STAGE FOUR: YEAR 7 Unit Title: Fantasy Bedroom Unit Description: A bedroom is a place of comfort where people spend

a lot of their time. In this unit students design, produce and evaluate a model of a fantasy bedroom for a child under 5 years old. Students will use model-making techniques including graphics. They will use a range of methods to generate and communicate ideas. Focus Outcomes 4.1.1 4.1.3 4.3.1 applies design processes that respond to needs and opportunities in each design project identifies the roles of designers and their contribution to the improvement of the quality of life applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development of design projects OUTCOMES

Contributing outcomes: 4.1.2 describes factors influencing design in the areas of study of Built Environments, Products, and Information and Communications 4.2.1 4.2.2 4.3.2 4.4.1 4.5.1 4.5.2 4.6.1 4.6.2 generates and communicates creative design ideas and solutions selects, analyses, presents and applies research and experimentation from a variety of sources demonstrates responsible and safe use of a range of tools, materials and techniques in each design project explains the impact of innovation and emerging technologies on society and the environment applies management processes to successfully complete design projects produces quality solutions that respond to identified needs and opportunities in each design project applies appropriate evaluation techniques throughout each design project identifies and explains ethical, social, environmental and sustainability considerations related to design projects

Area of Study:

Built Environments

Design Specialisation: Architectural Design Technologies: Graphics and Model-Making Technologies

Design Project: Length of Unit: Resources: IKEA magazines Computer AutoCad Software Prepared worksheets

Fantasy Bedroom 13 Weeks Useful Websites: www.ikea.com www.fortywinks.com.au www.funkykids.com.au www.youtube.com http://teacher.schule.at/sankofi/art/designertypes.htm

Variety of Pamphlets e.g. curtain pamphlet Drawing tools

W ee k

O utc om e

Students learn about:

Students learn to:

Integrated learning experiences, instruction and assessment:

Evidence of learning:

Feedback:

1

4.1.1 • • needs and opportunities in the area of study

identify needs and opportunities that require solutions in the areas of study “built environments”

Teacher: • Introduces the area of study • Presents stimulus material illustrating a range of building, furnishings etc Student: • Discuss the stimulus material and participate in a brainstorming activity What does the built environment refer to? Give examples of design opportunities.

Brainstorming activity demonstrates students understanding of the term built environments. It allows them to think of examples of design opportunities.

Teacher provides oral feedback to the students during brainstorming activity and explains the stimulus material to the students.

design processes including analysing needs, problems and opportunities establishing criteria for success

establish a design process that responds to an identified need and opportunity

apply a design process when developing quality

Teacher: • Recalls the design process • Gives the design brief and situation Design Situation: A bedroom is a place where you can escape from the world. It is a sanctuary where you can flee into a fantasy land. Your bed

A discussion amongst the students shows their understanding of the design process. A brainstorming activity allows students to further develop their ideas to meet the design brief.

Teacher collects the student’s ideas and provides written feedback to the students to help them further develop their ideas to meet the design brief.

researching generating creative ideas communicating ideas experimenting and testing ideas risk management managing resources producing design solutions evaluating ideas and solutions

solutions for each design project

becomes a stage, complete with footlights and red velvet curtains; your teddy becomes your audience as you take to the stage. Design Brief: Design and create a model of a fantasy bedroom for a child under 5 years old. Folio given to students with the design brief and design situation Students: Brainstorm individual ideas to meet the design brief

establish criteria for successful achievement of needs and opportunities

Teacher: • Create a mindmap as a class to determine the criteria which makes a successful design Students: • Work in pairs to determine the importance of each

Student’s contribution to the mind map helps the students to gain a broader knowledge of the criteria for successful design. Partner work allows the students to discuss and identify the importance of each criterion.

Teacher allows some partners to share with the class their order of importance for each criterion. Collaboratively, the teacher and students develop a final order of importance for each criterion.

record design processes and decision making in a design folio for each design project

4.1.2

factors affecting design function aesthetics human form scale

describe the factors affecting design in the development of each design project

criterion, arranging them in ascending order. Teacher: • refer to folio guide given with the design brief • explain how this requires students to work through the design process • set dates which each stage of the design process is due Students: • Create a Gantt chart to determine the time allowed for each stage of the project Teacher: • show students a PowerPoint which shows good designs and bad designs • a hard copy of each design is given to the students Students:

Student’s development of Gantt chart indicates their time management skills.

Teacher provides oral feedback during class to ensure students have an understanding on developing a Gantt chart.

Student’s participation in the discussion indicates their understanding of good/bad design. Student’s ability to take notes against each photo also indicates their knowledge of good/bad design.

Teacher allows time for student reflection throughout the PowerPoint presentation. Oral feedback during class discussion is provided by teacher.

ergonomics ethical environmental legislation including OHS cost socio-cultural resource availability physical and material properties safety

as a class students discuss the factors that affected the design taking notes against the photos

Teacher: • explains other factors that affect design e.g. OH&S

2

4.1.3

relationship of design to the areas of study of Built Environmen ts, Products, and Information and Communicati ons

identify relationships of design to each area of study

Teacher: • Explains to students the different areas of Built Environments Students: • In groups, students are to categorise different types of Built Environment into different sectors • Answer questions

Students show their understanding of different areas of Built Environments.

Teacher provides oral feedback on the areas of Built Environment providing examples.

describe the nature of each of the areas of study of Built Environments, Products, and Information and

Communication s

different design specialisations

identify a range of design specialisations relevant to the built environment

provided such as, what area does the fantasy bedroom fit into and why? Teacher: • Show students a You Tube video called, “A day in the life of a interior designer” • Discuss with students the video • Brainstorm a range of other design specialists e.g. architect, landscape designer • Allow students to visit the website http://teacher.schule. at/sankofi/art/design ertypes.htm, ‘Types of designers’, to determine their knowledge of different designers Students: • take notes while watching the video • create a mind map in

Student’s discussion about the video demonstrates their understanding of an example of the role of a designer. The completion of the activity on the internet also shows their understanding.

Teacher provides oral discussion about the video. Teacher provides oral feedback to ensure that students have completed the website task and have an understanding of the different designers.

the contributions of females and males who engage in design and technology

identify the contribution the designer makes to the improvement of everyday life

their work books on the different design specialists • Complete the activity on the website ‘Types of designers.’ Teacher: • Provides students with an article on a famous architect e.g. Marion Hall Best • As a class, read the article • Discuss their contribution for improvement of everyday life • (Use Bloom’s taxonomy to develop a range of questions to ask students) Student: • Participate in reading the article • Answer questions provided about the famous architect to determine their

Students answer questions to show their understanding of designer contribution to the improvement of everyday life.

Teacher provides oral feedback on the contribution designers make.

work and training opportunities for people who engage in design and technology in the built environment

contribution Teacher: explore work • Provide students and training opportunities for with Sydney people who Morning Herald engage in design newspaper to find a and technology job advertisement relevant to the for a career (in built relation to design environment specialisation) • Provide the students with a Job Guide and explain to the students that they need to investigate the qualities, talents and training required for each career • Ask students to present their findings Students: • Find an job advertisement in the newspaper • Use the Job Guide to investigate the qualities, talents and training for each career

Student’s presentation of their findings shows their ability to research different design specialisation and their qualities, talents and training requirements for each career.

Teacher provides oral feedback to students in regards to their findings which were presented to the class.

3

4.1.1

design processes used by designers

4.5.1

resource availability including time money materials, tools

Report back to the class Teacher: identify a design • Show students You process used by a designer Tube Video, “How to design like an architect.” • Explain to students that while watching video, take in to account the design process • After video, discuss the design process undertaken Students: • Watch video • Take notes to determine the design process • Discuss the design process undertaken Teacher: identify • leads a discussion resource availability and with the class to apply realistic develop a list of limitations to resources available each design for the project project • Explain to students

Student’s ability to distinguish the different stages in the design process from the video shows their understanding of the design process.

Teacher allows students to use the pair and share method. This allows students to compare their understanding of the video. Teacher provides oral feedback to ensure students understood all stages of the design process.

Students show their understanding by providing two ways of overcoming the limited supply of resources.

(Hand in task- Homework) Teacher provides written feedback on ways to overcome limited supply of resources

and techniques human resources including skills and expertise other resources

4

4.2.2

research methods – n – s – s

use effective research methods to identify needs and opportunities and locate information relevant to the development of each design project

that some resources are in limited supply • Discuss with students ways of overcoming this Students: (Homework) • Choose two resources from the list made in class and write two ways of overcoming the limited supply • E.g. expertise in lo0w supply, therefore seek advice Teacher: • Lead a discussion about the range of research methods besides the internet. E.g. IKEA catalogue, children’s books, interviewing children • Create a table to discuss the qualitative and quantitative methods of research

Students develop a table to show their understanding of qualitative and quantitative methods of research.

Teacher uses oral feedback to ensure students have an understanding of the types of research. Examples are used to assist with this feedback.

use the internet when researching

innovation and emerging technologies relating to tools, materials, techniques or products in each area of study

identify and describe a selected innovation or emerging technology in each area of study of Built Environments, Products, and Information and Communication s

Discuss effective/ineffective internet searches E.g. “ ” , key words Students: • Discuss a range of research methods • Draw a table and write examples of qualitative and quantitative methods of research Teacher: • Puts students into partners and gives each pair an emerging technology to research on the internet. • Provides a number of questions to consider when researching their emerging technology • Allows students to report back to the class on their findings Students:

Students demonstrate their research skills using ICT to research an emerging technology. Students show their knowledge of the emerging technology by reporting back to the class.

Teacher provides oral feedback on their findings of emerging technology.

4.6.2

ethical and responsible design environmenta l and sustainability consideration s

be responsible and ethical in the decisions made in the development and production of each design project

Research their giving topic and answers the questions • Reports back to the class on their findings Teacher: • Start a classroom discussion around the following statement: A company is devoted to designing and manufacturing highquality, long-life products that have zero impact. • Allow students to research on the internet ways that designers can sustain the environment and be a responsible designer. • Discuss the students findings as a class Students: • Discuss the

Classroom discussion allows students to show their understanding about the statement. Students demonstrate their research skills using ICT and their ability to interpret ways to sustain the environment.

Teacher provides oral feedback to students on their research about design responsibility.

5

4.2.1

methods used to generate creative design ideas including

- mind mapping – b – s – m – e

use a variety of methods to generate creative design ideas for each design project

statement • Research ways in which designers can be responsible and sustain the environment • Discuss findings as a class Teacher: • Provides students with cardboard, coloured paper, glue, scissors etc and allow them to design a scrapbook of ideas to reflect the chosen theme. • Explain to the students that the collage should include recording, brainstorming, sketching, experimenting of prototypes • It will be presented as part of the folio Students: • Begin to record,

Students develop a scrapbook to show their understanding of their chosen theme.

Written feedback on folio to indicate level of competency in developing ideas.

4.2.1

use of folio to record and reflect on design ideas and decisions

use a design folio to record and reflect on design ideas and decisions

brainstorm, sketch and experiment Teacher: Students reflect on design • Gives students class ideas and show their ability to make decisions. time to continue to work on their folio, developing ideas and making decisions

Students participate in self evaluation to make designs about their design.

6-7

communicatio n methods including – d – w – o – d

Students: • Work on their folio and develop more ideas and make decisions about their design Teacher: sketch, draw • Allow each student and model to aid design to present to the development class a 2min speech about their design so far. Students are to use an array of communication methods such as drawing and sketching to convey their design to the class Students: • Present a 2min

Student presentation shows their ability to communicate their ideas in a range of methods e.g. drawing.

Peer assessment occurs during oral presentations.

Teacher provides oral feedback to students during the planning of their design development.

4.3.1
Graphics

Materials/Resource

the range, suitability and use of materials, resources and data types according to industry standards, e.g. AS1100

select and use appropriate materials, resources and data types for particular purposes

speech to the class about their design, showing sketches, drawings, images etc Teacher: • demonstrates the use of drawing tools and standards for recording measurements and lettering • provide students with images to practice their sketching and rendering • allow students to complete a variety of calculations to demonstrate their understanding of the use of scale (worksheet provided) Students: • Practice their skill of sketching and rendering with the worksheet provided by the teacher

Students’ completion of drawing activities on worksheet demonstrates their drawing skills and understanding of scale.

Teacher provides written feedback to students to ensure they are developing their drawings skills and understanding of scale.

Students practice their understanding of the use of scale Teacher: • the features • select and use • Allow students to of common correct graphic graphic data formats watch a tutorial on types appropriate for a AutoCad about design project designing taking note of architectural symbols of walls, windows etc • Following the tutorial allow students to create and render a 3D object Students: • Watch the tutorial • Create a 3D object and render it. Use the tutorial if help is needed Tools Teacher: • Use tools, • Provide students materials and • specific tools with graph paper to techniques in a relating to graphics produce a floor plan responsible and technologies of their bedroom marking out and safe manner in using basic drawing measuring each design tools project.

Completion of a rendered object shows the students skills of application of correct symbols and dimensioning.

Teacher provides written feedback on their rendering skills and use of application on the AutoCad software.

Students apply their understanding of perspective views.

Teacher provides oral feedback on their perspective drawings and use of marking out and measuring.

the function, selection and correct use of a range of contemporary tools used for marking out and measuring construction CAD and 3D modelling

use computer aided drawing (CAD) in the development of the design project interview and interpret a 3D select and correctly use the appropriate tools of graphics model

Students: • Draw a floor plan of their bedroom using basic drawing tools Teacher: • Allow students to draw an item of furniture e.g. bed using CAD program • Provide students with tutorials and own help if needed Students: • Drawn an item of furniture on a CAD program • Students may watch tutorials to help them draw it Teacher: • Provide the students with an option of presenting their final ideas using either manual skills or computer software. • The final design must be rendered

Students demonstrate skills in producing 3D drawings using CAD.

Teacher and peer assessment of 3D drawings.

Techniques • simple drafting including multiview drawing CAD / paint / draw software rendering to enhance

• •

• select and use techniques appropriate for the purposes of a design project

Students show their communication skills by using a range of techniques to develop their design.

Teacher uses oral feedback and written feedback to assess student communication skills in developing their design.

communication • editing a graphic for use in a publication printing technologies industrial production methods

including a scale Students: • Present their final design as a rendered drawing using computer software or manual drawings.

4.3.1
Modelmaking

Material • characteristics and properties of model-making materials such as adhesives and joining materials balsa card figures and other incorporated objects foam board modelling clay

Teacher: • Allows students to • experiment with experiment with combinations and foam card, types of materials cardboard and other materials e.g. clay to represent the • select and use bedroom and items appropriate of furniture materials for the • Provide an example purposes of a design of how students project should write up their experiments – aim, method, results etc Students: • Experiment with materials and write up the aim, procedure, results

Students demonstrate their ability to use a variety of materials to experiment.

Self evaluation by students on each experiment.

paper polymers textiles timber Tools • specific tools related to modelmaking technologies the function and correct use of a range of contemporary tools used for measuring marking out cutting construction • select and correctly use tools and equipment to produce a design project

and conclusion Select materials and begin making their model Students complete a risk assessment to show their understanding of the safe and correct use of tools/equipment. Teacher provides oral feedback to indicate the importance of safety in the workplace.

Teacher: • Discuss with the students the range of tools they will be using to make their model. • Create a mind map to distinguish which told would be used for what process • Provide the students with a risk assessment template, so they could determine the risk of using tools. (e.g. high risk, low risk) Students: • Create a mind map to distinguish the range of tools to be used • Complete a risk assessment to

Techniques • techniques such as systematic planning for model development working to preestablish scale cutting accurately shaping and sanding joining a range of different materials clamping and pinning finishing including painting, lacquering, polishing

• experiment with a variety of techniques for cutting, shaping, joining, clamping and finishing

determine the risk of each tool Teacher: • Demonstrate cutting techniques using craft knife and metal ruler

Students practice cutting using knife and ruler and show their skills when cutting their own model.

Teacher provides assistance to help students cut out their own model.

elect and use a variety of techniques appropriate for the purposes of a design project

Student: • Practise a sample of cutting before beginning to cut foam card for their model

8

4.6.1

• developing criteria for success as a tool for assessing design development and production

• apply criteria for success in decision making during the development of each design project

4.3.2

• the safe and responsible use of materials, tools and

• Use tools, materials and techniques in a responsible and safe manner in each

Teacher: • Discuss the importance of assessing design development and production • Teach students the PMI (plus/minus/interest) method of evaluating a particular design process • Ensure students complete a PMI for every design process Students: • Continuous evaluation using the PMI method to determine the most appropriate method of design • Assessment (PMI) must be included in folio Teacher: • Create work stations to ensure safe work practices.

Students record their evidence of ongoing evaluation in practical lessons in their folio to show their skill of design development. Students use the PMI method to show their understanding of evaluating.

Teacher provides written feedback on student assessment of design development.

Students demonstrate their understanding of the importance of safe work practices by following

Teacher observes students to ensure safety precautions are being followed in the work area.

techniques in each design project

design project.

E.g. Area for cutting, safety precautions in the work area. area for assembly • Ensure students wear protective equipment Students: • Obey the safe work practices by wearing protective equipment and working at the correct stations • Student’s completion of charts in folio demonstrates understanding of safe use of materials, tools and techniques. A clear justification is needed to highlight their understanding. Students demonstrate their ability to use procedural text type. Teacher provides written feedback on their justification of suitable materials.

4.5.2

• suitable materials, tools and techniques for design projects

910

4.5.2

• construction steps that contribute to a quality solution

Students: • identify suitable • List a range of materials, tools and techniques for each suitable materials design project and techniques for each design process • Justify why you used those materials and techniques for each design process Students: • apply a design • Develop a time plan process that responds to needs based on the steps and opportunities needed to develop for each design the project project • Record the construction steps used to make the

Teacher provides written feedback on order of construction and use of procedural text type.

11

4.1.1

• design processes including evaluating ideas and solutions

• evaluate design process

model and any alterations made during the design and production Student: • Use the PMI method to evaluate their ideas and solutions within the design process Teacher: • Remind students of the marking criteria Student: • Production methods are selected to produce quality solutions • Final solution is evaluated according to the criteria for success

Students demonstrate their ability to evaluate which ideas are suitable for their design.

Teacher provides oral and written feedback on the student’s evaluation. A one-on-one meeting with teacher helps students to evaluate their ideas and solutions.

4.5.2

• relationship of quality solutions to needs and opportunities and the criteria for success for each design project

• produce solutions reflecting quality standards appropriate to each design project

Students show their ability Teacher provides written to follow marking criteria feedback in conjunction to create their final project. with the marking criteria.

12

4.6.1

• final evaluation considering

• evaluate prior to, during and at completion of each – d design solution – d – r

Teacher: • provide students with a range of questions to be completed to reflect on their learning Student: • complete a range of questions to reflect on their learning

Students answer a range of questions to demonstrate the skill of reflection

Teacher uses both oral and written feedback for student reflection and evaluation.

Theory and practical component of project is handed into teacher

Teacher marks student work and gives feedback.

Sign up to vote on this title
UsefulNot useful