Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
Unit Title
Stage
Packaging
2 (Year 4)
Term
Strand
2
Products
Duration
Concept
10 hours (60 minute lessons)
'Products and Packaging'
Rationale
'Products and packaging' is a unit of work designed to foster stage two students' exploration of products in the world around them, and the design, purpose
and production of everyday objects.
In conjunction to the Science syllabus in the Australian curriculum, this unit of work has been designed to support children's understanding of natural and
made products in a growing and changing society, both locally, nationally and globally. Students are guided to explore and engage with different materials
that fulfil a desired purpose in everyday objects, and ultimately developing the understanding of products and packaging that have changed and adapted
overtime to meet the needs of a technologically advancing world ( Board of Studies, Science & Technology Syllabus, 2012).
Based upon Vygotsky's theory of constructivism (1978), this ten week unit consists of sequential and child centred tasks that are progressive in nature and
build upon previous levels of understanding gained throughout the unit. Through collaborative learning, the incorporation of ICT and inquiry tasks, the ten
lessons primarily focus on active exploration of products and materials, and the ways in which the production process affect human, everyday tasks and the
environment. As recognised in the Primary Connections for its pedagogical benefits to student learning, the framework for this science unit is based upon
the 5 E inquiry model, ultimately stemming from children's natural curiosity with the world around them & making connections to products in real life
situations and contexts through sequential and progressive learning sequences (Primary Connections, 2012).
Through the incorporation of ICT devices, collaborative learning, teacher scaffolding, visual demonstrations, authentic contexts and exposure to
professional expertise and connections to cultural practices experienced by indigenous Australians, stage two children will engage in experiential learning
about packaging and ways in which products are created using both natural and man-made materials.
The implementation of a pretesting task will form as identification of what year four students know prior to the unit about products, and give insight into
students cognitive development, learning styles and individual learning needs that need to be catered for. With consistent assessment and monitoring
through formative measures, class teachers can ensure students are actively engaged, appropriately challenged and formulating connections between
1
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
environmentally friendly & man-made products and packaging beyond the classroom context. By incorporating group working, technology, visual stimulus,
concrete materials and explicit teaching, differentiation will successfully cater for children's individual needs and levels of scientific understanding & critical
thinking processes. Each 90 minute lesson places children at the core of their own learning with significant attention given to those with special needs, both
physical and cognitive, as well as the prospect of educating indigenous students experiencing gaps in their learning and understanding of scientific content
(McConey, Oliver, Schibeci & Woods-McConney, 2010).
According to the article 'Bridging the Gap' (2011) indigenous students experience significant gaps in conceptual understanding across all key learning areas
in primary education in comparison to non-indigenous children. With significant differences to academic ability and development between indigenous and
non indigenous children, the unit has been designed to specifically bridge the gaps of conceptual knowledge for these children by creating meaningful,
engaging and culturally relevant experiences that incorporates traditional indigenous values and practices. By valuing indigenous and incorporating
indigenous practices and connections to land throughout this unit, science concepts and connections can be successfully attained through application of
science in everyday life for these indigenous students (McConney et al, 2010).
Indigenous perspectives and cultural connections will be fostered through the implementation of the 8 Ways approach through each component of this
science unit. By incorporating community links, opportunities for learning to occur through story sharing & non verbal means, as well as incorporating
respected indigenous guest speakers, this unit exemplifies cultural understanding & traditional methods of naturally made products practiced by local
Aboriginal and Torres Strait Islander communities (McConney et al, 2010).
This unit of work primarily aims at fostering children's understanding and appreciation of natural and man made products in the world around them.
Through inquiry based tasks stemming from students natural curiosity, this unit will ideally develop students knowledge of different types of products and
packaging, and enhancing opportunities for critical and creative thinking skills that build children's decision making skills in contexts beyond the classroom
environment.
Application of Literature
Where does it come from? Paper - by Jane Pearson
Where does it come from? Bread - by Jane Pearson
Where does it come from? Honey - by Jane Pearson
Where does it come from? Milk - by Jane Pearson
Cardboard Box Book - by Roger Priddy
Experimental Formats and Packaging: Creative Solutions for Inspiring Graphic Design - by Daniel Mason and Roger Fawcett-Tang
Tucker - Ian Abdull
2
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
Goals
KLA Science K-10
Outcomes and Performance Indicators
ST2-16P
describes how products are designed and produced, and the ways people use them
There are various processes involved in the ways products are designed and produced.
Students:
 identify the component parts of a product and explain how the parts are designed to work together, eg pedals, cogs and chains work together to
make bicycle wheels move
 examine the process used to produce an existing product by creating a flowchart from design to producing the finished product
People use products in a variety of ways.
Students:
 explore the ways existing products can be reused and recycled to incorporate environmental considerations, eg products designed from recycled
PET bottles
 examine how people use applications of science and technology in their work, eg builders,farmers and graphic designers
ST2-4WS
Investigates their questions and predictions by analysing collected data, suggesting explanations for their
findings, and communicating and reflecting on the processes undertaken
 Students plan investigations by working collaboratively and individually, to suggest ways to plan and conduct investigations to find answers to
questions (ACSIS054, ACSIS065)
 Students suggesting appropriate materials, tools and equipment they could use in conducting their investigations and recording their findings,
identifying appropriate safety rules
 Students communicate by representing and communicating ideas and findings in a variety of ways such as diagrams, physical representations and
3
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
simple reports, tables, simple column graphs, written and oral factual texts, explanation and argument (ACSIS060, ACSIS071)
ST2-5WT
Applies a design process and uses a range of tools, equipment, materials and techniques to
produce solutions that address specific design criteria
Students explore and define a task by:
 exploring design situations and/or existing solutions relevant to the needs and wants of
themselves and others
 working individually and collaboratively to develop a design brief that identifies simple design criteria relating to requirements that make the
proposed solution useful and attractive while having minimal impact on the environment
Students generate and develop ideas by:
 using creative thinking techniques, including brainstorming, mind-mapping, sketching and modelling
 using a range of research techniques to access information relevant to the task
 using techniques, including labelled drawings, modelling and storyboarding, for documenting and communicating design ideas
 using digital technologies and multimedia for communicating design ideas
 refining ideas in responding to feedback from others
Students produce solutions by:
 exploring a range of materials appropriate for the task
 developing and applying a plan and sequence for production that considers, where relevant, time and resources
 safely and correctly using a range of tools and equipment, materials and techniques, eg cutting, combining, joining, shaping, assembling and
finishing materials
Students evaluate by:
 reflecting on the process followed and what could be done differently to ensure that the solution meets the needs of the user/audience
 using established design criteria to evaluate the process, product or solution, and suggesting how their design solution could be improved
 reflecting on findings to identify what they could find out next through the processes of Working Technologically and Working Scientifically
4
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
KLA English
Outcomes and Performance Indicators
KLA HSIE
Outcomes and Performance Indicators
EN2-6B: identifies the effect of purpose and audience on spoken texts,
distinguishes between different forms of English and identifies
organisational patterns and features
CUS2.4: Describes different viewpoints, ways of living, languages and belief
systems in a variety of communities.
 describes the cultural, linguistic and religious diversity of communities
in Australia
 gathers information and explains the various lifestyles and
experiences that different groups have within communities in
Australia
ENS2.6: Describes people’s interactions with environments and identifies
responsible ways of interacting with environments.
Respond to and compose texts
 plan, rehearse and deliver presentations incorporating learned
content and taking into account the particular purposes and
audiences (ACELY1689)
 discuss how writers and composers of texts engage the interest of
the reader or viewer
 listen to and contribute to conversations and discussions to share
information and ideas and negotiate in collaborative situations
(ACELY1676)
 plan and deliver short presentations, providing some key details in
logical sequence (ACELY1677)
 use persuasive language to compose simple persuasive texts
appropriate to a range of contexts
 enhance presentations by using some basic oral presentation
strategies, eg using notes as prompts, volume and change in
emphasis


identifies issues about the care of places in the community or places of
importance to them
examines some of the practices used by Aboriginal peoples to care for
land and water environments
Expressing Themselves
EN2-11D: responds to and composes a range of texts that express
viewpoints of the world similar to and different from their own
Develop and apply contextual knowledge
 draw connections between personal experiences and the worlds
of texts, and share responses with others (ACELT1596)
 discuss how people from different times and cultures may
respond differently to characters, actions and events in texts
5
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
KLA Mathematics
Outcomes and Performance Indicators
KLA Creative Arts
Outcomes and Performance Indicators
MA2-1WM - uses appropriate terminology to describe, and symbols to
represent,
mathematical ideas
MA2-2WM - selects and uses appropriate mental or written strategies, or
technology, to solve problems
MA2-3WM - checks the accuracy of a statement and explains the
reasoning used
MA2-9MG - measures, records, compares and estimates lengths and
perimeters in metres, centimetres and millimetres, and measures
MA2-14MG - makes, compares, sketches and names three-dimensional
objects
VAS2.2 Uses the forms to suggest the qualities of subject matter.
investigates various construction techniques and spatial arrangements suited
to the interpretation of selected subject matter in sculpture and in other
three-dimensional work including installations and ceramics.
6
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
Assessment
Assessment - formative (during learning engagements)
Formative assessment will be used throughout the unit to inform the teacher whether students understand the content. It shows the acquisition of new
knowledge and how their understanding of the concept changes over the unit.
This will be done through:
Anecdotal notes: This will be done throughout the unit by the teacher about all students. This information will be gained by one-on-one questioning, group
discussions and observation made by the classroom teacher.
Group Presentations: Students will participate in groups during the design process and present their idea to a panel of students.
Draft designs: students will demonstrate their understanding by providing detailed drawings of their ideas as well as their responses when they present
their designs to a panel.
- Students on the panel will also demonstrate their understanding of the task by questioning the presenter.
Assessment - summative (at the conclusion of the Unit)
- Teacher will select the journals of students with a range of abilities and work samples. Maybe this should be reworded with something like ‘Students
science journals that have been ongoing & progressing will form as a summative assessment combined with the final product presented in the final lesson
during week 10.
- Students work samples in their journals will indicate conceptual understanding acquired & developed over time, and assessment of this learning will be
possible during assessment of students final presentations.
Work Sample - to show understanding and achievement of outcomes
The student's science journal will provide samples of the student's learning journey. The teacher will select the journals of students with a range of abilities
as work samples.
Evaluation of Unit
-Has this unit incorporated teaching approaches appropriate to different learning styles, abilities and needs?
-Have the activities across the 10 week unit been progressive and sequential, focusing on the 5 E model or inquiry learning?
-Has the literature selected been meaningful and relevant to the diverse needs of all students?
-Were the indigenous values and culture of students respectfully considered and incorporated into lessons through the 8 Ways learning approaches?
-Have the activities and learning tasks carefully considered special needs students?
-Have the outcomes and indicators been achieved during each lesson and activity?
-Have students prior knowledge and interests been effectively incorporated into the planning and delivery of this unit?
-Was the physical organisation of the classroom environment effective for creating a collaborative learning environment for children?
-Were the activities successful as a form of formative assessment throughout the learning process?
-Has differentiation accurately catered for special needs children, gifted and talented students, diverse learning styles, and students struggling to reach
syllabus outcomes of understanding at stage level?
7
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
Students
Class Size:
There are 24 children in the year 4 class
Differentiation needs:
 Learning experiences will cater for a range of abilities,
different prior knowledge, different experiences, different
cultures, a variety of learning styles and preferences.
 Learning experiences have a large component of hand-on
activities and the use of concrete materials to assist learners
who prefer this learning style. In particular Australian
Indigenous and Torres Strait Islander students.
 Science journals assist student who need to write to learn.
 A variety of visuals including mind maps, videos and images
will assist visual learners.
 Students will be grouped based on similar and mixed
abilities as well as similar and mixed cultures.
 All learning experiences involve social interaction through
whole class and small groups.
 Tasks are open for students to provide as much or as little
detail as they can.
 The teacher will cater for struggling students by; providing
clear and simple instructions, providing additional time,
giving explicit examples and demonstration and repetition
in instructions
 The teach will cater for gifted and talented students by;
providing additional information, asking higher order
thinking questions, provided with extra resources and
extension activities.
Skills, interests and prior knowledge:
Interests
 Lessons can be adapted to meet the interests of students. Students are
provided choices to meet these interests.
Skills



Students explore design situations
Students work individually and collaboratively
Students generate and develop ideas by using creative thinking techniques,
research techniques and refining ideas in response to feedback from others.
Students produce solutions by:

exploring a range of materials appropriate for the task

developing and applying a plan and sequence for production that
considers, where relevant, time and resources

safely and correctly using a range of tools and equipment, materials and
techniques, eg cutting, combining, joining, shaping, assembling and
finishing materials
Students evaluate by:

reflecting on the process followed and what could be done differently
to ensure that the solution meets the needs of the user/audience

using established design criteria to evaluate the process, product or
solution, and suggesting how their design solution could be improved

reflecting on findings to identify what they could find out next through
the processes of Working Technologically and Working Scientifically
8
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
Prior Knowledge
Student's prior knowledge will be demonstrated and explored in the first lessons and
this will help decide their groups and the information they need to create their
package.
Learning Matter
Essential Understandings
Essential Skills
Students will learn about:
Students will learn to:
- What is a product?
-Investigate, predict, observe, evaluate, draw comparisons, experiment and
- What is a package?
discover different materials and ways in which products are designed,
- Different types of materials
constructed and used in everyday life
- Describing different materials
- Students will learn to question, manipulate, make, plan and design
- What materials are used in packaging
products of their own that reflect the production process explored
- Effective features of a package
throughout the unit.
- how to conduct a fair test
- how to predict, record and evaluate an experiment
These skills will be acquired through children's participation in:
- different types of products
-Exploration of different packaging products and discussion of materials,
- how products are made
purpose and design
- traditional Aboriginal products
- Observation and investigation in to the process of cardboard and plastic
- natural and man made materials
products
- use of local environment
- Guided investigations and exploration of different materials in packaging
- what is a design brief
- Reflection of learning process through science journals, and re-evaluating
- how to follow the design process
predictions and conceptual understanding as the learning process
- how to meet a design brief
progresses
- how to present and sell your product
Related text-types
In this unit different types of text types can be used when integrating the content with other KLA English:
- Procedures: Students will learn the steps of writing and completing procedures, a main focus will be on predictions, when students participate in
experiments.
- Explanations: Students will develop skills in explaining what is happening, or what has happened and record accordingly. In this unit these explanations
have been taken place in writing components as well as in the form of flowcharts.
9
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
5 Es
Learning engagements
Resources and
Preparation
Outcome/s
Engage
Lesson One:
Learning Intention: For students to define what a product is and it’s purpose
while making real life connections.
IWB flipchart –
questions for initial
class discussion
about objects
ST2-16P
ST2-4WS
ST2-5WT
8 Ways
Learning
Framework


Non-verbal
(Kinaesthetic
and hands-on)
Symbols and
Images
(using TWLH to
understand
thinking and
learning)



Ask the students to pull out three objects from their bags – focus on ONE
of these objects to start of with. Use the following questiosn for students
to answer with table group to prompt thinking (put questions on IWB
flipchart for them to see):
> What is this object?
> Does it have a purpose? What is this purpose?
> How has this object been designed?
Ask groups to share ideas with whole class about what they discovered
about each of their objects – teacher will listen to dialogue between
students and encourage them to share their ideas within group.
Draw connections back to the objects that students engaged with and
allow them to come to realisation that these are in fact ‘products’ as they
serve a particular function and purpose in our daily lives – teacher types
up whole class created definition of ‘product’ on flipchart to put up in
room based on discussion.
Display a photo of a bike (also on flipchart) and prompt students to
identify the name and purpose of bike, label the parts/components of
the bike as a product saying what their purpose is in creating the bike as
a whole product – e.g. seat is for sitting, pedal is for moving bike – do
same process for image of chair and question students about what would
happen if changes were made to the components and design? Would it
still be same product and have the same purpose?
Explain to students during this science unit we will be looking at different
types of products we use everyday in order to demonstrate how science
connects to the real world.
Sign
Off
Post it notes
Poor packaging
example
Rice crackers
Photo of Bike for
IWB http://www.ebicycl
es.com/bicycletools/measureframe
Photo of chair for
IWB http://www.magen
tafurniture.com/w
ooden/trentwooden-chair.html
10
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)

Community
Links
(Students will
be working as a
whole class
team)





Introduce the term ‘packaging’ now that students have an grasp on what
a ’product’ is as this will be one of the main focuses of our unit – do this
by asking students to put up their hand if they have a product such as a
muesli bar which can’t be seen as it is contained inside packaging.
Prompt children to consider whether the packaging outside is a product
by referring to the questions and definition of product established
previously
- Does the wrapper on the outside have a purpose?
- Has it been specifically designed to fulfil the purpose of keeping food
fresh and contained?
Show the students a poor packaging example by having ‘postman’ arrive
at classroom door. The package will be torn, wet and roughed up to
demonstrate what happens when packaging of a product isn’t suitable
for its purpose as well as why design is not suitable – students will pass
package around and examine it and the contents.
The students will then ask and answer some of these sorts of questions
with the ‘Postman’:
- What is the package made of?
- Were the materials used to make the package effective in
delivering the contents safely?
- What happened to the contents of the package? (e.g. hole in
package some fell out, non supportive materials)
- Why might this have happened?
- Are there other factors that made the package ineffective? (For
example, the design or shape of the package)
Students are also encouraged to give feedback back to ‘postman’ that he
can bring back to the Australia Post to improve their packaging and
delivery of product process before he leaves.
Add new words learnt to class word wall to place on wall and to be
continuously added to throughout unit – students can add to it at end of
each lesson.
Some Packaging
examples:
- Cereal box
- Cans
- Coffee cups
- Biscuit containers
- Foil wrappers
- Egg cartons
Put questions for
packaging
investigation on to
IWB
20 x ‘Exploring
Materials
Worksheet’
(Page 36)
Instructions put up
on IWB about how
to complete ‘Great
Fresh Sandwich
Challenge’
Download
‘Bookcreator app’
and use I Pads
11
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
Explore
Non-verbal
(hands-on
experiment)
(manipulate
package
examples)
Deconstruct/
Reconstruct
(students
receive the
whole product
and explore the
parts)
Lesson Two:
Learning Intention: Is for students to experiment and expand on their knowledge
and understanding of the purpose and properties of different packaging
materials (through experiment).
 Re cap what was learnt about products and their packaging from last
lesson – use method of going around circle and each student says one
thing that they remembered from last lesson
 Expand on this knowledge by then introducing different forms of
packaging that come from students’ everyday lives (e.g. 2 minute noodle
cups, egg cartons, cereal boxes, foil packaging, banana peel). Do not go
into too much detail when introducing the packaging as students are
going to engage in hands on activities with them in their collaborative
learning teams.
 Give each team a couple of packages to interact with. place focus
questions on IWB for students to discuss as they explore the packages in
front of them:
> What is the package made of? Are the materials natural or processed?
>What shape is the package?
> What is the purpose of the package?
> Based on the package what product do you think will best suit to go
inside it?


Community
Links
(Students will
be working in
groups)

Students will use worksheet to describe features of packaging and what
material from packaging does when it is manipulated in certain ways.
They will use Exploring Materials Worksheet to guide their investigations
and fill in information for their science journals
Groups will briefly tell class about what they found out about the
packages that they worked with and their properties (add to and explain
words on word wall based on new terminology being introduced by class)
Student’s will then participate in the ‘Great Fresh Sandwich Challenge’,
where students make a sandwich, and wrap it in different packaging
materials to test which material keeps the sandwichfresh. Based on what
learnt about properties of materials complete the
1.Pose the question: ‘Which packaging will keep the jam sandwich
Some Packaging
examples:
- Cereal box
- Cans
- Coffee cups
- Biscuit containers
- Foil wrappers
- Egg cartons
ST2-16P
ST2-4WS
ST2-5WT
MA2-2WM
Put questions for
packaging
investigation on to
IWB
20 x ‘Exploring
Materials
Worksheet’
(Page 36)
Instructions put up
on IWB about how
to complete ‘Great
Fresh Sandwich
Challenge’ –
materials for
challenge:
bread
 Jam
 Foil, plastic wax
paper etc.
12
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)

freshest the longest?’ Get students to ‘think, pair and share’ and record
any predictions that they have.
2.Students will spread a layer of jam on a single slice of bread and then
fold the bread in half.
3. Students will then wrap the sandwich in a packaging material = cling
wrap, foil, snap lock plastic bag, a freezer, wax paper, brown paper bag
etc.
4. Students will then place their sandwich on a windowsill, and after
three days check and see what sandwich has stayed the freshest.
5. Students will then record in their science journals what they will
predict will happen to the sandwich as well has what packaging will keep
the sandwich the most fresh.
Take photos of each of the sandwiches and label the features of the
actual product of the sandwich and the properties of the materials, do
this using the ‘Bookcreator’ app on I Pads – students can print off
labelled photos and paste them into their science journals so hat they
can see what sandwich and packaging looked like initially and compare
photos to what they look like after 3 days – also makes it easier to record
predictions on photo and say ‘why’
Science Journals
Download
‘Bookcreator app’
and use I Pads
13
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
Lesson Three:
Learning Intention: is for students to understand the process of making
products and represent this in a flowchart.
 Check on the sandwiches from last lesson – what are the results – give
students time to take more photos, label, compare and discuss (were
predictions made correct/ incorrect? Why? What happened to
product because of packaging chosen?) – Print out new photos and
glue them beside photos from lesson 2 in science journal.
Non-verbal

Explain what students will be doing as they break up into 4 groups of
(hand-on
5 to watch different videos on I pads about how products are created
experiment)
and packaged in different eras of time and in varied circumstances –
(manipulate
e.g. video from 1932, video from now.
package
 Student will be given snapshots of parts of video (depicting main parts
examples)
of process) to place in order on a flow chart once watched video and
write and label a description underneath about what is happening in
the video at that time.
 Differentiation: Students are given different videos – students
working above year level will work with PET plastic, students at year
Deconstruct/
level will be working with 1932, students below year level will work
Reconstruct
with Pizza video and indigenous students will be working with the
(students
video depicting indigenous Australians creating natural packaging.
receive the
The amount of photographs given to students on flow chart will also
whole product
vary depending on level students is at (e.g. students working below
and explore
year level may be given 5 photos to place on flow chart where are
the parts)
others may be given 8).
For hands on learners we will place a completed example of each item
on table so that they can examine what the finish product looks like
and grasp a fuller hands on experience – e.g. pizza box, cardboard
box, biscuit tin, woven basket
Community
Links
(Students will
be working in
groups)
Explore
Sandwiches from last
lesson
Bookcreator app to take
more photos and text to
record and compare
findings
COS2-4
ENS2-6
ST2-4WS
ST2-5WT
I Pads or computers to
watch one of the
following videos on:
https://www.youtube.c
om/watch?v=Q2OWpAJ
xMos - pizza making
video
4x Pizza flow chart
worksheet (Page 30)
http://aso.gov.au/titles/
sponsored-films/daybiscuit-factory/clip3/ - a
day in a biscuit factory
(1932)
4x A day in a biscuit
factory flowchart
worksheet (Page 31)
https://www.youtube.c
om/watch?v=WLkZ6Lzw
CQY&feature=youtu.be
- PET plastic video
4x PET plastic video
flowchart worksheet
(Page 32)
14
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
Non-Linear
(The videos
are
complementa
ry but not
identical)
https://www.youtube.c
om/watch?v=jyd_MxTu
cC4 - basket weaving at
UWS for NAIDOC week
4x Basket weaving
flowchart
worksheet(Page 33)
15
Explore
Story Sharing
(The students
who watched
the basket
weaving video
have the
opportunity to
share their
knowledge and
experiences as
well as those of
family
members)
(The guest
speaker will use
stories to
educate the
students about
food storage)
Non-verbal
(On the nature
walk students
will be able to
see and
experience the
environment
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
Lesson Four:
COS2-4
Learning Intention: for students to make strong links about products and
ENS2-6
packaging and connecting to the Indigenous culture through a meaningful
Group doing basket
ST2-4WS
experience.
weaving will have to
ST2-5WT
prepare resources and
 To help get class focussed before arrival of Guest Speaker in this
findings in science
lesson– start off by asking the group who focused on the basket
journals
weaving video last lesson to tell class about what they learnt from
video – show their completed flow charts – this activity will give
First Aid kit to take on
indigenous students confidence as they are able to tell class about
nature walk and any
their culture.
other special
 Introduce Guest Speaker David Ella (Aboriginal education officer at
medication other
Catholic Education). He will take the students on a walk around the
students may need
local school environment and tell students stories of Indigenous
traditions as well as inform the students of the plants that the
Indigenous people used to store and protect their food, tools and
medicine.
- This provides students with a hands on experience with nature and
Materials for Venn
these natural products, as well as David Ella allowing opportunities
answer and pose questions to students based on real life experiences Diagram:
- 1m X 1m butchers
and indigenous perspectives.
paper
- Students will be encouraged to collect resources and materials of
- Glue
these natural products and packaging to take back to the classroom.
- Packaging examples
 Once returning to the classroom students will display the natural
packaging and materials that they have collected or been given to by and materials
David Ella and the packaging examples from around the classroom
create a Large Venn Diagram on Butchers paper where students will
be asked to physically place packaging in either the man made,
natural or both sections of the diagram.
 As each student places packaging onto Venn diagram ask him or her
questions, for example - why they put it here? What is the
http://www.anbg.gov.a
importance of packaging being man, natural or both to help benefit
u/gardens/education/pr
the product?
ograms/pdfs/aboriginal
 Display Venn diagram onto a wall in the classroom so that students
_plant_use_and_techno
can look at the different packaging and use this as inspiration for
logy.pdf
when they create their own product and packaging.
16
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
and materials)
Land links
(During the
nature walk,
students will
explore the
living landscape
and the
profound
ancestral and
personal
relationships
with place)

Add new words learnt from nature walk onto work wall – especially
any Indigenous words – translate them into English and encourage
that students try and use them throughout literacy lessons.
OR if Guest speaker can not make it complete the following lesson:
 Still use same intro and conclusion to lesson however, take students
on your own nature walk. Research various Indigenous flowers and
technologies using the ‘anbg’ government website so that you know
what to look for and collect with your class.
17
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
Explain
Learning Map
(the wikispace
provides the
students with a
structure for
the process of
designing and
eventually
making their
packaging)
Community
Links
(Students will
be working in
groups to
create a
product within
a context)
Lesson Five:
Learning Intention: Is for students to incorporate what they have learnt about
packaging into a real life experience.
 Start the lesson in front of the IWB and introduce students to the
wikispace. On the home page, introduce the design brief by watching
the video ‘representative from Kellogg’s’.
- The design brief: to incorporate a Kellogg’s product with an
Indigenous food, and create and make a packaging for this product, as
well as create an advertisement and answer questions to a Kellogg’s
Panel.
 Give students time to think, pair and share about the design brief
posed to them. Then get them to share with the class.
 Then look deeper into the WikiSpace on the IWB – looking at the
different pages available: the task, rubric, panel and resource page
and then allow the students an opportunity to explore the wikispace
themselves (each student has a log in, an ipad or computer available).
 Place students in 6 groups of 4 – aim to group students based on how
you have seen different students working collaboratively throughout
other lessons – mix student ability levels so that all students have an
opportunity to add their own knowledge and input into groups
without feeling rejected or un comfortable.
 Walk around class room and question students decisions on their
initial design brief planning sheets and drawings – have them explain
as a group why they are including what they have in the packaging
and product – assist and prompt when necessary especially in regards
to incorporating the indigenous aspects into the brief.
 Close to end of lesson bring students together to check on progress
and group work.
https://year4productan
dpackaging.wikispaces.c
om - Wikispace for
Formal Assessment design project
(Page 37-40)
ST2-16P
ST2-4WS
ST2-5WT
20 x ‘Kellogg’s Design
Brief draft ideas’
(Page 34)
A3 paper and markers
(for each group) for
drawing ideas and
whole group discussion
and mapping
In preparation for
Design task download
following apps on I pad
(descriptions of these
apps are found on
Wikispace):
- Think 3D
- Movie Maker
- ArtsPics
- Book creator
- The Native Plant Guide
18
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
Explain
Learning Map
(the wikispace
provides the
students with a
structure for
the process of
designing and
eventually
making their
packaging)
Community
Links
(Students will
be working in
groups to
create a
product within
a context)
Lesson Six:
Leaning Intention: Is for students to deepen their understanding of the
process of creating a product/package and then incorporate that into the
design brief.
 Start off the lesson with an interactive activity. Here students learn
parts of a product and the steps of a chocolate production line.
This helps the students recognise understand the parts of a product
and what’s important when making and designing a product.
 Look back at design brief and give students an opportunity to ask
questions and clarify any points from last lesson as new ideas may
have come to light within group.
 Put Wikispace up onto board and allow students to log on to their
own on I pad or computer – remind students to look back on rubric as
they are completing the task to make sure that they are meeting all
checklists and are on the right track.
 Walk around room and answer student inquiries but have them try to
come up with answers on their own and explain to you ‘why?’ as they
tell you about their projects.
 Students should be referring back to mind maps and draft scaffolding
rubrics so that they can adjust them and create packaging in
accordance with group ideas and previous class lessons from science
journals.
 They should also be referring to word walls, science journals, Venn
diagram etc. To reflect back on what they have learnt about
packaging’s and materials and their efficiency in protecting and
maintaining the purpose of the product. Also about how they are
created through viewing the various videos in groups from lesson 3.
 To close lesson play interactive game with the
http://www.businessstu
diesonline.co.uk/Break/
Cadburys/productionga
me.htm - Interactive
Game of a Cadbury
Product Line
ST2-16P
ST2-4WS
ST2-5WT
MA2-9MG
MA2-14MG
MA2-2WM
VAS2.2
https://year4productan
dpackaging.wikispaces.c
om - Wikispace for
Formal Assessment design project
(Page 37-40)
19
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
Explain/
Elaborate
Community
Links
(Students
will be
working in
teams)
Story
sharing
(Students
share their
learning
with their
peers
through
narrative
and
persuasion)
Lesson Seven:
Learning Intention: Is to give students the opportunity to demonstrate their product
as well has give and receive helpful feedback,
 Give students first half of lesson to complete their assessment and put
finishing touches on perfecting and grasping full ideas of the concept as a
group for when they address the panel – make sure they are prepared as
they are being marked on it.
 Select 3 students to represent the Kellogg’s panel, and from the wikispace
give them some example questions that they may ask.
- However it is important to get the students to ask their own questions as
well as getting the audience involved by also asking for their feedback and
the opportunity to ask questions as well.
 One person from each group will record what panel says about their
presentation and about what changes they can make to improve their
proposals. This feedback will be used for the next lesson as students are
given time to go back and modify their proposals, products and packaging’s
in order to create the final advertisement to sell their product.
 Tell the students that it is from this feedback that they will be able to
change and alter their product to make it better, so they are to take note of
what others are saying.
‘Kellogg’s Design
Brief Presentation
outline’ – worksheet
used by students for
presenting final
design info to panel
and class.
(Page 35)
EN2-6B
EN2-11D
ST2-16P
Panel Questions x 3
‘Recorder’ will need
their science journal
to take notes for
group.
20
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
Elaborate
Lesson Eight:
Learning Intention: Is for the students to be able to use the feedback constructively
and improve their product accordingly.
 Students get out the notes that they took, from the previous lesson when
they received the feedback and get straight into reflecting on those
Deconstruct/
comments and starting to plan and design what they can change.
Reconstruct
 Part of the lesson will be focussed on giving students time to modify their
(Students
designs and packaging – give them another brainstorming worksheet to fill
use
in if they need to – as the teacher walk around to groups and make sure
feedback to
that they have incorporated all feedback before they more on to creating
fix the faults
the advertisement.
in their
 The majority of the lesson will be spent giving students time to create an
packaging
advertisement for their product to show Kellogg’s and display all of the
and make a
features of their final product – this will help teacher to fully understand
better
that students grasped whole understanding of the process involved in
product)
creating a product to be made, manufactured and sold.
‘Kellogg’s Design
Brief Presentation
outline’ – worksheet
VAS2.2
EN2-6B
EN2-11D
ST2-5WT
Ipads for students to
use ‘Movie Maker
app’ or ‘PicsArts’ to
create
advertisement
Computers for
creation of other
presentation forms
e.g. PowerPoint
21
Evaluate
Community
Links
(Students will
be working in
teams)
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor
(20110055) EN2-6B
and Madeline Paul (20111812)
Lesson Nine:
IpadsHarris
and Science
Learning Intention: Is for students to create and present effective and informative journals to continue EN2-11D
advertisements that meet the design brief.
work
ST2-5WT
 Spend first part of lesson completing and perfecting advertisements in
Completed
groups
advertisements
 Watch each group’s advertisements.
 Before each group comes up to show completed advertisements before
IWB
they will inform class about how they changed their products based on
feedback from panel – makes them away of full process involved in
producing product.
 After each advertisement take questions from audience about whether or
not they would buy the product and why? Were they persuaded? How?
Symbols and
Images
(Students
create
advertisements
with images)
22
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
Evaluate
Lesson Ten:
Learning Intention: Is for students to reflect and understand the process of their
designing process and demonstrate this using a flowchart.
 The whole of stage 2 created this same unit – there is one other year 4 class
so today you will watch their advertisements and design proposals and vote
Story
for which group you think that Kellogg’s will select to be the winner.
Sharing
 These votes will be submitted anonymously to teacher and a ‘winner’ from
(Students
each class will be selected, not only based on their advertisement but also
share what
their whole design process – important as it is form of peer assessment –
they most
teachers will be filling out rubrics for marks which is important however
enjoyed)
peer assessment makes students recognise for themselves and learn for
themselves what they think ‘good’ work looks like.
 Students will then look back on the Wikispace and look at the final step of
the task page – which is to create a flowchart of the process of their design
brief and the materials that they have used. (Students should refer to
Community
second lesson).
Links
 Re cap on unit as a whole class – answer the questions posed on ‘post-it’
(The
notes from first lesson. See if same student can now answer their first
students
question based on what they learnt throughout the lesson.
come
 Go around in circle and ask what students enjoyed most about unit and
together as
why? What is something interesting that they learnt? – this is a great form
a class to
of feedback for you as teacher as you can take this and modify unit where
reflect on
needed for next class you teach it to.
the unit)
Videos/ final
assessment
advertisements from
other year 4 class to
watch
ST2-4WS
EN2-6B
Post it notes –
questions form
lesson 1
23
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
24
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
Resources
25
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
Text
Where does it come from? Paper - by Jane Pearson
Where does it come from? Bread - by Jane Pearson
Where does it come from? Honey - by Jane Pearson
Where does it come from? Milk - by Jane Pearson
Cardboard Box Book - by Roger Priddy
Experimental Formats and Packaging: Creative Solutions for Inspiring
Graphic Design - by Daniel Mason and Roger Fawcett-Tang
Tucker - Ian Abdulla
Online/IWB/Audio/Visual
https://www.youtube.com/watch?v=WLkZ6LzwCQY&feature=youtu.be - PET
plastic video = Page 16
http://aso.gov.au/titles/sponsored-films/day-biscuit-factory/clip3/ - a day in a
biscuit factory (1932) = Page 16
https://www.youtube.com/watch?v=Q2OWpAJxMos - pizza making video =
Page 16
https://www.youtube.com/watch?v=jyd_MxTucC4 - basket weaving at UWS for
NAIDOC week = Page 16
https://year4productandpackaging.wikispaces.com = Page 37-40
http://www.businessstudiesonline.co.uk/Break/Cadburys/productiongame.htm
= Page 21
Ipad Apps:
- Think 3D
- Movie Maker
- ArtsPics
- Book creator
- The Native Plant Guide
- Movie Maker
Place
David Ella School Community Walk
Materials/Real life Items (realia)
Variety of Packaging Materials:
- egg Carton
- Food Wrappers
- Foil
- boxes
- Waxed paper
- Foil
- Bubble Wrap
Human
‘Postman’ Guest Visitor
David Ella
Worksheets:
- Brainstorming Worksheets = Page 34-35
- Investigating Materials Worksheet = Page 36
- Video Worksheets =Page 30-33
Variety of natural packaging materials:
- Whatever students were to collect with David Ella
on bush walk e.g. plants, leaves
26
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
Reference List
Abdulla, I. (2014). Tucker. Scholastic
Andrew McConney , Mary Oliver , Amanda Woods‐ McConney & Renato Schibeci (2011) Bridging the Gap? A Comparative, Retrospective
Analysis of Science Literacy and Interest in Science for Indigenous and Non‐ Indigenous Australian Students, International Journal of
ScienceEducation, 33:14, 2017-2035
Board of Studies, New South Wales. (n.d). NSW Syllabuses for the Australian Curriculum: Science K-10 (Incorporating Science and Technology K-6) Syllabus. Retrieved from
http://syllabus.bos.nsw.edu.au/science/science-k10/
Boolarng Nangamai - Basket Weaving at UWS. (2011, Aug 2). Retrieved July 2014, from YouTube:
https://www.youtube.com/watch?v=jyd_MxTucC4
Cadbury. (2012). Cadbury Production Game. Retrieved July 2014, from Business Studies Online:
http://www.businessstudiesonline.co.uk/Break/Cadburys/productiongame.htm
Fawcett-Tang, R., Mason, D. (2004) Experimental Formats and Packaging: Creative Solutions for Inspiring Graphic Design. RotoVision
Foodgalaxy. (2011, Jan 4). Production of Frozen Pizza. Retrieved July 2014, from YouTube: https://www.youtube.com/watch?v=Q2OWpAJxMos
Genera Mobile Solutions (2013). My Movie Maker (Version 1.0.2) [Mobile Application Software]. Retrieved from:
https://itunes.apple.com/au/app/my-movie-maker/id633888737?mt=8
Hangas, P. (2014).Think 3D Free(Version 3.0.1). [Mobile Application Software]. Retrieved from: https://itunes.apple.com/au/app/think-3dfree/id463364378?mt=8
Life, I. F. (2013, Feb 28). Recycling Plastic Waste Bottles. Retrieved July 2014, from YouTube:
https://www.youtube.com/watch?v=WLkZ6LzwCQY&feature=youtu.be
Mahogany Creek Distributors (2014) Australian Native Foods. Retrieved from: http://www.mcd.com.au/our-range/australian-native-foods
27
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
Office of Environment and Heritage (2014). Aboriginal Bush Foods. Retrieved from:
http://www.rbgsyd.nsw.gov.au/plant_info/aboriginal_bush_foods
Pearson, J. (2005). Where does it come from? Bread. Pearson Education Australia.
Pearson, J. (2005). Where does it come from? Honey. Pearson Education Australia.
Pearson, J. (2005). Where does it come from? Milk. Pearson Education Australia.
Pearson, J. (2005). Where does it come from? Paper. Pearson Education Australia.
PicsArt (2014).PicsArt Photo Studio(Version 3.2.1)[Mobile Application Software]. Retrieved from: https://itunes.apple.com/us/app/picsartphoto-studio/id587366035?mt=8
Priddy, R. (2014). Cardboard Box Book. Priddy Books: London
Red Jumper Studio (2014). Book Creator (Version 3.0.3)[Mobile Application Software]. Retrieved from: https://itunes.apple.com/au/app/bookcreator-for-ipad-create/id442378070?mt=8
Screen, A. (1932). A Day in a Biscuit Factory. Retrieved July 2014, from Australian Screen: http://aso.gov.au/titles/sponsored-films/day-biscuitfactory/clip3/
Science, A. A. (2012, September). Primary Connections - Package it Better. Retrieved July 2014, from Scootle:
http://www.scootle.edu.au/ec/viewing/S7161/Package-it-better-2012/index.html
Services, A. N. (2000). Aboriginal Plant use and Technoogy. Retrieved July 2014, from Australian National Botanical Gardens:
http://www.anbg.gov.au/gardens/education/programs/pdfs/aboriginal_plant_use_and_technology.pdf
Studies, N. B. (2006). Creative Arts K-6 Syllabus. Sydney, NSW: Board of Studies NSW.
28
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
Studies, N. B. (2006). Human Society and Its Environment K-6 Syllabus. Sydney: Board of Studies NSW.
Studies, N. B. (2012). English K-6 Syllabus . Sydney: NSW Board of Studies.
Studies, N. B. (2013). Mathematics K-10 Syllabus . Retrieved October 15, 2013, from BOS Syllabus:
http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/content/1132/
Tristan (2012). Australian Native Ingredients. Essential Ingredient. Retrieved from:
http://www.essentialingredient.com.au/ingredients/australian-native-ingredients/
Williams, J. (2013) Native Plant Guide(Version 1.3). The Native Shop [Mobile Application Software]. Retrieved from:
https://itunes.apple.com/au/app/native-plant-guide/id402131549?mt=8
4 Axis Solutions (Pvt) Ltd (2014). Drawing Desk.- Draw, Paint, Doodle, Sketch.(Version 3.4). [Mobile Application Software]. Retrieved from:
https://itunes.apple.com/au/app/drawing-desk-draw-paint-doodle/id588358613?mt=8
29
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
30
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
31
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
32
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
33
What size and quantity
willMacri
your product
be and
how Maxwell
will you (20112055), Taylor Harris (20110055)
How will your
product packaging
be
Jessica
(20111633),
Christie
and Madeline
Paul (20111812)
accommodate for this in packaging design?
environmentally friendly?
What is the Purpose of your Product?
Kellogg’s
Design Brief
Draft Ideas
What Links to Indigenous Culture does
your product have?
What Materials will your product and packaging use?
34
What size and quantity will your product be and how will you accommodate for
How will your product and packaging be
Jessica
Macri (20111633),
Madeline Paul (20111812)
this
in packaging
design? Christie Maxwell (20112055), Taylor Harris (20110055) andenvironmentally
friendly?
What is the Purpose of your Product?
Kellogg’s Design
Brief
Presentation
outline
What Links to Indigenous Culture does your
product have?
What material swill your product and packaging use?
35
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
36
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
37
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
38
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
39
Jessica Macri (20111633), Christie Maxwell (20112055), Taylor Harris (20110055) and Madeline Paul (20111812)
40