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Unit TitlePackagingStage2 (Year 4)Term2StrandProductsDuration10 hours (60 minute lessons)Concept'Products and Packaging'Rationale'Products and packaging' is a unit of work designed to foster stage two students' exploration of products in the world around them, and the design, purpose and production of everyday objects.In conjunction to the Science syllabus in the Australian curriculum, this unit of work has been designed to support children's understanding of natural and made products in a growing and changing society, both locally, nationally and globally. Students are guided to explore and engage with different materials that fulfil a desired purpose in everyday objects, and ultimately developing the understanding of products and packaging that have changed and adapted overtime to meet the needs of a technologically advancing world ( Board of Studies, Science & Technology Syllabus, 2012).Based upon Vygotsky's theory of constructivism (1978), this ten week unit consists of sequential and child centred tasks that are progressive in nature and build upon previous levels of understanding gained throughout the unit. Through collaborative learning, the incorporation of ICT and inquiry tasks, the ten lessons primarily focus on active exploration of products and materials, and the ways in which the production process affect human, everyday tasks and the environment. As recognised in the Primary Connections for its pedagogical benefits to student learning, the framework for this science unit is based upon the 5 E inquiry model, ultimately stemming from children's natural curiosity with the world around them & making connections to products in real life situations and contexts through sequential and progressive learning sequences (Primary Connections, 2012).Through the incorporation of ICT devices, collaborative learning, teacher scaffolding, visual demonstrations, authentic contexts and exposure to professional expertise and connections to cultural practices experienced by indigenous Australians, stage two children will engage in experiential learning about packaging and ways in which products are created using both natural and man-made materials.The implementation of a pretesting task will form as identification of what year four students know prior to the unit about products, and give insight into students cognitive development, learning styles and individual learning needs that need to be catered for. With consistent assessment and monitoring through formative measures, class teachers can ensure students are actively engaged, appropriately challenged and formulating connections between environmentally friendly & man-made products and packaging beyond the classroom context. By incorporating group working, technology, visual stimulus, concrete materials and explicit teaching, differentiation will successfully cater for children's individual needs and levels of scientific understanding & critical thinking processes. Each 90 minute lesson places children at the core of their own learning with significant attention given to those with special needs, both physical and cognitive, as well as the prospect of educating indigenous students experiencing gaps in their learning and understanding of scientific content (McConey, Oliver, Schibeci & Woods-McConney, 2010). According to the article 'Bridging the Gap' (2011) indigenous students experience significant gaps in conceptual understanding across all key learning areas in primary education in comparison to non-indigenous children. With significant differences to academic ability and development between indigenous and non indigenous children, the unit has been designed to specifically bridge the gaps of conceptual knowledge for these children by creating meaningful, engaging and culturally relevant experiences that incorporates traditional indigenous values and practices. By valuing indigenous and incorporating indigenous practices and connections to land throughout this unit, science concepts and connections can be successfully attained through application of science in everyday life for these indigenous students (McConney et al, 2010).Indigenous perspectives and cultural connections will be fostered through the implementation of the 8 Ways approach through each component of this science unit. By incorporating community links, opportunities for learning to occur through story sharing & non verbal means, as well as incorporating respected indigenous guest speakers, this unit exemplifies cultural understanding & traditional methods of naturally made products practiced by local Aboriginal and Torres Strait Islander communities (McConney et al, 2010).This unit of work primarily aims at fostering children's understanding and appreciation of natural and man made products in the world around them. Through inquiry based tasks stemming from students natural curiosity, this unit will ideally develop students knowledge of different types of products and packaging, and enhancing opportunities for critical and creative thinking skills that build children's decision making skills in contexts beyond the classroom environment.Application of LiteratureWhere does it come from? Paper - by Jane PearsonWhere does it come from? Bread - by Jane PearsonWhere does it come from? Honey - by Jane PearsonWhere does it come from? Milk - by Jane PearsonCardboard Box Book - by Roger PriddyExperimental Formats and Packaging: Creative Solutions for Inspiring Graphic Design - by Daniel Mason and Roger Fawcett-TangTucker - Ian AbdullGoalsKLA Science K-10Outcomes and Performance IndicatorsST2-16Pdescribes how products are designed and produced, and the ways people use themThere are various processes involved in the ways products are designed and produced.Students:identify the component parts of a product and explain how the parts are designed to work together, eg pedals, cogs and chains work together to make bicycle wheels moveexamine the process used to produce an existing product by creating a flowchart from design to producing the finished productPeople use products in a variety of ways.Students:explore the ways existing products can be reused and recycled to incorporate environmental considerations, eg products designed from recycled PET bottlesexamine how people use applications of science and technology in their work, eg builders,farmers and graphic designersST2-4WSInvestigates their questions and predictions by analysing collected data, suggesting explanations for theirfindings, and communicating and reflecting on the processes undertakenStudents plan investigations by working collaboratively and individually, to suggest ways to plan and conduct investigations to find answers to questions (ACSIS054, ACSIS065)Students suggesting appropriate materials, tools and equipment they could use in conducting their investigations and recording their findings, identifying appropriate safety rules Students communicate by representing and communicating ideas and findings in a variety of ways such as diagrams, physical representations and simple reports, tables, simple column graphs, written and oral factual texts, explanation and argument (ACSIS060, ACSIS071)ST2-5WTApplies a design process and uses a range of tools, equipment, materials and techniques toproduce solutions that address specific design criteriaStudents explore and define a task by:exploring design situations and/or existing solutions relevant to the needs and wants ofthemselves and othersworking individually and collaboratively to develop a design brief that identifies simple design criteria relating to requirements that make the proposed solution useful and attractive while having minimal impact on the environmentStudents generate and develop ideas by:using creative thinking techniques, including brainstorming, mind-mapping, sketching and modellingusing a range of research techniques to access information relevant to the taskusing techniques, including labelled drawings, modelling and storyboarding, for documenting and communicating design ideasusing digital technologies and multimedia for communicating design ideasrefining ideas in responding to feedback from othersStudents produce solutions by:exploring a range of materials appropriate for the taskdeveloping and applying a plan and sequence for production that considers, where relevant, time and resourcessafely and correctly using a range of tools and equipment, materials and techniques, eg cutting, combining, joining, shaping, assembling and finishing materialsStudents evaluate by:reflecting on the process followed and what could be done differently to ensure that the solution meets the needs of the user/audienceusing established design criteria to evaluate the process, product or solution, and suggesting how their design solution could be improvedreflecting on findings to identify what they could find out next through the processes of Working Technologically and Working ScientificallyKLA EnglishOutcomes and Performance IndicatorsEN2-6B: identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features Respond to and compose textsplan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)discuss how writers and composers of texts engage the interest of the reader or viewerlisten to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)use persuasive language to compose simple persuasive texts appropriate to a range of contextsenhance presentations by using some basic oral presentation strategies, eg using notes as prompts, volume and change in emphasis Expressing ThemselvesEN2-11D: responds to and composes a range of texts that express viewpoints of the world similar to and different from their own Develop and apply contextual knowledgedraw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)discuss how people from different times and cultures may respond differently to characters, actions and events in textsKLA HSIEOutcomes and Performance IndicatorsCUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.describes the cultural, linguistic and religious diversity of communities in Australiagathers information and explains the various lifestyles and experiences that different groups have within communities in AustraliaENS2.6: Describes people’s interactions with environments and identifies responsible ways of interacting with environments.identifies issues about the care of places in the community or places of importance to themexamines some of the practices used by Aboriginal peoples to care for land and water environmentsKLA MathematicsOutcomes and Performance IndicatorsMA2-1WM - uses appropriate terminology to describe, and symbols to represent,mathematical ideasMA2-2WM - selects and uses appropriate mental or written strategies, or technology, to solve problemsMA2-3WM - checks the accuracy of a statement and explains the reasoning usedMA2-9MG - measures, records, compares and estimates lengths and perimeters in metres, centimetres and millimetres, and measuresMA2-14MG - makes, compares, sketches and names three-dimensional objectsKLA Creative ArtsOutcomes and Performance IndicatorsVAS2.2 Uses the forms to suggest the qualities of subject matter.investigates various construction techniques and spatial arrangements suited to the interpretation of selected subject matter in sculpture and in other three-dimensional work including installations and ceramics.AssessmentAssessment - formative (during learning engagements)Formative assessment will be used throughout the unit to inform the teacher whether students understand the content. It shows the acquisition of new knowledge and how their understanding of the concept changes over the unit.This will be done through:Anecdotal notes: This will be done throughout the unit by the teacher about all students. This information will be gained by one-on-one questioning, group discussions and observation made by the classroom teacher.Group Presentations: Students will participate in groups during the design process and present their idea to a panel of students. Draft designs: students will demonstrate their understanding by providing detailed drawings of their ideas as well as their responses when they present their designs to a panel.Students on the panel will also demonstrate their understanding of the task by questioning the presenter.Assessment - summative (at the conclusion of the Unit)- Teacher will select the journals of students with a range of abilities and work samples. Maybe this should be reworded with something like ‘Students science journals that have been ongoing & progressing will form as a summative assessment combined with the final product presented in the final lesson during week 10.- Students work samples in their journals will indicate conceptual understanding acquired & developed over time, and assessment of this learning will be possible during assessment of students final presentations.Work Sample - to show understanding and achievement of outcomesThe student's science journal will provide samples of the student's learning journey. The teacher will select the journals of students with a range of abilities as work samples. Evaluation of Unit-Has this unit incorporated teaching approaches appropriate to different learning styles, abilities and needs?-Have the activities across the 10 week unit been progressive and sequential, focusing on the 5 E model or inquiry learning?-Has the literature selected been meaningful and relevant to the diverse needs of all students?-Were the indigenous values and culture of students respectfully considered and incorporated into lessons through the 8 Ways learning approaches?-Have the activities and learning tasks carefully considered special needs students?-Have the outcomes and indicators been achieved during each lesson and activity?-Have students prior knowledge and interests been effectively incorporated into the planning and delivery of this unit?-Was the physical organisation of the classroom environment effective for creating a collaborative learning environment for children?-Were the activities successful as a form of formative assessment throughout the learning process?-Has differentiation accurately catered for special needs children, gifted and talented students, diverse learning styles, and students struggling to reach syllabus outcomes of understanding at stage level?StudentsClass Size:There are 24 children in the year 4 classDifferentiation needs:Learning experiences will cater for a range of abilities, different prior knowledge, different experiences, different cultures, a variety of learning styles and preferences.Learning experiences have a large component of hand-on activities and the use of concrete materials to assist learners who prefer this learning style. In particular Australian Indigenous and Torres Strait Islander students. Science journals assist student who need to write to learn. A variety of visuals including mind maps, videos and images will assist visual learners. Students will be grouped based on similar and mixed abilities as well as similar and mixed cultures.All learning experiences involve social interaction through whole class and small groups.Tasks are open for students to provide as much or as little detail as they can. The teacher will cater for struggling students by; providing clear and simple instructions, providing additional time, giving explicit examples and demonstration and repetition in instructionsThe teach will cater for gifted and talented students by; providing additional information, asking higher order thinking questions, provided with extra resources and extension activities. Skills, interests and prior knowledge:InterestsLessons can be adapted to meet the interests of students. Students are provided choices to meet these interests. SkillsStudents explore design situations Students work individually and collaboratively Students generate and develop ideas by using creative thinking techniques, research techniques and refining ideas in response to feedback from others.Students produce solutions by:exploring a range of materials appropriate for the taskdeveloping and applying a plan and sequence for production that considers, where relevant, time and resourcessafely and correctly using a range of tools and equipment, materials and techniques, eg cutting, combining, joining, shaping, assembling and finishing materialsStudents evaluate by:reflecting on the process followed and what could be done differently to ensure that the solution meets the needs of the user/audienceusing established design criteria to evaluate the process, product or solution, and suggesting how their design solution could be improvedreflecting on findings to identify what they could find out next through the processes of Working Technologically and Working ScientificallyPrior KnowledgeStudent's prior knowledge will be demonstrated and explored in the first lessons and this will help decide their groups and the information they need to create their package. Learning MatterEssential UnderstandingsStudents will learn about: What is a product?What is a package?Different types of materialsDescribing different materialsWhat materials are used in packagingEffective features of a packagehow to conduct a fair testhow to predict, record and evaluate an experimentdifferent types of productshow products are madetraditional Aboriginal productsnatural and man made materialsuse of local environment what is a design briefhow to follow the design processhow to meet a design briefhow to present and sell your productEssential SkillsStudents will learn to:-Investigate, predict, observe, evaluate, draw comparisons, experiment and discover different materials and ways in which products are designed, constructed and used in everyday life- Students will learn to question, manipulate, make, plan and design products of their own that reflect the production process explored throughout the unit.These skills will be acquired through children's participation in:-Exploration of different packaging products and discussion of materials, purpose and design- Observation and investigation in to the process of cardboard and plastic products- Guided investigations and exploration of different materials in packaging- Reflection of learning process through science journals, and re-evaluating predictions and conceptual understanding as the learning process progressesRelated text-typesIn this unit different types of text types can be used when integrating the content with other KLA English:- Procedures: Students will learn the steps of writing and completing procedures, a main focus will be on predictions, when students participate in experiments.- Explanations: Students will develop skills in explaining what is happening, or what has happened and record accordingly. In this unit these explanations have been taken place in writing components as well as in the form of flowcharts.5 EsLearning engagementsResources and PreparationOutcome/sSign OffEngageLesson One:Learning Intention: For students to define what a product is and it’s purpose while making real life connections.Ask the students to pull out three objects from their bags – focus on ONE of these objects to start of with. Use the following questiosn for students to answer with table group to prompt thinking (put questions on IWB flipchart for them to see):> What is this object?> Does it have a purpose? What is this purpose?> How has this object been designed?Ask groups to share ideas with whole class about what they discovered about each of their objects – teacher will listen to dialogue between students and encourage them to share their ideas within group. Draw connections back to the objects that students engaged with and allow them to come to realisation that these are in fact ‘products’ as they serve a particular function and purpose in our daily lives – teacher types up whole class created definition of ‘product’ on flipchart to put up in room based on discussion. Display a photo of a bike (also on flipchart) and prompt students to identify the name and purpose of bike, label the parts/components of the bike as a product saying what their purpose is in creating the bike as a whole product – e.g. seat is for sitting, pedal is for moving bike – do same process for image of chair and question students about what would happen if changes were made to the components and design? Would it still be same product and have the same purpose? Explain to students during this science unit we will be looking at different types of products we use everyday in order to demonstrate how science connects to the real world. Introduce the term ‘packaging’ now that students have an grasp on what a ’product’ is as this will be one of the main focuses of our unit – do this by asking students to put up their hand if they have a product such as a muesli bar which can’t be seen as it is contained inside packaging.Prompt children to consider whether the packaging outside is a product by referring to the questions and definition of product established previouslyDoes the wrapper on the outside have a purpose?Has it been specifically designed to fulfil the purpose of keeping food fresh and contained?Show the students a poor packaging example by having ‘postman’ arrive at classroom door. The package will be torn, wet and roughed up to demonstrate what happens when packaging of a product isn’t suitable for its purpose as well as why design is not suitable – students will pass package around and examine it and the contents. The students will then ask and answer some of these sorts of questions with the ‘Postman’: - What is the package made of? - Were the materials used to make the package effective in delivering the contents safely?What happened to the contents of the package? (e.g. hole in package some fell out, non supportive materials) Why might this have happened?Are there other factors that made the package ineffective? (For example, the design or shape of the package)Students are also encouraged to give feedback back to ‘postman’ that he can bring back to the Australia Post to improve their packaging and delivery of product process before he leaves. Add new words learnt to class word wall to place on wall and to be continuously added to throughout unit – students can add to it at end of each lesson.IWB flipchart – questions for initial class discussion about objects Post it notesPoor packaging exampleRice crackersPhoto of Bike for IWB - Photo of chair for IWB - Some Packaging examples:- Cereal box- Cans- Coffee cups- Biscuit containers- Foil wrappers- Egg cartonsPut questions for packaging investigation on to IWB20 x ‘Exploring Materials Worksheet’ (Page 36)Instructions put up on IWB about how to complete ‘Great Fresh Sandwich Challenge’Download ‘Bookcreator app’ and use I Pads Some Packaging examples:- Cereal box- Cans- Coffee cups- Biscuit containers- Foil wrappers- Egg cartonsPut questions for packaging investigation on to IWB20 x ‘Exploring Materials Worksheet’ (Page 36)Instructions put up on IWB about how to complete ‘Great Fresh Sandwich Challenge’ – materials for challenge:bread Jam Foil, plastic wax paper etc.Science JournalsDownload ‘Bookcreator app’ and use I PadsST2-16PST2-4WSST2-5WTST2-16PST2-4WSST2-5WTMA2-2WM8 Ways Learning FrameworkNon-verbal(Kinaesthetic and hands-on)Symbols and Images(using TWLH to understand thinking and learning)Community Links(Students will be working as a whole class team)ExploreNon-verbal(hands-on experiment)(manipulate package examples)Deconstruct/Reconstruct(students receive the whole product and explore the parts)Community Links(Students will be working in groups)Lesson Two:Learning Intention: Is for students to experiment and expand on their knowledge and understanding of the purpose and properties of different packaging materials (through experiment).Re cap what was learnt about products and their packaging from last lesson – use method of going around circle and each student says one thing that they remembered from last lessonExpand on this knowledge by then introducing different forms of packaging that come from students’ everyday lives (e.g. 2 minute noodle cups, egg cartons, cereal boxes, foil packaging, banana peel). Do not go into too much detail when introducing the packaging as students are going to engage in hands on activities with them in their collaborative learning teams.Give each team a couple of packages to interact with. place focus questions on IWB for students to discuss as they explore the packages in front of them:> What is the package made of? Are the materials natural or processed? >What shape is the package? > What is the purpose of the package? > Based on the package what product do you think will best suit to go inside it?Students will use worksheet to describe features of packaging and what material from packaging does when it is manipulated in certain ways. They will use Exploring Materials Worksheet to guide their investigations and fill in information for their science journals Groups will briefly tell class about what they found out about the packages that they worked with and their properties (add to and explain words on word wall based on new terminology being introduced by class) Student’s will then participate in the ‘Great Fresh Sandwich Challenge’, where students make a sandwich, and wrap it in different packaging materials to test which material keeps the sandwichfresh. Based on what learnt about properties of materials complete the 1.Pose the question: ‘Which packaging will keep the jam sandwich freshest the longest?’ Get students to ‘think, pair and share’ and record any predictions that they have.2.Students will spread a layer of jam on a single slice of bread and then fold the bread in half.3. Students will then wrap the sandwich in a packaging material = cling wrap, foil, snap lock plastic bag, a freezer, wax paper, brown paper bag etc.4. Students will then place their sandwich on a windowsill, and after three days check and see what sandwich has stayed the freshest.5. Students will then record in their science journals what they will predict will happen to the sandwich as well has what packaging will keep the sandwich the most fresh.Take photos of each of the sandwiches and label the features of the actual product of the sandwich and the properties of the materials, do this using the ‘Bookcreator’ app on I Pads – students can print off labelled photos and paste them into their science journals so hat they can see what sandwich and packaging looked like initially and compare photos to what they look like after 3 days – also makes it easier to record predictions on photo and say ‘why’ExploreNon-verbal(hand-on experiment)(manipulate package examples)Deconstruct/Reconstruct(students receive the whole product and explore the parts)Community Links(Students will be working in groups)Non-Linear(The videos are complementary but not identical) Lesson Three:Learning Intention: is for students to understand the process of making products and represent this in a flowchart. Check on the sandwiches from last lesson – what are the results – give students time to take more photos, label, compare and discuss (were predictions made correct/ incorrect? Why? What happened to product because of packaging chosen?) – Print out new photos and glue them beside photos from lesson 2 in science journal. Explain what students will be doing as they break up into 4 groups of 5 to watch different videos on I pads about how products are created and packaged in different eras of time and in varied circumstances – e.g. video from 1932, video from now.Student will be given snapshots of parts of video (depicting main parts of process) to place in order on a flow chart once watched video and write and label a description underneath about what is happening in the video at that time. Differentiation: Students are given different videos – students working above year level will work with PET plastic, students at year level will be working with 1932, students below year level will work with Pizza video and indigenous students will be working with the video depicting indigenous Australians creating natural packaging. The amount of photographs given to students on flow chart will also vary depending on level students is at (e.g. students working below year level may be given 5 photos to place on flow chart where are others may be given 8).For hands on learners we will place a completed example of each item on table so that they can examine what the finish product looks like and grasp a fuller hands on experience – e.g. pizza box, cardboard box, biscuit tin, woven basket Sandwiches from last lessonBookcreator app to take more photos and text to record and compare findingsI Pads or computers to watch one of the following videos on: - pizza making video4x Pizza flow chart worksheet (Page 30) - a day in a biscuit factory (1932)4x A day in a biscuit factory flowchart worksheet (Page 31) - PET plastic video4x PET plastic video flowchart worksheet (Page 32) - basket weaving at UWS for NAIDOC week4x Basket weaving flowchart worksheet(Page 33)COS2-4ENS2-6ST2-4WSST2-5WTExploreStory Sharing(The students who watched the basket weaving video have the opportunity to share their knowledge and experiences as well as those of family members) (The guest speaker will use stories to educate the students about food storage) Non-verbal(On the nature walk students will be able to see and experience the environment and materials) Land links(During the nature walk, students will explore the living landscape and the profound ancestral and personal relationships with place)Lesson Four:Learning Intention: for students to make strong links about products and packaging and connecting to the Indigenous culture through a meaningful experience.To help get class focussed before arrival of Guest Speaker in this lesson– start off by asking the group who focused on the basket weaving video last lesson to tell class about what they learnt from video – show their completed flow charts – this activity will give indigenous students confidence as they are able to tell class about their culture.Introduce Guest Speaker David Ella (Aboriginal education officer at Catholic Education). He will take the students on a walk around the local school environment and tell students stories of Indigenous traditions as well as inform the students of the plants that the Indigenous people used to store and protect their food, tools and medicine. - This provides students with a hands on experience with nature and these natural products, as well as David Ella allowing opportunities answer and pose questions to students based on real life experiences and indigenous perspectives. - Students will be encouraged to collect resources and materials of these natural products and packaging to take back to the classroom.Once returning to the classroom students will display the natural packaging and materials that they have collected or been given to by David Ella and the packaging examples from around the classroom create a Large Venn Diagram on Butchers paper where students will be asked to physically place packaging in either the man made, natural or both sections of the diagram. As each student places packaging onto Venn diagram ask him or her questions, for example - why they put it here? What is the importance of packaging being man, natural or both to help benefit the product? Display Venn diagram onto a wall in the classroom so that students can look at the different packaging and use this as inspiration for when they create their own product and packaging. Add new words learnt from nature walk onto work wall – especially any Indigenous words – translate them into English and encourage that students try and use them throughout literacy lessons. OR if Guest speaker can not make it complete the following lesson:Still use same intro and conclusion to lesson however, take students on your own nature walk. Research various Indigenous flowers and technologies using the ‘anbg’ government website so that you know what to look for and collect with your class. Group doing basket weaving will have to prepare resources and findings in science journalsFirst Aid kit to take on nature walk and any other special medication other students may needMaterials for Venn Diagram:- 1m X 1m butchers paper- Glue- Packaging examples and materials COS2-4ENS2-6ST2-4WSST2-5WTExplainLearning Map(the wikispace provides the students with a structure for the process of designing and eventually making their packaging)Community Links(Students will be working in groups to create a product within a context)Lesson Five:Learning Intention: Is for students to incorporate what they have learnt about packaging into a real life experience.Start the lesson in front of the IWB and introduce students to the wikispace. On the home page, introduce the design brief by watching the video ‘representative from Kellogg’s’.- The design brief: to incorporate a Kellogg’s product with an Indigenous food, and create and make a packaging for this product, as well as create an advertisement and answer questions to a Kellogg’s Panel.Give students time to think, pair and share about the design brief posed to them. Then get them to share with the class.Then look deeper into the WikiSpace on the IWB – looking at the different pages available: the task, rubric, panel and resource page and then allow the students an opportunity to explore the wikispace themselves (each student has a log in, an ipad or computer available). Place students in 6 groups of 4 – aim to group students based on how you have seen different students working collaboratively throughout other lessons – mix student ability levels so that all students have an opportunity to add their own knowledge and input into groups without feeling rejected or un comfortable. Walk around class room and question students decisions on their initial design brief planning sheets and drawings – have them explain as a group why they are including what they have in the packaging and product – assist and prompt when necessary especially in regards to incorporating the indigenous aspects into the brief. Close to end of lesson bring students together to check on progress and group work. - Wikispace for Formal Assessment - design project (Page 37-40)20 x ‘Kellogg’s Design Brief draft ideas’ (Page 34)A3 paper and markers (for each group) for drawing ideas and whole group discussion and mapping In preparation for Design task download following apps on I pad (descriptions of these apps are found on Wikispace):- Think 3D- Movie Maker- ArtsPics- Book creator - The Native Plant GuideST2-16PST2-4WSST2-5WTExplainLearning Map(the wikispace provides the students with a structure for the process of designing and eventually making their packaging)Community Links(Students will be working in groups to create a product within a context)Lesson Six:Leaning Intention: Is for students to deepen their understanding of the process of creating a product/package and then incorporate that into the design brief.Start off the lesson with an interactive activity. Here students learn parts of a product and the steps of a chocolate production line.This helps the students recognise understand the parts of a product and what’s important when making and designing a product.Look back at design brief and give students an opportunity to ask questions and clarify any points from last lesson as new ideas may have come to light within group. Put Wikispace up onto board and allow students to log on to their own on I pad or computer – remind students to look back on rubric as they are completing the task to make sure that they are meeting all checklists and are on the right track.Walk around room and answer student inquiries but have them try to come up with answers on their own and explain to you ‘why?’ as they tell you about their projects. Students should be referring back to mind maps and draft scaffolding rubrics so that they can adjust them and create packaging in accordance with group ideas and previous class lessons from science journals.They should also be referring to word walls, science journals, Venn diagram etc. To reflect back on what they have learnt about packaging’s and materials and their efficiency in protecting and maintaining the purpose of the product. Also about how they are created through viewing the various videos in groups from lesson 3.To close lesson play interactive game with the - Interactive Game of a Cadbury Product Line - Wikispace for Formal Assessment - design project (Page 37-40)ST2-16PST2-4WSST2-5WTMA2-9MGMA2-14MGMA2-2WMVAS2.2Explain/ ElaborateCommunity Links(Students will be working in teams)Story sharing(Students share their learning with their peers through narrative and persuasion)Lesson Seven:Learning Intention: Is to give students the opportunity to demonstrate their product as well has give and receive helpful feedback,Give students first half of lesson to complete their assessment and put finishing touches on perfecting and grasping full ideas of the concept as a group for when they address the panel – make sure they are prepared as they are being marked on it. Select 3 students to represent the Kellogg’s panel, and from the wikispace give them some example questions that they may ask. - However it is important to get the students to ask their own questions as well as getting the audience involved by also asking for their feedback and the opportunity to ask questions as well. One person from each group will record what panel says about their presentation and about what changes they can make to improve their proposals. This feedback will be used for the next lesson as students are given time to go back and modify their proposals, products and packaging’s in order to create the final advertisement to sell their product. Tell the students that it is from this feedback that they will be able to change and alter their product to make it better, so they are to take note of what others are saying. ‘Kellogg’s Design Brief Presentation outline’ – worksheet used by students for presenting final design info to panel and class.(Page 35)Panel Questions x 3‘Recorder’ will need their science journal to take notes for group.EN2-6BEN2-11DST2-16PElaborateDeconstruct/Reconstruct(Students use feedback to fix the faults in their packaging and make a better product)Lesson Eight:Learning Intention: Is for the students to be able to use the feedback constructively and improve their product accordingly.Students get out the notes that they took, from the previous lesson when they received the feedback and get straight into reflecting on those comments and starting to plan and design what they can change. Part of the lesson will be focussed on giving students time to modify their designs and packaging – give them another brainstorming worksheet to fill in if they need to – as the teacher walk around to groups and make sure that they have incorporated all feedback before they more on to creating the advertisement. The majority of the lesson will be spent giving students time to create an advertisement for their product to show Kellogg’s and display all of the features of their final product – this will help teacher to fully understand that students grasped whole understanding of the process involved in creating a product to be made, manufactured and sold. ‘Kellogg’s Design Brief Presentation outline’ – worksheetIpads for students to use ‘Movie Maker app’ or ‘PicsArts’ to create advertisementComputers for creation of other presentation forms e.g. PowerPointVAS2.2EN2-6BEN2-11DST2-5WTEvaluateCommunity Links(Students will be working in teams)Symbols and Images(Students create advertisements with images)Lesson Nine:Learning Intention: Is for students to create and present effective and informative advertisements that meet the design brief. Spend first part of lesson completing and perfecting advertisements in groupsWatch each group’s advertisements. Before each group comes up to show completed advertisements before they will inform class about how they changed their products based on feedback from panel – makes them away of full process involved in producing product.After each advertisement take questions from audience about whether or not they would buy the product and why? Were they persuaded? How?Ipads and Science journals to continue work Completed advertisementsIWBEN2-6BEN2-11DST2-5WT EvaluateStory Sharing(Students share what they most enjoyed)Community Links(The students come together as a class to reflect on the unit)Lesson Ten: Learning Intention: Is for students to reflect and understand the process of their designing process and demonstrate this using a flowchart. The whole of stage 2 created this same unit – there is one other year 4 class so today you will watch their advertisements and design proposals and vote for which group you think that Kellogg’s will select to be the winner.These votes will be submitted anonymously to teacher and a ‘winner’ from each class will be selected, not only based on their advertisement but also their whole design process – important as it is form of peer assessment – teachers will be filling out rubrics for marks which is important however peer assessment makes students recognise for themselves and learn for themselves what they think ‘good’ work looks like. Students will then look back on the Wikispace and look at the final step of the task page – which is to create a flowchart of the process of their design brief and the materials that they have used. (Students should refer to second lesson).Re cap on unit as a whole class – answer the questions posed on ‘post-it’ notes from first lesson. See if same student can now answer their first question based on what they learnt throughout the lesson.Go around in circle and ask what students enjoyed most about unit and why? What is something interesting that they learnt? – this is a great form of feedback for you as teacher as you can take this and modify unit where needed for next class you teach it to. Videos/ final assessment advertisements from other year 4 class to watchPost it notes – questions form lesson 1 ST2-4WSEN2-6B612775-955675733425111760Resources TextWhere does it come from? Paper - by Jane PearsonWhere does it come from? Bread - by Jane PearsonWhere does it come from? Honey - by Jane PearsonWhere does it come from? Milk - by Jane PearsonCardboard Box Book - by Roger PriddyExperimental Formats and Packaging: Creative Solutions for Inspiring Graphic Design - by Daniel Mason and Roger Fawcett-TangTucker - Ian AbdullaOnline/IWB/Audio/Visual - PET plastic video = Page 16 - a day in a biscuit factory (1932) = Page 16 - pizza making video = Page 16 - basket weaving at UWS for NAIDOC week = Page 16 = Page 37-40 Page 21Ipad Apps:- Think 3D- Movie Maker- ArtsPics- Book creator - The Native Plant Guide- Movie MakerPlaceDavid Ella School Community WalkHuman‘Postman’ Guest VisitorDavid EllaMaterials/Real life Items (realia)Variety of Packaging Materials: - egg Carton - Food Wrappers - Foil - boxes - Waxed paper - Foil- Bubble Wrap Worksheets: - Brainstorming Worksheets = Page 34-35- Investigating Materials Worksheet = Page 36- Video Worksheets =Page 30-33Variety of natural packaging materials:- Whatever students were to collect with David Ella on bush walk e.g. plants, leavesReference ListAbdulla, I. (2014). Tucker. ScholasticAndrew McConney , Mary Oliver , Amanda Woods‐ McConney & Renato Schibeci (2011) Bridging the Gap? A Comparative, Retrospective Analysis of Science Literacy and Interest in Science for Indigenous and Non‐ Indigenous Australian Students, International Journal of ScienceEducation, 33:14, 2017-2035 Board of Studies, New South Wales. (n.d). NSW Syllabuses for the Australian Curriculum: Science K-10 (Incorporating Science and Technology K-6) Syllabus. Retrieved from Boolarng Nangamai - Basket Weaving at UWS. (2011, Aug 2). Retrieved July 2014, from YouTube: Cadbury. (2012). Cadbury Production Game. Retrieved July 2014, from Business Studies Online: Fawcett-Tang, R., Mason, D. (2004) Experimental Formats and Packaging: Creative Solutions for Inspiring Graphic Design. RotoVisionFoodgalaxy. (2011, Jan 4). Production of Frozen Pizza. Retrieved July 2014, from YouTube: Mobile Solutions (2013). My Movie Maker (Version 1.0.2) [Mobile Application Software]. Retrieved from: , P. (2014).Think 3D Free(Version 3.0.1). [Mobile Application Software]. Retrieved from: , I. F. (2013, Feb 28). Recycling Plastic Waste Bottles. Retrieved July 2014, from YouTube: Mahogany Creek Distributors (2014) Australian Native Foods. Retrieved from: of Environment and Heritage (2014). Aboriginal Bush Foods. Retrieved from: , J. (2005). Where does it come from? Bread. Pearson Education Australia.Pearson, J. (2005). Where does it come from? Honey. Pearson Education Australia.Pearson, J. (2005). Where does it come from? Milk. Pearson Education Australia.Pearson, J. (2005). Where does it come from? Paper. Pearson Education Australia.PicsArt (2014).PicsArt Photo Studio(Version 3.2.1)[Mobile Application Software]. Retrieved from: , R. (2014). Cardboard Box Book. Priddy Books: LondonRed Jumper Studio (2014). Book Creator (Version 3.0.3)[Mobile Application Software]. Retrieved from: , A. (1932). A Day in a Biscuit Factory. Retrieved July 2014, from Australian Screen: , A. A. (2012, September). Primary Connections - Package it Better. Retrieved July 2014, from Scootle: , A. N. (2000). Aboriginal Plant use and Technoogy. Retrieved July 2014, from Australian National Botanical Gardens: , N. B. (2006). Creative Arts K-6 Syllabus. Sydney, NSW: Board of Studies NSW.Studies, N. B. (2006). Human Society and Its Environment K-6 Syllabus. Sydney: Board of Studies NSW.Studies, N. B. (2012). English K-6 Syllabus . Sydney: NSW Board of Studies.Studies, N. B. (2013). Mathematics K-10 Syllabus . Retrieved October 15, 2013, from BOS Syllabus: Tristan (2012). Australian Native Ingredients. Essential Ingredient. Retrieved from: , J. (2013) Native Plant Guide(Version 1.3). The Native Shop [Mobile Application Software]. Retrieved from: Axis Solutions (Pvt) Ltd (2014). Drawing Desk.- Draw, Paint, Doodle, Sketch.(Version 3.4). [Mobile Application Software]. Retrieved from: -332105-125730847725-504825187960-177800Kellogg’s Design Brief Draft IdeasWhat size and quantity will your product be and how will you accommodate for this in packaging design?How will your product packaging be environmentally friendly?What is the Purpose of your Product?What Links to Indigenous Culture does your product have?What Materials will your product and packaging use?Kellogg’s Design Brief Presentation outlineWhat size and quantity will your product be and how will you accommodate for this in packaging design?How will your product and packaging be environmentally friendly?What is the Purpose of your Product?What Links to Indigenous Culture does your product have? What material swill your product and packaging use?1212850-15557504572000228600-6858002286004114165-571500-685800-5715004800600-571500-685800-571500-685800-228600 ................
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