UNIT PLAN: English Level 1



UNIT PLAN: Technology Level 1

Term: Week: Year Level: Strand:

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Thinking skills

6 hats Gardner’s Multiple Intelligences Bloom’s taxonomy Thinking tools

ICT Integration







Suggestions – use online design tools to design Gumboot Storage, investigate materials, budgeting tools to manage budget etc.

Specific Learning Outcomes

- Identify a problem

- Brainstorm solutions

- Consider materials and how ‘fit for purpose’ they are

- Investigate/research current situation

- Ask an expert for ideas

- Design possible solutions

- Make a plan for creating our design solution

Contexts

Personal Environmental

Home Energy

School Business

Recreational Industrial

Community

Technology areas

Biotechnology Materials

Electronics and control Production and process

Structures and mechanisms Food

Information and communication

Key Competencies

Thinking Relating to others Using language, symbols and texts Participating and contributing Managing self

Technological practice Technological knowledge Nature of technology

Planning for practice

ª%Outline a general plan to support the development of an outcome▪Outline a general plan to support the development of an outcome, identifying appropriate steps and resources.

Investigating in science

▪Build on prior experiences, working together to share and examine own and others’ knowledge.

▪Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.

Communicating in science

▪Begin to use a range of scientific symbols, conventions and vocabulary.

▪Engage with a range of science texts and begin to question the purposes for which these texts were constructed.

Lesson Plan (To be adjusted according to learners needs/inquiry direction)

Lesson/Session One:

- Hook – watch Youtube Video of the Bavin Family

- Students to take notes – what is the problem, what are the unique requirements of the gumboot storage solution, what will the gumboot storage solution need to have to be successful?

- With a learning partner, spend 15min brainstorming your initial thoughts/ideas. Include details like possible materials, possible designs, possible problems you might encounter.

At home:

- Discuss with your parents/caregivers the task you have been given – do they have any suggestions?

- Record their answers/thoughts

Teacher Reflection:

Lesson Two: (suggested – adjust according to outcomes/reflection of previous session)

- Students to write questions to ask a ‘customer’ (farmer etc) – what does the ‘customer’ think is required, what would make an excellent solution? How can our solution meet the specific needs of the ‘customer’ regarding Gumboot Storage?

- Invite an expert in – find someone from within your community who may be able to come and answer your students questions – if you need help with this, please contact the Southland A+P Assn.

- Students to takes notes, and draw conclusions from their research/interviewing.

Teacher Reflection:

Lesson Three: (suggested – adjust according to outcomes/reflection of previous session)

- Students reflect on the information they have gathered so far, and consider any other potential research opportunities (library, local agricultural retail store, Skellerup website etc).

- As a class, come up with 4-5 vital requirements that need to be included in the Gumboot Storage Solution. You may like to invent some special features that will make your product stand out from the rest.

Teacher Reflection:

Next Steps, as appropriate with the children and where they are working in their groups:

- Begin the design process – once a design has been agreed upon, make a list of possible materials, potential costs, visit Mitre 10 to ask the Trade Specialists about materials and budget, purchase materials, begin to make your award-winning Gumboot Storage Solution!!

Unit Evaluation

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