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




Integrated Unit Plan

Term 3 2010

Context for Learning: Reducing Rubbish at School Class: year 2/3
Curriculum Area: Technology Duration: 5-6 weeks

Achievement Objectives:

Students will:

Planning for practice 

  • Outline a general plan to support the development of an outcome, identifying appropriate steps and resources.

Brief development

  • Describe the outcome they are developing and identify the attributes it should have, taking account of the need or opportunity and the resources available.

Outcome development and evaluation

  • Investigate a context to communicate potential outcomes. Evaluate these against attributes; select and develop an outcome in keeping with the identified attributes.

Students will:

Technological modelling

  • Understand that functional models are used to represent reality and test design concepts and that prototypes are used to test Technological Outcomes.

Characteristics of Technological Outcomes

  • Understand that Technological Outcomes are products or systems developed by people and have a physical nature and a functional nature.
Global Learning Intentions:
WALT plan, design and make a lunchbox.
Diagnostic assessment (to find out what students know):
Go for a walk around the school and listen to children's discussion to find out what they understand about the effects of rubbish.
Key Competencies: Assessment tasks


using language, symbols, and texts

managing self

relating to others

participating and contributing

Level one – produce an outcome in keeping with identified attributes TP (The final design)

Level two – produce and outcome in keeping with identified attributes evaluated by a peer TP (The final design)

Provision for diversity:

Children with special needs


Children with Special abilities




Cross curricula integration


Social sciences


Mathematics and statistics

Learning languages

Health and physical education

The arts


Māori – Te reo

Learning Intention

I am learning...

Success Criteria

I have achieved when I am able to...

Teaching and Learning Experiences Exemplars to be used
Oral language – output To talk about and record what rubbish I see in the playground
  • Discuss what kind of rubbish I see around the school
  • Draw or write down the types of rubbish I see

Go for a walk around the school – what kind of rubbish do you see?

Back in the classroom brainstorm

Use technology design booklet to help guide the process

Photos taken of the rubbish around the school

Brief Problem Poster in teacher pack

Statistics – graphing To categorize rubbish we found in the playground into recyclable parts.
  • All the rubbish is in the correct category

What is recyclable?

Mimio – have virtual rubbish bins set up with photos of the rubbish we found. Alternatively have it printed out for each table to glue around each recycling bin. (oral language game)

Recycling category labels

Recycling Category oral language game

Mission impossible Recycling – promote discussion on why they went into the different bins

Characteristics of Technology


Science – Material World

What is eco friendly and what is bad for the environment?
  • Place rubbish on a good to bad scale
  • Write or tell a buddy why it is placed there
Have children save rubbish from their lunch and in groups bury their packaging and peg it so you know where it is buried. Make predictions* about what will happen. Predictions can be made on a large line scale on the classroom floor and copied into brief.

Pepper pig – recycling story

*teaching point – scientists make predictions and ask questions about things in their world

Characteristics of technology outcomes NoT To write about what packaging we have in our lunch box and why
  • Use cause and effect words
  • Use adjectives to describe the material.
Get the children to open up their lunch box and using the sentence starters in their brief write about what they have and why it is used. Note: encourage them to use the words because or so in order to justify why that packing is used. Model this using mimio document found in transfers or alternatively on a large piece on paper.

Read Connected 3, 2001 "The Perfect Packagaing"

Example or sentence starter for teachers

I have plastic in my lunchbox. It is used
to wrap my sandwiches
. It is stretchy and clear so it can keep the sandwiches tight.

Characteristics of technology NoT

Social Sciences

Critically think about and discuss the type of packaging we have in our lunch boxes
  • I can talk about how packaging has changed how people do things
  • Identify why I placed things here
Start session with discussion about how lunch packaging has changed over time. Use the Venn diagram outline in the brief to categorize discussion into old, new, and same.

* Bring in paper bag, recycled shopping bag and plastic supermarket bag.

Photos in teacher pack

Characteristics of technology NoT


Critically think about and discuss the type of packaging we have in our lunch boxes
  • Evaluate which foods are more eco friendly to bring to school in relation to the packaging.
Looking at the sentences from brief explanation. Analyse which types of food come pre packaged from the supermarket and which need wrapping from home. Leading into healthier food needs less packaging.  
Technological products TK Indentify what we can use instead of gladwrap and tinfoil
  • Identify materials that technological products are made of

View different lunch boxes and ways of packaging, why have they made a lunchbox with compartments? What about the size of the compartments. What is reusable that we have at home?

Introduce the 3Rs: Reduce, reuse, and recycle.

Interactive website on the properties of different materials

Technological products TK



Label the different parts of a lunchbox that make it do the job (fit for purpose)
  • Identify the parts of a lunchbox that make it do the job
Brainstorm the parts of a lunchbox on mimio with picture provided and/or use chart on the floor for an instant wall display. Scaffolding children's understandings about the different parts. Transfer this knowledge into the brief.

Rubbish Free Lunchboxes – to view after labelling activity

WALT and Lunch box image in Teacher Pack. A3

Contact New Zealand Food Safety Authority for posters in English and Māori cardboard lunchboxes and detective crime scene germ poster

Brief Development TP Understands what a good lunch box needs to have
  • Knows what a good lunchbox is
Model a bad lunchbox and get the kids to talk about what is wrong with this lunchbox, co-construct the success criteria (attributes) as the children tell you what the lunchbox needs.  

Outcome development (conceptual design) and evaluation TP

and explanation writing

Design a lunch box that can fit all our lunch in
  • 3 compartments
  • Tight fit
  • Clips
  • Reuseable material
Get the children to design their lunchbox and peers assess it against the success criteria. Use the brief to record the peer assessment.  

Outcome development and evaluation TP

Oral language – presenting

Talk to a buddy from another class about what the problem was and how we thought we could help
  • Talk to a buddy about what they learnt
  • Listen to their buddies questions
  • Respond to questions
Buddy up with year six classes and show them the outline and what they found out.  
Alternative Outcomes
Health Making healthy lunch to go in our designed lunchbox
  • Bread first
  • Spread
  • 3 fillings
  • bread
Talk about what needs to go on first, potential order of sandwich and the amount of each component to put on.
Outcome development TP Make recycled paper
  • Rip up paper
  • Blend it
  • Separate it
  • Dry it

Follow the youtube instructions on how to make paper. These can be shown on a projector, told or written down as instructions for children to follow.

How to make recycled paper

Outcome development TP Make your lunchbox using reusable items e.g. yoghurt containers, Chinese containers inside a cardboard container
  • Look like your brief

Refer to success criteria of brief

Make this lunchbox using item you have collected over time. Get children to choose their items according to their plan and place them out as a mockup before gluing. Get the children to peer assess against the success criteria. When ticked off by a peer then children can go ahead and make it.


Download this Integrated Unit Plan
(Word file, 107kb)

Download this Integrated Unit Plan
(PDF file, 121kb)

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