The market day – Unit plan
Year 7-8 – This unit exemplifies strategies for engaging students.
- Selena Hinchco, Resource Development and Facilitation, Years 7–10 Technology Project
- Paul Neveldsen, Advisor in Technology, Team Solutions, University of Auckland
|Unit Title:||Market Day||School:||Year Group:||7 / 8||Duration:||10 weeks x 1 ½ hours per week|
|Room 3 have recently undertaken a unit focussing on T.P, students have a good understanding of these components. However they need further work in the area of identifying their key stages (P4P). The range of student abilities includes level 1-4 in technology and reading levels range from 6y-16yrs. In their homeroom maths programme they have recently had a focus in Number (money and financial literacy).||Our school is having a Market Day Celebration in term 3.|
|Components to be focused on from 2 year plan|
Nature of Technology:
P4P: L3: Undertake planning to identify the key stages and resources required to develop an outcome. Revisit planning to include reviews of progress and identify implications for subsequent decision making.
TM: L2: Understand that functional models are used to explore, test, and evaluate design concepts for potential outcomes (and that prototyping is used to test a Technological Outcome for fitness of purpose).
CoT: L2: Understand that technology both reflects and changes society and the environment and increases people's capability.
|Key Competencies||How these will be enriched||School Focus||How these will be enriched|
Relating to others
Participating and contributing
|Term 3 big question: What does it mean to be an entrepreneur? Formative assessment||
|Cross-curricula Links||How these will be enriched||Values||How these will be enriched|
Mathematics and Statistics
||Community and participation||
What is the Market day purpose?
How will the Market day benefit their community and school?
|Learning Outcomes – Clear statements of what you expect the students to be able to do and know...|
|Curriculum: Learning outcomes (based on AO's, assessment in bold)||Context: Learning Outcomes (based on unit context)|
|Curriculum: terminology||Context: terminology|
Fitness for purpose
Skill based terminology (e.g. solder, baste)
(ideally these would be negotiated with students)
|Learning Experiences||Assessment Strategies||Resources|
|1||... how to identify the features of good market days and what makes entrepreneurs successful|| |
Intro to room, expectations, etc
Intro to unit context
Discuss and brainstorm and record on a group/class sheet about Market Days
(De Bonos black and yellow hat)
Images of markets/galas
|2||... to identify our key stages and resources|| |
Students given teacher brief
Brainstorm possible resources (people, materials, equipment)
Identify basic key stages that students might be involved in
Brainstorm ideas for Technological Outcomes for the market day – ideas generation
Discuss possible constraints, limitations that may need to be put on the Technological Outcome or the practice used to develop it (ie needs to be able to be made inside 4 hours, all student must play and active role in making the technological product etc.)
|3||... draft a flowchart that shows the process to be undertaken to develop their product||Look at Technological Practice – identify key stages used/followed (e.g. identifying a need or opportunity, identify key stakeholders, drafting a brief, generating design ideas, testing design ideas .....)||Initial flowchart plan identifying possible key stages and resources needed to produce possible outcomes||Flowchart / Graphic organiser|
|4||... how functional modelling helps us evaluate our design concepts|| |
Undertake functional modelling to explore potential products that could be made for the market day ...
What does each tell me? How can I the information obtained from functional modelling? How has my functional modelling helped me decide which concept to further develop?
|Students identify and record how functional modelling was used to test concept ideas, and what information was gained from this||Graphic organiser / Worksheet|
|5||... identify the impact of some products on the wider community|| |
Students explore a range of products (Technological Outcomes) (possibly of NZ entrepreneurs) through class based discussions. What does impact mean? What are the impacts of these products? Impact on...?
Use 50 ways to look at a Big Mac Box questions
|6||...decide on the product they will develop for sale at the market day||Using findings from technological modelling to decide on which design idea will be further developed into a product that can be sold at the school market day|
|7||... create a brief|| |
Write a brief that includes:
'attributes' required for the product
Brief to focus on answering questions such as:
|8||...think about the possible impacts of ours outcomes on our community|| |
Students discuss the product they intend to make. Refer to discussions in session 4. What does impact mean? What are the impacts of these products? Impact on...?
Record via a Plus Minus Interesting (PMI)
Use 50 ways to look at a Big Mac Box questions
|PMI of our class outcomes impacts on our community||PMI|
|9-10||... create our product to address our brief||Students work through the process of creating their product(s)|
|7-10||... review our progress through our key stages||Students have opportunities while undertaking their Technological Practice to review their key stages||Review flowchart plan identifying possible key stages and resources needed to produce their outcomes. Record review in different colour.||Flowchart / Graphic organiser|