Design and Technologies Resource
How will your Roly Poly move?
Content descriptors addressed in this unit:
Design and Technologies Knowledge and Understanding;
· Explore how technologies use forces to create movement in products (ACTDEK002) (ACARA, 2014)
Background Information for Teachers
This teacher resource has been developed for teachers in years Prep or One. Design and Technologies builds on students using design thinking and technologies to generate and produce designed solutions for authentic needs and opportunities (ACARA, 2014). It will help teachers implement the aforementioned Design and Technologies content descriptor with general capabilities and cross curricular opportunities to either a Foundation or Year One level. Teachers will be able to use this resource to explicitly guide their students through eight, sixty-minute lessons. Changes and modifications can be made throughout the unit to suit the needs of the learners, making it a valuable resource to possess.
Notes for Teachers:
In this unit children will learn:
This unit is designed to be undertaken collaboratively in groups depending on the context on your class. However, students should record their own;
Roly Poly evaluation sheet
Roly Poly checklist
Roly Poly specification sheet
Health and safety check
Discuss the hazards and risks involved in playing with a roly poly and how the risks can be controlled.
Differentiation
The resource takes into account a range of students’ current levels of learning, and makes adjustments where necessary. Students will have the opportunity for extra support and exploration time. Alternative methods and choices for students to demonstrate their knowledge, understanding and skills will be considered, as well as what stimulus materials will be used, depending on the teaching and learning context.
General capabilities link
*Critical and Creative thinking
*Literacy
*Numeracy
*Personal and Social capability
Critical and creative thinking should be encouraged through reflection and evaluation of a partner’s design, by identifying something that worked well and something that could be changed. Students will also communicate their design intentions with a labeled drawing/diagram or verbal explanation. A simple production plan that includes specifications, labeled drawings and simple steps will be encouraged.
Cross curriculum link
Opportunity of sustainability will be developed. Students will develop an understanding on how sustainability can influence design decisions by selecting appropriate materials and techniques.
Links to other subjects
Science: There are many opportunities to develop children’s understanding of fair testing, making predictions and measuring, recording results and deciding whether the results support the predictions.
Working in pairs children could ask each other: How will this roly poly move? Like a ditherer? A racer? Or like a wanderer? and Why?
Unit plan, Resources and Teacher notes found below
Content descriptors addressed in this unit:
Design and Technologies Knowledge and Understanding;
· Explore how technologies use forces to create movement in products (ACTDEK002) (ACARA, 2014)
Background Information for Teachers
This teacher resource has been developed for teachers in years Prep or One. Design and Technologies builds on students using design thinking and technologies to generate and produce designed solutions for authentic needs and opportunities (ACARA, 2014). It will help teachers implement the aforementioned Design and Technologies content descriptor with general capabilities and cross curricular opportunities to either a Foundation or Year One level. Teachers will be able to use this resource to explicitly guide their students through eight, sixty-minute lessons. Changes and modifications can be made throughout the unit to suit the needs of the learners, making it a valuable resource to possess.
Notes for Teachers:
In this unit children will learn:
- To consider the performance and appearance of rolling toys for themselves and younger children (Session 1)
- About different sorts of rolling motion and how these can be achieved by particular arrangements of wheels and axles (Session 1)
- Three different ways of fixing a tube to a paper plate; (Session 2)
- About the parts of the human face and how these create expressions;
(Session 3)
- To decorate a paper plate so that it resembles a face with a particular expression; (Session 3)
- To decorate a tube so that it looks appealing when still and when it is rotating. (Session 4)
- Lessons are approximately 60 minutes long, depending on your class context
This unit is designed to be undertaken collaboratively in groups depending on the context on your class. However, students should record their own;
Roly Poly evaluation sheet
Roly Poly checklist
Roly Poly specification sheet
Health and safety check
Discuss the hazards and risks involved in playing with a roly poly and how the risks can be controlled.
Differentiation
The resource takes into account a range of students’ current levels of learning, and makes adjustments where necessary. Students will have the opportunity for extra support and exploration time. Alternative methods and choices for students to demonstrate their knowledge, understanding and skills will be considered, as well as what stimulus materials will be used, depending on the teaching and learning context.
General capabilities link
*Critical and Creative thinking
*Literacy
*Numeracy
*Personal and Social capability
Critical and creative thinking should be encouraged through reflection and evaluation of a partner’s design, by identifying something that worked well and something that could be changed. Students will also communicate their design intentions with a labeled drawing/diagram or verbal explanation. A simple production plan that includes specifications, labeled drawings and simple steps will be encouraged.
Cross curriculum link
Opportunity of sustainability will be developed. Students will develop an understanding on how sustainability can influence design decisions by selecting appropriate materials and techniques.
Links to other subjects
Science: There are many opportunities to develop children’s understanding of fair testing, making predictions and measuring, recording results and deciding whether the results support the predictions.
Working in pairs children could ask each other: How will this roly poly move? Like a ditherer? A racer? Or like a wanderer? and Why?
Unit plan, Resources and Teacher notes found below
edp4130_assignment_resource_design_kiera_hamling.pdf | |
File Size: | 1112 kb |
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