Design & Technologies: An Introduction

EMT203

Assessment Item 2 – Lesson Planning

Andrew Kinscher 11640710

Submitted 4/6/2018

Unit/Lesson Title- 7.4 Toy Maker;Handerpants.

Lesson duration- 55 mins Stage 4 Year 7 Class

Rationale

Identify lifestyle problems and possible design solutions.Create an exciting and engaging product and presentation.

Syllabus Outcomes

4.2.1 generates and communicates creative design ideas and solutions

Syllabus Content

Students learn about: methods used to generate creative design ideas including

o  Mind mapping

o  Brain storming

o  Sketching and drawing

o  Modelling

o  Experimenting and testing

  Reflecting on design ideas and decisions

 Communication methods including

o  Drawings, sketches and models

o  Written reports

o  Oral presentations

o  Digital presentations

 Communication methods suitable for specific audiences including

o  Users and clients

o  Technical experts peers

 Using ICTs to plan, develop and document design projects

Students learn to: use a variety of methods to generate creative design ideas for each design

project

Reflect on design ideas and decisions

 Sketch, draw and model to aid design development

 Manipulate images with tools such as editing, resizing, grouping, aligning and positioning

 Communicate information appropriate to specified audiences

 Use appropriate layout and graphic design

 Use ICTs to communicate information including saving a document in various file types and storage locations from within the application

 Use word processing features including page numbering and page breaks, find and replace, word count, spell check and thesaurus, columns and sections, inserting text/objects/images

Prior KnowledgeUse of computers.Television and internet advertising.

Risk AssessmentMovement around room in groups.Assign areas for groups to work in

Resources Projector/smart board, video (Handerpants), worksheet, blank paper and computers.http://www.handerpants.com

Lesson Outcomes

Time Teachers Role Students Role Assessment Strategies

Students will need to read about their chosen issue or problem and then write about their solution. This will focus on literacy skills.

With very few constraints students are able to explore their creative design skills.

Students are to think outside the box. They are to explore what they might do if there were no limits to their imagination.

Students are to think of a problem as an opportunity.

3-5 mins

5 mins

3 mins

5 mins

30 mins

Introduction

Body

Teacher directs students line up outside the computer classroom.Teacher tells students they will need pens, pencils and their workbooks.Students to forward into class.Mark roll.

Learning from prior lesson quickly reviewed. Overview of current lesson aims and activity briefly explained.

Teacher introduces Handerpants, underpants for your hands. Play Handerpants video. http://www.handerpants.com N.B. Peter has some vision impairment and will need to sit at front of the classroom to see video. He has a large computer monitor and large print keyboard.

Teacher asks class if this is a good product?What other lifestyle problems could Handerpants solve?Would they buy Handerpants?Would they use Handerpants?

As a class brainstorm some different lifestyle problems lifestyle problems.Teacher to write answers on white board.

Teacher directs students to form themselves into groups of 2 or 3.

Teacher describes the format of the exercise. Students are to select one of these problems or decide on a new one of their own.Once chosen, students need to design a product that is a solution to their lifestyle problem.

Teacher to hand out the project worksheet and blank paper for students to sketch ideas.

Once draft ideas and sketches are done, teacher to

Students line up outside computer classroom, with books and pens, and then forward in to class.

Students respond to roll call.

Students ask clarifying questions

Students watch video.

Peter has his usual front seat and should be sitting in it. He will work on the large screen monitor and large print keyboard.

Students respond to teacher’s questions.

Students consider their responses.

Students brainstorm topic and present answers.

Students form themselves into groups of 2 or 3

Students select a lifestyle problem

Students to come up with a solution

Students work on ideas and sketch draft designs.

Students log onto computers and open power

Teacher to circulate in room throughout the lesson and randomly discuss project ideas.

How did they arrive at this solution?

5 mins Review/Conclusion

direct students to make a short power point presentation that promotes their product. (Similar to Handerpants promo)

The worksheet gives direction that the power point needs to be 5 – 10 slides long and must show the lifestyle problem and how their product addresses that problem, why the customers need this product and how their life will be much better with it. The group needs to write a script to be read with the presentation or recorded over it.

Teacher to direct students to finalise their work and save their work to the class drive.

Teacher to have class tidy room and put chairs and desks straight. Until bell rings ask class for some examples of their products.

point.

Students begin producing power point presentation of their products.

Students finish their work at that point and save to the class drive.

Students tidy room.

Students respond to teacher’s question.

Do they think it works well?

Lesson Evaluation

Unit/Lesson Title- 8.5 Manipulating Materials;Exaccuracy (Exact accuracy)

Lesson duration- 55 mins Stage 4 Year 8 Class

Rationale

Embed the idea that accuracy is supremely important in all aspects of project production. Demonstrate the need for accuracy in communication and production in a team environment.

Syllabus Outcomes

4.3.2 Demonstrates responsible and safe use of a range of tools, materials and techniques in each design project.

Syllabus Content

Students learn about: Risk management strategies. Responsible behaviour in working environments. Occupational Health and Safety practices. The safe and responsible use of tools, materials and techniques. Maintenance of tools and equipment.

Students learn to: Manage risk when developing design projects. Use tools. Materials and techniques in a responsible and safe manner in each design project. Maintain tolls and equipment including computer equipment.

Prior KnowledgeBasic measuring and cutting skills.

Risk AssessmentMovement around school and room. Cuts to fingers and hands.Instruct students in safe cutting procedures.

Resources Acromat tiered seating and video. Bench hooks, tenon saws, rules, squares, tape measures and calculators.http://acromat.com.au/content/seating-staging

Lesson Outcomes

Time Teachers Role Students Role Assessment Strategies

Students will need to measure and calculate. This will focus on numeracy skills.

Students will develop an understanding of the need for accuracy. That a number of small mistakes have a compounding effect and can

3-5 mins

5 mins

3 mins

10 mins

Introduction

Body

Teacher directs students to line up outside woodwork room.Teacher tells students they will need their pencils. Students to forward into class.Mark roll.

Learning from prior lesson quickly reviewed. Overview of current lesson aims and activity briefly explained.

Teacher introduces the importance of accuracy in measuring and cutting. Show Acromat video; http://acromat.com.au/content/seating-staging Without accuracy these seats would not be possible

Teacher asks class to walk to the hall as a group.

Students line up outside woodwork room and then forward in to class.

Students respond to roll call.

Ask clarifying questions

lead to a less than satisfactory result.

Students will learn that a little extra time and care taken to make components accurately will save time and materials later.

30 mins

5 minsReview/Conclusion

Inspect collapsible, tiered seating. Teacher explains that all the components are built separately, possibly in different parts of the country, and only come together on site. The accuracy of production is vital. Teacher to take students back to woodwork room and assemble around benches in groups of 4.

Teacher instructs students to collect rules, squares, saws and bench hooks and return to their benches.Teacher hands out lengths of 70mm radiata timber.Teacher instructs students to mark, square and cut timber at 300mm length.

N.B. Peter has some vision impairment and will need to have the timber marked for him, which he is then able to cut independently. Teacher will need to offer extra supervision as he starts cuts and ensure he can see the markings.

At completion of cuts each group is to calculate what length the 4 pieces should total in length and record this figure. Then have them measure the 4 pieces and find their actual total length.Teacher to ask each group if there was a difference between the two figures?

The teacher is to ask the students to calculate the total length of all the class pieces together.Then have them lay all the pieces end to end on the floor and measure their actual total length.

Teacher to record the two figures and if there is a difference, discuss why this may be?

Teacher informs the students that this piece of timber is the first side of their BBQ caddy they are building this term; therefore they are to put their name on it. Then put the piece in their bags and store in storeroom.Teacher instructs students to tidy room and return tools to racks.

Until bell rings teacher to ask class for some

Students inspect seating. Noting the large number of components, made from different materials.

Students measure, mark and cut timber on bench hooks with tenon saws.

Peter will then, with initial supervision, cut his timber independently.

Students calculate their combined lengths and record this figure. Then measure their actual total length. Find if there is a difference between the two figures?

Students calculate their combined total length, and then laying the timber pieces on the floor end to end, they are to measure their actual total length.

Students to discuss why there might be a difference?

Students pack away their timber.Students tidy room.

Students respond to teacher’s question.

Teacher to circulate in room throughout the lesson and check work practice.

Are the students measuring and cutting accurately?

Are the students using safe techniques?

examples of how they could have been more accurate with their measuring, marking and cutting?

Lesson Evaluation

Unit/Lesson Title- 7.3 Toying With Textiles;This Pillowcase is to DYE for.

Lesson duration- 55 mins Stage 4 Year 7 Class

Rationale

Students are able to perform proper analysis and evaluation of product. Students to find satisfaction in a satisfactorily completed project.

Syllabus Outcomes

4.3.2- Demonstrates responsible and safe use of a range of tools, materials and techniques in each design project.

4.6.1- Applies appropriate evaluation techniques throughout each design project.

Syllabus Content

Students learn about: Risk management strategies. Responsible behaviour in working environments. Occupational Health and Safety practices. The safe and responsible use of tools, materials and techniques. Maintenance of tools and equipment.

 Developing criteria for success as a tool for assessing design development and production

 Ongoing evaluation of design ideas and decisions

 Final evaluation considering

o  Design process used

o  Design solutions

o  Reflection on learning

Students learn to: Manage risk when developing design projects. Use tools. Materials and techniques in a responsible and safe manner in each design project. Maintain tolls and equipment including computer equipment.

 Apply criteria for success in decision making during the development of each design project

 Use criteria for success to reflect on the design process used and the solutions

 Evaluate prior to, during and at completion of each design solution

 Self-assess and peer-assess design solutions

Prior KnowledgePersonal taste. The idea of comfort for bed linen.

Risk AssessmentMovement around school and room. Electrical and cut injuries from sewing machines.Instruct students in safe use of sewing machines.

Resources Computers, smart board, sewing machines and e-folios.

Lesson Outcomes

Time Teachers Role Students Role Assessment Strategies

Students are able to assess an item using criteria for success. They will be able to critically evaluate a product finding positive, negative and interesting aspects.This will focus on design skills.

3-5 mins

5 mins

3 mins

3 mins

25 mins

Introduction

Body

Teacher directs students to line up outside the textiles room.Teacher tells students they will need their devices. Students to forward into class.Mark roll.

Learning from prior lesson quickly reviewed.

Teacher to ask students to retrieve their tie-dyed pillowcases from the cupboard.Teacher to ask students where they are up to with their pillowcases. The majority should be finalising their assembly of their pillowcases.

Overview of current lesson aims and activity briefly explained. The students are to finish sewing their pillowcases and move on to evaluation.

Teacher to instruct students to move to sewing machines and continue sewing until they have finished their pillowcases.

N.B. Peter has some vision impairment and has learning support staff to assist him. Peter has stitch lines marked for him to follow.

Teacher to circulate in room supervising students sewing.

Teacher reminds students that this final stitching is the most conspicuous on the pillowcases and care needs to be taken with this.

Teacher instructs students that once sewing is completed the pillowcases are to be turned outside in for final evaluation.

Students line up and then forward in to class with their devices.

Students respond to roll call.

Ask clarifying questions.

Students retrieve pillowcases from store cupboard.Students to show the teacher where they are up to with their pillowcases.

Students to move to sewing machines and continue sewing their pillowcases.

Peter to sew with supervision at all times.

Students finalise their sewing and turn their pillowcases outside in.

Teacher to circulate in room throughout the lesson and randomly discuss methods and processes they are

10 mins

5 mins Review/Conclusion

Teacher to direct students to turn off sewing machines and clean sewing area.

Teacher to direct students to log onto devises and open their e-folios. Students to fill in remainder of e-folios, assessing and evaluating their pillowcases using the criteria for success.

Teacher instructs students to save their e-folio work and log off their devices.

Teacher instructs students to tidy room and return pillowcases to cupboard.

Until bell rings teacher to ask class what they thought of their pillowcases? PMI’s?

Students turn off sewing machines and clean sewing area.

Students log onto their devices and open their e-folios.Students complete their evaluation of their project.

Students finish e-folio work and log off their devices.

Students tidy room and return their pillowcases to the cupboard.

Students respond to teacher’s question.

using.

Teacher to question students about their folio entries.

Lesson Evaluation

Rationale

Stage 4 Technology Mandatory is period of opportunity. The chance for students to experience new subjects, new ideas and develop some new skills. For some, the opportunity to find real world uses for their numeracy and literacy skills, to explore concepts and ideas out side of their usual lifestyle and environment, the possibility to discover an interest or ability that was, until now, unknown. It also provides the teacher with the challenge of teaching their subject to a new and possibly, more diverse range of students than they may have had before. This is an opportunity for the teacher to “sell” their subject, in the hope that students will choose it as an elective subject for stage 5 and 6, and therefore become a launch pad into a vast range of career opportunities.

HanderpantsI chose to use this resource, and lesson plan, as it explores creativity in design, with very few constraints. As the students choose problems, I want to explore, with them, questions such as; what caused this problem? Was it a technological creation? Can we fix it with another technological creation? Are we helping, or will our creation create more problems?

I want to look at the approach the students took in finding and designing their solution. How did they came up with their solution, how did they researched it, how did they refined it, how did they evaluated it? I want to ask the question, how hard was that? I want them to see that it’s not always as simple as “here is a problem, here is the solution”. In most cases this is far too simplistic (S.Harfield.2008). I want to look, with them, at the journey of design under the three main areas of: What – The thing or problem. How – What can we do to fix it? Result – How well did that work? (Dorst. 2010)

As this lesson seeks to meet syllabus outcome 4.2.1, generates and communicates creative design ideas and solutions, I am keen to see how students respond to this exercise. How do they respond to these technological/societal issues? Do they just add another technology or do they adapt or modify the existing one? Technology impacts society in many ways, good and bad, but we can impact the development and implementation of these technologies (Surry & Baker 2016).

This exercise incorporates literacy as well as ICT and design skills through the making of their PowerPoint presentations.

Exaccuracy This lesson, and indeed, throughout the unit, carries the importance of being exact and accurate. Often, when an idea, concept or instruction is given, many students will ask the question “why?” When it comes to the topic of accuracy, it is no different. Rather than seeing this “why” as annoying, this is the opportunity for the teacher to encourage this questioning. As TAS teachers we need to view “why” as the most important word in or language, this involves us in reasoning which, on many occasions, leads us to designing (Morrison & Twyford. 1994). Design is not haphazard or random, it is a planned, deliberate act (Olsen. 2017), and so our execution of that design needs to be exact and accurate.

The example of the compactable tiered seating shows that the best design can fail without accurate manufacturing of the components. I would explain to the students, that each of the components are manufactured, by different contractors, all over the country. None of the contractors know how their part relies on, or interacts with, the other parts of the system and none of them see the finished product assembled. They MUST follow the plans exactly and manufacture their parts accurately.

While this lesson meets syllabus outcome 4.2.3, the responsible and safe use of tools and materials, it is also to show that these tools and material need to be used well, with care and accuracy. The timber cutting exercise is designed to push the students ability to measure and cut accurately. They will have the opportunity to see the difference between what they calculate should be the overall length, and what they actually end up with, firstly as a small group, and then as the whole class. The point of the exercise is that they see that even the smallest errors, when compounded, make a huge difference in the final outcome. If they rush or have a careless attitude, these final outcomes will not be what they hoped for and will most likely lead to a very unsatisfactory project. This activity incorporates the student’s numeracy skills through the measuring of their timber, calculating the combine lengths and finding the difference between that and the actual length.

This Pillow Case is to DYE for The first part of this project is the design aspect of the tie dying pattern. Here the students are able to choose colours and patterns for their own pillowcase designs. I wanted this lesson to be the culmination of the students tie dyed pillowcase, which is used to put into practice machine sewing skills the students have learned, meeting syllabus outcome 4.3.2.

Once the pillowcase is finished I want them to use their e-folio to evaluate their project, to look at this using their criteria for success. I want students to be able to critically analyse their own projects as well as being able to assess and feed back on each other’s. Doing this, both in the conceptual stages as well as the final evaluation, they will learn that design can be just as much a tool as the physical tools they use (Trevallion. 2008).

This last step hopefully prompts the students to think about what they would do next time. What would they do the same? What would they do differently? How could they improve their design and refine their skills? All of these activities meet syllabus outcome 4.6.1- Applies appropriate evaluation techniques throughout each design project. I want to impress upon the students that this analysis process can be applied to any project they make. This e-folio exercise incorporates student’s design skills in the making of the tie dyed pillowcase, as well as literacy and ICT skills through the writing of their e-folios.

Reference List

Acromat: Seating and Staging. (2018). 2018, from http://acromat.com.au/content/seating-staging

Dorst, Kees. (2010). The Nature of Design Thinking. Paper presented at the DTRS8 Interpreting Design Thinking, Sydney Australia.

Harfield, S. (2008). Problems, design problems and designers: Decision-making in action. In H. Middleton & M. Pavlova (Eds.), Exploring technology education: Solutions to issues in a globalised world, Vol. 1 (pp. 177-185). QLD: Griffith University

McPhee, Archie. (2017). Handerpants. 2018, from http://www.handerpants.com

Morrison, J., & Twyford, J. (1994). Extracts from The nature of design, the origin and purpose of design. In Design capability and awareness (pp. 10-15). UK: Longman

Olsen, Tod. (2017). So, What is Design Anyway? The Design Innovator.

Surry, D. & Baker, F. (2016). The co-dependent relationship of technologies and communities. British Journal of Educational Technology, 47(1), 13-28.

Trevallion, D. (2008). Where did the design go in Design and Technology education. In H. Middleton & M. Pavlova (Eds.), Exploring technology education: Solutions to issues in a globalised world, Vol 2 (pp. 172-179). QLD: Griffith University.

Criteria High Distinction 13-15

Distinction 12 Credit 10-11 Pass 7.5-9 Fail 7 or less

Planning syllabus aligned lessons that apply effective student-centred teaching strategies, including active elements, while also integrating ICT's.

Clear and well aligned links to the syllabus ‘learn to’ and ‘learn about’ outcomes have been used to develop innovative and effective teaching and learning activities across the three lessons.Strategies are varied and creative in terms of content and student engagement. ICT’s are integrated into the lesson. Lesson plan elements show analysis of the lesson in terms of purpose and approach.

Clear and well- aligned links to the syllabus ‘learn to’ and ‘learn about’ outcomes have been used to develop effective student-centred teaching and learning activities across all lessons.Strategies are varied and creative in terms of content and student engagement. ICT’s are integrated into the lessons. Lesson plan elements show analysis of the lesson in terms of purpose.

Relevant evidently aligned links to the syllabus ‘learn to’ and ‘learn about’ outcomes have been used to develop appropriate student-centred teaching and learning activities across the lessons.Strategies are varied and explained in terms of content and student engagement. ICT’s are integrated into the lessons. Lesson plan elements are explained. 

Links made to the syllabus ‘learn to’ and ‘learn about’ outcomes, and how these have been used to develop student-centred teaching and learning activities across the three lessons are evident.Strategies are described, feature some variety, and ICT’s are used in the lessons.

Minimal evidence of clear links made to the syllabus ‘learn to’ and ‘learn about’ outcomes and/or teaching and learning activities within one or more of the lessons.A narrow range of strategies are listed and/or they have little student activity. ICT’s not integrated and/or lesson plan elements are missing.

Supporting the needs of diverse learners.Designing activities to develop student’s skills in literacy, numeracy and design 

Detailed and appropriate differentiation strategies to meet the identified needs of a diverse learner are explained. Strong and clear evidence of integrated and effective activities to develop student’s literacy, numeracy, and design skills across the lessons. 

Appropriate differentiation strategies to meet the identified needs of a diverse learner are explained. Clear evidence of integrated and effective activities to develop student’s literacy, numeracy, and design skills across the lessons.

Appropriate differentiation strategies to meet the identified needs of a diverse learner are described. Evidence of integrated and effective activities to develop student’s literacy, numeracy, and design skills across the lessons.

Differentiation strategies to meet the identified needs of a diverse learner are described.Evidence of effective activities to develop student’s literacy, numeracy, and design skills across the lessons. 

Minimal evidence of strategies to meet the needs of a diverse learner, and/or effective activities to develop student’s literacy, numeracy and design skills across the lessons.

Rationale for the lesson plans

The lessons are analysed and justified in terms of addressing the diverse needs of students, and developing student’s literacy, numeracy, and design skills through student-centred learning and teaching activities with support from a broad range of appropriate references including those outside of the subject learning materials.

The lessons are explained and justified in terms of addressing the diverse needs of students, and developing student’s literacy, numeracy, and design skills through student-centred learning and teaching activities with support from a range of appropriate references.

The lessons are explained and justified in terms of addressing the diverse needs of students, and developing student’s literacy, numeracy, and design skills through student-centred learning and teaching activities with support from appropriate references.

The lessons are justified in terms of addressing the diverse needs of students, and developing student’s literacy, numeracy, and design skills through student-centred learning and teaching activities with support from appropriate references.

The lessons are not clearly justified in terms of how they address the diverse needs of students, and the development of student’s literacy, numeracy, and design skills through student-centred learning and teaching activities, supporting points made with appropriate references.

Scholarly academic writing and appropriate use of educational terminology

A comprehensive and accurate set of highly relevant citations and references using APA style, and scholarly writing skills and appropriate use of educational terminology.

An accurate set of highly relevant citations and references using APA style, and scholarly writing skills and use of educational terminology

An accurate set of relevant citations and references using APA style, and scholarly writing skills and appropriate use of educational terminology

A mostly accurate set of relevant citations and references using APA style, and scholarly writing skills and appropriate use of educational terminology

Little or no evidence of relevant citations and references using APA, and/or scholarly writing skills or use of educational terminology

FeedbackAndrew

48/60 Very good identification of diversity need, well addressed and incorporated into your lesson Thorough lessons, good content, well sequenced with creative learning activities Very good rationale, well justified Further academic referencing would have added depth here

Mark