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Topic area: Design & Technology Class/Stage of Learners: Stage 4 Syllabus Pages:
– Year 8 44-45
Prior knowledge:
describes how food and -(Observation) Students’ • _recognise where food • _communicate design
fibre are produced TELS- ability to discuss & comes from, for example: ideas to meet an
6AG contribute to class – animals, plants identified need, using
discussions/brainstorms ICT as appropriate, for
participates in planning example: DT
for the production of • recognise the
designed solutions TELS- characteristics of a range • _formulate and
2DP of foods and fibres, for analyse design brief
example:
– texture
– appearance, e.g. colour
– taste
– aroma
Resources needed:
Internet access
Paddle pop sticks
WHS/Safety: -General hazards in classroom (untidy work areas, electrical cords, students rocking on chairs, outdated
safety equipment etc.)
5-10
Ice breaker activity
-(Resource) Teacher commences yarning circle ‘ice breaker’ where they will
discuss one thing they like about design; students have the option to pass when
it’s their turn. 4-minute activity
-(Resource) Teacher is to instruct students to open the ICT program ‘google
classroom’ titled ‘Year 8 Design & Tech’ on their chrome books where the
power point is displayed.
NOTE- visually impaired students
Notify students there are hard copies of the power point if they wish to use this
instead.
Power point slide includes subject information about D&T and what students
can expect to learn over the next term.
NOTE - Teacher is to ask students if there are any questions and to reassure
students that if these terms don’t make sense they’ll will break it down
together.
- (Resource) Video demonstration - Teacher instructs students to click on the https://www.youtu
YouTube link on power point slide as it outlines a thought process a graphic be.com/watch?v=B
designer goes through when tackling a project. Visual representation allows for mBK0_vbYnY
differentiated learning and deeper understanding. Link -
https://www.youtube.com/watch?v=BmBK0_vbYnY
NOTE - The purpose of this video is to show students how & what they will be
learning over the term as their project is identical to the real-life design
industry. This comparison is to make relevance & underline the importance of
the learning, particularly for students interested in potentially becoming
designers.
Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione
3
10-15 - Students – students reflect on what they liked most about the video in a 3-
minute class discussion
Teacher is to ask to students if there are any questions
15-25 -(Resource) – Teacher directs students to open kahoot website on their chrome
books to participate in a 2-minute quiz called ‘Do You Want Some Yogurt?’
https://create.kahoot.it/details/do-you-want-some-yogurt/07fa43c1-4b9e- https://create.kaho
4e6b-ac57-a62bf58203f8. ot.it/details/do-
This quiz is designed to help students gain background knowledge of the you-want-some-
product they will be designing around for their assessment yogurt/07fa43c1-
4b9e-4e6b-ac57-
NOTE Before activity commencing teacher is to ask if there are any students a62bf58203f8.
that are unable to consume dairy.
-(Resource) Teacher explains that this activity is related to the design brief as
the teacher hands out paddle pop sticks to students to use as spoons. Teacher
walks around the yarning circle with a cup of yogurt asking students to taste
test the product if they would like to.
-(Resource) Teacher instructs students to write down in their chrome book on
the google classroom document, 5 things about the yogurt, i.e. yum, soft, sweet
etc.
25-45 Lesson Body
-20-minute activity, Assessment Task
-(Resource) – Teacher instructs students to the PowerPoint slide on their
chrome books and hands out the assessment task for any students that are
visually impaired. While doing this, reassuring the students that this will be
worked on over the term so not to worry. Teacher notifies students that if they
wish to make notes whilst the assessment is being read out they are welcome
to.
-(Resource) - as a secondary measure the teacher is to email all students a copy
of the assessment task notification in case students misplace the paper form
Teacher is to now read through the below headings of the assessment task
notification:
- ‘Due date’, make reference to week & day
Teacher – asks for a volunteer to read out the design brief to encourage
inclusion and engagement
-Student to read the ‘Design brief’,
-Teacher explain this is the core of the assessment & student should constantly
refer back to it at every stage & decision of the design process if they are
confused
- ‘Assessment description’, what students will be doing
- ‘Part 1 PowerPoint’, scaffolded heading which must be in the assessment,
- ‘Part 2 Concept model’, physical model of the developed idea
- ‘Part 3 presentation’, summing up all the above/the overall design process
- ‘Submission details’, when, what & how to submit
- Teacher – asks if there are any questions.
-(Resource) teacher is to instruct students to flick to slide 2 on the PowerPoint
to show students previously completed assessment task examples
Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione
4
(SCAFFOLDING)
- Teacher reminds students that all the information included on the PowerPoint
slides will be uploaded to their google classroom.
- Teacher – asks if there are any questions and breaks down any confusion
-(Resource)-Teacher highlights that the focus of the design brief is to create an
effective and innovative design an as well as being environmentally friendly.
Teacher shows an example of what biodegradable material looks like, a possible
material that can be used for the brief. Allowing the students to touch and feel
while passing it around the yarning circle
(SCAFOLDING)–
Teacher explains the importance of looking after the environment and how we
as designers can help. Teacher asks students other ways in which they can do
this through design.
I found it to be a lot harder that than I initially thought it would be. I wanted to incorporate more ICT into the
lesson because although the lesson was taught in a food tech classroom, I wanted to introduce educational
interaction with technology. I did this by introducing ‘google classroom’ where students were able to upload
their work and by using an app called ‘Mindomo’. Both of these platforms allow students to document their
ideas as well as still engaging in class activities.
Other considerations
Resources Attached:
You must list all the resources that you have created or found in this space.
Kahoot – https://play.kahoot.it/#/?quizId=07fa43c1-4b9e-4e6b-ac57-a62bf58203f8
Mindomo – https://www.mindomo.com/mindmap/b1249e1fa2e64c52987a4189aeccb64d
YouTube - https://www.youtube.com/watch?v=BmBK0_vbYnY
Screen shot of Mindomo
Welcome slide of PowerPoint
Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione
9
PowerPoint slide 1 Design Brief
PowerPoint slide 2 – Concept Model
PowerPoint slide 4 – Submission Details
Lesson plan 2
Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione
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Lesson Plan [student name/School information]
Topic area: Design & Technology Class/Stage of Learners: Stage 4 Syllabus Pages: 54-55
– Year 8
Prior knowledge:
Design thinking
Resources needed:
YouTube
Internet Access
Pencils & paper
Scissors
WHS/Safety:
-General hazards in classroom (untidy work areas, electrical cords, students rocking on chairs, outdated safety
equipment etc.)
-Onguard safety in the classroom using tools.
https://www.youtub
5-10 -(Resource) Teacher explains that todays lesson is about the importance of e.com/watch?v=FQjX
mins design and how as graphic designers you can speak to your audience xNIhbFw&t=20s
through visuals.
-(Resource) Teacher directs students to projector to watch the YouTube
video on effective design packaging. Teacher adds YouTube link to ‘google
classroom’ for students to refer to throughout the duration of the
assessment.
https://www.youtube.com/watch?v=FQjXxNIhbFw&t=20s
- Students – students reflect on what they liked most about the video in a 3-
minute class discussion
NOTE Teacher is to ask to students if there are any questions
TIME CHECK, should be into 10 minutes of the lesson
10- 15 Teacher- passes the eco friendly packaging examples around the classroom
mins for students to touch and feel and examine to help inspire the students for
ideas and to refresh their understanding of the assessment.
- Students – students are to advised to take notes on either their chrome
books or visual diary for this lesson.
EAL/D/Visually Impaired STUDENTS:
Use of visual supports (concept maps) to dissect new information as
opposed to language and or use pen and paper (visual diary) rather than
computer for this exercise
30-40 -(Resource) Teacher then asks students to get in groups of 4 with the people
next to you on your table and to share their sketches and explain their idea
to their peers whilst they receive feedback to help refine their final idea.
Students are encouraged to take notes about their feedback during this
exercise
Teacher-instructs students to apply the feedback given by their peers to
their design ideas and to choose one design to focus on for the assessment.
-(Resource) Teacher informs students that they have uploaded the URL to https://www.templat
the website where the packaging template was retrieved from if they wish emaker.nl
to use another variation of a packaging.
(SCAFOLDING)
https://www.templatemaker.nl
-(Resource)- Teacher informs students that they have uploaded a website to
the ‘google classroom’ document called ‘Dafont.com’ where students are
able to download free fronts to use on their packaging if they choose to. https://www.dafont.
(SCAFOLDING) com
https://www.dafont.com
40-55 -(Resource) Teacher instructs students that they are now going to
participate in an exercise (15 minutes) on how to create a box, which could
be used for a packaging idea. Teacher reassures students that the template
will be uploaded to ‘google classroom’ where students are able to print it
out at home.
-(Resource)- Teacher asks students to be remember the Onguard training at
the start of last week’s lesson and careful as they will be using scissors for
this exercise.
-(Resource) Teacher hands out printed template along with scissors
EAL/D/Visually Impaired STUDENTS:
Students are able to opt to not do this exercise and look on with a partner
that’s participating to observe and to do the activity at home ready for next
week’s lesson
55-60 -Teacher asks students to look at the projector for what’s required for next
week’s lesson and what to bring. Teacher uploads slide to the classrooms
google docs and permits students to take a photo of slide with their chrome
books
1. The cut out template that was completed in class or at home OR
their own template
-Teacher asks one student to share one thing they enjoyed in todays lesson,
this technique leaves students with a positive feeling
Teacher asks for students to tidy up and return pencils and scissors back
to the front of classroom
That WHS is important to include as scissors are used in this lesson plan. To cater to all students when
creating these exercises so that students of all abilities are able to participate.
Other considerations
Resources Attached:
You must list all the resources that you have created or found in this space.
https://www.youtube.com/watch?v=FQjXxNIhbFw&t=20s
https://www.templatemaker.nl
https://www.dafont.com
Topic area: Design & Technology Class/Stage of Learners: Stage 4 Syllabus Pages: 54-55
– Year 8
Prior knowledge:
• _participate in some steps to plan the production of a design solution, using ICT as appropriate, for
example: DT ST
– communicate design ideas
Resources needed:
-Internet Access
-computers
-glue
WHS/Safety:
5-10 -(Resource) Teacher explains that todays lesson is about the form of packaging
products.
-(Resource) Teacher directs students to projector to watch the YouTube video
on custom printed boxes to refresh their minds on the assessment and to
prepare them for todays lesson goal. Teacher adds YouTube link to ‘google
classroom’ for students to refer to throughout the duration of the assessment. https://www.youtub
https://www.youtube.com/watch?v=3zr-MEzPJ5w e.com/watch?v=3zr-
MEzPJ5w
Teacher asks students to share what they liked the most about the video in a
3-minute interaction
10- 15 Teacher- asks students to get out the packaging of a food product they
bought from home and to place it on their desk. If students have forgotten to
bring one, place them with a partner to look on
Teacher asks students to get out of their seats and walk around the room to
examine all the different types of packaging that exists.
20 – 30 Lesson Body
-10-minute activity
-(Resource) Teacher instructs students to go back to their seats and get out their
glue sticks.
-(Resource) Teacher then demonstrates what they will be doing for the class
activity. Teacher holds up a milk cartoon and explains that they will be
deconstructing the packaging as delicately as they can and then to the best of
their ability to try put it back together with their glue stick. Teacher explains that
the purpose of this exercise is to take notice of the folded lines and how it was
constructed in order to gain inspiration for their packaging design.
Teacher asks if there’s any questions
Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione
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-(Resource) Teacher walks around the classroom helping students that require
assistance throughout this exercise
EAL/D/Visually Impaired STUDENTS
Students that have trouble with this exercise are able to look on with a partner
to encourage guided learning through peers to then gain confidence to do it
themselves if they wish.
-(Resource) Teacher
30-45
-(Resource) Teacher then informs students to stop the exercise and that they
will be moving on to another activity, constructing the box template they cut out
in last week’s lesson. Teacher will have spare template cut outs for those that
forgot to bring there’s with them.
-(Resource) Teacher holds up an example of what the box looks like to help
students visualise what they will be doing/making.
EAL/D/Visually Impaired STUDENTS
Students that have trouble with this exercise are to look on with a partner to
encourage guided learning through peers.
-(Resource) Teacher slowly goes through the method step by step on where to
fold and what to glue in order to create the box.
-(Resource) Teacher reminds students that it’s ok if they weren’t able to
complete the activity and to try again at home with help from a friend or a
family member
-(Resource) Teacher uploads YouTube link onto ‘google classroom’ on how to
create the box template for guided learning. This is for students to watch at a
later date if weren’t able to complete exercise and or were having trouble.
https://www.youtub
https://www.youtube.com/watch?v=czZ7TLU22tU&t=44s e.com/watch?v=czZ7
TLU22tU&t=44s
45-55
55-60
I found that differentiated learning is to be considered throughout the entirety of the lessons
activities. When designing these activities its important to have alterations ready and prepared for
those that require assistance so they feel included and able.
Other considerations
Resources Attached:
You must list all the resources that you have created or found in this space.
https://www.youtube.com/watch?v=czZ7TLU22tU&t=44s
www.dafont.com
https://www.youtube.com/watch?v=3zr-MEzPJ5w
Screen shot of Dafont.com
The lesson plans are sequenced in regards to the content and structure
of the required learning. This is shown through the classroom activities that
demonstrate the structure of the content along with teaching strategies. These
strategies align in order to form clear instructions as well as understanding for
the students, to help create a well structured, safe and productive learning
environment. Differentiated teaching strategies are applied through the
various activities, including teacher explanations, group work and individual
work. A broad range of strategies have been applied in order to understand
the different ways students learn, an example of this is group work.
References
8ways. (2018). 8 Aboriginal Ways of Learning. Retrieved from, http://8ways.wikispaces.com/
Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on
student engagement. Springer Science & Business Media.
Jacobs, G. M., Renandya, W. A., & Power, M. (2016). Simple, powerful strategies for
student centred learning. New York: Springer.
Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project based
learning. ASCD.