Unit planner
School Name: CQ
Unit title: Bauhaus
University
Design Challenge
KLA(s): INTAD & Numeracy
Year level(s): 8
Duration of unit:
70 min’s
Identify curriculum
Knowledge and understanding
Technology as a human endeavour
Technology influences and impacts on people, their communities and
environments in local and global contexts.

Product design and production decisions are influenced by aspects of
appropriateness and by detailed specifications, constraints and
standards of production
Information, materials and systems (resources)
Resources originate from different sources, exist in various forms and
are manipulated to meet specifications and standards to make products.

Techniques and tools are selected, controlled and managed to
manipulate or process resources to meet detailed specifications and
predetermined standards of production
Ways of working

Investigate and analyse specifications, standards and constraints in the
development of design ideas.

Generate and evaluate design ideas and communicate research,
design options, budget and timelines in design proposals.

Select resources, techniques and tools to make products that meet
detailed specifications.

Plan, manage and refine production procedures for efficiency.

Make products to meet detailed specifications by manipulating or
processing resources.


Identify, apply and justify workplace health and safety practices.
Reflect on learning, apply new understandings and justify future
applications.
Identify cross curriculum
Knowledge and understanding
Spatial Sense
Understand how the characteristic and properties of 2D and 3D shapes
influence the design of familiar objects.
1
Ways of working



Use an understanding of shapes in structures to construct items.
Transform 3D to a 2D orthogonal drawing and vice versa.
Use drafting patterns in laying out material ready for cutting and
tacking.
Key Terminology
Bauhaus: the Bauhaus has been recognized as being one of the most significant influences on the development of architecture and industrial
design of the 20th century.
Elements of design: points, lines, shapes, forms, colours, tones and textures are the basic building blocks for design.
Principles of design: balance, unity, proportion, contrast, emphasis, movement and rhythm.
Design process: 1.design brief, 2.analysing the problem, 3. Developing idea, 4. Choosing final solution, 5. Making working drawings, 6.
Manufacturing item, 7. Testing and evaluation.
Orthogonal drawing: drawings of parallel lines projected from each corner of the solid at right angles to the vertical and horizontal planes.
Working drawings: detailed drawing (usually orthogonal) of the components and specifications of the product being built.
CAD: computer aided drawing.
Develop assessment
Type of
assessment
Investigation
Techniques For
Manipulating
Graphical
Information
Workshop Safety
Production
2
Make judgments
What will be assessed
Feedback
Purpose of assessment
Students formulate detailed plans for gathering knowledge, ideas
and data & validate choices of information, sources & methods.
Week 1
Formative
Students negotiate & refine production procedures in making
quality products that meet detailed specifications.
Students use specialised techniques for managing and
organising the presentation of information to meet detailed
specifications.
Week 2
Summative
Students develop and implement strategies and control
measures to manage risks in workshop environments.
Week 3
Formative
Week 4 & 5
Summative
Students negotiate & refine production procedures in making
quality products that meet detailed specifications.
Sequence learning
ILO
Week
1
Learning experiences and teaching
strategies
Introduce the topic “Bauhaus Design Challenge”
explain and discuss design brief and limitations.
Links to
framework/s
Dim1
Establish a sense
of academic trust.
Divide class into 4 groups, Show eight digital photos
created by using the Bauhaus design principles. Ask
each group to analyse and evaluate four of the seven
elements of design in each photo: points, lines, shape,
forms, colours, tones and textures.
Inform students that all items in the eight photos have
all used the Bauhaus design principles.
Have students investigate “Bauhaus design” on the
internet. Students are to complete note sheet.
Divide the class into two groups (Group 1 “for team”),
(Group 2 “against team”). Debate the questions
1. Are the Bauhaus design principles one of the
major influences in design for today’s society?
2. Do the Bauhaus design principles follow the key
principles of design such as balance, unity,
proportion, contrast, emphasis, movement and
rhythm?
3. Are the Bauhaus design principles aesthetically
appealing?
3
Blooms Tax,
Evaluating
(Higher- order
thinking)
Adjustments for needs
of learners
Students with Intellectual
impairment:
 A set daily structure and
classroom routine.
 A variety of
auditory/visual/kinaesthet
ic ways of reacting to
information.
 ‘Hands-on’ activities.
 Real-life or life-like
materials and examples in
activities.
 Scaffolding to assist the
student’s learning.
 specific and precise
instructions,
incorporating:
-Clear step-by-step
instructions.
- A display of visual clues
for each of the steps.
Resources

8 x digital photos
of Bauhaus design
from Google
images.

1 x computer per
student with
internet access.
Review the seven design process steps.
1. The design brief.
2. Analysing the problem.
3. Developing your ideas.
4. Choosing your final solution.
5. Making working drawings.
6. Manufacturing the item.
7. Testing and evaluation.
Show concept sketches of the Bauhaus letter rack,
have students (think, pair & share) ideas for their
letter rack design.
Dim 2
Use the three
minute pause.
Students with Speechlanguage impairment:

Productive
Pedagogies ,
Deep
understanding
Have students use Autodesk sketch on their iPod
touch to complete three difference concept sketches
for their Bauhaus letter rack, once completed save to
their photo gallery.


Have student’s conduct free writing on their design
process and ideas (Have I addressed the first four
design process steps)
Have students complete week blog with. Dr. Julia
Glesner.
At the end of each lesson have students conduct
“reflective thinking”, have students reflect on what
they have learnt this week by writing in a journal.
4
Dim1, Provide
appropriate
feedback.

More and/or longer
pauses during instruction,
to provide more
processing time than
usual.
High redundancy
instruction (specific
information/
vocabulary/sentence
structures/text features
encountered many times,
but in different contexts).
Simplified teacher talk,
for example, using
simpler sentence
structures (shorter, more
direct, less implied, less
ambiguous), more
concrete vocabulary,
shorter units of
instruction, restating often
– emphasising key points
and repeating frequently;
Activation of the
student’s topic knowledge
(especially vocabulary
related to the topic)
before introducing new
topics or units of work

Concept sketch
examples.

1x iPod touch,
with the Autodesk
sketch app, per
student.

Blog with Dr. Julia
Glesner.

Student’s journals.
Week Have students peer review each other’s concept
sketches. Students are to give warm and cool
2
feedback.
Students with Physical
impairment:
 Work with the student,
not the disability.
Have students choose their favourite design.
 Help the student to
Dim 5
problem solve — don’t
Students are to complete a sketch of their favourite
Thinking
provide all the answers.
design along with design notes with dimensions of the interdependently
drawing.
 Promote student
involvement in
Allow students are to present their final design sketch
discussion.
Blooms Tax,
to the class along with a design justification for their
 An appropriate allowance
Creating (Higherchoice of design.
of time to complete tasks.
order thinking)
 The consideration of the
Students are to start their design on the Auto CAD
social and emotional
program, if students are having trouble in recalling the Dim 2
needs of the student.
correct procedure to follow when using CAD a copy of Have students
the “Autodesk Inventor 2010 Interface” sheets will be create physical and  The establishment and
maintenance of peer
at the LM’s desk.
pictographic
interaction and
representations of
relationships through
Once students finished, have students print out their
information.
appropriate activities.
3D drawing along with the in-line assembly drawing.
Have students complete week blog & digital display of
their designs for discussions with. Dr. Julia Glesner.
At the end of each lesson have students conduct
“reflective thinking”, have students reflect on what
they have learnt this lesson by writing in a journal.
5
Dim 2
Point out common
errors and pitfalls.
Dim 5
Applying past
knowledge to new
situations with
meaning.
Teachers should be aware
that students with physical
impairment may be unable to
move as quickly as their
peers.

1 x computer per
student with auto
CAD. Autodesk
Inventor 2010
Interface sheet for
Bauhaus Design
Challenge.

Blog & digital
display with Dr.
Julia Glesner.

Student’s journals.
Week Pose the question to the class “What is Safety”. Have
students write on the whiteboard, their understanding
3
of what safety means to them.
Blooms Tax,
Analysing (Higherorder thinking)
Inform students that safety is accident prevention.
Accidents can happen anywhere, but they are common
in the home, on the sports field and at work.
Discuss as a collective group unsafe acts and
conditions in the workshop and at home.
Blooms Tax,
Creating (Higherorder thinking)
Brainstorm the many different types of unsafe acts and
conditions that exist in the workshop, home and
school. LM will use the bubbl.us web site to create a
concept map of student’s responses.
Have students divide into four groups,
1. Group 1: investigate potential safety hazards
for workshop hand tools.
2. Group 2: investigate potential safety hazards
for workshop machines.
3. Group 3: investigate potential safety hazards
for workshop electrical equipment and
systems.
4. Group 4: investigate potential safety hazards
for workshop harmful substances and storage
eg. Paints, thinners.
Have each group write on the whiteboard the safety
hazards they have identified. Discuss as a collective
group the entire safety findings.
6
Productive
Pedagogies,
Higher-order
thinking
Students with Learning
difficulties:
 Leading the students
through the process
expected of them;
 Modelling the process or
procedure/s expected of
them;
 Monitoring the rate at
which material is
presented;
 Giving additional
presentation by varying
the methods using
repetition, simpler
explanations, more
examples and
modelling;
 Demonstrating how new
material relates to
previously learned
information.

Whiteboard and
markers.

Lap top, Data
projector,
www.bubbl.us.com
web site

Workshop
Have students write the safety rules for the whole
Productive
classroom, this will also include the punishment for
Pedagogies,
breaking rules which will be enforced each lesson. The Student direction
rules and punishment will be printed up by the LM and
placed on the front door of the classroom each lesson.

Whiteboard and
markers.
Have students complete week blog & digital display of
their designs for discussions with. Dr. Julia Glesner.

Blog & digital
display with Dr.
Julia Glesner.
Student’s journals.
At the end of each lesson have students conduct
“reflective thinking”, have students reflect on what
they have learnt this week by writing in a journal.
7
Dim1, Provide
appropriate
feedback.
