Unit: This unit is designed to introduce the trends in technology as well as innovations.

Students build on their knowledge of innovation and enterprising and understand how both
work together to develop their own design project. Students will use a range of materials to create their food package and will understand the ethical requirements needed when
designing a product.

Timeline: 5 weeks Syllabus Outcomes Covered:

5.2.1 evaluates and explains the impact of past, current and emerging technologies on the individual, society and environments
5.3.1 analyses the work and responsibilities of designers and the factors affecting their work
5.3.2 evaluates designed solutions that consider preferred futures, the principles of appropriate technology and ethical and responsible design
5.4.1 develops and evaluates innovative, enterprising and creative design ideas and solutions
Cross-Curricula Priorities General Capabilities
Sustainability- Students design a food package that is sustainable. Information and communication technology capability
Students partake in a case study that will help them understand different types of Literacy
biodegradable packaging. Numeracy
Personal and social capability
Ethical understanding

Quality Teaching Elements Bloom’s Thinking Skills Utilised

2.2 Engagement  Students identify innovations
2.6 Student direction  Students evaluate folio
3.1 Background knowledge  Students comprehend ethics

Resources Required:
Text: n/a
ICT/Technology: Teacher developed website see resources.
Multimedia and Web References: YouTube links see resources.

Literacy Approaches to Learning: Numeracy Approaches to Learning: Technologies Integrated:

- Worksheets incorporated in the unit outline - Measuring used for the folio (designing and - Student devices used for research
- Folio (comprehension) measuring food packaging) - Online case study
- Kahoot game
 Evidence of
Syllabus Content Teaching and Learning Tasks Resources Reg
Learning
O/c Learn About Learn To Core Task Modified or Extended

Innovation Introduction  Students can explain  Students  Whiteboard, Topic

how the 5 choses food demonstrate their whiteboard Intro
5.2.1 evaluates and explains the impact of past, current and emerging technologies on the individual,

 examples of • identify a  Teacher to provide students with the Learning

variety of packages are understanding of marker,
innovation intentions and an overview of the unit. student Date:
past, current innovative. innovations through
and emerging  Teacher to explain innovation their contribution to devices/ Initials: S.
technologies the brainstorming workbooks,
Z
and  Class activity- brainstorm and document teacher device,
activity.
innovations innovative ideas on whiteboard about food youtube video.
across a packaging.  Students complete
range of focus Link:
the innovative
areas
 Students to find 5 innovative food packaging activity and find Kochuk, D.
ideas. Using the snipping it tool students to pictures of 5 (2016). Types of
paste the pictures on to their folio. pictures that Innovation.
Retrieved from
resemble innovative
https://www.youtu
 Class discussion about what images students packaging. be.com/watch?v=
have found and how are these examples of sl6Zp-z8NMo
innovation.

 define and  Students partake in a think. pair. share activity  Students are given a  Students display
• types of
describe to define innovation. Students share their definition of understanding of
innovation
innovation answers with class and should incorporate the innovation after they innovations through
words ‘new’ or ‘change’ in their definition. have shared their their contribution to
Teacher to write a definition in the whiteboard. definition. Students class discussion after
can write teachers the think.pair.share
 Students to watch a YouTube video describing definition in their activity.
society and environments

the different types of innovation. books.

 Students to complete a worksheet linked to  Students complete

YouTube video. worksheet and have
correct answers.
 Evidence of
Syllabus Content Teaching and Learning Tasks Resources Reg
Learning
O/c Learn About Learn To Core Task Modified or Extended

• types of • identify a Folio Task 1- The situation  Students familiar with  Students choose a  Student Innovatio
5.4.1 develops and evaluates innovative, enterprising and creative design ideas and solutions

innovation variety of past, google sites can either food packaging that devices/ loan ns:
current and  Students use an online simulation to
help others or start is sustainable and laptops,
emerging understand the innovation cycle. whiteboard, Date:
designing theirs. realistic to make
technologies during class. simulation link.
and innovations  Teacher guided activity to help students create
across a range a google site for students to use for their folio. Link: Initials:
 Students contribute
of focus areas
to class discussion S.Z
 Students are asked to think of a food packaging Australia, E.
and show an
Trends in design that is innovative and sustainable. (2017). Search -
understanding of Scootle. Scootle.e
technology types of packaging du.au. Retrieved
and design  Students research their chosen food package 3 October 2017,
and labelling as well
and understand the trends in technology and as how technology from
• in history • recognise https://www.scootl
design e.g. the 2009 change in coke cola plastic has allowed for
trends of e.edu.au/ec/searc
• across bottles to PET plastic. these changes to h?accContentId=
designed
contemporary solutions in occur. ACTDEK047&lear
cultures ningarea=%22De
history and  Teacher to facilitate a class discussion about
sign%20and%20t
across different types of packaging and labelling as  Groups present valid echnologies%22&
contemporary well as how technology has allowed for these information about userlevel=%289,1
cultures changes to occur. 0%29
different types of
packaging and
 Students to work in groups of 3-4 and research  Groups that finish understand why
a product that uses different types of packaging ahead of everyone there are different
and why (e.g. yogurt tubs vs squeeze packets). else can research types of packaging.
another type of
Folio task 2- Design brief packaging.  Students write a
 Students work individually to select a food design brief that
product and write up a design brief about the  Students can use dot aligns with their
packaging they will design for the item. points to write up chosen packaging.
their design brief.
 Students to write up their design brief on their Teacher can provide
individual folio created on google sites. students with
examples.
 Evidence of
Syllabus Content Teaching and Learning Tasks Resources Reg
Learning
O/c Learn About Learn To Core Task Modified or Extended

Creativity and • identify Packaging Case Study- SWOT Analysis  Students can go  Students show their  Student SWOT
5.3.1 analyses the work and responsibilities of designers and the factors affecting

problem- creativity and online to search other understanding of devices/ loan analysis
problem-solving  Teacher to hand out SWOT analysis sheet.
solving articles that discuss SWOT analysis by laptops, online
techniques study website Date:
techniques the use of completing the
used by  Students work individually and use personal
used by biodegradable online study task. Initials:
designers in devices/ loan laptops to read 2 articles about 2 Link to website:
designers packaging. Students
their work different types of biodegradable packaging and S.Z
can complete another
• needs and conduct a SWOT analysis. https://sallyzor
SWOT analysis on  Students answer the
opportunity a.wixsite.com/p
their article. question given to
analysis  Students analyse their own packaging and ackaging
them to display an
(SWOT — conduct a SWOT analysis. Students to write understanding of
strengths, their SWOT analysis on their google site. factors affecting
weaknesses,
designs.
opportunities  Students to write an explanation for “What is
and threats) required to make your chosen food packaging a
good package and what guidelines need to be
followed?”. Students write up their explanation
on their google site.

 Students to do a SWOT analysis for their

chosen package and upload it to their google
site.
their work
 Evidence of
Syllabus Content Teaching and Learning Tasks Resources Reg
Learning
O/c Learn About Learn To Core Task Modified or Extended

Impact of • evaluate and Research task- Impact of technology  Group can do more  Students complete  Student Impact of
technologies explain the than 1 impact. the research task devices/ loan technolog
5.2.1 evaluates and explains the impact of past, current and emerging

impact of past,  Students to work in groups of 3-4 and select 1

on: and use appropriate laptops, google y:
current and impact of technology and connect this to food  Students can pick site.
information to
• the emerging packaging. more than 1 impact Date:
display their
individual technologies on for their food
technologies on the individual, society and environments

Folio task 3- Ideas understanding of

the individual, packaging
• society impacts of
society and  Students use their research of impacts and Initials:
(different technology on their
environments apply this to their food package (e.g. what S.Z.
cultural chosen packaging.
materials can be used, how will the use of
groups,
technology to design the package impacts
including
others).
Aboriginal and
 Students brainstorm ideas regarding their
Torres Strait
packaging and upload this to their google site.
Islanders and
other
Indigenous
peoples)

•environment
 Evidence of
Syllabus Content Teaching and Learning Tasks Resources Reg
Learning
O/c Learn About Learn To Core Task Modified or Extended

Ethical and • discuss issues  Students do a KWL chart showing their  Examples given to  Students complete  Student Ethics
5.3.2 evaluates designed solutions that consider preferred futures, the

responsible relating to understanding of ethics students for the KWL KWL chart and have devices/ loan
ethical and laptops, ruler, Date:
design chart. put in reasonable
principles of appropriate technology and ethical and responsible

responsible  Students to evaluate their packaging design and points that pens, pencil, Initials:
design ensure it is ethical. Students to write 2-3 demonstrate their S.Z.
sentences explaining how their design meets understanding of
ethical standards. ethics.

 Students to share their explanation with the  Students

rest of the class to generate classroom explanation is
discussion. correct and covers
ethical standards.

Folio task 4- Draw (numeracy)  Students are able to

sketch their
 Students draw/ sketch their design including packaging using
measurements and upload it to the google site. correct
Students must design a package that is original measurements.
and ethical.

 Specify what materials will be used.

design
 Evidence of
Syllabus Content Teaching and Learning Tasks Resources Reg
Learning
O/c Learn About Learn To Core Task Modified or Extended

Creativity and • identify Folio task 5- Design product  Students complete  Student devices Summary
5.4.1 develops and evaluates innovative, enterprising and

problem- creativity and their evolution to

problem-solving  Discuss the purpose of research and Date:
solving summarise their
techniques exploration used by designers.
techniques packaging choice. Initials:
used by used by
designers designers in  Students participate
S.Z.
Folio task 6- Evaluation
their work
in Kahoot game.
• research and  Students to complete final packaging and
exploration provide a 500-word evaluation.
creative design ideas and solutions

 Students play a Kahoot game for teacher to

assess students understanding of the topic.
 Packaging website

https://sallyzora.wixsite.com/packaging
 Explanation
Activity of designers, a core unit that is directly from the Design and Technology K-10 NSW Syllabus
(NESA, p. 24, 2003) is designed for students undertaking design and technology for stages four and five.
The unit outline has been developed to emphasis on the interrelationship of enterprising activity with
innovation whilst incorporating the design process to produce a product. Using the framework
Understanding by Design (UbD) and linking this to information and communication technology (ICT), tools
and models will justify how this helps students understand the activity of designers through developing a
design portfolio.

Underpinning the development of the unit outline is a framework known as Understanding by Design
(UbD). Incorporating UbD is evident throughout the unit outline as it concentrates on building students’
knowledge and understanding of the core unit “Activity of designers” over a period of five weeks. The
frameworks purpose is to enable teachers to plan in a way that is known as “backward mapping” (Wiggins
& McTighe, 2005). The above unit outline concludes with students completing their folios, however prior to
completion every lesson is used as building block to reach the final outcome. According to Roth (2007) Ubd
is designed to highlight on the teachers’ role as assessor and designer of students learning. Therefore, the
unit outline has been designed to incorporate lessons to help students complete their folio whilst also
including assessment prompts such as Kahoot quiz (Roth, 2007).

Furthermore, UbD offers a three- stage design process which enables for effective planning. The first
stage of the framework is “Identify desired results”, this is important when developing a unit of work, it is
at this stage that teachers select the desired student outcomes before putting together the unit outline.
These outcomes produce lessons that are transferrable, have lasting value and are the core of the
discipline (Roth, 2007). The desired results are also known as the “big idea” which in this case is to develop
a food packaging that is sustainable as well as exploring past, present and emerging technology.
Additionally, the first stage allows to address differentiation, this is evident in the unit outline and
differentiating activities are specified in the “modified or extended” column.

Additionally, differentiation is also connected to the first stage of UbD. In today’s classrooms students
learning abilities range from lower order thinking to higher order thinking and therefore teaching activities
need to cater to all students with diverse learning abilities. Differentiation allows for teachers to plan in a
way that links curriculum practices with specific abilities (Robinson, 2002). For example, the unit outline
above students that are identified as “gifted and talented” have extension work added to their work load.
The extension work presented to students includes higher order think such as analyzing or evaluating their
work, which according to blooms taxonomy these students are at higher level of thinking (Kastberg, 2003).
In contrast, students who are of lower order thinking are not required to complete extension work, rather
these students require more help and support from teachers and peers and therefore they are
understanding and applying their knowledge according to Blooms Taxonomy (Kastberg, 2003).

Moreover, it is vital teachers scaffolding is included throughout lessons as this supports students
learning, more particularly for those who are of lower order thinking (Szabo, 2006). The unit outline
incorporates scaffolding through teacher guided activities, KWL chart, and breaking down the folio over
several lessons. Scaffolding is vital as it enables interaction between student and teacher, student and
student via activities such think, pair, share (Luckin, 2008).

The second stage of UbD is “Determine acceptable evidence”, this stage focuses on assessment tasks
and their importance. Assessment task are designed to confirm if students have achieved the desired
understanding (Roth, 2007). However, completing the assessment task alone does not indicate the student
has understood the content, students still require achieving a satisfactory grade to ensure they have
understood the content (Roth, 2007). Assessment tasks are categorized into two different types,
summative and formative as specified by NESA (2017). Both types of assessments are apparent in the unit
outline. Formative assessment or “assessment for learning” is particularly used in an informal way for
teachers to evaluate students understanding. This form of assessment is conducted via questioning
students, in class discussions and class quizzes (Roth, 2007). Furthermore, summative assessment, also
known as “assessment of learning” is generally higher stakes and therefore students are required to submit
a folio at the end of this unit. Both forms of assessment are excellent tools for teachers to improve on their
teaching strategies as well as provide feedback for students and furthermore assessments aid in students’
literacy and numeracy skills.

The last stage “Plan learning experiences and instructions”, when planning this is the most important
stage. The final stage is used to determine the resources and instructional strategies used as well as
describe the learning experiences (Roth, 2007). The use of various strategies such as group work, research
activities and practical tasks are all essential to delivering the content whilst keeping the work engaging. As
ICT is becoming a major contributor in learning, the unit outline has made use of ICT as much as possible
(Callow & Orlando, 2015). ICT is incorporated through research activities, youtube videos and most
importantly the online case study designed by the teacher. ICT is a beneficial resource for leaning as it
creates a sense of being involved for students and helps them become involved in their individual learning
experience (Chi & Jain, 2011).

In addition to the final stage, the use of project base learning was the main approach to be
incorporated in this unit outline. Project base learning is an approach that “shapes students’ knowledge
throughout a project” (Baser, Ozden & Karaarslan, 2017, p.132). Therefore, when designing the unit outline
the main aspect was students having to do a folio which led to working backwards to incorporate activities
and a breakdown of lessons to achieve the final goal. Incorporating collaborative learning and ICT share a
strong link to project-based learning as it connects to real-world scenarios and thus developing a food
package enables students to understand how these packages are designed (ChanLin, 2008).

In summary, UbD was the framework used while developing the unit outline. The idea of backward
planning assisted in developing a unit of work that incorporated various teaching strategies, resources and
activities to help students complete the assigned folio task while remaining engaged in learning.
 References
Baser, D., Ozden, M., & Karaarslan, H. (2017). Collaborative project-based learning: an integrative science and
technological education project. Research In Science & Technological Education, 35(2), 131-148.
http://dx.doi.org/10.1080/02635143.2016.1274723

Callow, J., & Orlando, J. (2015). Enabling exemplary teaching: a framework of student engagement for
students from low socio-economic backgrounds with implications for technology and literacy
practices. Pedagogies: An International Journal, 10(4), 349-371.
http://dx.doi.org/10.1080/1554480x.2015.1066678

ChanLin, L. (2008). Technology integration applied to project-based learning in science. Innovations In Education And
Teaching International, 45(1), 55-65. http://dx.doi.org/10.1080/14703290701757450

Chi, H., & Jain, H. (2011). Teaching Computing to STEM Students via Visualization Tools. Procedia Computer
Science, 4, 1937-1943. http://dx.doi.org/10.1016/j.procs.2011.04.211

Kastberg, S. (2003). Using Bloom's Taxonomy as a Framework for Classroom Assessment. The Mathematics
Teacher, 96(6), 402-405. Retrieved from http://www.jstor.org.ezproxy.uws.edu.au/stable/20871367

Luckin, R. (2008). The learner centric ecology of resources: A framework for using technology to scaffold
learning. Computers & Education, 50(2), 449-462. http://dx.doi.org/10.1016/j.compedu.2007.09.018
NESA. (2017). NSW Syllabus :: Assessment for, as and of Learning. Syllabus.nesa.nsw.edu.au. Retrieved 6
August 2017, from https://syllabus.nesa.nsw.edu.au/support-materials/assessment-for-as-and-of-
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Roth, D. (2007). Understanding by Design: A Framework for Effecting Curricular Development and
Assessment. Cell Biology Education, 6(2), 95-97. http://dx.doi.org/10.1187/cbe.07-03-0012

Szabo, S. (2006). KWHHL: A STUDENT-DRIVEN EVOLUTION OF THE KWL. American Secondary

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Wiggins, G., & McTighe, J. (2008). Understanding by design. Alexandria, Va.: Association for Supervision and
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