Coastal Taranaki School Technology Faculty
Level 1-3
Duration of Unit: 8 weeks
Title:
Mirror (6 MN) DRAFT IN PROGRESS
Brief: Create a mirror for your wall.
Specifications: 20mm wide frame, MDF,
12mm x 300x400
Description of Context
Define physical/ fiunctional attributes of a mirror frame.
Key Focus on Transformation of:
Information/Energy/ Materials(Circle)
MDF, mirror perspex
Learning Outcomes
Negotiated
Learning
(curriculum link)
Outcomes:
TP-ODE L3 investigate a context to develop ideas for potential outcomes. Trial and evaluate these against key attributes to select
and develop an outcome to address the need or opportunity. Evaluate this outcome against the key attributes and how it addresses the sewing
need or opportunity.
design and make a
TK- Tech Modelling L2
puppet theatre
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.
L3
Understand that different forms of functional modelling are used to inform decision making in the development of technological
possibilities and that prototypes can be used to evaluate the fitness of technological outcomes for further development.
LO.. ODE L3
LO Tech modeling L2
LO. Tech modeling L3
describe design ideas (either through
drawing, models and/or verbally) for
potential outcomes
describe the sorts of things that
functional modeling can be used for in
technology
evaluate design ideas in terms of key
attributes to develop a conceptual design
for the outcome
select materials/components, based on
their performance properties, for use in
the production of the outcome
produce an outcome that addresses the
brief
identify the design concept being tested
in particular functional models
discuss examples to identify the different
forms of functional models that were
used to gather specific information about
the suitability of design concepts
identify the benefits and limitations of
functional modelling undertaken in
particular examples
describe examples of particular
prototypes that did not meet
specifications.
explain why functional modelling and
prototyping are both needed to support
decision making when developing an
outcome.
identify why prototyping is important in
technology
identify the specifications used to
evaluate particular prototypes.
evaluate the final outcome against the
key attributes to determine how well it
met the need or opportunity.
To work safely in workshop
Specific Learning Intentions
Students will be able to:
Review:
28/5/13
Differentiated learning:
Cultural- maori students
Religion
ESOL
Special Learning Needs
Gifted and Talanted - extend
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Explore the concept of mirrors.
Identify key attributes needed for a mirror(eg, reflection, frame……
Come up with a concept for a mirror.
Test the concept using modelling – drawing, collage using aluminium foil and coloured paper, and card
Maufacture a quality mirror frame from MDF.
Decorate following design – coloured crayons, poker work, spray varnish.
Evaluate own and others’ work.
Key Focus :
Component/s of Technology underpinning unit
(circle)
Key Focus:
Context-specific skills/knowledge
Use scroll saw
poker machine
hot glue gun (to attach mirror)
tie aprons
wear safety gear- covered shoes, glasses
modelling using a range of materials
Technological Knowledge
 Planning for practice
 Brief development
 Outcome development and evaluation
Technological Practice
 Technological modelling
 Technological products
 Technological systems
Terminology (Literacy)
functional model
manipulate
atttribute
evaluate
Nature of Technology
 Characteristics of technology
 Characteristics of technological outcomes
Values
Co-operation
Openness –
to
new
ideas
and
experimentation
Aroha
Sustainable Living – use recycled items,
minimise waste
Tolerance
Accountability – come prepared, covered
shoes,
book,
pencils,
found
materials
Leading our learning – communicate with
teacher, and each other
Numeracy
Integrity
Ecological sustainability
Respect
Responsibility
Excellence
Innovation, inquiry & Curiosity Diversity
Equity
Community & Participation
Literacy
neat hand writing
read simple terms
verbally describe
thinking and actions
Key Competencies
Managing Self
Relating to others
come prepared
tidy up
take all gear away again
after class
listen to teacher and
peers, work cooperatively
Participating and
Contributing
listen to instructions,
get work out and tidied up
quickly. Team work
Thinking
think independently
reflect on class
discussions and
apply to own work
Using language,
symbols & txt
write neatly
use specialised vocab
Learning Environment Considerations
Safety Issues:
Resources Required:
Cross Curriculum Links
(Refer to MOE Revised Health & Safety Guidelines)
paper, card, coloured paper, aluminium foil
glue, hot glue guns
crayons, pencils etc
scroll saw
poker machines
MDF 9mm
spray varnish
drill
art
literacy- procedural
documentation
wear aprons, covered shoes , no loose
clothing in workshop
Many classes in rm 12 because of safe
height of desks/benches
Hot glue gun/ electrical
poker machine/ scroll saw
small sharp tools eg files
Assessment
 Pre-test
 Post-test
 Self assessment- reflection evaluation
-Teacher observation

Samplephoto
 Observationin class
 Peer assessment – peer reflection tick box
 Other
Learning Experiences (broken
into session blocks)
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Class Bus stop
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Drawing cativity-20seconds to
document attributes x 4
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Class discussion
ability to follow routine and instructions effectively
generate ideas
Reflect on TK: tech modelling level 2-3 above
Create a mirror with a frame
Learning intentions
identify what the Brief is
define “attributes” of characters
Transformation
identify what products are
Resources
paper, vivids
paper scissors
white board&
markers
modelling
Link to learning
outcomes
To orientate students
to know that
technology is
purposeful design
To identify how
materials can be
quickly transformed
into another thing
to identify how
modelling contributes
to desigh
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Cover page in middle/ front of
options book, work through
book forwards
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Discuss (W/B) “Brief”
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Discuss attributes
Establish routine for written work in
books
To write a Brief, know what it is,
:what/why/how
To identify attributes of a mirror
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paper, vivids
paper scissors
white board&
markers
A3 paper – group
work
Identify concept ideas
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Draw concepts x 3
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List key attributes (features,
physical/ functional)
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set up books
Will it work?
Remodel/draw/collage
o
Coloured paper frame
o
Paper and aluminium foil
model
o
Hard card model of
decide concept
Identify key attributes
Identify materials we could use for
functional modelling
model idea and establish feasibility
learn skills needed –
develop system to store student work
, paper, card,
kitchen foil etc
accountability- doing
bookwork,
reflecting
on development
frameStart manufacture
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Wear apron correctly- tie
behind back
Make mirror frame
o
Mark out
o
Cut-scroll saw
o
Drill hole for inside
cut
o
File/ sand all edges,
evaluate , modify
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Document procedures, safety?
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Continue
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Continue – complete frame,
varnish
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Cut and attach mirror
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safety in the workshop, routines
manufacture mirror frame
Identify L1-3 TK-TM
To
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To assess success
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Assessment
tick box
sheet (peer)
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Assessment
tick box
sheet (own)
relating to
TK-Tech
products
Fill out own assessment
worksheet-modelling
decide NZC level 1-3