Student'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 Matter Essential Understandings Students will learn about: What is a product? What is a package? Different types of materials Describing different materials What materials are used in packaging Effective features of a package how to conduct a fair test how to predict, record and evaluate an experiment different types of products how products are made traditional Aboriginal products natural and man made materials use of environment what is a design brief how to follow the design process how to meet a design how to present and sell your product Essential Skills Students 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 progresses Related text-types In 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.
explore the living landscape and the profound ancestral and personal relationships with place) 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. Explain Learning Map (the wikispace provides the students with a structure for the process of designing and eventually Lesson Five: Learning Intention: Is for students to incorporate what they have learnt about packaging into a real life experience. 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 pair and share about the design brief posed to them. Then get them to share with the class. - Wikispace for Formal Assessment - design project (Page 37-40) 20 x ‘Kellogg’s Design draft ideas’ (Page 34) A3 paper and markers (for each group) for drawing ideas and ST2-16P ST2-4WS ST2-5WT
making their packaging) Community Links (Students will be working in groups to create a product within a context) Then look deeper into the WikiSpace on the IWB – looking at the different 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 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. 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 Guide