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Content Descriptors and Elaborations
The resource addresses the following Design and Technologies content descriptors and elaborations. The elaboration text that is underlined is the aspect that is specifically addressed within the resource.
The resource addresses the following Design and Technologies content descriptors and elaborations. The elaboration text that is underlined is the aspect that is specifically addressed within the resource.
Design and Technologies Knowledge and Understanding
- Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004) Elaborations - Exploring designed solutions to meet individual, family and community needs with a focus on materials, for example fabrics used for sports clothing, soft fall for play spaces - Exploring materials, components, tools and equipment through play to discover potential uses when making products or modelling services and environments, for example when designing and making clothes, toys and shelters - Experimenting with techniques to combine or alter materials to satisfy a function |
Design and Technologies Processes and Production Skills
- Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005) Elaborations - Identifying, gathering and playing with materials, components, tools and equipment to generate personal design ideas, for example designing a greeting card for a friend - Exploring opportunities around the school for designing solutions, for example how school play areas could be improved; how the school removes classroom waste and identifying opportunities to reduce, recycle and re-use materials; reviewing the school canteen menu to identify healthy food options and suggesting changes to promote future good health - Discussing possible designed solutions based on experience and some research, for example asking adults for advice - Considering the importance of sustainability in designed solutions, for example comparing the durability of materials for a selected solution - Exploring which tools, equipment and techniques to use with selected materials |
Resource Overview
This resources enables students to work individually, in pairs, or in small groups to design and build scarecrows out of sustainable products. The purpose of the scarecrows is to keep the pests away from the school vegetable garden. Students will complete a guided portfolio, which engages them in a range of tasks involving design thinking and design choices to design and build their scarecrow. Students learn that the design and development of products meets a need or addresses a problem, and they will understand how recycling/re-using materials reduces waste and contributes to a more sustainable future. Students will think about the suitability of materials, in relation to scarecrow designs and sustainability, and will draw and label a scarecrow design. Students will identify the materials and tools required to build their scarecrow and will plan a sequence of production steps for their design. Lastly, students will evaluate their design choices and the effectiveness of their scarecrow in keeping pests away from the school vegetable garden.
This resources enables students to work individually, in pairs, or in small groups to design and build scarecrows out of sustainable products. The purpose of the scarecrows is to keep the pests away from the school vegetable garden. Students will complete a guided portfolio, which engages them in a range of tasks involving design thinking and design choices to design and build their scarecrow. Students learn that the design and development of products meets a need or addresses a problem, and they will understand how recycling/re-using materials reduces waste and contributes to a more sustainable future. Students will think about the suitability of materials, in relation to scarecrow designs and sustainability, and will draw and label a scarecrow design. Students will identify the materials and tools required to build their scarecrow and will plan a sequence of production steps for their design. Lastly, students will evaluate their design choices and the effectiveness of their scarecrow in keeping pests away from the school vegetable garden.
General Capabilities
The resource uses the following General Capabilities, which are outlined by the Australian Curriculum:
Critical and Creative Thinking - Students will use their critical and creative thinking skills to write their criteria for success, and decide which re-usable and recyclable materials will be most suitable for use, in producing their final scarecrow product.
Personal and Social Capability - Students will use their personal and social capability to work together in their technology groups to complete all processes required in designing and creating their group scarecrows. Students will communicate, collaborate and learn together throughout various activities within the unit, such as: writing a criteria for success, evaluating each others individual scarecrow design, drawing a group scarecrow design, writing a sequence of productions steps, listing the materials and tools required for the design, creating the final design scarecrow together, and evaluating the effectiveness of the produced product.
Literacy - Students use their literacy skills to read, comprehend and complete the tasks within the guided portfolio.
Numeracy - Students use numeracy skills of measurement in assembling and preparing materials to build their scarecrow, as well as using spacial reasoning to set up their scarecrows in the vegetable garden for use.
The resource uses the following General Capabilities, which are outlined by the Australian Curriculum:
Critical and Creative Thinking - Students will use their critical and creative thinking skills to write their criteria for success, and decide which re-usable and recyclable materials will be most suitable for use, in producing their final scarecrow product.
Personal and Social Capability - Students will use their personal and social capability to work together in their technology groups to complete all processes required in designing and creating their group scarecrows. Students will communicate, collaborate and learn together throughout various activities within the unit, such as: writing a criteria for success, evaluating each others individual scarecrow design, drawing a group scarecrow design, writing a sequence of productions steps, listing the materials and tools required for the design, creating the final design scarecrow together, and evaluating the effectiveness of the produced product.
Literacy - Students use their literacy skills to read, comprehend and complete the tasks within the guided portfolio.
Numeracy - Students use numeracy skills of measurement in assembling and preparing materials to build their scarecrow, as well as using spacial reasoning to set up their scarecrows in the vegetable garden for use.
Cross-curriculum priorities
The resource uses the following Cross-Curriculum Priorities, which are outlined by the Australian Curriculum:
Sustainability - This priority is incorporated into the unit, by involving students in learning and critically thinking about re-usable and recyclable materials, and how these can be used in the designing and building of a scarecrow for use within the school vegetable garden. Students will learn how using re-usable and recyclable materials contributes to a more sustainable future.
The resource uses the following Cross-Curriculum Priorities, which are outlined by the Australian Curriculum:
Sustainability - This priority is incorporated into the unit, by involving students in learning and critically thinking about re-usable and recyclable materials, and how these can be used in the designing and building of a scarecrow for use within the school vegetable garden. Students will learn how using re-usable and recyclable materials contributes to a more sustainable future.
Key Ideas
The resource uses the following key ideas, which are outlined by the Australian Curriculum: Technologies:
Design Thinking -Students use design thinking throughout the whole unit of 'Sustainable Scarecrows'. Students use design thinking to: identify the need for creating their Year 2 class scarecrows; generate, plan and evaluate individual scarecrow designs; plan and generate a group scarecrow design; create and build the scarecrow, and evaluate the effectiveness of the scarecrows in keeping pests away from the school vegetable garden.
Creating Preferred Futures - Students design and create a scarecrow out of re-usable and recyclable materials, and reflect upon the scarecrows' impact on environmental sustainability, and how such materials help to create preferred futures.
Project Management - Students work together in their technology groups to complete the various phases of the guided portfolio, which ultimately guides students in every step involved in order to plan, design and see their sustainable scarecrows project through till completion.
The resource uses the following key ideas, which are outlined by the Australian Curriculum: Technologies:
Design Thinking -Students use design thinking throughout the whole unit of 'Sustainable Scarecrows'. Students use design thinking to: identify the need for creating their Year 2 class scarecrows; generate, plan and evaluate individual scarecrow designs; plan and generate a group scarecrow design; create and build the scarecrow, and evaluate the effectiveness of the scarecrows in keeping pests away from the school vegetable garden.
Creating Preferred Futures - Students design and create a scarecrow out of re-usable and recyclable materials, and reflect upon the scarecrows' impact on environmental sustainability, and how such materials help to create preferred futures.
Project Management - Students work together in their technology groups to complete the various phases of the guided portfolio, which ultimately guides students in every step involved in order to plan, design and see their sustainable scarecrows project through till completion.
Facilitation of Differentiation
Numerous activities and processes to facilitate differentiation, which can be incorporated into the unit, are included below:
- Teacher places students into technology groups (4 or 5 students), based on individual characteristics and behaviours, so that chances of personality clashes or behavioural incidences are minimised. The needs of ALL learners and what will best suit each individual is considered and is what influences group choices.
- Aide assists students who may be struggling or who require extra support. Aide can stay in groups with specific students who do not cope well in group situations.
- Students who do not cope well in group situations can take breaks at times the teacher and student agree upon.
- Aide assists students who were away a previous lesson or who did not finish the required tasks/activities.
- Teacher scaffolds the learning environment, gives feedback to students, ensures students are on task and progressing with tasks.
- Kinesthetic learners help teacher to set up the materials for the lessons, and hand out the guided portfolios when they are required for tasks.
- Teacher/aide support to read texts to or scribe for learners who require additional support with reading and/or writing.
- Guided portfolios use group work to complete, but copying the writing from the group tasks into students' individual guided portfolios is self-paced.
- Lessons are presented for students with different learning styles through using a number of visual, auditory and written resources in the activities.
- Students who experience great social and emotional challenges in working in group situations can complete the assessment task individually.
- Students who experience learning difficulties can complete a modified assessment task, in that they only have to complete the resource's key concepts.
- Students can complete 'Extension Activities' if they finish lessons early.
Extension Activities:
1. Students can brainstorm either individually or with a peer, ideas for a simple homemade toy that could be made from the leftover re-usable and recyclable materials that were donated.
2. Students can draw the design for the toy in their technology books, and swap books with a partner to evaluate and give either written or verbal feedback to each others' designs.
3. Students can make the simple toy design under teacher supervision.
Numerous activities and processes to facilitate differentiation, which can be incorporated into the unit, are included below:
- Teacher places students into technology groups (4 or 5 students), based on individual characteristics and behaviours, so that chances of personality clashes or behavioural incidences are minimised. The needs of ALL learners and what will best suit each individual is considered and is what influences group choices.
- Aide assists students who may be struggling or who require extra support. Aide can stay in groups with specific students who do not cope well in group situations.
- Students who do not cope well in group situations can take breaks at times the teacher and student agree upon.
- Aide assists students who were away a previous lesson or who did not finish the required tasks/activities.
- Teacher scaffolds the learning environment, gives feedback to students, ensures students are on task and progressing with tasks.
- Kinesthetic learners help teacher to set up the materials for the lessons, and hand out the guided portfolios when they are required for tasks.
- Teacher/aide support to read texts to or scribe for learners who require additional support with reading and/or writing.
- Guided portfolios use group work to complete, but copying the writing from the group tasks into students' individual guided portfolios is self-paced.
- Lessons are presented for students with different learning styles through using a number of visual, auditory and written resources in the activities.
- Students who experience great social and emotional challenges in working in group situations can complete the assessment task individually.
- Students who experience learning difficulties can complete a modified assessment task, in that they only have to complete the resource's key concepts.
- Students can complete 'Extension Activities' if they finish lessons early.
Extension Activities:
1. Students can brainstorm either individually or with a peer, ideas for a simple homemade toy that could be made from the leftover re-usable and recyclable materials that were donated.
2. Students can draw the design for the toy in their technology books, and swap books with a partner to evaluate and give either written or verbal feedback to each others' designs.
3. Students can make the simple toy design under teacher supervision.
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