EST400: Primary Technology Education Windebank & Jacqueline Smith

Design Curriculum Task

Amy

Introduction
Unit Title : Designing and Creating Pop-up Books Technology Focus : Paper Technology

According to Campbell, Webster and Jane (2004, p. 1) Technology education provides children with opportunities to be creative as they engage in problem solving and make products that address human needs. This unit will enable students to creatively develop their problem solving skills by appropriately responding to a design brief which incorporates a real life problem that exists within their school setting (refer to APPENDIX A, Design Brief). By enabling students to become actively involved in a project that directly affects the school community, their technological learning will be meaningful. Students will work in groups to research the content of pop-up books and subsequently design and make their own pop-up book that is finished to a high standard. The pages will incorporate pop-ups and moving parts, including linkages and levers. Children will gain an understanding of linkage-type mechanisms through investigating a range of products e.g. pop-up books and greeting cards. Through focused practical tasks, children will develop further skills and understandings relating to the construction and assembly of a range of simple mechanisms that can be incorporated into a book with moving parts. To compliment the students hands-on design experiences, they will be required to consistently log aspects of their processes in a word processed working journal. Jonassen (2007, p. 5) discusses the effectiveness of incorporating the integration of ICT within other discipline areas as a mode of reflection:
Computers may also function as cognitive technologies for amplifying and reorganizing the way that learners think... When learners use computers as partners, they off-load some of the unproductive memorizing tasks to the computer, allowing the learner to think more productively (Jonassen 2007, p. 5)

At the end of the unit, students will engage in a reflective task. By encouraging students to consciously reflect on their work and learning, they will be provided with valuable insights into how they think and the approaches they take to complete tasks, which in turn can bring further study (Murray 2006). Year Level : 3 (VELS Level 3 refer to APPENDIX B, VELS: related domains and standards) Duration : 6 weeks Safety Aspects - refer to APPENDIX C, Safety aspects to consider.

The Design, Creativity and Technology Process:

1|Page

EST400: Primary Technology Education Windebank & Jacqueline Smith

Lesson Number/Title Preparing for Learning: Activities

Design Curriculum Task

Amy

Resources/Materials
Design brief discussion:

Learning Indicator
-

Design brief discussion: Display the design brief on the interactive whiteboard. As a whole class, discuss the design brief prior to commencing class activities. Highlight important words, discuss what they mean. Ask the class: are there any words that you would like to change to make a sentence easier to understand? Modify the design brief based on mutual class input. Distribute a copy of the design brief to each student (refer to APPENDIX A, Design Brief).

Design brief discussion:

Interactive whiteboard Class set of design briefs (refer to APPENDIX A, Design Brief).

Students responses to class discussion (Formative Assessment assessment for learning) Victorian Essential Learning Standards (2009) for English (level 3) Reading progression point 2.25: use of strategies for reading texts with unfamiliar vocabulary.

1. Investigatin g Pop-up Books

Prep-buddy interviews: Organise prep buddies for the student groups. Explain to the students that they are to interview their preps to find out their: reading interests, like, dislikes. Instruct students to write down notes on the interviews for use when they design their books. Introduction Storybooks & Popup Books: - Lead a class discussion about storybooks, with particular emphasis on pop-up story books. - Explain to students at they will be working towards making their own book with moving parts in small

Prep-buddy interviews:

Prep-buddy interviews: Students notebooks Pens/pencils

Students ability to plan and conduct interviews with prep students. Students ability to appropriately record responses from interviews with prep students

Introduction: A range of products

Introduction:
Students responses, suggestions, ideas during the discussion on pop-up story books (Formative Assessment assessment for learning). Victorian Essential Learning Standards (2009) for Design,

with moving parts (refer to APPENDIX D Pop-up/Moving Parts Books & Greeting Cards), such as:

2|Page

EST400: Primary Technology Education Windebank & Jacqueline Smith

Design Curriculum Task

Amy

teams of five - six. As a whole class, peruse a range of products with moving parts, such as pop-up books and greeting cards. Briefly discuss the designs used in each product. Activity 1 Brainstorming Ideas: Divide students into four groups (preferable their table groups). Distribute one product (e.g. pop-up book/greeting card with moving parts) a piece of butchers paper and poster pens to each group. Explain to students that they are going to complete a brainstorming activity relating to the products; they are to write down their ideas about the moving part designs on the butchers paper. Once finished, they will rotate to the next table and add their ideas to the butchers paper for that particular product. They will be given 5 minutes on each product. While this is occurring, the teacher will wander around the room, monitoring group work, offering prompts, suggestions and support. Prompts/questions to ask students to help develop their understandings about pop-up mechanisms: How are moving parts/mechanisms made? Why do you think moving parts are used?

Greeting cards. The Very Hungry Caterpillar (pop up version), by Eric Carle. Dr Seusss Oh the Places Youll Go Popup!, by David. A. Carter, Were Going on a Bear Hunt (pop-up edition), by Michael Rosen & Helen Oxenbury. The Original Pop-up Tale of Peter Rabbit, by Beatrix Potter. The Modern Ark: The Endangered Wildlife of Our Planet, by Claire Littlejohn. Activity 1: Pop-up/moving parts products used in the introduction (refer to APPENDIX D Popup/Moving Parts Books & Greeting Cards). Butchers paper x 4. Poster pens x 4.

Creativity and Technology (Level 3) Learning Focus: Students learn to describe ideas and concepts about design, materials/ingredients and technological systems in simple terms .

Activity 1:
Victorian Essential Learning Standards (2009) for Interpersonal Development (level 3) Building Social Relationships and Working in Teams Progression Point 2.25: development of behaviours that promote harmonious social relationships; for example, sharing, helping and listening recognition of the right of all team members to participate and feel accepted as a part of that group Students responses to prompts/questions (Formative Assessment assessment for learning).

Victorian Essential Learning Standards (2009) for Thinking Processes (level 3) Reasoning, processing and inquiring Progression Point 2.25: collection of information to answer their teachers questions Creativity progression point 2.5: exploration of creative ideas using open-ended questions about

3|Page

EST400: Primary Technology Education Windebank & Jacqueline Smith

-

Design Curriculum Task

Amy

What is the product made from? How do you think the mechanism works? Does the mechanism help with the telling of the story? Which element of the story does it help to illustrate? Why are pop-up books usually made for children?

familiar contexts; for example, asking why and how an event happened and what might or could have happened

Reflection Activity: - Students will reflect on the activity

by sharing the ideas they have gathered during the rotation activity. Each group will read out some of the ideas written down relating to the particular product on their table. Encourage students to elaborate on the words/phrases they have written down. As a whole class, discuss the processes used to decorate the covers and various pages of the popup/moving parts books. Ask students to identify the complexity/simplicity of a particular design in one of the books. Extension Activity/Homework: Children are to collect and bring in their own examples of popup/moving parts books, cards or advertising. They will examine the product with a partner and then share their findings with the rest of the class. The collection could form a class

Reflection Activity: Students brainstorming ideas written down on butcher paper.

Victorian Essential Learning Standards (2009) for English (level 3) Speaking and Listening progression point 2.25: clear speech in informal and classroom situations contribution of relevant ideas to discussions and asking of questions to clarify meaning attentive listening to others in individual and group contexts

Reflection:

Extension Activity:
Students collection of pop-up/moving parts books, cards and advertisements.

Extension Activity:
Students ability to examine their pop-up/moving parts product and present their ideas to the rest of the class (Formative Assessment assessment for learning). Victorian Essential Learning Standards (2009) for English

4|Page

EST400: Primary Technology Education Windebank & Jacqueline Smith

display.

Design Curriculum Task

Amy

(level 3) Speaking and Listening progression point 2.75: preparation and delivery of short explanations and reports to peers on topics of interest communication of relevant information and responses to questions when speaking to others in a range of familiar contexts

5|Page

EST400: Primary Technology Education Windebank & Jacqueline Smith

2. Making Pop-ups

Design Curriculum Task

Amy

Preparation before the lesson: Create examples of moving pop-up parts to show to the children (refer to APPENDIX E, Pop-up Examples). Introduction Exploring pop-up mechanisms: Demonstrate how moving pop-up parts work to the students using the prepared pop-ups (refer to APPENDIX E, Pop-up Examples). Look at the pop-up examples investigated in lesson 1 (refer to APPENDIX D, Pop-up/Moving Parts Books & Greeting Cards).

Preparation before the lesson:

White paper. Construction card. Scissors. Glue. A picture for the pop-up (either hand-drawn or printed).

Introduction Exploring pop-up mechanisms:

Victorian Essential Learning Standards (2009) for English (level 3) Speaking and Listening progression point 2.25: attentive listening to others in individual and group contexts

Introduction

Exploring pop-up mechanisms:

Pop-up examples made during preparation time (refer to APPENDIX E, Pop-up Examples). Pop-up/moving parts books and greeting card examples from lesson 1 (refer to APPENDIX D, Pop-up/Moving Parts Books & Greeting Cards).

Activity 1 Assembling pop-ups: - Demonstrate how to assemble the two different types of pop-ups (refer to APPENDIX E, Pop-up Examples). Students will work in their groups (preferably their table groups), they will focus on the following practical tasks: Table 1: safely scoring along lines already drawn to develop their Stanley knife cutting skills (this table will be monitored and guided by the teacher or an adult helper). Table 2: construct a simple pop-up mechanism like example 1 (refer to APPENDIX E , Example 1). Table 3: construct a simple pop-up mechanism like example 2 (refer to APPENDIX E , Example 2). Table 4: experiment with a variety

Activity 1 Assembling popups:

Victorian Essential Learning Standards (2009) for Design, Creativity and Technology (level 3) - Investigating and Designing progression point 2.25: teacher-guided identification of the main steps required to make a product or simple system they have designed Producing progression point 2.25: spontaneous trial-and-error approach when making a simple product, and awareness, when prompted by the -

Activity 1

Assembling popups:
Pop-up examples made during preparation time (refer to APPENDIX E, Pop-up Examples).

Stanley knives. Scissors. White paper. Ready cut strips of

6|Page

EST400: Primary Technology Education Windebank & Jacqueline Smith

Design Curriculum Task

Amy

of sticking materials, glues, tapes, paper clips and blu tack. Students will be allocated 10-15 minutes for each activity then rotate to the next table. During this session, the teacher will take photographs of the students creating and assembling their pop-ups (these images can then be transferred into the students working journals which they will begin in a later session). Remind students about safety issues (refer to APPENDIX C, Safety aspects to consider). Reflection Activity: Once all students have had a turn at each task, they will participate in a whole class discussion reflecting on the tasks. The teacher should identify: What were the common misconceptions, misunderstandings or problems? What did the students find easy? What have they learnt during the lesson? What sticking materials worked the best? Why? Some students could share examples of their work (try to show one example from each task). Encourage students to share the

construction card. Corrugated card. Paper fasteners/split pins. Sticky tape. Masking tape. Blu tack. Paper clips. Digital camera.

teacher, of the steps involved with significant teacher direction and assistance, use of a few basic tools, equipment and simple techniques to make a product; for example, preparing and combining familiar materials, ingredients or components

Students ability to reflect on the activity by appropriately identifying the problems they faced, what they found easy, what they have learnt, which sticking materials worked the best and why (Summative assessment assessment of learning). - Victorian Essential Learning Standards (2009) for Design, Creativity and Technology (level 3) - Investigating and Designing progression point 2.5: with teacher assistance, identification of obvious characteristics or properties - Victorian Essential Learning Standards (2009) for English (level 3) - Speaking and Listening progression point 2.75: communication of relevant information and responses to questions when speaking to others in a range of familiar contexts

Reflection Activity:

7|Page

EST400: Primary Technology Education Windebank & Jacqueline Smith

Design Curriculum Task

Amy

skills they used for each task and elaborate on their learning and ideas.

8|Page

EST400: Primary Technology Education Windebank & Jacqueline Smith

3. Levers and Linkages

Design Curriculum Task

Amy

Activity 1- Rotation: - Get students to sit in a circle on the

floor space. Distribute the pop-up books that the students viewed in lesson one around the circle. - Using the books as an aid, initiate a discussion about what the students think levers and linkages are. - Demonstrate to the students how linkages and levels work using constructed examples. Encourage students to use specific language to describe modelled technological systems e.g.: Pull Links Leverage Force Motion Table 1: Construct a simple lever mechanism like example 1 (refer to APPENDIX F, Example 1). Table 2: Construct a simple lever mechanism like example 2 (refer to APPENDIX F, Example 2). Table 3: Experiment with a variety of cutting instruments (this table will be monitored and guided by the teacher or an adult helper). Table

Activity 1 Rotation:

op-up book selection (refer to APPENDIX D, Pop-

up/Moving Parts Books & Greeting Cards).

ever example (refer to APPENDIX F, Example 1). L inkage example (refer to APPENDIX F, Example 2).

ever mechanism example printouts D R C S P M G P S S igital camera.

eady cut strips of card orrugated card

ticky tape aper fasteners/Split pins

asking tape lue

aper tanley knives

cissors

Standards (2009) for Design, Creativity and Technology (Level 3) Learning Focus: - Students learn to describe ideas and concepts about design, materials/ingredients and technological systems in simple terms - Students investigate what products and simple technological systems can do, how they meet peoples needs, how they are used and/or work, what they look like and why they look the way they do - They develop skills in the use of a variety of simple production techniques, such as cutting, mixing, shaping, joining and assembling and a range of materials/ingredients to produce products. - Students responses to questions relating to mechanism examples (Formative Assessment assessment for learning). Victorian Essential Learning Standards (2009) for Science (Level 3) Learning Focus: - Students learn to use scientific vocabulary in place of everyday language to describe and explain their observations and measurements. - Victorian Essential Learning Standards (2009) for Design, Creativity and Technology (Level 3)- Investigating and

Activity 1 - Rotation: - Victorian Essential Learning

9|Page

EST400: Primary Technology Education Windebank & Jacqueline Smith

Design Curriculum Task

Amy

4: Accurately measure a variety of lines. Draw a line to a specified length. Use a hole punch. During this session, the teacher will take photographs of the students creating and assembling their levers and linkages (these images can then be transferred into the students working journals, which they will begin in a later session). Remind students about safety issues (refer to APPENDIX C, Safety aspects to consider). Concluding discussion questions to ask: -Which tasks did you find easy? -What did you learn from the activities? -What cutting materials worked best? Why? - Encourage students to show their work to the class (One from each task) - Share the skills undertaken during each task and allow children to elaborate on their learning where possible.

ine example printout

ulers encils

ole punchers aper

Designing, Progression point 2.25: Teacher-guided identification of R the main steps required to make a product or simple system they have P designed Students constructed levers H Students ability to use aid to influence construction P Students ability to safely use an array of cutting instruments to slice familiar materials (Formative Assessment assessment for learning). Victorian Essential Learning Standards (2009) for Mathematics (Level 3)- Measurement, chance and data, Progression point 2.25: Use of formal units of measurement; for example, metres to measure length, and hour, minute and second for time Students ability to safely use a hole punch. L

Concluding discussion:

Record students responses to strategic questions (Formative Assessment assessment for learning).

4. Designing a storybook with moving parts

Design Brief recap: - Get all the students to sit on the floor space. - Review the design brief requirements (refer to APPENDIX A, Design Brief). - Recap on the linkage and levers functions, provide students made examples as models.

Activity 1: Book Design

Set of design worksheets (refer to APPENDIX G, Design Worksheets). Teacher design worksheet example (refer to APPENDIX H,

Design Brief recap:

Victorian Essential Learning Standards (2009) for Design, Creativity and Technology (Level 3) Learning Focus: -Students learn to describe ideas and concepts about design, materials/ingredients and technological systems in simple terms

10 | P a g e

EST400: Primary Technology Education Windebank & Jacqueline Smith

Design Curriculum Task

Amy

Audience Discussion:: - Discuss the target audience that the students will need to consider when designing their book. -Explain that the students are only 5-6 years old so they will need to ensure that the components of their book are age appropriate. Questions to ask: - What are some of the interests and wants your prep buddies raised during your interview with them? (Remind students that these will need to be represented in some way in their design and final products). - What are some familiar storylines that are designed for junior students? (Discuss characters, plot and settings of familiar stories). - What would you consider to be appropriate to include in your books? (Emphasise interesting illustrations as there will be no text in the students books). - What would you consider to be inappropriate to include? (Discuss why it would not be appropriate to depict themes such as violence etc).

Teacher Design Worksheets ). Pop-up and linkage work produced in lesson 3 Pop-up book selection Material containers Computer Laboratory Students working journals

-They clarify ideas when asked, and use words, labelled sketches and models to communicate the details of their designs. - Students learn to describe ideas and concepts about design, materials/ingredients and technological systems in simple terms. For example, how and why a drawing is annotated; how materials/ingredients are classified; the systems components that are combined to create movement, such as gears and pulleys; what characteristics and properties make materials/ingredients suitable for a particular design or proposed product and how these can be combined in innovative ways to create solutions

Audience Discussion: - Victorian Essential Learning

Activity 1: Book Design Divide students into their four groups (table groups). Distribute the design sheets to the four tables. Explain to the students that they are

Standards (2009) for English (Level 3)- Speaking and Listening, Progression point 2.25: - familiar ideas and information for specified audiences and purposes in spoken texts - contribution of relevant ideas to discussions and asking of questions to clarify meaning - Students responses to discussion questions (Formative Assessment assessment for learning).

Activity 1: Book Design:

Victorian Essential Learning Standards (2009) for Design, Creativity and Technology (Level 3)- Investigating and

11 | P a g e

EST400: Primary Technology Education Windebank & Jacqueline Smith

Design Curriculum Task

Amy

to note down their ideas for each page of the story book; one box per page. Using teacher design example (refer to APPENDIX H, Teacher Design Worksheet), instruct students to include: Type of mechanism they are going to use on a specific page. Basic outline of the illustrations to be included. Keep it simple! Share ideas and work as a team. Prompts/questions to ask students during activity to help student groups identify: Will every single page use a moving part? How many pages are needed? Will all the pages be illustrated by hand or will some be drawn on the computer e.g. word art/paint. How will the mechanisms be used? How will these mechanisms improve or add to the telling of the story? Discuss with your team who will be responsible for each task. You might have to share a role if you decide a job will be more time consuming than another. Prompt students to identify what materials they will require and gather these when they are ready. Computer Lab Session: Explain to the students that they are to reproduce their design using the

Designing, Progression point 2.25: - generation of design ideas - labeled sketches and drawings, explanations or models in response to a design brief - Producing Progression point 2.25: - development of a production plan and, with teacher support, selection of appropriate tools, equipment, familiar materials, ingredients and/or system components, and processes Victorian Essential Learning Standards (2009) for English (Level 3)- Speaking and Listening, Progression point 2.25: - attentive listening to others in individual and group contexts. - Victorian Essential Learning Standards (2009) for Interpersonal Development(Level 3)Working in Teams, Progression point 2.25: - understanding of task guidelines and roles to be performed to achieve team goals - Student groups hard copy design sheets; Illustrations, annotations etc (Formative Assessment assessment for learning).

12 | P a g e

EST400: Primary Technology Education Windebank & Jacqueline Smith

Design Curriculum Task

Amy

technology that is available to them e.g. Microsoft word, PowerPoint/word drawing tools/paint programs. Students will begin a working journal which will include experimentation of designs, final designs and reflection. Teacher to provide assistance and guidance when required.

Computer Lab Session: - Victorian Essential Learning Standards (2009) for Information & Communications Technology (Level 3)- ICT for visualising thinking, Progression point 2.25: - identification of relationships between ideas, using basic editing software, nominated graphic organiser templates and manipulation techniques; for example, inserting shapes or drawing lines - Student groups computer generated designs, illustrations, annotations etc (Formative Assessment assessment for learning).

5. Making a
storybook with moving parts

Preparation for session:

Gather students designs from the previous sessions. Photocopy/scan good examples of student designs to share with the students.

Preparation for session:

Photocopier/scanner. Students pop-up storybook designs.

Recap of session 4:
Students ability to identify how their ideas came about, how the mechanisms work and the effect created (Formative Assessment assessment for learning).

Recap of session 4:
With the students, look back at and discuss their designs from the previous session. Share some good examples of students pop-up storybook designs on an overhead projector or interactive whiteboard. Discuss with the class: How their ideas came about.

Recap of session 4:
Photocopies of good examples of students pop-up storybook designs. Overhead projector/interactive whiteboard.

13 | P a g e

EST400: Primary Technology Education Windebank & Jacqueline Smith

How the mechanisms will work. The effect created.

Design Curriculum Task

Amy

Explain to students that they will now continue making their books using their designs. Recap on who is making what. Remind students of knowledge gained during the focused practical tasks and about safety issues (refer to APPENDIX C, Safety aspects to consider).

Activity
Assembling the storybooks:

Activity Assembling the -

storybooks: Students will gather their equipment according to their design sheets and begin to assemble their books using the pop-up/moving parts, linkages and levers they made in previous sessions. Encourage students to evaluate their books as they progress by reflecting in their working journals (if attempts fail, encourage them to suggest an alternative method and alter the design). The pages will be assembled by back to back gluing or stitching (by the teacher or an adult helper). The cover will be made larger than the interior pages to hide any levers sticking out of the side (the cover can either be drawn or created using Word drawing tools). During this session, the teacher will take photographs of the

Students completed design sheets. Pop-ups, moving parts, linkages and levers produced in previous lessons. Digital camera Computers Students working journals Ready cut strips of card Corrugated card Sticky tape Paper fasteners/Split pins Masking tape Glue Cotton and needle (teacher resource) Paper Stanley knives Scissors

Victorian Essential Learning Standards (2009) for Design, Creativity and Technology (Level 3)Producing, Progression point 2.75: identification of the steps required to make a product or assemble a simple system, and a spontaneous trialand-error approach to making modifications to components or substituting ingredients - with teacher guidance, particularly about safety and hygiene, use of familiar tools, equipment and simple techniques to prepare, alter and combine materials, ingredients or components to make a product or simple system - Victorian Essential Learning Standards (2009) for Information & Communications Technology (Level 3)- ICT for creating, Progression point

Activity Assembling the storybooks:

14 | P a g e

EST400: Primary Technology Education Windebank & Jacqueline Smith

Design Curriculum Task

Amy

students creating and assembling their pop-up books (these images can then be transferred into the students working journals). Students can refer to the pop-up book and greeting card selection (from session 1) for ideas and inspirations.

Rulers Pencils Hole punchers Paper Pop-up book and card selection (refer to APPENDIX D, Pop-

up/Moving Parts Books & Greeting Cards).

2.5: saving of files into individually created folders in a networked environment creation of information products, based on original ideas, to inform, persuade, entertain or educate specific audiences, and the documentation of these ideas in simple design plans with teacher support, transfer and saving to computer of still and/or moving images captured with a digital camera or scanner

15 | P a g e

EST400: Primary Technology Education Windebank & Jacqueline Smith

6. Evaluation of completed storybooks

Design Curriculum Task

Amy

Gallery Walk: - Provide space for student groups to set up a

display in the classroom. The display is to include: - Produced work e.g. Levers, linkages -All design sheets -Their working journals -Any other preparation work the group did/used to develop design -The final product. - Instruct Grade 3/4B to come and view the work display. - Students are to share their original ideas, the steps they took (word document) and how the final product turned out (problems, modifications).

Students project works Evaluation sheets (refer to Appendix I, Evaluation Sheets). Flip camera Digital camera Students writing books Students working journals

-Student groups to be paired with another group in the class. -Distribute the evaluation sheet to the team members (refer to APPENDIX I, Evaluation Sheets). -Students are to officially rate the other teams book and provide feedback to them. -Students should discuss the differences between the book designs and final product.

Book Judging:

-Students are to share their stories with their original prep buddies. -Students are to encourage the students to make up their stories based on the illustrations. -Students should use simple language to explain to their prep buddies how their mechanisms work and how they made their book.

Story Share:

Report:

Victorian Essential Learning Standards (2009) for Design, Creativity and Technology (Level 3) Learning Focus: - Students are encouraged to give and receive feedback about their own and others products and simple systems (for example, a toy with moving parts), considering whether design solutions work and if they are appropriate for their purpose. - They learn to keep simple records and reflect on the steps they took to design and make their own products and simple systems, including noting any problems encountered and changes made to accommodate these. Gallery Walk: Victorian Essential Learning Standards (2009) for English (Level 3)Speaking and Listening, Progression point 2.25: - attentive listening to others in individual and group contexts - clear speech in informal and classroom situations (Formative Assessment assessment for learning; Summative Assessment assessment of learning). - Speaking and Listening progression point 2.5: - appropriate responses to what others say in individual and group contexts - Observe/note/ record student discussions - Photographs of group displays

16 | P a g e

EST400: Primary Technology Education Windebank & Jacqueline Smith

-

Design Curriculum Task

Amy

Students write a short individual reflective report including: Three things they learnt from the project (skills) What changes were made to the original design. The students opinion of whether the design was successful including three reasons why/why not (based on feedback). How the final product could be improved. A comment on their own contribution to the task and if the team worked well together (why/why not). Each of these elements will be included in their working journals.

(Formative Assessment assessment for learning; Summative Assessment assessment of learning).

-Film the students discussions during each evaluation activity -Use the film as a closing discussion point.

Extension:

Standards (2009) for Design, Creativity and Technology (Level 3)- Analysing and evaluating, Progression point 2.5: - Identification of the positive and negative aspects of their product/system; for example, It is too salty but nice and crunchy. - Observe/note/ record student discussions - Students completed evaluation sheets (Formative Assessment assessment as learning; Summative Assessment assessment of learning). - Victorian Essential Learning Standards (2009) for Thinking Processes (Level 3) Reflection, evaluation and metacognition, Progression point 2.5: - when prompted, awareness of their thinking strategies - when prompted, articulation of what they are thinking

Book Judging: - Victorian Essential Learning

Story Share:

Victorian Essential Learning Standards (2009) for Design, Creativity and Technology (Level 3)- Analysing and evaluating, Progression point 2.5: simple testing, with teacher support, of their product/systems, with a view to possible revisions. Observe/note/ record student

17 | P a g e

EST400: Primary Technology Education Windebank & Jacqueline Smith

Design Curriculum Task

Amy

discussions (Formative Assessment assessment as learning; Summative Assessment assessment of learning).

Report:

Victorian Essential Learning Standards (2009) for English (Level 3)-Writing, Progression point 2.25: composition of short sequenced factual and imaginative texts in print and electronic form (Summative Assessment assessment of learning). Victorian Essential Learning Standards (2009) for Design, Creativity and Technology (Level 3)- Analysing and evaluating, Progression point 2.75: reflection on how well the product/system works, its suitability for the purpose, its strengths, and aspects that could be improved Students written reports (Summative Assessment assessment of learning).

18 | P a g e

EST400: Primary Technology Education Windebank & Jacqueline Smith

Design Curriculum Task

Amy

References:

19 | P a g e