaborating and managing by working with others and by sequencing production steps.

Learning opportunities support students to: Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for

healthy eating Identify how people design and produce familiar products, services and environments and consider sustainability to

meet personal and local community needs Explore needs or opportunities for designing, and the technologies needed to realise designed solutions Generate, develop and record design ideas through describing, drawing and modelling Sequence steps for making designed solutions and working collaboratively Use materials, components, tools, equipment and techniques to safely make designed solutions Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for

environment

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Students:By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts.With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions.

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 1 HASS unit. Were there any literacy / numeracy identified areas?

Feedback Guide/Assessment OpportunitiesSee Feedback that may relate to misunderstandings and commo alternative conceptions (in planning – Pre Moderating)Feedback may relate to the development of students' Design and Technologies knowledge and understanding and application of processes and production skills. In this unit this may include providing feedback about a student's ability to:

investigate and describe the purpose and functioning of familiar products that use forces and movement generate design ideas and communicate them in simple drawings safely use tools and materials to make a functional product evaluate ideas and solutions.

Scan and Assess

Prioritise

Develop and Plan

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)Foundation to Year 2 Achievement StandardBy the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts.With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions.Knowledge & Understanding of Design Technologies:

Describes the purpose of farms and how they meet the needs of users. Identifies uses of technologies for food and fibre production.

Design & Technologies Processes and Production Skills Describes a problem on a farm and creates designed solutions for food or fibre production. Communicates design ideas using simple drawings. Follows sequenced steps and demonstrates safe use of tools and equipment when making a food item. Evaluates design ideas based on personal preferences.

‘B’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)Knowledge & Understanding of Design Technologies:

Explains how technologies meet animal and plant needs.Design & Technologies Processes and Production Skills

Communicates design ideas appropriate to identified problems. Sequences steps logically and works collaboratively. Compares ideas.

‘A’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)Knowledge & Understanding of Design Technologies:

Explains how farms meet the needs of our society.Design & Technologies Processes and Production Skills:

Explains problems that affect farms. Communicates a detailed design idea that uses relevant technology. Uses tools and materials skilfully to make fruit salad considering presentation. Justifies best idea.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’

Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?

Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 1AssessmentKey ideaAssessment of learning

Evidence of learningCan the student:

Understand an overview of the unit? Understand what the assessment task is?

Lesson 2Connections between learning and assessmentKey ideas

Curriculum organisation Prior learning


Discuss a variety of foods and fibres? Demonstrate an understanding of where they

come from/how they are produced?Lessons 3-5How and why people design and make thingsKey ideas

Make things step by step Investigate the purpose of toys Investigate toy design features


Identify the purpose of toys? Explain that making things requires steps? Identify the design features of toys?

Lessons 6-9Toy technologiesKey ideas

Forces in spinning toys Investigate materials, tools and techniques


Identify the force(s) in a spinning toy? Justify their choice of materials, tools and

techniques in making a toy?Lessons 10-13Designing and producingKey ideas

Generate design ideas Safely make a product


Generate a variety of design ideas for a toy? Demonstrate safe work practises?

Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed HASS Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next Technologies Unit or Digital Integration within other KLA’s

the ADDITIONAL TARGETED TEACHING PRIORITIES Identified from this terms assessment & moderation.

Scan and Assess

Act

Review

Prioritise

Review

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