EST400 ASSIGNMENT TASK 2

HANNAH JACKSON & JOCELYN MCDONALD

INTRODUCTION
TOPIC: Water - students have explored how water is used at home and at school and
how we can use water effectively. Students are now looking at properties of water and
have done a lesson on floating and sinking. This technology task requires students to
use their understanding of floating and sinking to make a boat that can remain floating
while holding marbles. The more marbles their boat can hold, the more effective the
design is.

YEAR LEVEL: This task is designed for Grade 1.

It will be completed over five lessons, of 45 minutes including setup, pack up time and
end of class check-in.

DESIGN BRIEF:
Farmer Ted wants to buy a boat so he can go fishing on Lake Bullen Merri. However, he
is not sure what boat he should buy because they are all made out of different materials
and have different designs. He needs your help to decide what boat he should buy. In
pairs, he would like you to make a boat out of a material provided and test it using
marbles to see how many fish he will be able to catch in his boat before it starts to sink.
When testing your boat on the water, 1 marble = 1 fish.

Considerations:
The boat needs to fit Farmer Ted and the fish he catches.
The boat needs to be able to float with Farmer Ted and at least 3 fish.
The boat needs to waterproof so Farmer Ted does not get wet.

Teaching the brief

The teacher reads the brief aloud to the students.
The teacher re-reads the brief one sentence at a time and asks for students to
identify words they do not know, which are then circled.
 Teacher and students then go through each of the circled words, discussing what
they think they might mean and compiling a list of synonyms.
Students copy the list of synonyms for words they do not know into their book,
under the handout of the brief (while the whole list will be made into a poster
and displayed on the wall for future reference).
Design and Technologies is a pedagogical priority in the Victorian Curriculum. It offers
students a broad range of learning experiences, readily transferrable to their home, life
and leisure activities (Victorian Curriculum 2017).

TECHNOLOGY CONTEXT:
Investigating: Explore needs or opportunities for designing, and the technologies
needed to realise designed solutions (VCDSCD018)
Generating: Visualise, generate, and communicate design ideas through describing,
drawing and modelling (VCDSCD019)
Producing: Use materials, components, tools, equipment and techniques to produce
designed solutions safely (VCDSCD020)
Evaluating: Use personal preferences to evaluate the success of design ideas, processes
and solutions including their care for environment (VCDSCD021)
Planning and managing: Sequence steps for making designed solutions (VCDSCD022)
(Victorian Curriculum and Assessment Authority (VCAA) c. 2016)

ACHIEVEMENT STANDARDS: With guidance, students create designed solutions for

each of the prescribed technologies contexts. They describe given needs or
opportunities. Students create and evaluate their ideas and designed solutions based on
personal preferences...Following sequenced steps, students demonstrate safe use of
tools and equipment when producing designed solutions. (VCAA c. 2016)

INTEGRATION (120 words)

This technology task is imbedded in an overall inquiry unit with a focus on
science and more specifically Earths resources are used in a variety of ways
(VCSSU047) (VCAA c. 2016)
With design technology being so similar and overlapping with science it makes sense to
integrate the two at times as we have. There are several reasons why we integrate
subjects with the main practical reason being that it can save time (Norton, Ritchie &
Ginns 2007, p. 205) By integrating subjects, a teacher can cover more of the curriculum
in the same amount of time. Merging technology and science can also increase a
students interest in science as they engage in the hands-on design task, they are more
curious about how it works and the science behind it (p. 205). Another reason shared
by Norton, Ritchie and Ginns (2007) is that integrated activities help students to learn
with greater understanding by enabling them to investigate and grapple with the
multiple relationships to exist between components of knowledge and skills (p. 205).
In this task, by trialing different materials and design ideas, students are unconsciously
learning about the scientific properties of those materials.

Mathematics: Throughout the testing and evaluating stage of the design process,
students will need to evaluate the effectiveness of their current design by
measuring how many marbles their boat can hold before sinking. They then have
the opportunity to modify their design so it meets the brief more effectively.
Students will compare which design holds the most marbles (both capacity and
mas).
Measure and compare the lengths, masses and capacities of pairs of objects using
uniform informal units (VCMMG095) (VCAA c. 2016)

English: By participating in the final presentation in Lesson 4, students will be

required to share their boat and the reasoning behind their choice of material
and design.
Make short presentations, speaking clearly and using appropriate voice and pace, and
using some introduced text structures and language (VCELY211) (VCAA c. 2016)
As a member of the audience while their peers are presenting, students will
practice how to listen attentively and ask questions to the presenting designers.
Engage in conversations and discussions, using active listening, showing interest, and
contributing ideas, information and questions, taking turns and recognising the
contributions of others (VCELY210) (VCAA c. 2016)
 Critical and creative thinking: Students are required to design their boat, test it
and make changes to improve the overall design so the boat can hold more
marbles.
Make simple modifications to known ideas and routine solutions to generate some
different ideas and possibilities (VCCCTQ003) (VCAA c. 2016)
Personal and social capability: Through working in pairs, students will be
improving on their social skills and being able to work with others. They will
have to work together as a team and overcome differences in opinions and ideas.
Use basic skills required for participation in group tasks and respond to simple
questions about their contribution to group tasks (VCPSCSO014) (VCAA c. 2016)
Recognise that conflict occurs and distinguish between appropriate and inappropriate
ways to deal with conflict (VCPSCSO015) (VCAA c. 2016)

SKILLS AND KNOWLEDGE

Hill (1996) states that a design technology curriculum builds students skills and
knowledge including the ability to solve open ended problems (p. 19) with the hope that
these skills will transfer to other aspects of the students life (Walker 2000, p. 10). At a
grade one level these skills are acquired through exploration and discovery (Hill 1996,
p. 21). Through play, children learn about relationships, cause and effects, and patterns
relating to structures, forms, objects [and] materials (p. 21). This particular task
allows students to experiment with and explore different materials and designs.
Throughout this activity, the teacher focuses more on the process rather than the end
result, which Walker (2000) believes will prepare students for the unknown in the
future (p. 11) as they develop the ability organise information and solve an array of
problems rather than simply getting the right answer.
Victorian Curriculum and Assessment Authority aim for students to become critical
users of technology (VCAA c. 2016) and have the ability to transfer knowledge and
skills relating to design and technologies to new situations (VCAA c. 2016). The skills
developed through this early years task is a starting point in meeting these aims.

Investigating: Students understand that there are multiple solutions to the same
problem. They are able to use prior knowledge to inform design choices. Students
possess the knowledge to be able to identify what tools are needed for different
materials (e.g. scissors with paper, plastic knives for clay/play doh).
Generating: Understanding that their ideas can change throughout the design process.
Knowing that there is a need for modification and designs can be altered with a positive
attitude (not feeling disappointed or discouraged when their original design does not go
to plan). Students are able to communicate their ideas effectively, in particular
modelling and oral presentation. Students understand that they can compare their
designs against already existing products (boats) to stimulate new ideas. Students can
record their test results (e.g. boat design 1 holds 2 marbles as well as Farmer Ted before
it starts to sink).
Producing: Through this design task, it is hoped that students can identify appropriate
materials for the task and be able to explain their choices. Students will understand the
need for safety in a design technology classroom and develop the skills to be able to
work with water and other materials in a safe manner. Through using different
materials, students will gain the skills associated with the material and corresponding
tools in a safe and effective way. During the time they are producing their boat,
students will develop the skills to assess their design continuously and modify their
boat as needed as they progress.
Evaluating: Students have the ability to critically evaluate their own work in a
constructive manner. Students develop skills in providing feedback to others with the
use of a specific strategy, such as a feedback sandwich (one thing I like, one thing to
improve on, ending with another thing I like). Students understand that mistakes are a
part of the design process and are an opportunity for growth and improvement.
Planning & Managing: Students can explain how they navigated through the design
process and recognise that it is not always a linear progression. They are able to ensure
that their final design meets all aspects of the design brief.

TEACHING OF TECHNOLOGICAL SKILLS AND KNOWLEDGE

Investigating:
Through pre-planned probing teacher will facilitate a whole class discussion about
different boat designs that students currently know or have seen. The different designs
will be sketched by the teacher to provide inspiration for the students. The teacher will
ask for the students ideas of what tools to use with different materials (i.e. If I wanted
to make this square piece of paper into a circle, what tool would I use to do this?)
Generating:
Students will be exposed to Austins Butterfly to demonstrate how a design can be
modified and improved. The teacher will then guide a discussion on the video to ensure
that all students identify the value of changing your ideas to create a better result.
Throughout the design process, the students will be given several opportunities to
verbally explain their current ideas and design in order to develop their oral skills and
being able to communicate effectively with others. All students will be encouraged to
refer back to the brainstorm poster of boat designs made by the class at the beginning of
the process to acquire more ideas that they can apply to their boat design. When
experimenting with their boat designs students and their partner will fill out a table
showing the material used, whether it floats or sinks in water and how many marbles it
can hold before it begins to sink. From these results, students will agree with their
partner on what materials would be most suitable for their boat design.
Producing:
The teacher will roam around the classroom as the students are working, asking them
to explain their design choices and whether they have been effective or not by referring
to their table. Through observation, the teacher will determine if the students are
working in a safe manner. Water safety was discussed at the start of the unit and will be
revisited throughout this technology activity. Students will photograph their designs
and will annotate whether the boat was effective at holding Farmer Ted and his fish
(marbles).
Evaluating:
Students will be encouraged to identify weaknesses in their design and identify ways in
which they can improve their design. Students are shown a video of a professional
going through the design process and how they reacted to mistakes in their creation.
Through a class discussion, students will verbalise how they felt when their design did
not work the way they wanted it to and how those mistakes led to growth and
improvement when they persisted with the task. During a progress showcase, students
will create feedback sandwiches for their peers, with the teacher explaining the value of
receiving feedback.
Planning & Managing:
Once the students have created their boat they will present to their peers explaining the
process they went through and any challenges and how they overcome them. All
students will complete a simple self assessment (smiley face or thumbs up based) to
show how their design meets the brief.

FORMATIVE ASSESSMENT FOCUSSING ON TECHNOLOGICAL SKILLS AND

KNOWLEDGE
Assessment is a systematic process, which involves the documenting of empirical based data
(Victorian State Government: Education and Training 2013). It assesses knowledge, skills and
attitudes to help refine and improve student learning outcomes. This data helps structure a
more extensive understanding of where students are at (Department of Education 2013) and by
using effective formative assessment strategies students can begin to 'reflect on and monitor
their own progress' (Teachers Guide to Assessment 2011). This information helps guide
teachers' decisions in how to enhance both teaching and learning, as diagnostic tools used help
determine where there may be any gaps and misconceptions (Teachers Guide to Assessment
2011). Black (cited in Morland & Jones 2000, p. 296) writes about the value of feedback and
how it is essential for effective teaching practice. Students need to receive both informal and
formal feedback as
Investigating:
Students will participate in a whole class discussion and design ideas they create based
on what they already know and have seen. Teacher will note any students who struggle
to actively engage in this process; therefore will explicitly teach the design concepts
more thoroughly to improve student understanding and engagement. During the lesson
the teacher will develop an understanding of the students knowledge around tools and
materials as they respond to questions asked. Any gaps identified will be filled with
explicit teaching and modelling.
Generating:
Students will participate in a whole class discussion and respond to questions asked by
the teacher. After watching the clip Austin's Butterfly the teacher will monitor students
answers around how a design can be modified and improved. Teacher will identify any
students who have trouble understanding this process, and will explain with reference
to the video how this is done. Students will be assessed on their ability to verbally
communicate their ideas and thought processes based on their boat designs, referring to
their table and discussing their findings and what they learnt.
Producing:
Students can verbally explain their design choices to the teacher by referring to their
table. Teacher will observe student behaviour and whether they are working in a safe
manner and using tools and equipment appropriately and will address any concerns
immediately to avoid injury. Students can photograph their designs and annotate them
accordingly and discuss their findings to peers.
Evaluating:
Students can identify and verbally communicate with others weaknesses in their design
and modify them accordingly with a positive mindset. Students can acknowledge and
accept that mistakes are a part of the design process, and verbalise how they felt when
they encountered a challenge. The teacher will analyse the students feedback
sandwiches and will address any concerns that may arise. Students can explain the
value of receiving feedback, this is evident on their peer feedback sheets.
Planning & Managing:
Through an assessed presentation students can explain their design process and
communicate with their peers any challenges they faced and how they overcome them.
Students will complete a self assessment sheet judging their design against the design
brief.

MATERIALS, TOOLS AND EQUIPMENT

Materials, tools and Why these are included... Skills needed to work with
equipment these...

Water To test the buoyancy of the

boats created

Marbles To test the strength of the

boat (ability to float with
weight)

Paper A material that can be used Ability to fold and cut

to create features of according to size needed.
Farmer Teds boat (e.g. a
sail)

Sticky tape To hold elements of Ability to estimate amount

Farmer Teds boat together needed and apply
(e.g. paper to foil) accurately to other
 materials (holds materials
together)

Scissors To cut different materials Motor skills needed to cut

(i.e. paper, clay, play doh, accurately and safely.
sticky tape) Knowledge of how to hold
scissors correctly.

Glue To hold elements of Ability to apply glue to

Farmer Teds boat together areas of the boat. Knowing
(e.g. paper to foil) the right amount to spread
across the materials in
order to hold it together.

Staples To hold elements of Motor skills to operate the

Farmer Teds boat together stapler correctly and
(e.g. paper to foil) safely, strength to operate
effectively (some students
will require assistance
from the teacher)

Foil A material that can be used Can estimate a rough idea

to create features of of how much is needed for
Farmer Teds boat (e.g. the boat. Ability to
waterproofing) manipulate its shape to
avoid ripping.

Play doh A material that can be used Ability to manipulate the

to create features of material to the desired
Farmer Teds boat (e.g. form (motor skills,
body of the boat) strength, knowledge).

Clay A material that can be used Ability to manipulate the

to create features of material to the desired
Farmer Teds boat (e.g. form (motor skills,
body of the boat) strength, knowledge).

Plastic knife To cut clay and play doh Co-ordination to hold and
use the knife correctly and
effectively.

Lego man To act as Farmer Ted in the

testing of the boats

Shell pool To hold the water Knowledge of safe water

practice (students will be
supervised around water
at all times).

SAFETY ASPECTS FOCUSSED ON AND ASSESSED

Throughout this process students will be using equipment and materials that they are
familiar with and whose safety procedures they know (i.e. scissors). Before students
start experimenting with different materials and constructing and producing their
boats, the teacher will run through a brief safety mini-lesson to refresh the students
memories. The aim of this is to ensure that they are consciously aware of the safety
considerations when using different tools and materials.
As this overall unit is focused on water, students will participate in a water safety
revisions at the beginning to ensure that they are aware of all safety considerations that
need to be adhered to when working around water. As each new activity arises
throughout the course of the unit, the teacher will again make known to the students the
safety aspects they need to keep in mind and why it is important to work safely both
inside and out of the classroom. Owing to the duty of care the teacher has, students will
be supervised around water at all times and will not have the opportunity to engage in
unsafe behaviour (Department of Education and Training 2003, p. 19).

SUMMATIVE ASSESSMENT
Summative, or assessment as learning is used after the learning or task is complete
(Moreland & Jones 2000, p. 287). The data gathered showcases students learning
achievements around a particular area of study; gathering and analyzing information as
evidence about what students know, can do and understand (Teacher's Guide to
Assessment 2011). It informs teachers and provides invaluable information that can
improve teaching and learning for future students. Black (cited in Moreland & Jones
2000, p. 287) explains that if summative assessment is to be effective, the information
has to be formulated with a structure and language that reflects the learning content
shared between those communicating.
Feedback plays a fundamental role in assessment as learning (Teachers Guide to
Assessment 2011). If feedback is specific, respectful, timely and constructive, learning
outcomes and performance are more likely to improve and student engagement and
willingness to learn enhances.

Students will present their design for Farmer Teds boat as an oral presentation where
they answer open-ended prompts from the teacher. The dot points below indicate what
the teacher is looking for in the final assessment presentation:
 Ability to verbally communicate how they, as a pair, designed their boat
The effectiveness of their designs
How they changed their design to make it more effective
How they worked as a team and communicated with each other
Ability to overcome any challenges they may have encountered during their
design process
Articulating how they felt at different stages of the process
Sharing what they have learnt with their peers
Completing a self assessment sheet that includes both academic and
personal/social achievements
REFERENCES:

ACT Government Education and Training 2011, Teachers Guide to Assessment, ACT
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Lerner, 8 December, retrieved 18 May 2017,
<https://www.youtube.com/watch?v=hqh1MRWZjms>.

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Hill, AM 1996, technology in the elementary school, Technology Teacher, vol. 55, pp. 19-
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Moreland, J & Jones, A 2000, International Journal of Technology and Design Education,
Emerging Assessment Practices in an Emergent Curriculum: Implications for Technology,
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Norton, S, Ritchie, S & Ginns, I, 2007, Design projects that integrate science and
technology in VM Dawson & GJ Venville (eds), The art of teaching primary science, Allen
& Unwin, Crows Nest, NSW, pp. 202- 215.

Victorian Curriculum and Assessment Authority (VCAA) c. 2016, Technologies, Victoria

State Government, retrieved 17 May 2017,
<http://victoriancurriculum.vcaa.vic.edu.au/technologies/introduction/about-the-
technologies>.

Walker, D, 2000, Process over product, Technology Teacher, vol. 59, no. 4, pp. 10-14.