The Market Day Unit Plan Unit Title: Market Day School: Year Group: 7 / 8 Duration: 10 weeks x 1 ½ hours per week The class... Room 3 have recently undertaken a unit focusing on T.P, students have a good understanding of these components. However they need further work in the area of identifying their key stages (P4P). The range of student abilities includes level 1-4 in technology and reading levels range from 6yrs to 16yrs. In their homeroom maths programme they have recently had a focus in Number (money and financial literacy). Context Our school is having a Market Day Celebration in term 3. Components to be focussed on from 2 year plan Technological Practice: Brief Development Planning for Practice Outcome Development& Evaluation Technological Knowledge: Technological Modelling Technological Products Technological Systems Nature of Technology: Characteristics of Technology Characteristics of Technological Outcomes Achievement Objectives P4P: L3: Undertake planning to identify the key stages required to develop an outcome. Revisit planning to include reviews of progress and identify implications for subsequent decision making. TM: L2: 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). CoT: L2: Understand that technology both reflects and changes society and the environment and increases people s capability. Key Competencies How these will be enriched School Focus How these will be enriched Relating to others Students as entrepreneurs at the market day NZ Entrepreneurs who are some examples? Take on roles within market day group Dealing with stakeholders/experts Working with group to create a common item for the Market Day. Term 3 big question: What does it mean to be an entrepreneur? Participating and contributing Actively involved in community with the school Market day; whanau and school communities Formative assessment Write learning intentions and negotiate success criteria based on indicators of progression Cross-curricula Links How these will be enriched Values How these will be enriched Mathematics and Statistics Financial literacy, number, money, measurement Community and participation What is the Market day purpose? How will the Market day benefit their community and school? Social Sciences English How people make choices to meet their needs and wants Text that suits audience and occasion, e.g. advertising, packaging
Learning Outcomes Clear statements of what you expect the students to be able to do and know... Curriculum: Learning Outcomes (based on AO s) (assessment in bold) Context: Learning Outcomes (based on unit context) 1. Work through tech practice to create an outcome for the market day 2. Awareness of the impact their outcome has on their society /community (CoT, L2, De Bono hats) 3. Identify key stages and plan for these (P4P, L3, create a flowchart) 4. Review student progress through these key stages (P4P, L3, dice) 5. Undertake functional modelling to test their concepts (e.g. use of drawing, mock-up) 6. Use functional modelling to evaluate design concepts (TM, L2, examples of functional models) 7. Identify the evidence functional modelling have given them (TM, L2, what information does it give me) 8. Identify possible impacts of the technological outcome on their community 9. Identify the impact of NZ products on the wider community (CoT, L2, De Bono hats) 10. Describe how these impacts might have changed society (CoT, L2, Visa TV ad) Curriculum: Terminology Key stages Resources Stakeholder Feedback Model Session Learning Intentions We are learning... (ideally these would be negotiated with students) 1... how to identify the features of good market days and what makes entrepreneurs successful Functional modelling Prototype Evidence Fitness for purpose Design concepts Learning Experiences 1. Discuss what it means to be entrepreneurial 2. The features of successful markets/galas what makes a market/gala successful? 3. Before markets existed a. How did people traded in the past b. What is the differences between a market and a supermarket 4. Impact of market days on society are there any and if so what are they? 5. Discuss NZ entrepreneurs who are they and what defines them as being an entrepreneur? 6. Skill development for product being produced (dependent on room/environment) a. Construction skills b. Soldering skills c. etc Context: Terminology Entrepreneur Skill based terminology (e.g. solder, baste) Intro to room, expectations, etc Intro to unit context Discuss and brainstorm and record on a group/class sheet about Market Days - What are Market Days? - Why have them? Assessment Strategies Resources Images of markets/galas Entrepreneurs stories
2... to identify our key stages - Purpose of our school market day? - Market days potential effect on our community - Their features - what makes them good? Entrepreneurs - What is an entrepreneur? - What makes an entrepreneur successful? - Examples of NZ entrepreneurs - Products and their impact on society (De Bonos black and yellow hat) Students given teacher brief Brainstorm possible resources (people, materials, equipment) Identify basic key stages that students might be involved in Brainstorm ideas for technological outcomes for the market day - ideas generation Discuss possible constraints, limitations that may need to be put on the technological outcome or the practice used to develop it (ie needs to be able to be made inside 4 hours, all student must play and active role in making the technological product etc.) 3... draft a flowchart that shows the process to be undertaken to develop their product 4... how functional modelling helps us evaluate our design concepts Look at existing flowcharts of technological practice identify key stages used/followed (e.g. identifying a need or opportunity, identify key stakeholders, drafting a brief, generating design ideas, testing design ideas...) Undertake functional modelling to explore potential products that could be made for the market day... Use functional modelling to test 3 design ideas for a product (e.g. talking to their partner about the concept, drawings the concept, making a card board mock-up of the concept) What does each tell me? How can I the information obtained from functional modelling? How has my functional modelling helped me decide which concept to further develop? Initial flowchart plan identifying possible key stages needed to produce possible outcomes Students identify and record how functional modelling was used to test concept ideas, and what information was gained from this Flowchart / organiser organiser / Worksheet
5... identify the impact of some products on the wider community 6...decide on the product they will develop for sale at the market day Students explore a range of products (technological outcomes) (possibly of NZ entrepreneurs) through class based discussions. What does impact mean? What are the impacts of these products? Impact on...? Use revised 50 ways to look at a Big Mac Box questions Using findings from technological modelling to decide on which design idea will be further developed into a product that can be sold at the school market day 7... create a brief Write a brief that includes: a conceptual statement which describes what the product is that is to be made and why it is being made attributes required for the product 8...think about the possible impacts of ours outcomes on our community 9 10... create our product to address our brief 7-10... review our progress through our key stages Brief to focus on answering questions such as: What will it be used for? What will it look like? What will it be made out of? Where will it be used? Who will use it? Why am I making it? Students discuss the product they intend to make. Refer to discussions in session 4. What does impact mean? What are the impacts of these products? Impact on...? Record via a PMI Use revised 50 ways to look at a Big Mac Box questions Students work through the process of creating their product(s) Students have opportunities while undertaking their technological practice to review their key stages PMI of our class outcomes impacts on our community Review flowchart plan identifying possible key stages needed to produce their outcomes. Record review in PMI Flowchart / organiser
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