Road safety – Unit plan
Year level: 5-6 | Technology curriculum level: Level 2
Technological area: Materials
Length of unit: 10 weeks
Context for learning in technology: We feel unsafe walking to and from school on our rural road.
Students' background learning
In their previous technology unit, students focused on developing a plan that identified the key stages and the resources required to complete an outcome. The students were given a brief at the beginning of the unit and the teaching then focused on how to plan for practice. The teacher brought in the aspects of brief development when required but did not focus the teaching on that aspect.
Values: This is an opportunity to link the values to the students' learning in Technology – this is not for assessment purposes. Not all of the values may be relevant.
Key competencies: This is an opportunity to link the key competencies to the students' learning in Technology – this is not for assessment purposes.
The students had been exposed to the key competencies in the past and had input into this planning. The teacher and the students revisited the concepts often to make sure that we were on track.
Using language, symbols and texts:
Relating to others:
Participating and contributing:
Technology strands and achievement objectives (contextualised)
|Technological Practice|| |
|Nature of technology||Teaching focus||Technological knowledge||
Planning for Practice
Outcome Development and Evaluation
|The students will describe the safety device they are developing and identify the attributes it should have, taking account of the need and the resources available.|| |
of technology Characteristics
of Technological Outcomes
|The students will understand that there is a relationship between a material used and its performance properties in a technological product used in road safety.|
Opportunities for engaging Māori students:
|Links to learning areas|
|Learning area (focus)||Strand||Achievement objectives|
|English||Listening, reading and viewing||Recognise and begin to understand how language features are used for effect within and across levels. (L1)|
|The arts||Drama||Demonstrate an awareness that drama serves a variety of purposes in their lives and in their communities. (L2)|
|Mathematics and statistics||Measurement||Create and use appropriate units and devices to measure length. (L2)|
|Social sciences||Place and environment||Understand how time and change affect people's lives – the introduction of vehicles. (L2)|
Learning outcomes and success criteria
Purpose for learning: This unit was developed as a result of a whānau meeting where the safety of the children walking on the rural road was a concern. Whānau members discussed that boy racers and locals took little notice of children and others walking on the road and were concerned a child would be killed if the community were not made aware of the dangers. There are no footpaths on the road and most of the students walk to and from school. The school is a small rural school with 100% Māori students.
Broad understanding/s: (Teacher directed)
- That the students can play a part in learning to be an innovative developer of products and systems.
- That the students can explain how the use of technology can help in keeping them safe on the roads when walking home.
Learning question/s: (Negotiated with the students)
How might we make ourselves more visible when walking to and from school on our rural, dusty road?
As a result of my teaching the students will learn (big picture):
|Learning experiences||Resources/Teaching points||
The students can:
|Cross-curricular background: Read newspaper articles relating to rural roads including Newspapers in Education (NIE).||Newspaper with articles relating to rural road statistics.|
|Use Google maps to look at the road and identify potential hazards.||Google maps|
|Source TV news items.||Source internet news items.|
|Analyse statistics from Land Transport NZ website around accidents involving pedestrians.||Source information from Waka kotahi | NZ Transport agency website.|
|Walk the road and identify hazards and road signs – look at the materials they are made from and discuss why (beginning to look at TK).|| |
Discuss measurements of signs, commonalities, laws regarding signage.
|Survey parents, community members and whānau to establish whether what is already in place is sufficient and if not, why not.||Teach how to take a survey.|
|School journal articles regarding road safety.||Source school journal articles. Literacy Online | Instructional series|
|Pamphlets showing road signs and clothing (students identify how the technologies help in road safety).||Language, texts and symbols.|
|Dramatise situations that are already happening to the students when they are walking to and from school.||Relate to The Arts learning area.|
|From readings and immersion above, establish wondering questions from the students.|| |
Search internet sites:
Learn how to use the internet for research
Learn how to extract relevant information.
|Discuss how to go about finding the answers.||
Learn how the design process works.
Use photos of a process the students are familiar with (such as making a cup of tea) – students put these in the order they know and discuss the process.|
Level 1 Planning strategies
|Explore technological products and discuss the materials they are made from. (TK)||Have a range of products for the students to explore, including some that are waterproof and some that are not. Visit from Kerikeri Fire Station officer – look at safety equipment, materials used, etc.||Describe the attributes for an outcome that take account of the need or opportunity being addressed and the resources available. (BD).|
Introduce properties of materials and the correct terminology.|
Level 2 Technological products strategies
|Properties of materials resource||Explain the outcome to be produced (BD).|
Discuss the need or opportunity with the students and develop a conceptual statement in negotiation with them then together write a brief that consists of:
Teach what a conceptual statement is.
Show the materials available.
Teach brief concepts such as:
|Students go through the steps of developing their product – agreed either a device to use or wear while walking on the road or a sign that will have an impact.||Students need a template to practice their design and need to be taught how to design a product using their prior knowledge.|
|Students present their ideas to the BOT and parents for feedback and feed forward. Revisit ideas and make the product with expert help if needed.||Arrange BOT meetings and feedback sheet for whanau.|
Terms that may be focused on:
Brief development; Conceptual statement; Waterproof; Durability; Attributes; Resources; Materials; Product; Impact; Need; Fit for Purpose; Product; Performance.
Strategies and tools for learning and thinking:
- Brainstorming of ideas – pre and post.
- Using strategies such as SCAMPER to look at already existing solutions to the problem.
- Mind-mapping to look at information gained from research ideas.
- Use of ICT to seek information and research answers to wonderings.
- PMI to look at materials already used in the making of safety equipment.
- Six thinking hats to: look at problems, decisions, and opportunities systematically; stimulate innovation by generating more ideas and better ideas quickly; see opportunities where others see only problems; view problems from new and unusual angles; see all sides of a situation
- Six action shoes to allow students to think about an issue in order to choose or design a course of action.
Unit created and taught term 2 2009