Year 2 unit overview - little designers
Task Information
Design and Technology Content Descriptors, F-2
Context for Learners
“It is National Walk to School Week next month in May. However it is forecast that there will be constant rain. What is something you could design and make to help a fellow Year 2 class mate during National Walk to School Week?”
Original Design and Technology Challenge
“Students get wet walking to school. Design, create and test an innovative solution that will keep them completely dry in any weather; ACTDEK001”
Learning Outcomes
Students will ideate and investigate various ideas to create a suitable and effective solution Students will collect, manage and analyse data to inform their design solution.
Students will plan, generate and produce a suitable and effective design solution.
Students will self-evaluate and peer evaluate the suitability and effectiveness of their own and another classmates design solution.
Learning activities (10 hours total)
Scaffolding (1 hours)
Introduce the problem and its context.
As a class discuss and analyse what the issue is. (Students walking to school will get wet from the rain, and remaining in a wet uniform for the rest of the day and possibly getting sick).
As a class brainstorm, discuss, ideate and investigate any possible solutions (and any possible down sides to perceived solutions (designing and making a towel for students to use when getting to school, but their uniforms still being wet). Record these ideas on a board (white/black or interactive) and with pictures to help students comprehend and retain information.
Assessment
Through teacher observation students are assessed on their ability to work collaboratively with others, generate and adapt to new ideas. This is shown by contributing ideas and being open to the thoughts and opinions of others during the discussion, brainstorming and investigation process.
Demonstrating (1 hours)
The teacher demonstrates how to plan for a design solution by drawing the concept envisioned (for example the towel – creating a hood so that students could wear it until they dried off). The teacher then labels important aspects of the design.
As a class, students discuss and evaluate the teacher’s design solution in relation to what they think would work well, what would not work well, and what alterations could be made to improve the design – size, absorbency and additional useful aspects.
Researching/Gathering Data and Planning (3 hours)
(For the remainder of the unit, students will choose to work individually or in small groups to complete their design challenge).
Students narrow down their possible solutions to a maximum of three possibilities and record these (in their work book or on a brainstorming sheet).
Students select a single solution and define how it is a solution to the original context (this is recorded in workbooks).
Students begin researching, planning and recording their solution and it’s design process (if a towel; what are the most common issues students have once getting wet from walking to school, what would students like included in the design of the towel, how big does it need to be in regards to the average Year 2 student, what could it be made from – absorbency and comfort, what other functions could it have, how will this towel be better than a normal towel, what resources will be needed to make the design, how will it help students whom have gotten wet from the rain?).
Assessment
Students are assessed (from viewing their recorded 3 choices and final choice – plus teacher observation where possible), of their ability to formulate and select suitable and effective solutions.
The teacher will review students work, and students will be assessed on their ability to consider and plan methods to produce their solution (drafting or explaining a layout, planning and developing survey questions, and organizing any materials or resources needed).
Production (2 hours)
Students implement their research and planning to create their design solution.
Assessment
Ability to create and implement an intricate, well-considered, suitable and effective digital solution and representation of data.
Self and Peer Evaluation (Half an hour)
Students will evaluate their own design solution in regards to what aspects worked well, what aspects did not work well, and how this design solution could be improved (this is recorded in their workbooks).
In small groups students will also offer feedback to peers in regards to what aspects worked well for their design, what aspects could be improved and how these improvements could be made. The student receiving the feedback will record the comments for later use.
(If the students design does not succeed to expectations or even fails, the student can still achieve full marks by objectively analyzing and evaluating their design solution as to what did work, what did not work, and what improvements could be made to the model to counteract these issues and improve the effectiveness of the design).
Assessment
The student will be assessed on the success of their solution and their ability to objectively evaluate the suitability and effectiveness of their solution.
Implementing Changes (If time permits)
Students take on board constructive feedback and implement changes to produce an improved final solution.
Assessment
Students will be assessed on their ability to implement the improvements outlined by themselves and their peers to improve the overall quality of their solution.
Design and Technology Content Descriptors, F-2
- Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001)
- Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)
- Visualise, generate, develop and communicate design ideas through describing, drawing and modelling (ACTDEP006)
Context for Learners
“It is National Walk to School Week next month in May. However it is forecast that there will be constant rain. What is something you could design and make to help a fellow Year 2 class mate during National Walk to School Week?”
Original Design and Technology Challenge
“Students get wet walking to school. Design, create and test an innovative solution that will keep them completely dry in any weather; ACTDEK001”
Learning Outcomes
- Knowledge and Understanding
- Process and Production Skills
Students will ideate and investigate various ideas to create a suitable and effective solution Students will collect, manage and analyse data to inform their design solution.
Students will plan, generate and produce a suitable and effective design solution.
Students will self-evaluate and peer evaluate the suitability and effectiveness of their own and another classmates design solution.
Learning activities (10 hours total)
Scaffolding (1 hours)
Introduce the problem and its context.
As a class discuss and analyse what the issue is. (Students walking to school will get wet from the rain, and remaining in a wet uniform for the rest of the day and possibly getting sick).
As a class brainstorm, discuss, ideate and investigate any possible solutions (and any possible down sides to perceived solutions (designing and making a towel for students to use when getting to school, but their uniforms still being wet). Record these ideas on a board (white/black or interactive) and with pictures to help students comprehend and retain information.
Assessment
Through teacher observation students are assessed on their ability to work collaboratively with others, generate and adapt to new ideas. This is shown by contributing ideas and being open to the thoughts and opinions of others during the discussion, brainstorming and investigation process.
Demonstrating (1 hours)
The teacher demonstrates how to plan for a design solution by drawing the concept envisioned (for example the towel – creating a hood so that students could wear it until they dried off). The teacher then labels important aspects of the design.
As a class, students discuss and evaluate the teacher’s design solution in relation to what they think would work well, what would not work well, and what alterations could be made to improve the design – size, absorbency and additional useful aspects.
Researching/Gathering Data and Planning (3 hours)
(For the remainder of the unit, students will choose to work individually or in small groups to complete their design challenge).
Students narrow down their possible solutions to a maximum of three possibilities and record these (in their work book or on a brainstorming sheet).
Students select a single solution and define how it is a solution to the original context (this is recorded in workbooks).
Students begin researching, planning and recording their solution and it’s design process (if a towel; what are the most common issues students have once getting wet from walking to school, what would students like included in the design of the towel, how big does it need to be in regards to the average Year 2 student, what could it be made from – absorbency and comfort, what other functions could it have, how will this towel be better than a normal towel, what resources will be needed to make the design, how will it help students whom have gotten wet from the rain?).
Assessment
Students are assessed (from viewing their recorded 3 choices and final choice – plus teacher observation where possible), of their ability to formulate and select suitable and effective solutions.
The teacher will review students work, and students will be assessed on their ability to consider and plan methods to produce their solution (drafting or explaining a layout, planning and developing survey questions, and organizing any materials or resources needed).
Production (2 hours)
Students implement their research and planning to create their design solution.
Assessment
Ability to create and implement an intricate, well-considered, suitable and effective digital solution and representation of data.
Self and Peer Evaluation (Half an hour)
Students will evaluate their own design solution in regards to what aspects worked well, what aspects did not work well, and how this design solution could be improved (this is recorded in their workbooks).
In small groups students will also offer feedback to peers in regards to what aspects worked well for their design, what aspects could be improved and how these improvements could be made. The student receiving the feedback will record the comments for later use.
(If the students design does not succeed to expectations or even fails, the student can still achieve full marks by objectively analyzing and evaluating their design solution as to what did work, what did not work, and what improvements could be made to the model to counteract these issues and improve the effectiveness of the design).
Assessment
The student will be assessed on the success of their solution and their ability to objectively evaluate the suitability and effectiveness of their solution.
Implementing Changes (If time permits)
Students take on board constructive feedback and implement changes to produce an improved final solution.
Assessment
Students will be assessed on their ability to implement the improvements outlined by themselves and their peers to improve the overall quality of their solution.