Practice ao 1, 2, 3 Knowledge ao 1, 2, 3 Nature of Tech ao 1, 2 Inventions – Are we there yet? Show me the need and I’ll show you the solution




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Sunnynook Unit Plan - Technology – Inventions Date: Term 3 Weeks 4 - 9

Unit Detail

Term: 3 2015 Year level: 3/4 Curriculum level: 2 unit length (weeks): 6 weeks

KEY UNDERSTANDING: Seeking Solutions / Something New
LEARNING QUESTIONS: Are we there yet? Show me the need and I’ll show you the solution.

THINKING QUESTIONS: Define invention - Analyse needs and wants/and design - Create an invention/design

CONTEXT: Inventions from the past – how communications impact on our lives – MOTAT visit.

Curriculum learning area:
Technology

Strand: Practice AO 1, 2, 3 Knowledge AO 1, 2, 3

Nature of Tech AO 1, 2

Inventions – Are we there yet? Show me the need and I’ll show you the solution.
Define inventions

Analyse needs and wants / and design

Create an inventions

Secondary Strand: Social Studies

How to introduce the unit and key competencies to the students (the hook):

Capture Activity:
MOTAT
visit Week 4 – “Inventions & Innovations
email bookings@motat.org.nz or call (09) 815 5808

New Zealand Inventions:

Introduction to Inventions (starter lesson idea- create invention from ‘junk’)

No8 Rewired

Auckland Inventors Club - NZ Inventions

Resources

Young Inventors

Science Kids

Opaheke School (lots of great learning links for discovery + more)

Peak ICT – Kawarau (wiki with lots of links)

Thinker’s Key for Kids (great for SOLO type activities)

Promethean Planet (User name: SunnynookSchool Password: sunnynook1)





Achievement Objectives (Highlight as appropriate):


Level 2:

T
Brief

Planning for practice

Brief development

Outcome development and evaluation

Planning for practice

1. Develop a plan that identifies the key stages and the resources required to complete an outcome.

Brief development

2. Explain the outcome they are developing and describe the attributes it should have, taking account of the need or opportunity and the resources available.

Outcome development and evaluation

3. Investigate a context to develop ideas for potential outcomes. Evaluate these against the identified attributes, select, and develop an outcome. Evaluate the outcome in terms of the need or opportunity.

ECHNOLOGY
: Tech Practice AO 1, 2, 3 Tech Knowledge AO 1, 2, 3 Nature of Tech AO 1, 2

Design

Technological modelling

Technological products

Technological systems

Technological modelling

1. Understand that functional models are used to explore, test, and evaluate design concepts for potential outcomes and that prototyping is used to test a technological outcome for fitness of purpose.
Create

Characteristics of technology

Characteristics of technological outcomes

Characteristics of technology

1. Understand that technology both reflects and changes society and the environment and increases people’s capability.


L
Design

Technological modelling

Technological products

Technological systems

Technological modelling

1. Understand that functional models are used to explore, test, and evaluate design concepts for potential outcomes and that prototyping is used to test a technological outcome for fitness of purpose.


Create

Characteristics of technology

Characteristics of technological outcomes

Characteristics of technology

1. Understand that technology both reflects and changes society and the environment and increases people’s capability.

ink to Social Studies:


C
How and why the past is important to people

Students could demonstrate such knowledge and understanding when they

  • give examples of ways in which people are connected to their past;

  • give examples of ways in which knowing about their past helps people to understand who they are;

  • explain why people are interested in the past.



ontinuity & Change


How past events changed aspects of the lives of communities

Students could demonstrate such knowledge and understanding when they

  • Explain the differences between the recent past and the distant past;

  • Identify events that people in a community experienced in the recent past and the distant past;

  • Give examples of ways that past events changed or affected the lives of communities


Broad Understandings:

  • Inventions are the creation of something new or a different way of answering a need

  • Inventions can help people

  • Inventions can be a better way of doing something

  • Inventions can affect our lives in positive and negative ways

  • Inventions are all around us

  • Inventions impact on our lives



Learning Questions:

  • Can you name something that has been invented since you have been alive? (iPad, iPhone, iPad, MP3 player, bionic hand)

  • Can you name 5 things in your home that make your life better or easier?

  • How do inventors come up with their ideas?

  • Identify a need – now can you imagine an invention to meet that need?

  • What is an invention?

  • Are there any New Zealand inventions/inventors? No8 Rewired







Organisation / Resources

Abilities / Needs / ESOL / Group Lists

Grouping (highlight or circle):

Whole Class Introduction - MOTAT

Immersion using SOLO Maps

Thinker’s Key for Kids
Defining

Exploring

Researching

Designing

Creating

Presenting

On-Going Evaluation



















ESOL, Target and GATE Groups:

ESOL Students - Teacher/ ESOL Teachers/Teacher Aides: following same topic, front-loading and reinforcing topic vocabulary word banks.

Sentence starters and oral language prompts

Paired partners.

Group work

Independent research groups

Special Needs:

Buddy partners as required

Teacher Aide input as required.

Use of Learning styles and strategies to enhance learning and thinking – Visual – use of ipads for research, Auditory – small group discussion, repetition of ideas, Tactile – designing and creating an invention
G.A.T.E

Independent research mini-topics.


Pupils in fluid groups according to needs.
Working with partners – talking partners
Small groups

Whole class








Key Competency focus:

Using Language, symbols and TextsManaging Self  Relating to Others

Participating and ContributingThinking






Future Focus

 Sustainability  Enterprise  Globalisation

  • Future inventions that may affect our lives


Value

 Respect  Responsibility  Compassion  Honesty

 Self Discipline  Citizenship  Perseverance  Fairness


















Curriculum Document Values


Excellence Innovation , Inquiry  Curiosity  Diversity Equity Ecological Sustainability  Community and Participation  Integrity Respect

Digital Literacy Focus

Task Definition  Information Seeking Strategies  Location and Access Use of Information  Synthesis Evaluation

Create charts and posters of NZ inventions.

Use digital technologies to show learning.

Global Learning Intentions of unit – the BIG ideas students MUST get

To understand the impact of inventions on communication from past to present.

To understand that communication inventions have an important role in our everyday life.

To understand that inventions may have negative as well as positive outcomes.

An invention does not always have to be a ‘device’ it can also be an ‘idea.’

Misconceptions anticipated

All inventions are helpful – dynamite, computer viruses, cars (pollution), camera phones (lack of privacy).

Inventions have to be a device.

Children cannot invent things – see Young Inventors.

Assessment / Culminating activity

Self Assessment  Peer assessment Learning reflection  Presentation  Display Podcast / wiki entry / blog entry  Performance Practical Skills MACROBUTTON HTMLDirect

Teacher Observation  Learning conversation  Written assessment e-asTTle assessment MACROBUTTON HTMLDirectOral assessment MACROBUTTON HTMLDirect Portfolio (describe)
Portfolio Task Ideas - Photos of completed design and evaluation sheet/ or/ Sequencing pictures/photo’s to show a timeline of an invention.


Unit implementation – Learning experiences and instruction

Learning Intentions (to be shared with whole class). We Are Learning To (WALT):


Learning Experiences / Activities

(ICT / SOLO / Multiple Intelligences / Blooms / Authentic Experiences / Environment etc.)


Assessment

Diagnostic / Formative / Summative / Feedback

See Tracking Sheet of Stepping Stones.

Plenary: To share learning success and establish Next Learning Steps.

Success Criteria

We Are Successful When (WASW):

WALT:

Define what is an invention.
WALT

identify inventions around school & home;

WALT:

Use a SOLO map to show our thinking –

Define Map

Classify Map – categories


WALT:

Use vocabulary/descriptive words about inventions.

WALT:

Understand how communication inventions have changed over time.

WALT:

Interview our family or whanau to find out how technology has changed over time.

WALT:

Make a Timeline of a communication invention.

WALT:

Plan, design and create an invention.
WALT:

Use the design process.

WALT:

Use a range of material safely and be aware of the dangers of handling ‘junk’ material.

WALT:

Use the design process.


WALT:

Design a brochure to persuade people to buy the invention.

WALT:

Research different inventors and inventions to help design an

Invention.


WALT:

Use the Thinkers Keys to make predictions and to think creatively.


Activity 1 - Defining

Define what is an invention (What I already know)

Identify inventions in the school and home.

List different types of inventions – group into categories – eg, communicating inventions, lifestyle inventions, computer inventions, agriculture/gardening inventions entertainment inventions, transportation inventions, weapons inventions, household items inventions, toys and games inventions, instrument inventions, health care inventions etc. Make a chart for display – Use SOLO Maps – Define Map, or Classify Map.

(Use resources from sparkle box –sp1029 Old and New Sorting Cards to classify old and new inventions.

Te Reo Link – Asking Questions – He aha Tenei? English - What is this?)

How do the inventions make our lives easier or better?

Are inventions, e.g. cooking equipment, cleaning devices, the same? Why or Why not?
Begin making a list of descriptive words/vocabulary about inventions. Record for future reference. Add to list over the next few weeks. EG inventions, exploring, designing creating, communication, inquiry, brief, problem, needs etc. Use Oral Language Activities from ESOL online to reinforce vocabulary.

Activity 2 - Exploring
Visit to MOTAT - Students will explore a range of historic artefacts including telephones, Morse Code, Braille, Semaphore flags, typewriters, cameras and

audio equipment discovering how developments in communication technology have occurred over time.
Explore how communication inventions have changed people’s lives. Activities could include – personal research – asking whanau about life 10 – 20 – 30 years ago.

Use resources about Great Grandparents Day etc.

(Te Reo Link – School Journal Part 1, No 2, 2001, Not Just a House – Look how Early Maori communicated through the use of carvings – which tell the history of the whanau and the hapu)
Choose a communication invention – build a time line for this invention – eg, sequence pictures in the correct order. Google “timeline of……” (telephone, audio entertainment, cellphone, radio, telegraph, space satellites, letter etc)
Activity 3:Inquiry

Make a model of an invention from planning & design to construction that will meet a need that you have.
Model a class example of the design process outlined below – eg, Build a better lunchbox

http://pbskids.org/designsquad/parentseducators/

or

It’s only junk

Introduction to Inventions

Discuss the different uses the “junk” could be put too. This example shows how to create a “Child-homework-checkalator”
Work in small groups / independently to create an invention using the Design Process: Design an invention to meet a need.

Design Process (outline) needs to include:

Identify problem/need,

Brainstorm ideas (research and planning),

Design the invention,

Find the materials you will need,

Build,

Test,

Evaluate,

Redesign if necessary,

Put together an advert or brochure about your invention.

Use slogans and captions to promote your invention so other people will want to buy it. (Link to Literacy – Persuade Unit)

Share – could video on Ipads.
The following Websites will help students with Personal Research and planning. Students will identify problems and create designs:

Research NZ inventions/inventors

No8 Rewired

Auckland Inventors Club - NZ Inventions

Young inventors

Inventions

Inventions by kids


Inquiry Focus based around material on Middle Team wiki – TOPIC: https://spsmiddleteam.wikispaces.com/TOPIC


And resources from Teacher Area on the wiki:






















https://spsmiddleteam.wikispaces.com/Teachers


Activity 4:

Tony Ryan – Thinker’s Keys

1 The Reverse

2 The What if

15 The Inventions

17 The Construction

19 The Alternative

Activity cards at the end of PDF

Make predictions and record ideas – use in conjunction with Creative Thinking.
Activity 5:

Are there any NZ inventions/inventors? – Extension Activity for GATE Students or students who display a strong interest in the topic.
Activity 6:

Link to Music

How do we communicate using music/ instruments? How has music changed over time? Eg, Past - drums to communicate, drum kits, beat box, (electronic). Use Garage Band to record some different layers of sound.


WASW:
Students can explain what is an invention is.
WASW:

Students can sort and classify inventions into categories, eg, communication, home, transport

WASW:

Students use inventions vocabulary in oral language activities and when writing their Design Process Brief.

WASW:

Students can name different types of communication inventions from the past and present.

WASW:

Students can complete a timeline of pictures to show how a communication invention has evolved.

WASW:

Students can independently plan, design and construct an invention based on a need.

WASW:

Students use their research skills to investigate different inventions.

WASW:

Students can use the Thinkers Keys to predict and expand on their thinking.


End of unit means of recording student reflection

Whole Class Discussion.

Use of modeling book to record Student Voice.

Use of Middle Team Wiki to record videos, writing & posters.

Recording in student books Next Learning Steps .


Possible focus questions for reflection:

What went well? What was hard? What could I do next to make my narrative better?



Reflection for Subsequent Planning
Syndicate feed-back Plus Minus Interesting



SOLO Taxonomy

Learning Activities and Experiences


Unistructural

Multistructural



Bringing in ideas: (Identify/Label/List/Define/Describe/Retell/Recall/Recite)

Define what is an invention. (What I already know.)

Identify inventions found in the school & home.

(e.g. radios, electrical equipment, iPads, TV )

List different types of inventions – can we group into categories?

Describe the properties of an invention – what does it do?

Thinking interventions that target bringing in ideas:

See, Think, Wonder.

Wonder wall

Thinking Keys

Brainstorm

Categorizing

ICT to enhance conditions for bringing in ideas:

Middle Team wiki TOPIC page tasksTOPIC: https://spsmiddleteam.wikispaces.com/TOPIC

And resources from Teacher Area on the wiki: https://spsmiddleteam.wikispaces.com/Teachers




Relational

Linking ideas: (Sequence/Classify/Compare Contrast/Cause Effect/Anaysis Part whole/Explain/Analogy/Question)

How do inventions become useful in the home & everyday life.

Compare and contrast different kinds of inventions.

Define what an invention is.

Thinking interventions that target linking ideas:

Brainstorming

Mind mapping

ICT to enhance conditions for linking ideas:

Middle Team wiki TOPIC page tasks TOPIC: https://spsmiddleteam.wikispaces.com/TOPIC

And resources from Teacher Area on the wiki: https://spsmiddleteam.wikispaces.com/Teachers

Video presentations of inventions - use of iPads


Extended Abstract



Putting linked ideas in another context: (Predict/Hypothesise/Generalise/Imagine/ Reflect/Evaluate/Create)

Investigate the role that inventions play in our everyday use.

Create own invention ‘idea’ and mock up model.

Reflect on how to keep safe during construction tasks e.g. cut away, lock down object before sawing, no glass!

How do inventions make a difference in our lives?

Thinking interventions that target putting linked ideas in another context:

Thinking Hats

What Do I Need To Make a Difference?

Thinking Keys

ICT to enhance conditions for putting linked ideas in another context:

Making promotional posters, infomercials, advertisements, slogans and captions, brochures

Syndicate/Class wiki

Performance for Understanding Assessment Task:

Portfolio Pre-Test and Post- test (Leveled for assessment)

[Insert Learning Experiences that can be used as Assessment for Learning. Self assessment rubric / teacher observation/ self assessment/peer assessment.]
Portfolio Ideas:

  • Define inventions

Use define map for Brainstorm of ‘What is an invention?” and “What role do inventions play in our lives?”


  • Sequence a set of pictures to show the timeline of an invention




  • Use student’s design process and photo of invention to put in portfolio.




  • Explain an invention you have designed and how it work















  • Predict what would happen if inventions stopped working











S.O.L.O. - Pre-structural - Uni-structural - Multi-structural - Relational - Extended abstract


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