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All work within this Padlet, unit plan and lesson plans are our own. We have provided credit where appropriate and acknowledge we are responsible for own personal contributions.

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Throughout the course of this unit I have actively contributed to this assessment task. I have upheld my role of social management by making and keeping contact with my group members via the StudyDesk (only Josh responded to one forum post) and via Facebook.

As seen from the allocation of tasks which I created I have contributed the most about of work to this assessment task due to the lack of communication and contribution of the other group members. The allocation of task did not evolve in a means that allowed the group to discuss the tasks we would undertake. After discussing with Chris, I was encouraged to start work on the assessment and ensure my sections were completed regardless of my team mates contribution. This was in order to ensure I received marks for my work.

Each of the posts on Padlet have been designed in order to show the authors name. The only exception to this is Amy's lessons as she had trouble uploading so I did it for her.

The allocation of task and activity log are two artefacts which clearly outline mine level of involvement and contribution to this group task.

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Metro Area

Students all have individual iPad's

Some students require assistance with writing due to being on ICP's

28 students: 12 boys and 16 girls

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Josh and Amy discussing the model/ solution

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EHT4100 Assignment 2 Marking Criteria.pdf

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Lesson 3- Ideas and creation of structure.odp

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Technology Problem: Design a suitable structure which will protect the vegetable and fruit gardens in the school from pests

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Year Level: 3

Design and Technologies
Knowledge and Understanding
Content Descriptor: Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010 - Scootle )

Elaboration: investigating materials, components, tools and equipment, including by using digital technologies, to discover their characteristics and properties, how they can be used more sustainably and their impact in the future

Process and Production
Content Descriptor: Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions (ACTDEP014 - Scootle )

Elaboration: exploring and testing a range of materials under different conditions for suitability including sustainability considerations and identifying appropriate tools, equipment and techniques

Content Descriptor: Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016 - Scootle )

Elaboration: selecting and using materials, components, tools, equipment and processes with consideration of the environmental impact at each stage of the production process

Content Descriptor: Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018 - Scootle )

(ACARA, The Australian Curriculum, 2016a)

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Design and Technologies Sequence of Achievment

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Design and Technologies Sequence of Achievment

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(ACARA, The Australian Curriculum, 2016d)

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Design and Technologies Scope and Sequence

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Design and Technologies Scope and Sequence

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(ACARA, The Australian Curriculum, 2016d)

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Science

Science as a Human Endeavour
Use and Influence of Science
Science knowledge helps people to understand the effect of their actions (ACSHE051 - Scootle )
Elaboration: investigating how science helps people such as nurses, doctors, dentists, mechanics and gardeners

Science Inquiry Skills
Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS055 - Scootle )
(ACARA, The Australian Curriculum, 2016b)

Mathematics
Measurement and Geometry
Using units of measurement
Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061 - Scootle )
(ACARA, The Australian Curriculum, 2016c)

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(ACARA, The Australian Curriculum, 2016e)

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(ACARA, The Australian Curriculum, 2016e)

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(Bybee, 1997 as cited in Primary Connections, 2008)

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Within this group I would like to see communication be clear and frequent between all members

Take upon the knowledge, understanding, skills and perspectives of my team members and actively utilise them within this assessment task.

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Sustainability:

OI.2
All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival.

OI.7
Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments.

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Amy: Responsible for group communication. It is up to you to organise dates and times for us to communicate via the forums, our facebook group chat or a zoom meeting.

Josh: Responsible for the resources used. I believe this means you are in charge of locating any additional resources that will be useful throughout the course and assignment work.

Sarah: Responsible for social management and ensuring work is uploaded. It is my responsibility to remind you guys of the work you are to do and ensure that you are uploading it all upon completion. However, as per the group rules which Josh agreed to I will send a reminder but I will not chase you. You are personally responsible for your contribution. If there is an evident lack I will be the one to contact Peter and Chris with evidence of this.

*Note: See word document attached to Group Goals post

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Literacy

Critical and Creative thinking

Information and Communication Technology (ICT) Capability

Personal and Social Capability

Ethical Understanding

(ACARA, The Australian Curriculum, 2016g)

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1. All members are to actively engage with each other in a respectful and professional manner

2. All members must take responsibility for their own participation in group work: follow up contact will be made, however, members will not be chased.

3. Meeting all deadlines set by course and team members are to be upheld

4. Everyone must participate in order for them to receive fair credit within the assignment.

5. Team members will collaborate and contribute to the final product

6. Valid reasons must be provided if a member of the team is unable to participate in any activities

*Note: See word document attached to Group Goals post

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Design and Technologies: Students understand and recognise the importance of sustainable products and materials, as well as the influence those in design and technology roles.

Science: Student's can explain and conduct a fair test. Students recognise that there are effects for their actions.

Math: Students utilise their knowledge and understanding of measurement to design and create an effective structure to protect the fruit/ vegetable gardens.

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The curriculum was selected in order to create links between a number of learning areas for students. The content was selected based upon making it engaging and relevant to students. Through the incorporation of the science curriculum students are able to engage with hands-on exploring, designing and testing processes. Mathematics directly correlates to the design process as students are required to calculate the amount of material they will need to build the structure. All of this fit into students understanding the role of people in design and technologies and the impact upon sustainability.