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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

 

Checked

 

Thinking
Checked

 

Using language, symbols and text
Unchecked

 

Managing self
Unchecked

 

Relating to others
Checked

 

Participating and contributing

Context Setting: Material Technology

 

Technological Area(s) Focus:

 

 

Links to IT:

 

Checked

 

 

Materials technology (Accessories)

 

Unchecked

 

 

Photocopying onto Materials

 

Unchecked

 

 

Materials (Interior Creations)

 

Unchecked

 

 

Digital camera

 

Unchecked

 

 

Communications technology

 

Unchecked

 

 

Wiki

 

Unchecked

 

 

Food technology

 

Unchecked

 

 

Pages

 

Unchecked

 

 

Graphics

 

Unchecked

 

 

Activboard

 

 

Technological Practice

 

 

 

 

Technological Knowledge

 
 

 

 

 

Nature of Technology

 
 

Checked

 

 

Brief Development

 

Unchecked

 

 

Technological Modelling

 

Checked

 

 

Characteristics of
 Technology

 

Checked

 

 

Planning for Practice

 

Checked

 

 

Technological Products

 

Unchecked

 

 

Characteristics of Technological Outcomes

 

Checked

 

 

Outcome Development & Evaluation

 

Checked

 

 

Technological Systems

 

 

 

 

 

Habits of Mind

 

Unchecked

 

 

Persistence

 

Unchecked

 

 

Managing impulsivity

 

Unchecked

 

 

Listening with empathy & understanding

 

Unchecked

 

 

Thinking Flexibly

 

Unchecked

 

 

Thinking about your thinking

 

Unchecked

 

 

Striving for accuracy

 

Unchecked

 

 

Applying past knowledge

 

Unchecked

 

 

Questioning & posing problems

 

Unchecked

 

 

Thinking & communicating with clarity & precision

 

Checked

 

 

Gathering data through senses

 

Unchecked

 

 

Creating, imaging & innovating

 

Unchecked

 

 

Responding with wonderment & awe

 

Unchecked

 

 

Taking responsible risks

 

Unchecked

 

 

Finding humour

 

Unchecked

 

 

Thinking independently

 

Unchecked

 

 

Remaining open to continuous learning

 

 

 

 

 

 

 

 

 

 

Glossary

 

 

Design Development

 

 

 

 

Objective

 

 

 

 

Concepts

 

 

Prior Knowledge

 

 

 

 

Graphic Organisers

 

 

 

 

Transactional Writing: Recount

 

 

Ephemera/Embellishments

 

 

 

 

Mulitple Intelligence

 

 

 

 

Mind Map

 

 

Strategies
 Initial Brief,

 

 

 

 

Stakeholder

 

 

 

 

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

 

Resources

 

 

TECHNOLOGY

 

 

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/
 Mind_map
 Prezi: prezi.com
 Pages
 Keynote

 

 

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.

 

 

SOCIAL SCIENCES
 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)
HEALTH AND PE
Relationships
 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.

 

 

SOCIAL SCIENCES
 Understand that events have causes and effects

 

Understand how cultural practices vary but reflect similar purposes

 

 

Pages
 Word
 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
 Ideas
 Language features
 Structure

 

 

 

 

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
 Straight/embroidery
 Threading the machine
 Filling a bobbin
 Sewing ribbon
Embellishments
 Vliesofix
 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

 

 

Magazines
 Existing Canvases

 

 

Literacy
 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
www.storydynamics.com/
 Articles/Education/
 interviewing.html

 

 

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)
 Resources
 Constraints

 

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)

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