Bundarra Central School
Stage 4: Year 8
Design situation
People use a variety of means to store things. These storage units can be constructed
from a wide range of technologies with different properties to suit the specific purpose.
Easy of mobility of any storage unit, large or small, makes it more functional to the
user.
Design project
Design, produce and evaluate a storage unit that stores a small to medium sized
product, is user friendly and mobile.
Unit purpose and focus
Syllabus links
Resources
Teaching and learning sequence
Assessment items
Assessment tasks
September 2007
Technology education K-8: Design and Practice
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Bundarra Central School
Exploring and defining the task
Deconstruction activities were used to motivate students and get them thinking about storage
units for a specific purpose. Before they actually deconstructed the various storage units students were
encouraged to investigate the variety of materials used and the different construction methods. These
were discussed in pairs and then larger groups and finally individually students orally presented
summaries of their overall findings. Metal and wooden units not able to be deconstructed were still
analysed and discussed from a visual point of view. While deconstruction was taking place students
were encouraged to test joining methods and materials for strength in relation to what the storage unit
had been designed to do.
Sustainability and environmental issues were discussed during this part of the design
process. The design process was revised and folio format determined.
What do we already know?
Sample teaching strategies
Deconstruction images
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Bundarra Central School
Generating and developing ideas
Before beginning to generate ideas students:
Drawing to scale
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experimented with combinations of a wide range of
materials considering their characteristics and properties
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identified how materials have been used in innovative and non-traditional ways
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investigated properties of mixed materials
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tested different materials and justified suitability for a specific choice
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revisited the general criteria for success relating choice of materials to these criteria
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students made a final decision on what they specifically wanted to design their
storage unit for and the degree of mobility it would need. Students then formulated
their own criteria for success.
Developing ideas
Researching and analysing
Selecting and developing ideas
The final plan
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Comparing model to plan
Model making
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Bundarra Central School
Producing solutions
Students sketched three possible designs to meet the brief. They initially sketch three designs
(Idea 1, Idea 2, Idea 3) to encourage them to think about possibilities with a wider vision. All three
designs were analysed according to their positive and negative features. Students then came up
with a final design which they felt best met their criteria for success. They could select one idea and
add or delete design features, combine any number of the designs or if they felt none of their
designs really met with their satisfaction they could go back to the drawing board and start
redesigning.
When the final design was organised they were photocopied so that the students would have a
second copy to use as a working plan. On this copy they would add any further changes they had
to make as they were making their project. This is valuable when finally evaluating their design as
both plans can be compared.
Before construction began
Valuable strategies
Final plans and model making
Construction
September 2007
Choices of mixed materials used included fabric, leather and timber
Technology education K-8: Design and Practice
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Bundarra Central School
Work samples and evidence of learning Part A
Student 1: Although he listened to
advice he had very definite ideas as
to the direction he wanted his design
to take. A really independent worker
he tended to experiment with skills
during the actual construction rather
than before he started. However, he
was cooperative in taking on advice
after this had happened.
Student 1 was able to
change perspectives
and generate
alternatives and
consider options
Work samples and evidence of learning Part B
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Technology education K-8: Design and Practice
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Bundarra Central School
Work samples and evidence of learning Part A
Student 2: was a student
with definite ideas about what
he wanted to design . A very
independent worker he
tended not to absorb advice
until often too late. However,
his creative and innovative
skills were able to see his
design completed
satisfactorily.
Student 2 was able to change
perspectives and generate
alternatives and consider
options with some guidance
and very limited assistance.
Work samples and evidence of learning Part B
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Bundarra Central School
Work samples and evidence of learning Part A
Student 3: completed the deconstruction task. However,
there appeared to be very little application of the
knowledge gained here into her actual design. However,
she had a definite vision for what she wanted to design
and responded well to verbal discussions resulting in her
following the design process carefully and constructively.
Student 3 was able to recognise the positives and
negatives of her design. For example, in the Selection
and Development section of her folio she commented –
“The joining method is good as it is glued and nailed”.
Student 3 did her own measuring and actual
construction with often no, or very little, teacher help.
September 2007
Student 3 was able to change
perspectives and generate
alternatives and consider options
after they had been suggested by
and discussed with the teacher.
Limited assistance was then
needed to apply the options to
her design.
Work samples and evidence of learning Part B
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Bundarra Central School
Student reflection
Sophie's reflection (Horse equipment bag): “As a result of the design process I produced a sturdy
bag for holding horse grooming brushes, bandages and other horse accessories. My design met the
criteria for success by being a light, moveable, easily stored, durable horse bag. I found the Analysis
of Ideas useful, by helping me think of a number of different ways of making this bag. Next time: I
would put the steps for construction in a different order. I have become more confident using the
sewing machine and textiles. I would still probably need a bit more practice as my sewing is never
really in a straight line.”
Brayden's reflection (School gear holder): “As a result of the design process I produced a
storage unit to hold school gear. I achieved success in meeting the criteria in the following points. It
is easy to move, it is durable, it is just the right size for small books and the drawer is the right size
for any stationary. I found that building my model was the most useful part. It gave me an idea of the
size and it was helpful while building. Next time I would approach the task differently by doing more
research in planning eg: the handles, the clips and type of wood I would use. Skills I have learnt are
the different joining methods. Skills I need to develop are swinging doors and lids, measuring,
sanding.”
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Bundarra Central School
Student reflection
Brandon’s reflection (Golf ball holder): “ I produced a box for golf balls, tees and a money
box. My design turned out the way I wanted it to and my plans also did as well. The most useful thing
was my model because you could look at it and see where you had to put shelves, money and the
size to go by. I would approach my design differently next time with lighter wood and proper handles.
Also I would include a padlock so little kids could not get into the box. A means of retrieving the
money is necessary as I I cannot get it out of my present design. Some of the skills I gained were the
different wood joins you could use, how you can put shelves in the box and how you can make a lid
swing with hinges. Some of the things I need to work on are taking my time and hitting nails down
straight.”
Dylan’s reflection (Tool box): “I produced a tool box as a result of the design process in order to
have a storage unit for tools. My design criteria achieved the success criteria by being light when
empty, easy to move, being durable, being user friendly and easy to store. In the documentation
process I found the research the most useful because you can look at different aspects of the design
and it helps choose which design had better aspects than others. I would approach this job next time
by managing my time better and look at the design better. I learnt that there are many different ways
to join materials together and think about everything before I start to make my design.”
Images of students’ reflections
Stop, Think, Look student reflection time
Images of finished products
September 2007
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Bundarra Central School
Teacher reflection
After the design brief was introduced I encouraged students to aim positively towards achieving
The outcomes set and to:
a) demonstrate confidence and persistence when faced with a new or difficult situation throughout
the construction of their projects
b) learn to value the work of their peers
c) speak with confidence when presenting orally.
I was extremely pleased with the overall result. After a hesitant start for a very small number of the
twenty four students, of very mixed ability, who attempted the unit, all quickly grew in confidence and stayed
on task through to completion. I really felt this was largely due to the fact that all students had the
independence to develop their own ideas and choose their own construction materials. They remained
engaged as they were working in areas that interested them and were relevant to their lives. The task set
was sufficiently open ended to meet the different learning needs. As the unit progressed the students
realised that success was the result of internal factors (effort) rather than external factors (luck, ease of
task). Also, as their designs developed I noticed a ‘healthy’ competitiveness as there was an obvious desire
for their design to be successful. A tolerance to peers was evident from the positive comments students
made to each other during construction. From discussions during the unit and student comments in their final
evaluations it was evident that they realised the importance of considering a wide range of alternatives
before selecting a final solution.
Helpful strategies and future changes
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Bundarra Central School
Helpful strategies and future changes
The most helpful strategies were:
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designated time out, when appropriate, to reflect on progress to date resulting in changes being made
and documented to improve design
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positive encouragement to take risks, for example, when they felt they might not be able to attempt some
skills – Christina was nervous and did not want to use the disk sander. However, with positive persuasion
by the end of the unit she was working confidently without the teacher standing beside her.
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making a cardboard model before commencing the actual construction. The students made frequent
reference to these particularly when construction wasn’t going as they had hoped.
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A future change I would make when teaching this unit would be to allow more time. I felt we had to rush
too much to complete the unit in ten weeks. In the future I would allow a semester in order to spend
more time:
investigating mixed materials so that the students would select the most appropriate materials (especially
in relation to the thickness of the materials they selected – some construction, particularly in metal and
wood, were unnecessarily too heavy) and joining methods
documenting folio work in more detail
completing assessment tasks.
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Bundarra Central School
Unit purpose and focus
Stage 4 students will research the way people use a variety of means to store things ranging from
items such as tools and jewellery to books and camping gear. The students will investigate and
experiment with a wide range of materials (with different properties) and techniques to suit a specific
purpose, from which storage units can be constructed. The students will become aware of safety rules
and their ergonomic relationship between a piece of equipment and the finished product and the body of
the user. When designing for easy movability of any storage unit, large or small, to make it functional to
the user students will consider various shapes, sizes and the skill of the people who will use the unit
when it is designed.
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Syllabus links
4.1.1 applies design processes that respond to the needs and opportunities in each design
project
4.1.2 describes factors influencing design in the areas of study of … Products …
4.2.1 generates and communicates creative design ideas and solutions
4.3.1 applies a broad range of contemporary and appropriate tools, materials and
techniques with competence in the development of design projects
4.3.2 demonstrates responsible and safe use of a range of tools, materials and techniques in each
design project
4.2.2 selects, analyses, presents and applies research and experimentation from a variety of
sources
4.5.1 applies management processes to successfully complete design projects
4.6.1 applies appropriate evaluation techniques throughout each design project.
Dylan testing and evaluating his design during
construction
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Bundarra Central School
Resources
1. Stimulus activity: a wide range of storage units for deconstruction.
2. Magazines, mail box fliers relevant to storage, shop catalogues.
3. Human resources: discussions with shop owners, family, friends and peers.
4. Access to Internet and computer software such as graphics and word processing.
5. Access to computer hardware such as digital camera.
6. Materials, tools and equipment appropriate to relevant design projects.
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Teaching and learning
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Research the properties and characteristics of a range of materials.
Investigate a variety of construction methods and their application to specific materials.
Conduct tests to determine how they will manipulate the different materials.
Develop skills and knowledge required to safely and effectively use the tools and techniques associated
with mixed technologies.
Opportunity to make their own choices about the selection of mixed materials for construction and the
use of traditional and non-traditional techniques to suit the identified needs of their design project.
Brainstorm the different items that could be stored in small to medium units and how they could be
moved.
Discuss what influences the size of storage units and materials they are of.
Deconstruct a variety of storage units and carrying attachments.
Develop design ideas for their storage unit using labelled hand sketches.
Select one idea and:
- describe the factors that influenced their design
- complete working drawings to communicate selected idea
- develop a plan and pattern for the development of their idea
- organise an action, time and finance plan (using spread sheet) for construction
- develop criteria for success.
Continued on next slide
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Teaching and learning
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Test their patterns/plans by constructing a cardboard model.
Cut out materials considering wastage and the environment.
Demonstrate safe work habits throughout construction.
Continually evaluate the development of their ideas, (justify the final design solution), as well as
their selection of materials, tools and techniques.
Generate a portfolio to support their design project.
Present their design to their teacher and peers.
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Assessment items
Using the framework for assessing:
a) researching, experimenting, generating, communicating
b) impact of technologies and design activities
c) producing solutions using tools, materials, techniques
d) managing and evaluating design processes and solutions.
Throughout the unit the students will be observed:
• working on their design process in class for their ability to:
a) manage risk when developing design solutions
b) follow time and action plan
c) competently manipulate materials and techniques
d) competently and safely use equipment.
• researching using a variety of resources to assess their ability to:
a) use appropriate research methods that are suitable to obtain the information required
b) select and interpret relevant information from research
c) present written information from research and experimentation in a logical manner
• orally presenting information relevant to their design project to assess their ability to present information
in a creative and logical manner.
• demonstrating their ability to present free hand and working drawings to communicate ideas
• completing a design folio to assess their ability to record and reflect on design ideas and decision making
• presenting self and peer evaluations to assess their ability to constructively reflect on and evaluate the
progress and results of their own work and the contribution of peers (assess final project against criteria for
success).
These observations will be recorded on a regular basis for on going student feed back and reporting to
parents.
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Assessment
Students will present:
1. experiments carried out to determine how they cut, bent, joined and applied finish to their materials
2. free hand and working drawings (free hand and computer applications)
3. a life cycle analysis of their finished product using computer technology applications
4. a written and oral summary of the short and long term impact of their design on the environment
5. a written evaluation of their project against criteria for success
6. a written evaluation of the unit: Storage On The Move. Students will revisit and summarise what they
knew about easily moved storage ideas before commencing the unit and what they know at the
conclusion of the unit.
Jessica evaluates her project against her criteria for success
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Bundarra Central School
Sample teaching strategies
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Develop criteria for success for storage unit and ways of moving it.
Discuss different materials from the point of view of sustainability.
Stimulus activity:
Individual students deconstruct storage units made in a variety of shapes and sizes and from a variety of
materials.
Discuss strengths and weaknesses of designs.
Discuss possible ways of making those units that do not have a means of moving them, easy (and
ergonomically acceptable) to move around.
Discuss factors affecting design.
Analyse different storage ideas bags, boxes, trays etc, aesthetics, function, ergonomics, safety.
Library research task: Investigating storage devices from different countries.
Identify factors influencing design in the Products area of study: storage units and devices – function,
aesthetics, human form, ergonomics, environmental, cost, resource availability, safety.
Brainstorm different types of storage units and ways of moving them.
Select three and develop mind maps.
Sketch a range of ideas.
Write regular reflections.
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Bundarra Central School
Deconstruction images
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A variety of storage units were given to the class to deconstruct. These units were collected
by the students, friends and staff. In order to expose the students to the greatest variety of storage units
possible some inexpensive units were shop purchased.
Dylan and Matthew deconstruct plastic and metal units.
September 2007
Telina and Christina deconstruct cardboard and metal units.
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Bundarra Central School
What do we already know about storage units and their
mobility?
Students were asked :
to give a definition of storage.
what do you know about storage?
what makes storage easy?
what do you know about moving things?
what makes moving easy?
what do you know about mixed technologies?
David and Simon start thinking
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Before construction began
A paper model of the selected design was constructed to give the students
a greater opportunity to evaluate their design and its planned construction
techniques. This was also a valuable strategy for students to ‘re-check’
their design size specifications as there had to be a limit here due to
materials availability and workshop space. (Maximum area 37 x 21 x 21 =
16317cm cubed).
Before actual construction began:
• all safety issues, safe work practices, possible risks and the management
of risks which may occur during construction were revised
• time and work management plans revised to check if they were practical
and changes made if necessary
• all resources required listed and available.
Boyd studies his model before commencing
construction
Construction under way
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Bundarra Central School
Valuable strategies
1. During the entire making process, time (20– 30 minutes) was set aside for individual student
reflection and folio updates. No student could actually construct during this time. This really
encouraged the students to STOP, LOOK and THINK about what they were really aiming to achieve
and focusing on the task as they had planned it, and not just constructing as they felt it should at the time.
2. Continually encourage students to:
• reflect on the design process
• refer to their criteria established for success through out the entire unit.
3. As part of their ongoing evaluation students kept a record in their Planning and Production section
of their folios for changes made and reasons for. These were also noted on their actual working
plans and were a valuable reference when finally testing and evaluating their finished product.
Boyd and Paul checking too see if their
construction is going to plan
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Technology education K-8: Design and Practice
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Bundarra Central School
Developing ideas
Sample of Matthew’s cricket bat
storage sketches
Bronte’s early sketches
Sophie sketching preliminary ideas
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Bundarra Central School
Researching and analysing ideas
Troy researching using the Internet.
Students were encouraged to share
their research with their peers. Troy
and Brandon discuss timbers Troy
researched.
September 2007
Iain analyses his three ideas in order to
develop the best possible solution for his
design.
Technology education K-8: Design and Practice
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Bundarra Central School
Selecting and Developing Ideas
After analysing their
ideas students
selected and
developed the design
they felt best met their
brief’s criteria for
success.
Five developing ideas
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Bundarra Central School
Final plans and model making
After students completed their final plans they constructed models and shared these with
their peers. They explained what they had designed, the reasons for material selection and
construction techniques. This was followed by discussion time where questions were asked
about intended reasons for choice and improvements suggested.
Paul works on his model
Brandon finalises his plans and explains his model to his peers
Matt’s cricket
bat holder
plans
Dylan checks
his plans
during model
making
Boyd presents
his model
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Bundarra Central School
Construction
Students constructed with materials of their choice. They were encouraged to
regularly check their progress against their plans and models.
Simon checks the spacing
of the holes.
Brandon compares
construction
progress with his
model.
Dylan checks to see how his drawer
slides.
Sophie constructs using the sewing machine.
Iain checks to see if his inner pocket fits as planned.
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Bundarra Central School
Images for student reflections
Sophie’s Horse Equipment Bag
Brayden’s School Gear Holder
September 2007
Brandon’s Golf Ball Holder
Dylan’s Tool Box
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Bundarra Central School
Stop, Think, Look student reflection time
Throughout the design process the students were regularly encouraged to revisit their
plans and note any changes they needed to make and give the reasons for theses changes. This was done
as individuals moved through the process at their own pace. Other times were set aside when they all had to
stop and spend uninterrupted time revisiting what they were really aiming to achieve and document their
progress.
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Bundarra Central School
Images of finished products
Display of finished products. Materials used to construct designs included metal, wood, fabric
cardboard, paper, leather and recycled materials.
Timber, recycled materials, leather, fabric, cardboard and paper
September 2007
Technology education K-8: Design and Practice
Metal and timber combination
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Bundarra Central School
Student 1 Work samples and evidence of learning Part B
Initial ideas
Final plans
Checking measurements against the plans
Taking time and care with finishing touches
September 2007
Student 1 drew, selected and analysed his
designs carefully. He continually evaluated his
progress, making necessary changes and
managed his time to successfully complete his
project. After completion of his product his final
evaluation was honest, recognising where
future design changes could improve his
design.
I’m listening, but is it really good advice?!
Technology education K-8: Design and Practice
An honest evaluation reflecting his understanding
of the design process and where he can enhance
his skills and learning from this point.
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Bundarra Central School
Student 2 Work samples and evidence of learning Part B
Deconstruction – having a closer look
Coming up with ideas
Although Student 2 had a clear idea of how he wanted to design his product, before starting, he analysed a
variety of storage units and used this analysis to consolidate his design ideas. He stated in his final evaluation “I
would approach this task differently by putting wheels on the base, make it out of wood and put different
handles on". This suggests he realised he should have been more aware of the factors influencing his design
and will apply his research more thoroughly in the future. His practical effort and documentation of changes he
made and reasons for them reflect a very satisfactory continuum of learning.
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Bundarra Central School
Student 2 Work samples and evidence of learning Part B
“Thinking hard” (Is this metal too heavy?)
before starting to transfer plans
Looking to check if construction is going to plan
September 2007
Early stage of construction
I’m not quite sure!!
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Bundarra Central School
Student 3 Work samples and evidence of learning Part B
Constructing a paper model to
get an idea of how the finished
product would look.
Ideas under way.
Student 3’s folio work indicated that she was achieving above
expectation. Her ability to work on her practical task with little
supervision was testimony to this. The fact that she completed all tasks
set resulted in her achieving most of the outcomes set. Outcomes 4.1.2
and 4.2.2 have been achieved with modifications.
Student 3’s reflection of her product after
completion.
Ready to begin measuring.
September 2007
Construction well under way.
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