Unit Plan: Design and Technologies

Australian Curriculum
Design and Technologies

Evaluating Equipment

Design and Technologies Knowledge and

Understanding
Investigate the suitability of materials, systems, components,
tools and equipment for a range of purposes (ACTDEK013)
Cross-curriculum Priorities
Sustainability
Key Ideas
Design Thinking
Overview
This unit plan will teach students about
suitable materials and use in products and
technologies, as well as the sustainability
of these products. Students learn about
different materials and their features,
making judgements about the
appropriateness and sustainability.

Years 3 and 4

Design and Technologies Processes and Production

Skills
Evaluate design ideas, processes and solutions based on
criteria for success developed with guidance and including
care for the environment (ACTDEP017)
General Capabilities
Critical and Creative thinking

Prior Knowledge
Commencing this unit, it is important
to assess the students prior
knowledge, and ensure students
have sufficient understanding to
commence this unit.

Students then will use this knowledge to

evaluate inventions and technologies,
using a criterion that looks at many
different elements. Students will then
write an analysis of the product,
suggesting changes so the product fits
within the criterion.

Students should have basic

knowledge about:
Common building/production
materials such as different
types of plastics, metal, wood,
glass, paper, fabric, etc.
Working independently with
some teacher scaffolding and
support.

In this unit, students will engage in critical

If the students lack this knowledge, it

Learning Outcomes
By the end of this unit, students should
be able to analyse and identify the
effectiveness of the materials used in a
variety of technologies.
Students will develop critical thinking
and analysis skills, as well as linking
these skills with practical and everyday
situations.
Students will have a thorough
knowledge of sustainability, sustainable
practices, and how to be sustainable
citizens. They will be able to transfer
these skills to being the citizens of the
future.

analysis, applying their learnt knowledge

through practical discussion and
completing class activities.

should be taught before the

commencement of the lesson.

Formative Assessment Tasks

Throughout this unit, formative assessment tasks will inform
the teacher of the students understanding, informing the
teacher of progress, and how to approach the next lesson,
and whether additional teaching is required.
1. By the end of the first lesson, students should be able
to independently identify features of, and materials
commonly used in inventions and technologies by
matching their names to their features. Students should
also be able to recall basic facts about the materials
strengths and weaknesses.
2. By the end of the second lesson, students should be
able to match appropriate materials with machines,
technologies, or inventions that they would be effective
with, as well as identifying features and characteristics
of machines, technologies, and inventions.
3. By the end of the third lesson, students should be able
to evaluate inventions, based on their functional
qualities, aesthetic qualities, sustainability, and waste.
Students should also be able to simply theorise how a
machine, invention, or technology can be improved,
based on its features.
Pedagogical Approaches
The lessons in this unit will predominantly consist of explicit
teaching, and class discussion, with students sharing ideas,
and teacher scaffolding and support when needed.
As the students achieve mastery, they will move towards
independence.

Summative Assessment Piece

The summative assessment piece is the final task to be
completed by students, and will be marked and reported on.
This task is an extension on the activities completed in
class, though this is completed individually.
Students will be given a basic invention with many obvious
flaws. Students will evaluate it, using the same sheet used
in class. The students will then circle elements that should
be improved to benefit the invention. Students will be
required to write notes about how each element can be
improved, to adhere to the evaluation sheet (such as
changing the material, removing unnecessary features,
make the invention more sustainable by improving the
quality). Students should then perform another evaluation,
based on their changes.
Full and mostly correct completion of this task will achieve
full marks (or an A).
A basic standard achievement would be demonstrated
through completing the evaluation, and circling the features
that can be altered or changed, with no further progression
on how they could be changed, or any of the following steps.
Differentiation
Within all classrooms, a range of diverse learning needs
exist. It is important to cater for these learning needs to give
students the best possible chance at success.
While these learning needs greatly vary, and cannot be
covered in a single generic unit plan, some ideas, activities,

As this unit involves complex information, breaking

information into chunks, or basic tasks will help student
engagement and understanding.
Linking the knowledge back to the real word will help
students to engage with the tasks, especially when engaging
with higher-order thinking skills.
Resources
Interactive Whiteboard
Class set of evaluation sheet
Examples of a range of materials
o Glass
o Wood
o Cardboard
o Metal
o Plastic
o Fabric
o Paper
Pictures for a range of inventions and technologies,
both effective and ineffective
Whiteboard and pens

and strategies are listed to help support, and give basic

ideas
For higher achieving students:
After completing the tasks, the students can extend
their thinking, to assessing and adding to the
inventions, creating strengths and developing ideas.
Students could design other technologies to achieve
the same purpose, and compare and evaluate theirs,
compared to the initial invention.
For lower achieving students:
Break up the tasks into singular learning experiences
Create a word wall with definitions with all the words
and phrases used
Have information presented and displayed in a variety
of ways, such as on an IWB, verbally, on printed
handouts for students who want it, and using
interactive activities. These strategies will help
students to engage with the task, giving the student
the most chance at succeeding
Altering the product and work that the student
completes may help the student to present the correct
information, in a more simple form
Being flexible in how the student completes the work
would help the student to display their knowledge and
understanding through an individual, unique method
that suits the students needs.

Lesson Overview
1. Introduce students to the unit. Introduce students to the range of materials that could be used for inventions and
technology. Brainstorm their features, strengths, and weaknesses. Teach students about sustainability and waste, and
link in with each specific material. In their books, students match the sample or picture/name of the product with the
features, but cutting and gluing from activity sheet 1.
2. Students are introduced to machines and inventions, and learn about important aspects, such as the purpose of the

technology, how and when/where to use it, the components, systems, tools, and equipment. Students connect the
materials studied last lesson with the best possible technology or machine.
3. Students are introduced to the evaluation sheet for inventions, and connect their learning and knowledge about the
materials and inventions to be critical analysers, and evaluate the inventions. Students then justify their analysis by
specifically highlighting the weaknesses in the technology, and suggesting ways to make improvements. This is
completed as a class, before extending onto individual, independent completion, in preparation for the summative
assessment piece.
Design and Technologies
Assessment 1 Task Sheet
Name:
Due Date:
Your Task: Your task is to evaluate an invention, using the worksheet you used
in the last lesson. You must then use the evaluation sheet to circle the parts of
the invention that could be improved. Use your knowledge and imagination to
suggest alternatives. Then, use the evaluation sheet to evaluate the changes
that you made.
Steps
1. Look at the invention and think about the features and how effective it is
2. Complete the evaluation page about the invention
3. Circle what could be changed to make it better or more sustainable. Use
your evaluation sheet to give you ideas about what to change
4. Write how you would change those things what would you use to change
what youve circled?
5. Complete a second evaluation sheet, based on the changes you made

The Invention

Design and Technologies

Rubric
Initial Evaluation

A
The student has
completed the
evaluation with no
errors in decision

Year 3-4

Student Name:

B
The student has
completed the
evaluation with
one error in

C
The student has
completed the
evaluation, with
few errors in

D
The student has
attempted the
evaluation, but
incorrectly

E
The student has
not completed the
evaluation
appropriately

Identification of
Flaws in the
Product
Suggestions for
Change

Second
Evaluation

Achievement
Comments:

making

decision making

decision making

The student has

identified a range
of simple and
complex flaws in
the product
The student has
made suggestions
that demonstrate
advanced thinking
and reasoning,
while still being
effective and valid

The student has

identified two
flaws in the
product

The student has

The student has
identified more
attempted to
than one basic and identify a flaw
obvious flaw

The student has

not identified any
flaws correctly

The student has

made valid and
thoughtful
suggestions,
based off the
information on the
evaluation sheet

The student has

made satisfactory
suggestions about
changes made,
based off the
information on the
evaluation sheet

The student has

made limited or n
suggestions

The student has

completed the
evaluation with no
errors, correctly
and accurately
showing an
advanced
understanding
about how their
changes will
influence the
evaluation.

The student has

completed the
evaluation with
few errors,
showing some
understanding
about how the
changes they
suggested will
influence the
evaluation

The student has

completed the
evaluation, with
few errors, but has
shown satisfactory
understanding
that their changes
will influence the
evaluation

The student has

attempted to
make basic
suggestions, but
the ideas lack
sense, are
irrelevant, or
would be
ineffective
The student has
attempted the
evaluation, but
incorrectly
showing limited
understanding

The student has

not completed the
evaluation
appropriately

Lesson One
Years 3-4

Design and
Technologies

1 Hour

Date

Design and Technologies Knowledge and Understanding

Investigate the suitability of materials, systems, components, tools and
equipment for a range of purposes (ACTDEK013)
Design and Technologies Processes and Production Skills
Evaluate design ideas, processes and solutions based on criteria for success
developed with guidance and including care for the environment (ACTDEP017)
Overview
This is the first lesson in the unit
Interesting Inventions.
Students are beginning to learn about the
suitability of materials of inventions and
technologies through their characteristics.
Formative assessment
At the end of this lesson,
student understanding will
be monitored through the
completion of Worksheet 1,
with questioning and
discussion to also monitor
verbal knowledge.

Objectives
By the end of the lesson, the students
should be able to identify a range of
materials by their characteristics, and be
beginning to link this knowledge with
suitable and unsuitable uses for the
materials.
Summative assessment
Students will be given a basic invention. Students will
evaluate the invention, using a basic evaluation sheet.
The students will then circle elements and materials that
should be improved to benefit the invention. Students will
be required to write notes about how each element can be
improved, to adhere to the evaluation sheet (such as
changing the material used, removing unnecessary
features, make the invention more sustainable, and
improving the quality). Students should then perform
another evaluation, based on their changes.

Resources needed
Glass facts:
http://www.bottlesupglass.com/wp-content/uploads/2011/08/Facts-About-Glass.pdf
Wood facts:
https://www.wood-finishes-direct.com/blog/weird-wonderful-facts-about-wood/
Cardboard facts:
http://tenrandomfacts.com/cardboard-box/
Metal facts:
http://www.encyclopedia.com/topic/Metals.aspx
Plastics facts:
http://your.caerphilly.gov.uk/kidsgogreen/fact-zone/plastic-facts
Paper facts:
http://your.caerphilly.gov.uk/kidsgogreen/fact-zone/paper-facts
Class Set of worksheet 1
IWB
A range of example materials that students are learning about (more than 1 example for
each):

Glass
Wood
Cardboard
Metal

Plastic
Fabric
Paper

Touchy feely box students can feel an object, but not see it
Ascertaining prior knowledge (Warm up activity)
Have a variety of materials (listed in the resources section). Students can feel the
object, and try to guess what the item is, and what it is made out of.
This leads into the main part of the lesson where the students identify features of the
materials, facts, and their strengths, weaknesses, and suitability to types of inventions.
Pedagogical practices and strategies
WALT:
We Are Learning To: recognise different materials, and how suitable they are for use in
different inventions
WILF
What I'm Looking For: looking for connections between materials, and how they could be
effectively used
TIB
This Is Because: if you use cardboard to hold jam, it wouldnt be effective. We need to
learn how to make good choices
Overview of differentiation and individual learner attributes
For higher achieving students, setting tasks in which they must link this knowledge with
practical uses theorise how each material could be used, and justify why this is a good
option
For lower achieving students, scaffolding, questioning, and support to strengthen and
support learning and understanding.

Stage
Time
Warm up
10 minutes
Questioning and activities
Put one of the objects (materials) in the feely box, and a student must identify either what the object
is, or what the object is made out of.
Repeat using all materials, ensuring all students have the chance to participate.
Stage
Time
Main
45 minutes
Questioning and activities
Look on the above websites on the classroom IWB, identify relevant and interesting facts about the
materials being analysed. Discuss information with students, extending knowledge and
consolidating new learning.
Discuss the strengths, weaknesses, facts, and features about each material.
Begin linking these strengths and weaknesses with practical uses in technologies, products and
inventions.
Introduce worksheet 1 to the students (materials and their facts), reading through the facts, and
explaining the task to students cut out each box ad match the facts and information with the
material.

Students sort information

Discuss answers, giving students the chance to correct their choices if needed
Students glue the boxes into their books, making sure it is correctly sorted
As a class, list strengths and weaknesses for each material in their books
Stage
Time
End/Review
5 minutes
Questioning and activities
Discuss reasonable and unreasonable uses for each material in everyday life, focusing on the

characteristics, strengths, and weaknesses of each material, and how this is indicative of the use of
the material.

Lesson Two
Year 3-4

Design and Technologies

1 hour

Date

Design and Technologies Knowledge and Understanding

Investigate the suitability of materials, systems, components, tools and
equipment for a range of purposes (ACTDEK013)
Design and Technologies Processes and Production Skills
Evaluate design ideas, processes and solutions based on criteria for success
developed with guidance and including care for the environment (ACTDEP017)
Overview
This is the second lesson within the unit.
Students have a thorough knowledge
about materials used in different
technologies, and can evaluate their
suitability. This lesson will introduce
students to the different components of
technologies/inventions, and how to
recognise components, tools, equipment,
and systems. Students will be expected to
connect their knowledge learnt in the last
lesson to the learning within this lesson.
Formative assessment
By the end of this lesson, students should
be able to label a technology, identifying
what it might be used for and why, how it
can be used, the components of the
technology.
This will be assessed through a group work
task.
Students will demonstrate their ability to
identify systems, components, and
recognise tools and equipment.

Objectives
By the end of the lesson, students should
be able to describe tools, components,
systems, and equipment, identifying
elements in pictures, and hypothesizing
the roles and relationships of these
elements in a range of technologies.
Students should be able to look at a
technology or invention, and make a
reasonable guess about how it can be
used, and why it is needed.
Summative assessment
Students will be given a basic invention.
Students will evaluate the invention, using
a basic evaluation sheet. The students will
then circle elements and materials that
should be improved to benefit the
invention. Students will be required to
write notes about how each element can
be improved, to adhere to the evaluation
sheet (such as changing the material used,
removing unnecessary features, make the
invention more sustainable, and improving
the quality). Students should then perform
another evaluation, based on their
changes.

Resources needed
Teamwork worksheet at the end of the lesson (class set)
Prior knowledge worksheet (Worksheet 2)
A selection of inventions/technologies with clear components, systems, and tools, in
which students can identify the elements, and purposes of inventions.
IWB to display the inventions/technologies.
Ascertaining prior knowledge (Warm up activity)
Playing around the word. A student stands behind the desk of another student. The
teacher names a material studied in the previous lesson. The first student to name
either a strength, weakness, or use for that material in technologies progresses to the
next seat. Repeat until all students have had the chance to participate and answer.
Repeating materials, asking for more information, and requesting the specific response
(weakness, for example) will challenge students and assess the knowledge and
understanding of students.
Overview of differentiation and individual learner attributes

Developing higher order thinking and challenging questions for students during
discussions.
Scaffold responses for lower-level students, emphasising the content of systems,
components, tools, and equipment.
Carefully creating groups based on ability level and understanding to ensure students
are equally contributing and learning.

Stage
Time
Warm up
10 Minutes
Questioning and activities
Begin playing around the world with students.
State a material, and students can either state (and clarify which) a strength, weakness, or use for
that material.
To challenge students, allocate whether they should state a strength, weakness, or use.
The first student to answer correctly moves on. Students count how many desks they moved
(answers were quickest and correct). The student who moved the furthest wins.
Stage
Time
Main
45 minutes
Questioning and activities
Using class discussion, complete worksheet materials and their uses about the possible materials
used in technologies and their effectiveness.
Introduce the concept of a component to students, using a picture of a seesaw. Identify the
components, and how they affect the use. If they were dramatically changed, would it be as
effective?
Introduce systems to students, with how the components work together to achieve a goal, and this
is a system. Use the seesaw as an example.
Introduce tools and equipment to students, as how the technology/contraption can be used to
achieve a goal. Link this back with the components and systems, and how the components and
system enable the device to be a tool, used, and effective.
With students, create a flow chart of the learning, identifying how each new concept is connected.
(Components form a system, creating an effective tool, which is used as a tool, or equipment
collate this within a graphic organizer, timeline, or directional arrows).
Students form groups, and identify the components and systems of an item, and make a reasonable
hypothesis on how the item is used, as a tool or piece of equipment. Using the worksheet elements
of an object.
This work is completed as a group, on individual sheets of paper which is marked to assess student
understanding.
Stage
Time
End/Review
5 Minutes
Questioning and activities
Students present their item to the class, simply identifying the components, systems, tools, and
equipment.

Lesson Three
Year 3-4

Design and Technologies

1 hour

Date

Design and Technologies Knowledge and Understanding

Investigate the suitability of materials, systems, components, tools and
equipment for a range of purposes (ACTDEK013)
Design and Technologies Processes and Production Skills
Evaluate design ideas, processes and solutions based on criteria for success
developed with guidance and including care for the environment (ACTDEP017)
Overview
This is the final lesson in this unit. Students
will use their knowledge learnt in the
previous lessons to evaluate technologies
and inventions, based on their
characteristics (materials, systems,
components, tools, and equipment).

Formative assessment
Students will complete evaluation sheets
on a range of materials. These evaluation
sheets can be used as they are, or
changed, by the class, or by the teacher.
Students will be expected to complete
simple evaluations about a range of
technologies/items.
As an extension, students can comment on
the specific materials, function, and parts
of the technology, their effectiveness, and
hypothesise how the item could be
improved (efficiency, sustainability).

Objectives
By the end of the lesson, students should
be able to demonstrate understanding
about how to evaluate an item, using the
knowledge learnt in the previous lessons.
Students should be able to apply their
knowledge about materials, systems,
components, tools, and equipment, and
make judgments about appropriateness
and effectiveness. Students should be
beginning to make hypotheses about how
an item could be changed to make it more
effective.
Summative assessment
Students will be given a basic invention.
Students will evaluate the invention, using
a basic evaluation sheet. The students will
then circle elements and materials that
should be improved to benefit the
invention. Students will be required to
write notes about how each element can
be improved, to adhere to the evaluation
sheet (such as changing the material used,
removing unnecessary features, make the
invention more sustainable, and improving
the quality). Students should then perform
another evaluation, based on their
changes.

Resources needed
Class set of evaluation sheets x2 (each student requires 2 evaluation sheets)
IWB
A wide range of technologies to evaluate, both as a class, and individually.
Ascertaining prior knowledge (Warm up activity)
Students are given a phrase studied previously (materials, systems, components, tool,
or equipment) on a small card. A range of items/ technologies are displayed on the IWB,
and students must identify the phrase on their card with the items/ technology on the
IWB.
Overview of differentiation and individual learner attributes
Scaffolding learning for students, repeating information and strengthening knowledge
with practical examples and active participation and discussions in class. Support
learners in the activities, and work in an explicit teaching model with a gradual release
of responsibility, so students can develop confidence and independence in this task. The
assessment task is similar to this lesson, so it is imperative that students have sufficient

12

knowledge to work independently.

For higher achieving students, encourage independent thought, and hypothesising
about effectiveness. Encourage higher order thinking, in which students can design
alternative technologies to achieve the same purpose, with effective and appropriate
elements incorporated.
Stage
Time
Warm up
10 Minutes
Questioning and activities
Each student is given a card with one of the previously learnt elements on it. Individually, students
identify their element on one of the items/technologies displayed on the board. Students may be
asked to justify their response, and may be asked further questions to elaborate on their knowledge.
Stage
Time
Main
45 minutes
Questioning and activities
Introduce the evaluation template
Optional- With students, alter the evaluation sheet to fit with the focuses and knowledges of the
students within the class.
Explicitly investigate the evaluation sheet. Discuss what each criterion is, and answer questions that
students may have.
Demonstrate completing the evaluation to students, discussing thinking and reasoning.
As a class, complete another evaluation on an item, discussing the elements, hypothesizing the use
and purpose, sustainability, and the reasonableness/effectiveness.
In buddies, students complete another evaluation, and the results are discussed as a class.
Students complete an evaluation individually, which is checked by the teacher.
Students identify elements of the technology (systems, components, materials, tools, equipment), and
comment on the effectiveness/sustainability/reasonableness.
As a class, discuss what changes could be made to make the technology fit to the evaluation
effectively.
Stage
Time
End/Review
5 minutes
Questioning and activities
Continue the discussion about the possible changes that could be made, constantly scaffolding and
linking the ideas and discussion back to the sustainability, materials, components, systems, tools, and
equipment.

13

Materials and Facts (Cut out and match)

Glass

Wood

Cardboard

Made from processed wood

Is a form of sturdy paper
Not waterproof
Low cost
Has lots of uses
Very commonly used
Very light
Used for a variety of purposes
Man made from oil
Recycling this material is very important
Made from processed trees and wood, with
chemicals
Not waterproof
Man made
Cannot be broken, but can be easily ripped
Cheap and easily accessible

Metal

Can break or smash

Made from sand, soda ash, and limestone
A wide range of uses
Easy to clean and waterproof
Can be used for aesthetics and food containers

Plastic

Woven
Made from both natural and man made materials
Very flexible
Cannot be broken, but can be ripped and torn
Commonly used for clothing

Fabric

Paper

A naturally occurring material

Sourced from trees
Strong, and does not break easily
Can be quite heavy
Generally waterproof
Comes in a variety of types
Sometimes naturally occurring, found in rocks
Many are strong, shiny, and hard
Does not break easily
Commonly used for large machinery

Materials and Their Uses (Cut out and match)

Glass

Wood

Cardboard

Metal

Plastic

Fabric

Paper

Elements of an Object
Write in your book

Find:
Material/s
Systems
Components
Tools
Equipment

Discuss
What does this do?
How does it work?
Do you think it works well?
Is this sustainable?
Is this made from sustainable
materials?
How could this be made better?

17

Evaluation Worksheet
Complete in your book

Evaluation: Item 1
Yes

No

Yes

No

Functional Qualities
Does it achieve the purpose? Does it make sense? Is it easy for people to use? Will people want to use
it? Is it needed?

Aesthetic Qualities
Is it neat? When people see it, will they be interested? Will people want to buy it? Does the design fit
with the purpose? Are the colours suitable?

Sustainability
Is it made from sustainable products? Can it be used more than once? Is it sturdy and strong? Is it
recyclable?

Waste
Does the production of this resource create a large amount of waste? Will this resource create waste?
Will this resource become waste when it cannot be used anymore?

Functional Qualities
Does it achieve the purpose? Does it make sense? Is it easy for people to use? Will people want to use
it? Is it needed?

Aesthetic Qualities
Is it neat? When people see it, will they be interested? Will people want to buy it? Does the design fit
with the purpose? Are the colours suitable?

Sustainability
Is it made from sustainable products? Can it be used more than once? Is it sturdy and strong? Is it
recyclable?

18

Waste
Does the production of this resource create a large amount of waste? Will this resource create waste?
Will this resource become waste when it cannot be used anymore?

Evaluation: Item 2

19