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

Technology Unit Planning: Road Safety Unit: Overview

 

Overview

Technological Area: Materials Date: term 2 2009 Number of Weeks Intended: 10

Year level: 5-6
Focus Technology level for teaching: Level 2

Context for Learning in Technology: We feel unsafe walking to and from school on our rural road.

Background: This unit is being developed as a result of a whanau meeting where the safety of the children walking on the rural road was a concern. Whanau members discussed that boy racers and locals were so au fait with the road, they 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.

Previous Experiences: In their previous Technology unit,these students focussed 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 focussed 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. By the end of the unit, the students were all able to identify the key stages and the resources required, however not all completed the outcome. Only Technological Practice has been undertaken thus far.

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: (This was negotiated with the students)
How might we make ourselves more visible when walking to and from school on our rural, dusty road?

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.
Thinking:

  • Thinking about how we will gather the information required to answer our learning question.
  • Being curious about technology used in road safety, such as signs already in use, regulations, etc.
  • Thinking about how to solve problems associated with walking on a dusty rural road, ie, knowing how to keep ourselves safe on our road.

Using language, symbols and texts:

  • Discuss the use of symbols on our road signs and look at universal signs.
  • Understand how effective these signs are and what the colour mean on the signage.
  • Use the language of technology to enhance understanding in technology.

Managing self:

  • Utilise the time given to this unit of work effectively.
  • Work independently when required.
  • Understand the constraints of the work and how to be economic with resources.

Relating to others:

  • Work collaboratively and co-operatively in groups when required.
  • Brainstorming of ideas together.
  • Learning through experts – police, sign-writers, Doug the Digger visit.
  • Use the internet to gain information from others, eg, land transport communication.

Participating and contributing:

  • Students understand how they can help community members, particularly younger children to keep safe on the roads.
  • Students understand that they can make a difference developing a solution that will help to make them more visible on the road.

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.)

  • Through their learning experiences the students will have the opportunity to develop their ability to discuss disagreements that arise from differences in values and negotiate solutions.
  • Through learning about the local area, the students have the opportunity to explore solutions that would not harm the environment and aesthetics of their community.
  • The students will have the opportunity to explore the concepts of honesty, responsibility, accountability and being ethical when discussing with community the ways they drive on their road.

Strategies & 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.

 

 
Road Safety Unit: Overview | Strands and Achievement Objectives | Key Stages
Download the full Unit Plan (PDF, 100kb)
 

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