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

Cellphone / iPod Holder – Unit plan


Phone ipod stand 2

 of cell-phone holder


Year: 8
Duration: Eight sessions
Context: Electronic holding devices
Key focus: Material
Class description/Students' past experiences:

Year 8 students have:

  • one year's experience in the technology rooms
  • no experience in working with plastics
  • beginning understandings of technological practice.

Key focus

Phone ipod stand 4

Cell-phone holder final outcome

Technological practice:

Context specific skill/knowledge:

  • experience in working with plastic
  • sketching and rendering
  • construction of MDF models
  • safe use of tools and equipment
  • correct use of tools and equipment when working with plastic

Learning outcomes and assessment strategies

Predetermined specific learning outcomes:

  • develop an understanding of Technological practice
  • develop skills in working with plastics
  • develop knowledge of plastic performance
  • develop drawing accuracy techniques for working drawings
  • identify a stakeholder and determine their needs/likes
  • develop specifications in keeping with identified needs
  • undertake modelling as a form of testing and trialling
  • apply knowledge and skills in the manufacture of a quality solution

Assessment strategies:

  • observation of tool selection and use to produce an outcome
  • discussion with students about knowledge of how to work materials to form products
  • teacher checks through ongoing formative discussions with each student and marking of portfolios to ensure all students have: developed concepts, tested mock-ups, completed an outcome in given time, evaluated outcome against performance specs
  • observation of cooperation between students

Curriculum links


  • key stakeholder values

Key competencies

  • using language symbols and text
  • managing self
  • relating to others
  • thinking
  • participating and contributing

Cross curriculum

  • Maths – measuring
  • Problem solving
  • English – evaluative skills

Safety and resources

Safety considerations

Refer to Safety in technology education: A guidance manual for New Zealand schools

  • safe use of hand tools
  • use of scroll saws

Resources required:

  • 3mm Acrylic, card, masking tape, coping saws, scroll saws, files, sand paper.

Learning sequence

 Lesson 1

Lesson sequence Resources Learning intentions

Introduction into course

  • Roll and bench seating plan
  • Intro to the workshop, explain: 
    • tools on benches and walls
    • machines and uses

Codes of practice – Safety in the environment of practice

  • Show students through workshop. Focus on dangers and safe use of equipment.
  • Explain duties / routines


  • are aware of their surroundings and the dangers that lay within
  • understand that each student is responsible for own actions.

Introduce technology cycle

  • Introduce the technology cycle (relate this to technological products)
  • What is technology (give examples)
  • Give out brief and explain key stages in the process
  • Show students a technology portfolio and explain process and assessment
  • Talk about key stakeholder and stakeholder interests / hobbies

Technological knowledge

Introduce students to plastics:

  • Explain the difference between thermoplastics and thermoset.
  • Show them a piece of acrylic and explain its properties.
  • Why it has protective paper on each side of it.
  • examples of a technology portfolio

Students can:

  • develop understanding of the technological process
  • relate the process of technology to the new context.

Skills development

Teach these skills (related to knowledge and understanding in brief):

  • mock ups
  • testing / trialling
  • gluing
  • marking out
  • drilling
  • cutting out
  • finishing – filing / sanding
  • polishing

The teacher demonstrates use of tools, that is, use of rulers, measuring, metric system and how to measure a rectangle 65mmx35mm onto a piece of card.

Draw two rectangles then demonstrate how to draw a random design and a symmetrical design.

Cut out the shapes.

Students choose 2 pieces of acrylic and the teacher glues them together.

The students then mark out their shape onto one of the surfaces of the acrylic.

The teacher then explains and demonstrates why we drill the hole for the split ring first, before cutting out the shape. (Explain why waste wood is placed behind the acrylic when drilling the hole.

The students then proceed to drill the hole.

  • workshop equipment and processes
  • student booklet
  • workshop facilities
  • hand tools
  • card


  • gain an understanding of the correct use of equipment and tools
  • are competent in using tools safely
  • experience using plastic as a material
  • use safe workshop practices.

Lessons 2 – 3

Lesson sequence Resources Learning intentions

Students go to assigned benches and the roll is called.

The teacher then recaps the last lesson.

Then introduces the hand tools and machine tools that are appropriate to cut out the shape.

The coping saw and scroll saw, the teacher then demonstrates the use of both tools as a method of cutting out the shapes keeping to the waste side of the line.

Codes of practice, that is, safety in practice with the use of tools and machines. Correct working procedures to gain desired outcome.

Once the shape is cut out the teacher demonstrates how to file down to the line using a range of files

  • course file
  • medium file
  • fine file

Demonstrate how to round the edge using the fine file.

The teacher then demonstrates how to sand the edges smooth using three grades of paper progressively getting the edges smoother.

  • 120g sand paper
  • 220g sand paper
  • 600g wet and dry sand paper. (Explain why we use wet and dry sand paper)

The teacher then demonstrates how to polish the edges using Jif™ and a rag.



  • gain an understanding of the correct use of equipment and tools
  • are competent in using tools safely
  • experience using plastic as a material
  • gain an understanding of how to produce a high quality finish.

Refer to the class brief

Ask the students to choose a key stakeholder – someone to design the cell phone/ipod stand for (usually a family member)

  • student booklet
Students understand and use technological terminology.

Lessons 3 – 7 or (4 – 7)

Lesson sequence Resources Learning intentions

Introduction to issue

Revise the technology cycle.

Introduce the issue that cell phone/ipods/mp 3 players are often left lying around and can get lost.

Introduce class brief and discuss possible attributes/specifications as related to the properties of plastic.

Reflect on key stakeholder and what the holder might be designed for.

  • examples of required stationery

Students understand the:

  • aims of the course and how graphics is an integral part of technology
  • stages of the technology cycle.

Talk about restrictions and the importance of planning.

Talk about the key stages and the time available (six sessions)

What resources are needed at the different stages during the project?

With teacher guidance draw this on the worksheet (in student booklet) headed Planning

Students complete the first page in their brief (this can be completed for homework if not done in class):

  • choose the key stakeholder and interview them to establish their initial thoughts, needs and likes and dislikes
  • write a conceptual statement (who it is for/what it is for/why)
  • write down the key attributes/initial specs.
  • student booklet

Students will:

  • develop an understanding of planning and see the importance of this in completing their outcome 
  • understand what resources are needed to work through the process
  • develop an understanding of the stakeholders needs.

Concepts: Use ideas from stakeholder information to develop potential holder ideas.

Teach students about 2D sketches and the use of design ideas. Use the worksheet.

Draw concepts that meet stakeholder interests. Apply annotations to support ideas. (Use a cardboard mockup of the phone ipod and glue this onto the concept drawing.)

Take drawings of design ideas to stakeholder for feedback to help selection of an idea for further development. Refine the brief as appropriate.

  • student booklet
  • drawing equipment
  • colouring pencils
Students will understand and apply 2D sketching skills to visually communicate their design ideas

Mock up:
Make a mockup of the holder. Use mock-up to test the design idea and to make modifications to the product. (Scale 1:1)

Photograph the mockup with the cell phone / ipod in place to identify changes.

Make modifications to the mockup, test again and use this to communicate the developed concept to your stakeholder.

Apply the feedback given to you by the stakeholder. Make any adjustments requested and show this on the photograph pasted on the development page.

Refine brief as appropriate – support changes/modifications with annotations.

  • drawing equipment
  • card
  • scissors
  • rulers
  • 3mm MDF
  • scrollsaws
  • student booklet

Students will:

  • learn how to cut and fold card
  • learn to use scrollsaws and coping saws
  • understand the importance of using a mock-up as a form of testing and trialling.
Refined brief:
Create a final written statement that tells you who the electronic device holder is for, what it is holding and where the holder will be placed.
  • student booklet
Students will understand the importance of a final brief and performance specifications
Refined specifications:
Make a list of the refined performance specifications for your holder.
  • student booklet

Working drawing:
Teach 2D drawings – Draw an elevation of the development and show how to apply correct dimensions and ensure accuracy.

Evaluate working drawing against the brief. Make any further modifications based on evaluation.

  • formal drawing and dimensions
Students will understand the importance of accuracy to create a quality outcome.


  • Development of final outcome (workshop practice/ application of skill development)
  • Transferring the final design to the acrylic (use of centre line in marking out.)
  • Slot and and curves and so on
  • Cutting out the shape – drill any holes first (holes in the corners of the slot)
  • use of scrollsaws and coping saws in cutting out curves (Codes of Practice)
  • Finishing techniques to edges to achieve a high quality end product. (filing / sanding / polishing)


  • workshop equipment
  • glues (plastic)
Students will apply relevant knowledge and skills to manufacture an outcome.

Plastics theory (Homework)

  • Teach types of plastics and properties / uses. (Go over homework questions)
  • Thermoplastic/Thermoset
  • Steps needed to produce a high quality finish.
  • Advantages and disadvantages of acrylic


  • information on properties
  • student booklet
Students can identify the material they are working with and possible implications in using plastics.

Lesson 8

Lesson sequence Resources Learning intentions

Portfolio presentation and evaluation

  • Talk to the students about how to evaluate their outcome using their final brief and complete the evaluation sheet.
  • Give out the assessment rubric – explain the terminology and ask students to complete these and hand them in.
  • Give out blank portfolios (folded card).
  • assessment rubric
  • Explain using the examples how to assemble their portfolio, explain that presentation is important.
  • Demonstrate how to use the cutting mats and craft knifes to cut accurate rectangles to mount their photos and titles. Demonstrate how to glue their pages onto their portfolios.
  • portfolio card
  • craft knives cutting mats
Students take pride in their presentation of their work.
Phone ipod stand 1

Student's presentation of the unit

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