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Design
Investigate how forces and the properties of materials affect the behaviour of a product or system  (ACTDEK011 - Scootle )
Elaborations
-identifying and exploring properties and construction relationships of an engineered product or system, for example a structure that floats; a bridge to carry a load.

Technology
Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols  (ACTDIP013 - Scootle )

Explain how student solutions and existing information systems meet common personal, school or community needs  (ACTDIP012 - Scootle )
Elaborations
-testing the adequacy of student solutions, for example asking a classmate to review a digital solution and provide feedback

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Put on your engineer thinking caps Year 4 because I have a problem and need your help! In the town park there is a large lake, on one side of the lake is the play area and on the other is the toilet. The lake is so far to walk around when you really need to go and I thought we could investigate how to solve this problem!
In groups you will brainstorm different methods and materials to come up with a solution. Each group will make a video that will be presented to the class for a vote on which design would solve the problem best. The winning design will be sent to the Town Council!
I have made a model of the park and you can test your ideas there BUT your devise needs to be strong enough to hold an model person (the weight of a pear) so we know in real life your devise will work. Each group will be given a $10 budget which you can use in the store room to help you with your design.
Good luck engineers!

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The store room will consist of the following products, each with a varied price based on 10% of what the material actually cost so students can budget correctly in accordance with real life.
-Paddle Pop sticks
-match sticks.
-paper plates
-A-foil
-glue
-straws
-plastic cups
-rubber balls
-Styrofoam balls
-string
-sticky tape
-plastic bags

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Students will be able to film their creation process (how they built it, the example of how it works and why they think it is the most beneficial idea). Students will be able to take photos and use the school camera to film the required material. Then students will collaborate to use windows movie maker to put the video together for the purpose of persuading the classroom why their design is most suitable to solve the problem. Students will vote for the design presentation winner and a copy of the video will be sent to the Town Council.

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Safety
-Students will have a brainstorm in the early stages of the design construction regarding safe classroom practices. A poster will be made and displayed in the classroom.
-Each group will nominate a safety officer to ensure that the safe construction of all design projects.
-Lighting, running in the classroom, gluing and digestion of small objects will be the main safety concerns foregrounded in the task.
-Some groups might choose to use hot glue guns as part of their construction. These groups will need to use raft gloves to protect their hands whilst used on a flat surface.
-As part of the Engage sequencing step, students are given the opportunity to go on a field trip to the park. Parental consent needed (send out form 2 weeks prior).
Ethical Implications
-Consideration given to members of the community (disabled individually, the elderly etc.)
-All students participating as a group and having equal say and rolls.
-Filming students and the sharing video's (some students might not be able to have their photo taken at school). All parents/careers will need to sign a form regarding this issue. Students who can't have their photo taken will have a "behind the scenes" roll (photographer etc. rather than a presenter).

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Learning Objective
Introduction to task and underline problematic issue to be solved. Student begin to understand that variables that need to be taken into consideration to complete the task properly (elderly citizens, wheelchair access etc)
Activity Focus
A member from the city council will come in and talk to students about task (budget, water safety, community goals, population demographic etc). Students will go on a mini field trip to the park in question to observe the issue at hand.

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Learning Objective
The exploration of transport and design elements used to transport people over water.
Activity Focus
Bridges work sheet (properties of a bridge design: materials, scaffolding, brackets, angling etc)

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Learning Objective
The exploration of transport and design elements used to transport people over water.
Activity Focus
properties of boats and other flotation devices (how they float, how they move, materials etc.)

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Learning Objectives
Explore various types of materials; functions, strength and waterproofness.
Activity Focus
Test various materials that will be on offer for students to use to make their design. A bowl of water will be used to test for waterproofing, weights to test strength and obstacles to test function.

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Learning Objective
Students start brainstorming ideas on how they are going to solve the problem.
Activity Focus
Students are to follow booklet that will be used as a guided inquiry prompter to help students with their design. A diagram is to be completed by this stage and the materials chosen and "purchased".

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Learning Objective
Constructing and testing designs.
Activity Focus
Students will be making their designs and testing them on the model. They will be documenting process in booklet.

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Learning Objective
Finish design and ensure it meets all standards.
Activity Focus
Students will make finally evaluations regarding their design and make any finale modifications if need be. Students will fill out a storyboard displaying the scenes they are going to use to create their presentation.

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Learning Objectives
Collaborating as a group to make digital presentation.
Activity Focus
Short YouTube clip regarding how to use the basics in Windows Movie Maker to refresh students memory. Students begin movie making process.

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Learning Objectives
Movie Making continued.
Activity Focus
Students given time to film, edit and produce their persuasive video as a group in the computer labs.

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Learning Objectives
Editing, final touches and presentation.
Activity Focus
Students given time to make finally changes to video if needed. Students present video to the class where a vote is taken as to who's design is the most viable.

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Planning materials that will be used and how much is needed to complete the task.

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Adding bracket support to help the bridge hold more weight.

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Bridge was not strong enough because their was no support

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-How can we add support?
-Is the material waterproof/friendly?
-Can a wheelchair cross the bridge?
-What will happen if it rains?
-Is the bridge safe?

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-Bright colours used for safety purposes.
-The bridge can hold a pair comfortably.
-Aluminium foil added to the middle support pillars as they will be in the water and wood will deuterate over time so protection needs to be added.
-The bridge fits perfectly across the model pond.
-The bridge has wheelchair access on both entry and exist points.
-The bridge has handrails for safety.
-The top straws on the bridge has tiny holes across the bridge so water can run down through the straws and not flood the bridge.

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Meet and Greet.
Brad and Kaitlyn are in two separate townships and will communicate via text and email.

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No word from 3rd group member Amy. Decide to go through Task 3 just with Brad and Kaitlyn. First plan considered for unit .Achieved first milestone and now have a basic outline of Content descriptors and how we can successfully integrate a engaging and beneficial unit whilst meeting the course requirements.

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Brad and Kaitlyn finish Investigate and Define milestone including safety and ethical implications, cost and ICT integration.

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Brad and Kaitlyn work through the Generate and Design elements of task. We collaborated to come up with a 10 Week unit outline based on the ACARA content descriptors and elaborations. It is understood that students will need a variety of information to complete the task successfully so an extra week of content knowledge was given (1 for bridges and 1 for boats rather compacting the two). This will enable students to pick which design is more suitable for the task, budget and community.

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Making and checking of the design was completed after a busy festive season. A bridge was chosen to make as it was cost effective and more suitable for the community needs. It is vibrant and community friendly. We are very proud of our bridge and the design.

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All aspects of the padlet collaboration have been executed. Brad and Kaitlyn now go forth on their individual assessment pieces.