Te Kete Ipurangi Navigation:

Te Kete Ipurangi

Te Kete Ipurangi user options:

Ministry of Education.
Kaua e rangiruatia te hāpai o te hoe; e kore to tātou waka e ū ki uta

Look at Me: Canvas Me


Integrated Unit Plan


Technology Unit Plan: Year 7; Module 1


Key Competencies






Using language, symbols and text


Managing self


Relating to others


Participating and contributing

Context Setting: Material Technology


Technological Area(s) Focus:



Links to IT:





Materials technology (Accessories)





Photocopying onto Materials





Materials (Interior Creations)





Digital camera





Communications technology










Food technology


















Technological Practice





Technological Knowledge





Nature of Technology





Brief Development





Technological Modelling





Characteristics of





Planning for Practice





Technological Products





Characteristics of Technological Outcomes





Outcome Development & Evaluation





Technological Systems






Habits of Mind










Managing impulsivity





Listening with empathy & understanding





Thinking Flexibly





Thinking about your thinking





Striving for accuracy





Applying past knowledge





Questioning & posing problems





Thinking & communicating with clarity & precision





Gathering data through senses





Creating, imaging & innovating





Responding with wonderment & awe





Taking responsible risks





Finding humour





Thinking independently





Remaining open to continuous learning














Design Development













Prior Knowledge





Graphic Organisers





Transactional Writing: Recount








Mulitple Intelligence





Mind Map



 Initial Brief,










Habits of Mind (Gathering data through
 all the senses.


LEGEND Areas by colour


Technology Social Studies
English Health and Physical Education


Links to other curriculum areas:





Links to prior learning:



Major Focus:





Technology Year 1-6: This will be varied depending on the students' previous background from contributing schools and their understanding of:


  • Technological Practice components – Brief Development, Planning, Outcome Development and Evaluation
  • Recording design decisions in visual diary
  • Importance of functional modelling
  • Technological Practice from previous modules
  • Habit of Mind (HOM)

Literacy: recognise and understand how texts are constructed for a range of purposes, audiences and situations.


English Level 3/4: Speaking, Writing and Presenting


  • Purposes and audiences:constructs texts that demonstrate an understanding of purpose and audience through careful/deliberate choice of content, language and text form
  • Ideas: selects, forms and communicates ideas
  • Language features: Uses language features appropriately
  • Structure: organises texts, using a range of appropriate structures

Social Studies Level 3/4:


  • Understand how cultural practices vary but have similar purposes
  • Understand how people view and use places differently

Health and Physical Education Level 3/4


  • Relationships with Other People

Learning Outcome
 Learning Experiences
 Students will:


Achievement Objectives Indicator








Understand how to use a mind map
 Explain mind mapping:
A mind map is a diagram used to represent words, ideas, tasks, or other items linked to and arranged around a central key word or idea. Mind maps are used to generate, visualize, structure, and classify ideas, and as an aid in study, organization, problem solving, decision making, and writing.
 Create a mind map about themselves.



Speaking, Writing and Presenting
Processing and Strategies



Mindmap samples/rubric: en.wikipedia.org/wiki/
 Prezi: prezi.com



Identify appropriate protocols for working in groups – Create a Y Chart
 Class to create a Y chart following a discussion on what protocols are appropriate for working in groups.
 What should a group look like, sound like, feel like? Protocols are recorded and displayed in classroom for future teaching/reflection.



Speaking, Writing and Presenting
Processing and Strategies


Relating to others (KC)



Y chart



Identify prior knowledge
 Brainstorm Technology, share responses to establish prior knowledge/understanding.
 Answer questions such as:
 What is the product/objects purpose?
 How has Technological Practice helped create the made world as we know it?



Characteristics of Technology
 Identify that technology impacts on the world





Become familiar with the room, safety and routines
 Label technology kits (place for each student to store their resources /project outcomes)
 Discuss Technology at SMC (same process Year 7-13.)





Labels for Technology Kits
 Large sheets of paper for brainstorming



Research the meaning of names and where they originated
 Students investigate the meaning of their name, culture significance and reasons why it was chosen for them.



 Understand how cultural practices vary but reflect similar purposes





Understand that everyone learns differently and everyone has different strengths
 Each student to complete a multiple intelligence test to identify their strengths and weakness. Share results. Class to celebrate differences.



Relating to Others (KC)
 Identify and compare ways of establishing relationships and managing changing relationships



Multiple Intelligence tests available online. 



Create a timeline/flow chart of significant moments, experiences
 Teacher to model and formulate Success Criteria with students.
 Students sequence significant moments in their life to date.


From the timeline above students choose a significant moment personal to the student's experiences.



 Understand that events have causes and effects


Understand how cultural practices vary but reflect similar purposes



 Prezi: prezi.com



To identify key attributes of a recount
 Share an existing recount with the students. Have students annotate this, highlighting features, strengths and areas for improvement.


Formulate success criteria as a class
 'What makes an effective recount?'
For example:
Interesting vocabulary, correct punctuation, spelling, grammar, clear beginning, middle, end (sequencing), parts of speech (personification, onomatopoeia, metaphors, similes etc,) varied sentence length.



Speaking, Writing, and Presenting
 Process and strategies
 Purposes and audience
 Language features





Write an interesting recount describing a significant personal experience
 Create a mindmap based on this significant moment to plan the writing of the recount.


Students edit (refer to success criteria) to improve writing constantly throughout process.







Write 'SMART' goals
 Discuss what this means. Model writing SMART goals.
 Students to write academic, social, cultural, physical goals (Specific, Measurable, Achievable, Realistic, Time.)



Managing Self , Thinking, (KC)



Smart Goal template



Introduce the Habit of Mind (HOM) that is the focus for the module;
 Gathering data through all the senses.



Thinking (KC)





Explore the meaning of the HOM by brainstorming the questions:


What does gathering data through all the senses look like?
What does gathering data through all the senses sound like?
What does gathering data through all the senses feel like?
What are some examples of gathering data through all the senses?
Why do we need to gather data through all the senses?


Students share ideas as an unorganized brainstorm on the interactive whiteboard. Provide a copy of unorganised ideas for students to glue into their visual diaries. Students categorise the HOM brainstorm in a way that they will remember.


Discuss the various cues that can be used to increase alertness of the HOM:



Thinking (KC)



Prepared flipchart
 Interactive whiteboard
 HOM logo on the whiteboard with a magnet, photographs of senses on the interactive whiteboard.






Image of a senses
 HOM Stamp



Introduce context for technology learning – development of a '
Canvas Me'
 Explain the term 'Ephemera'
(Ephemera is transitory written and printed matter not intended to be retained or preserved)





Examples of Ephemera



Skill development
 Develop specific skills to enable the use of specialist equipment with independence:


Teach students skills in the use of:
Sewing Machine
 Threading the machine
 Filling a bobbin
 Sewing ribbon
 Hand sewing
 Sewing on a button
 Copying photos/images onto fabric





Sample provided, demonstrations given



Knowledge development
 Demonstrate understanding of a 'colour palette'
 Discuss how the use of colour can impact on a Technological Outcome.


Students create colour palettes.





Colour Wheels



Knowledge development
 Understand that planning is an ongoing process.


Planning exercise: Provide students with a range of familiar and unfamiliar products. Work in groups answer the following:


  • What planning tools might have been used to create this product?
  • What might have been the key stages required when developing this product?
  • At what stages in the development of the product would it have been necessary to undertake a review of the product?
  • When might the technologist have reviewed their progress?
  • What would have informed changes to the planning that was undertaken?

Discussion: what it is important to have in a planning template e.g. key stages, resources etc.



Planning for Practice
 Ensure that there is a brief against which planning to develop an outcome can occur



Sample Canvas Me



To explore ideas for themes
 Students brainstorm to identify potential focus themes for individual Canvas (e.g. interests, hobbies.) Link students back to timelines/significant moment.



Brief Development
 Identify a need or opportunity from the given context and issue





Introduce the Personal profile template.
 Discuss who are the key stakeholders (e.g. other students), and others who may use the room (other family members). Introduce glossary definition of stakeholder


Students complete a personal profile detailing favourite colours, themes, stakeholders etc.
Remind students to reflect on prior learning (timeline, recount, smarts, goal setting etc.



Brief Development
 Guide students to identify the key stakeholders and consider the environment where the outcome will be located.



Personal Profile handout



Research existing Canvases.
Technological Knowledge
(technological products);
 Understand relationships between materials used in a product and the way they are shaped and finished.


Knowledge development: analyse the features (visual and verbal) of existing Canvas/Visual Displays/Crafts


What do they like about the canvas?
 How are the students informed about the person?
 Possible future goals to improve the canvas.
 What materials have been used?
 Are the materials effective?
 How else could have a similar effect been created?



Using language, symbols, and texts KC
 Students recognize how choices of language, symbols, and/or text affect people's understanding





Work cooperatively with others
 Students work in groups to identify and record features that could be included in their canvas. Findings shared with class to determine possible features which will be used by class members (generic) and those which will specific to individual members (specific to a class.)


Provide students with the opportunity to discuss performance properties (subjective; people's perception (looks attractive) and objective (size): fit for purpose.



Relationships (KC)
Using language, symbols, and texts KC
 Students to recognise how choices of language, symbols, or text affect people's understanding



 Existing Canvases



 Write 'good' questions which are open ended and will provide a detailed response from the stakeholder.
Questions need to be focussed to elicit quality answers that can be used to inform next stage of practice.
 Interviewing skills
 Why Games to teach interviewing?
 Closed-ended and Open-ended questions
 The Games:
 What Fairy Tale Character Am I?
 The Hidden Mystery
 Before & After
 The Awful Interviewer
 Next Steps


Draft key questions. Students use these to seek feedback from stakeholder.



Speaking, Writing, and Presenting:
Language Features
 Uses a range of vocabulary to communicate precise meaning.



Keys to good questions



Liaise with stakeholder/s
 Students liaise with stakeholder/s to gather ideas of what would be acceptable for their Canvas (compare what stakeholder/s thinks compared to research findings) and determine specific needs and theme for their canvas design. Further research may be required to clarify ideas with stakeholder/s.



Brief development
 Guide students to consider the key stakeholders ideas/needs and the environment where the outcome will be located.





Brief Development
 Develop Initial Brief/Specs
 Analyse a range of existing briefs to identify:
 Conceptual statements
 Specification including those that are measureable (objective) and attributes (subjective)


Students write an initial brief.



Brief development
 Establish a conceptual statement that communicates the nature (physical and functional) of the outcome and why such an outcome should be developed



Initial Brief handout



Conceptual Design: Sketch designs. Plan layout.
 Students sketch possible designs for canvas annotating designs to specify its physical and functional features.


Continue to liaise with stakeholder/s to seek feedback on designs using key questions.
 Students refine questions where necessary.



Outcome Development and Evaluation
 Describe design ideas either through drawing and or models.





Draft an initial Plan
 Link back to planning discussed earlier. Students to consider time, resources and key stages to design their Canvas.


For example:
Create a table – 3 columns
Steps/Resources/Time needed.
Use recorded key stages as success criteria – steps to success.



Managing Self (KC)





Developing students understanding of functional modelling and why it is used. Types of functional modelling: oral, physical and visual. Use examples from other technology classes to discuss their form (ie: visual) and purpose (ie: to test). Test stakeholder acceptance of the physical and functional features. Reflect on types of functional modelling undertaken to date (eg: interviewing stakeholders.)



Technological Modelling
 Undertake functionalmodelling to develop design ideas into a conceptual design that addresses the key attributes.





Functional Modelling (Material testing)
 Explore and test different materials and techniques suitable for the Canvas construction.





Research handout



Design development
 Sketch any changes to conceptual design. Continue to liaise with stakeholder/s. Application of functioning modelling techniques
 (talking to stakeholders in order to seek feedback, showing concept ideas to seek feedback.)



Outcome Development and Evaluation
 Describe design ideas either through drawing and or models.





Decide on suitable materials to construct Canvas.
 Continue to annotate design development.


Test material suitability using functional models – mockups



Evaluate suitability of materials based on their performance properties to select those appropriate for a booklet.





Writing final brief – Final
 Brief must be written before starting the Canvas. Check specifications are measureable.





Final Brief handout



Reflect on planning process
 What have I found easy?
 What have I found difficult?
 How would I like my teacher to help me?
 Next step?



Managing Self (KC)





Construct individual canvas
 Students construct their conceptual design into a final prototype







Evaluate Outcome (canvas prototype)
 Students evaluate the fitness for purpose of the final outcome (prototype) against their final brief including feedback from stakeholders.



Outcome Development and Evaluation
 Evaluate outcomes in site against key specifications.



Photo/evaluation handout



Reflect on the use of HOM
 HOM reflection.
 Create a word splash highlighting ways HOM have been applied during the Canvas Me Process.



Thinking (KC)



Word Splash using pages or Prezi



Celebrate learning
 Bring all learning together by having a celebration of 'self'.


Students could evaluate their goals, match their timelines/significant moment (if selected) to classmates/peers.



Relating to others (KC)
Managing Self (KC)





Download this Integrated Unit Plan
(Word file, 675kb)

Download this Integrated Unit Plan
(PDF file, 175kb)

Return to top ^