ECU204 ASSIGNMENT 2: CREATING A TECHNOLOGY AND DESIGN … · ECU204 ASSIGNMENT 2: CREATING A TECHNOLOGY AND DESIGN UNIT OF WORK EMMA HARRIS S266848 This unit aims to teach students

Harris_E266848_ECU204_Assignment2

EC U 204 A S S I GNM ENT 2 : C R EA T I NG A T EC HNO LOG Y A ND D ES I GN UNI T O F WO R K

EMMA HARRIS S266848

This unit aims to teach students how to create an object from a design brief, going through the stages of

Investigating, Devising, Producing and Evaluating. Students will learn about ways to design a product that

function according to the brief, and be aesthetically pleasing. Students will form an understanding of global

sustainability and how their product relates to this issue, as well as the benefits a well-produced self-watering

pot would have in terms of personal sustainability.

Please note:

Ideally this unit will be undertaken in groups as much as possible as this creates the optimum creative process.

Prototypes could be made by up to 5 students, individually, or it could be a whole class focus. An extension to

the project could be a class or whole school self-watered garden.

Where possible photos of the student’s progression should be taken, in consideration of photography

permission forms signed by parents.

This unit integrates with Science, The Arts, Mathematics, and English and follows the current National

Australian Curriculum guidelines. I have focused on the grade 3-4 age group, but this unit could easily be

adapted for higher or lower years.

Years 3 and 4 Achievement Standard

By the end of Year 4 students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts.

Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions. (Education Services Australia, 2015)


Unit Overview

Self-watering Pots Phase Lesson Description Activity Investigating Lesson 1

Building an artefact, how does it work?

Introduce the design brief, identify the features and discuss the process. Discuss where to look for ideas

Acquiring: Show students the design brief. Figure out why we need a self-watering pot, and discuss the various ways to build a self-watering system. Pre Assessment: Find out what students know about planning an investigation, find out what students know about plants. Acquiring: Plan ahead and discuss the process of the unit, and what the outcome will be. ICT My place a video about an invention that goes wrong http://myplace.edu.au/teaching_activities/1878_-_before_time/1878/2/the_dough_machine.html Discuss what they did wrong in the video, what was their process? What do we need to do/know before we start planning? Charlie and Lola - I really wonder what plant I’m growing – book or animation.

Devising

Lesson 2 Representing ideas

A lesson on how to present information and break down diagrams and plan the project

Acquiring: Introduce students to the concept of a visual diary. This is where they will record observations, ideas and research. They will also use this book to paste in work sheets and build a mind map. Decorate and make title page. ICT Refining: Video explaining the concept of design http://vimeo.com/5820010 Assessment: Create a timeline of the project, create achievable work goals, use this to assess student understanding of the design process. Worksheet plants parts from TeacherVision. Integrating: ICT How to be an inventor, interactive story and quiz, vocabulary. http://pbskids.org/martha/stories/truestories/inventor_story.html

Lesson 3 Planning the possibilities Session 1 Drawing up ideas Session 2 Testing materials Session 3 Modification following test

Generate initial ideas from research. Begin drawing up ideas. Test materials to see what kind of materials will be appropriate. Modify design based on materials test. Discuss how their design will be function and aesthetically pleasing.

Integrating: Use science concepts of water cycle, start drawing up ideas of the self-watering pot based on the water cycle and needs of living things. Acquiring: Using various sample materials make observations on the pros and cons of each material. Integrating: Test the materials for their suitability, do they hold water, are the durable in weather conditions, are they safe for plants? Make a graph to report findings. Refining: After test make a collage of the most appropriate materials using magazines or pictures printed online, or concrete samples glued into visual diary. Indigenous perspective: What sort of materials would Indigenous people have used, what materials can we gather from our natural surroundings? http://collectionsearch.nma.gov.au/?f%5B0%5D=obj_type%3AWater%20containers. Various water containers, how can we use this knowledge in our designs?

http://myplace.edu.au/teaching_activities/1878_-_before_time/1878/2/the_dough_machine.html


http://vimeo.com/5820010

http://pbskids.org/martha/stories/truestories/inventor_story.html

http://collectionsearch.nma.gov.au/?f%5B0%5D=obj_type%3AWater%20containers



Producing

Lesson 4 All about the Materials Session 1 Experimenting Session 2 Safety Session 3 All together

Manipulating and experimenting with materials to make models for use in investigative task.

Acquiring: Experiment with gathered materials that were decided upon in the previous lesson. Refining: Discuss various joining options for their prototypes. Gluing, stapling etc. Integrating: Discuss safety aspects of the building process and get students to write a list of rules for their project. How to combine a variety of materials and components. Identifying safe use and maintenance of equipment. Address and select different techniques for joining the materials such as wood, plastic, fabrics, wire. Discuss how students could use different materials to decorate such as paint. – Use wood blocks and nail, glue, tape etc. to test. https://www.youtube.com/watch?v=0jEj5cTJzZ0 – video on how to make more with less.

Lesson 5 Manufacturing

Learn about manufacturing processes and think about what considerations students may need to address if their product was made on a large scale.

Assessment: Diary writing. What kind of equipment would you need to mass produce your project? What impact would your manufacturing have on the environment? How would your product benefit society? Refining: ICT megafactories lego http://natgeotv.com.au/videos/megafactories/lego-027045CA.aspx Introduce concepts such as cost, environmental factors and sustainability.

Lesson 6 Make it!

Use the designs and research information to build the first prototype of a self-watering pot

This will be a student lead class. They will use their plans and preparations to start building. The whole class will be dedicated to building prototypes. Students will take photos and make notes in their visual diary. Leave projects to dry.

EVALUATE Lesson 7 Maximise Performance

Make judgements about appropriate materials and joining techniques to maximise performance. Communicate – report/present

Refining: Assess prototype and make modifications. Refer back to the notes made throughout the project and see what has worked, and what hasn’t worked. Brainstorm and see if there are improvements to be made. Assessment: ICT Start a PowerPoint presentation (5-6)/report to email to parent/friend (3-4)

Lesson 8 Test

Test and make modifications where necessary

Consolidate: Plant the plants, water etc. Place in appropriate place to grow. Integration: Start observation chart on how the plants are growing – Science + Mathematics + English Assessment: ICT Finish a PowerPoint presentation (5-6)/report and email it to parent/friend (3-4)

https://www.youtube.com/watch?v=0jEj5cTJzZ0

http://natgeotv.com.au/videos/megafactories/lego-027045CA.aspx


Learning Area: Design and Technologies Year Level : 3-4 Class Size: 20-27

Timing: 1 hour

Unit: Self-Watering Pot Topic: Building an artefact Lesson 1

Curriculum Connections

Design and Technologies Knowledge and Understanding

3-4 Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the

design of products, services and environments to meet community needs (ACTDEK010)

Design and Technologies Processes and Production Skills

3-4 Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the

techniques needed to produce designed solutions (ACTDEP014)

Also has links with:

Science 2 (ACSSU032), 4 (ACSIS064), 5 (ACSHE083), English 2 (ACELY1666), 3 (ACELY1676), 4 (ACELY1687)

Intended learning

outcomes

Familiarise students with the brief, designing a brief and concept of design and the DMA

process.

Research ideas and develop the understandings of the process

Students will come out of the lesson knowing the problem they need to solve, and be on

their way to visualising a solution

Assessment

(Pre Assessment for

unit)

Verbal responses and engagement

Ability to express why it is important to research, design, test and evaluate

Involvement in the class discussion

Worksheet will be used to see what the students already know

Preparation Make sure all equipment is working, Smartboard for displaying examples of pots.

Alternatively 3 sample pots could be made or acquired to use as inspiration, and to give

the students a concrete learning object.

The Charlie and Lola book needs to be in the classroom, or alternatively the video

needs to be ready to play.

The ‘my place’ video needs to be ready to play also.

Special needs Special needs children may benefit from having concrete samples of plants, particularly

students who crave sensory input. To feel, smell, and hold the plants may help the

learning process.

Resources Smartboard – Questions to ask students

Pot plants or pictures of Pot plants

http://myplace.edu.au/teaching_activities/1878_-

_before_time/1878/2/the_dough_machine.html

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSSU032

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSIS064

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSHE083

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELY1666






Visual Diary for each student introduced but not used in this lesson

Charlie and Lola - I really wonder what plant I’m growing – book or animation

https://www.youtube.com/watch?v=tzyTSxfu0kA

Worksheet printed or used as group brainstorming

Sharp pencils if printing worksheet

Procedure Investigations: Students need to look at why we need a self-watering pot plant, how

we can develop a prototype, and why we need to following the important steps towards

producing a functional yet appealing product.

Learning experiences: Using the ‘Charlie and Lola’ book they will figure out that plants

needs certain things to live, and their product needs to address these issues. Students

will also learn through the ‘my place’ video that you can’t just jump in and make

something, and expect it to work straight away.

Classroom organization: Whole class needs to be together on the mat for discussions

on the whiteboard. Work sheets need to be done at desks.

Dialogue:

What did Lola’s flower need to survive?

What kinds of materials are the pots in the video made of?

Why kind of steps would you take to plan and design a project?

Why did the dough mixing invention go wrong?

How would the DMA approach have improved the outcome?

If the dough mixing machine was for the benefit of the baker, who do you think

would benefit from a self-watering pot plant?

What would you plant in a self-watering pot?

Do all plants require the same living conditions?

What do the sample pots look like eg colour, shape etc?

Do you like the way these pots look?

Do they look like they fit the requirements eg self-watering and aesthetically

pleasing?

Do you have a garden at home why/why not?

What is the problem we need to solve?

What do we need to do to find answers on how to solve the problem?

Write/type responses on board, take photo/screen shot

Extension: Children who finish their worksheets early could research on the class

computers what kind of plants they would like to use in their project.

Questions Questions need to be open ended questions to engage students to think for themselves.

If they are having trouble I may need to prompt with suggestions, or ask them silly

questions to get them to think about it and respond with the right answer.

Vocabulary Create opportunities to introduce words such as make, evaluate, evolve, plan, design,

materials

https://www.youtube.com/watch?v=tzyTSxfu0kA


Reflection Towards the end of the unit it will be important to reflect on the initial processes they

knew were associated with design and get them to think about what they know about

designing a product now.


Timing: 1 hour

Unit: Self-Watering Pot Topic: Planning the possibilities Lesson 3



3-4 Investigate how forces and the properties of materials affect the behaviour of a product or system (ACTDEK011)


3-4 Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation

techniques (ACTDEP015)


Science 2 (ACSSU032), 3 (ACSHE051), 4 (ACSIS064), 5 (ACSHE083), English 2 (ACELY1666), 3 (ACELY1676), 4 (ACELY1687)

Intended

learning

outcomes

Students will test suitability of materials and find a water proof material to use for their pot.

Students will gain an understanding of how the water cycle relates to the self-watering process

Assessment

Visual Diary

Graph

Collage

Preparation Students will need access to water

Various materials need to be sourced and made available to students such as plastic containers,

cardboard boxes, netting, string, tins etc

Magazines and/or small samples of materials are needed for collage

Letter to parents requesting donations ahead of time may be useful

Special needs A buddy system may be beneficial to keep students on task and avoid inappropriate behaviour.

Working in pairs one student could find the materials and glue, and another could cut materials.


Various containers made from a range of materials

Magazines and/or small samples of materials

Visual Diary for each student










- Indigenous water bowls

http://splash.abc.net.au/media/-/m/106432/vegetable-gardens

- Vegetable garden in a box

https://www.youtube.com/watch?v=VPog7W7J5ps

- self-sustaining plant in a bottle

Procedure Students will be introduced to the materials they can test and be told they may choose 4 –

5 materials to test (depending on the amount of resources available)

Investigations: Get students thinking about how they will draw the water into the dirt. What

materials can they use to distribute the water over time, and what materials will they use to for

the base of the pot? Exploring at the sink/water source in groups of 2-4 with different materials

will get them thinking about how the materials interact with the water.

Recording: Students are waiting their turn with the water (or students who have completed their

water testing) can use their visual diaries to make a collage of materials they wish to use in their

project.

A graph will be used to record the results of the water testing.

Learning experiences: The bottle garden video students will learn it is possible to create a

garden that never needs watering. The garden in a box video will give students a positive use for

their pot plants, get them thinking about growing their own food. The link to indigenous water

bowls will give students another perspective and hopefully introduce material they may not have

considered.

Classroom organization: Whole class needs to be together on the mat for discussions on the

whiteboard. Work in diaries need to be done at desks. Groups of 2-4 at the water testing station.

Dialogue:

Though the bottle garden it has the benefit of being self-sustaining is it functional? Does

it contribute to society?

What kinds of materials are Indigenous water bowls made from?

How does your testing contribute to your plans?

Were the results of your testing what you expected?

How has the test influenced your decision to use certain materials?

What else do you still need to research?

Write/type responses on board, take photo/screen shot

Extension: Children who finish their work early could research on the class computers what kind

of plants they would like to use in their project.

Questions Questions need to be open ended questions to engage students to think for themselves. If they

are having trouble I may need to prompt with suggestions, or ask them silly questions to get them

to think about it and respond with the right answer.

Vocabulary Create opportunities to introduce words such as self-sustaining, evaporate, condensation, plan,

design, materials, evaluate, categorise



https://www.youtube.com/watch?v=VPog7W7J5ps



Timing: 1 hour

Unit: Self-Watering Pot Topic: Manufacturing Lesson 5



3-4 Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012)


3-4 Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the

techniques needed to produce designed solutions (ACTDEP014)


Science 3 (ACSHE051), (ACSIS054), 4 (ACSSU074), 5 (ACSIS086), English 3 (ACELY1792), (ACELY1676), 4 (ACELA1488), (ACELY1687)

Mathematics 3 (ACMNA053), (ACMSP069), (ACMSP067) 4 (ACMNA072), (ACMNA080)

Intended

learning

outcomes

Students will gain a bigger picture mindset of Manufacturing. They will be able to hypothesis how

their choices of materials and manufacturing decisions will impact the cost, environmental

considerations and overall sustainability of their product.

Students will be able to work out the costing for 1000 units based on estimated manufacturing

costs for a single product, and how much they would need to sell their product for in order to

make a profit.

Assessment

Visual Diary

Group discussion

Preparation Visual Diaries need to be ready to use. Smartboard needs to be functional, and videos ready to

play.

Special needs Students may need additional scaffolding during the maths component of this lesson.



- Megafactories, brief overview of a Lego factory, and how they design their products.

http://splash.abc.net.au/media/-/m/524411/winning-the-race-to-feed-a-growing-population

- Talks about using science to create more efficient food production. Observe Technology

http://splash.abc.net.au/media/-/m/860277/veggies-in-the-desert-i-d-like-to-see-that-

- Growing vegetables in the desert, how do they do it?

https://www.youtube.com/watch?v=wWO0nIyVwpM

Little things video, sustainability, conscious design

Sharp pencils, rulers for book work.







http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1488


http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACMNA053

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACMSP069

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACMSP067




http://splash.abc.net.au/media/-/m/524411/winning-the-race-to-feed-a-growing-population

http://splash.abc.net.au/media/-/m/860277/veggies-in-the-desert-i-d-like-to-see-that-

https://www.youtube.com/watch?v=wWO0nIyVwpM


Procedure Investigations: Students will use the video resources in combination with class discussion to

gain deeper understandings of the manufacturing process, and issues of food shortages.

Assessment: As these are complex issues for this age group the assessment with

predominantly be verbal through class discussion, and a summary of key ideas in their visual

diary. Ideally they will write 3-4 sentences about how their product will benefit society, and how

they would minimise environmental impact, eg using re-cycled materials, biodegradable, long

lasting materials etc.

Learning experiences: The Megafactories clip gives an insight into the complex nature of

manufacturing, the design process, and complexity of manufacturing. The video about plant

engineering connects their project to a real issue of food production, but also show how plants

can be grown successfully inside in pots. The veggies in the desert video shows how vegetables

can be grown in a controlled environment, where they would otherwise die. The little things video

will teach the children they need to think about more than one factor when designing a product,

and also what happens to it once it’s no longer functioning.

This lesson has a lot of video content, ideally the teacher needs to be pausing and asking

questions during the videos to create more interaction and better connection to the learning

outcomes.


whiteboard. Work in diaries need to be done at desks.

Dialogue:

Do you have Lego at home? Does it all fit together no matter what set it comes in? Why

do you think they have made it this way?

How can we grow vegetables inside?

What are the things we need to consider so our product will be useful for a long time?

If we were going to make our product in a factory what could we do to make sure our

factory is environmentally friendly?

What happens to your pot when your plant dies? Can your re-use it? Can you recycle it?

If a part breaks can you fix it?

Maths questions – Devise maths questions that use numbers into the tens of thousands.

For example – If your total budget for producing 1000 units is 14 000, how much can you

spend for each unit to come within budget?

If your profit is 100% above the budget, how much would the total sale amount be, and

how much would you have to sell the product for?

Maths questions would need to be demonstrated on the board, then each student would

create their own budget estimates in their diaries.

Extension: Children who finish their work early could research on the class computers what kind

of plants they would like to use in their project.




Vocabulary Create opportunities to introduce words such as budget, manufacturing, estimate, sustainability,

Eco design



Timing: 1 hour

Unit: Self-Watering Pot Topic: Manufacturing Lesson 7



3-4 Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)


3-4 Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the

environment (ACTDEP017)


Science 3, (ACSIS060), 4 (ACSHE062), 5 (ACSIS093), English 3 (ACELY1677), 4 (ACELY1689), (ACELY1676)

Intended

learning

outcomes

Students will reflect on the process so far and refine their prototypes. This is the evaluation

aspect where students can make improvements before the next stage where they will put their

pot into use with a plant.

Students will start working towards a report/PowerPoint presentation

Assessment

Brainstorming, list of improvements if necessary

Report/PowerPoint Presentation (initial stages)

Preparation Prototypes from previous lesson need to be accessible, dry and stable to make improvement to.

Computer lab needs to be booked for the lesson (30 mins out of 1hr)

Special needs Students may not have completed their prototypes, they may need additional time to complete.

Not all students may have the required computer skills to complete the PP/report, working in

pairs or groups will help to bridge these skills.


Prototypes from previous lesson and materials to amend/improve

Computer Lab, Microsoft PowerPoint or Word

Sharp pencils, rulers for book work.

Procedure Investigations: Students will use their prototype to find improvements they could make before

they add soil and a plant.

Assessment: Students need to be able to assess their prototype and identify areas that are

working, or not working. The report or PP presentation are one of the main assessment items for

the unit, and need to be started in this lesson.








Learning experiences: Students will learn how evaluating their work can improve designs, and

reflecting on the process they have gone through will show them how their prototype has

changed since the initial design phase.


whiteboard. Work in diaries need to be done at desks. Computer Lab in pairs at each computer.

Dialogue:

How is your prototype the same/different from your original ideas?

In what way is your pot successful?

What do you need to do to make it ready for planting?

Use your visual diary to start your report/presentation

Extension: There should be no need for extension, as students who don’t have to improve their

prototype can begin their report/presentation.




Vocabulary Create opportunities to introduce words such as report, communicate, evaluate, effectiveness,

performance, development, evolution


Additional Resources

Art Lesson Linked to unit

http://www.parksaustralia.gov.au/botanic-gardens/pubs/topdraw.pdf

(Australian Government, Australian Botanic Gardens)

- How to draw Australian flowers

Worksheet on Plant Parts

https://www.teachervision.com/tv/printables/botr/botr_022_16-16.pdf

(TeacherVision, 2015)

Plant Diary

http://resources.mysparklebox.co.uk/10001-11000/sb10386.pdf

(www.sparklebox.co.uk, 2014)

Parts and Functions of Plants Loop Cards


(www.sparklebox.co.uk, 2009)

Extension topic – Medical Jewellery Designer – Nanotechnology

http://splash.abc.net.au/media/-/m/1604084

(ABC, 2014)

How to make glue from sap (Native American)

http://www.ehow.com/how_5061055_make-glue-sap.html

(Kivi, 2015)

Indigenous plant use + technologies

http://www.anbg.gov.au/gardens/education/programs/pdfs/aboriginal_plant_use_and_technology.pdf

(Australian Botanic Gardens Education, 2000)

http://www.parksaustralia.gov.au/botanic-gardens/pubs/topdraw.pdf

https://www.teachervision.com/tv/printables/botr/botr_022_16-16.pdf





http://www.anbg.gov.au/gardens/education/programs/pdfs/aboriginal_plant_use_and_technology.pdf


Worksheet Lesson One – To save paper this task could alternatively be a group brainstorming activity on the Smartboard.

Pots Positive Attributes Negative Attributes

Photos: (Blender, 2014)

Make a list of the positive attributes of these plant pots, and the negative attributes.

Tip – Are they functional? Are the materials used sustainable? Are they nice to look at? Think about what they are made of.


Bibliography ABC. (2005, June 27). Vegetable gardens. Retrieved from Splash ABC:


ABC. (2005, June 27). Want to grow plants in an indoor garden? Retrieved from Splash ABC:

http://splash.abc.net.au/media/-/m/86218/growing-plants-indoors

ABC. (2011, June 26). Winning the race to feed a growing population. Retrieved from Splash ABC:

http://splash.abc.net.au/media/-/m/524411/winning-the-race-to-feed-a-growing-

population

ABC. (2013, September 13). http://splash.abc.net.au/media/-/m/860277/veggies-in-the-desert-i-d-

like-to-see-that-. Retrieved from Splash ABC: http://splash.abc.net.au/media/-

/m/860277/veggies-in-the-desert-i-d-like-to-see-that-

ABC. (2014). Digital Careers: Artist and designer. Retrieved from Splash ABC:


Australian Botanic Gardens Education. (2000). Aboriginal Plant Use and Technology. Retrieved from

Australian National Botanic Gardens:

http://www.anbg.gov.au/gardens/education/programs/pdfs/aboriginal_plant_use_and_tec

hnology.pdf

Australian Government, Australian Botanic Gardens. (n.d.). Top Draw, Drawing Aussie Flora.

Retrieved from Parks Australia: http://www.parksaustralia.gov.au/botanic-

gardens/pubs/topdraw.pdf

Australian Government, National Museum of Australia. (2015). Collection Explorer, Water containers.

Retrieved from Nation Museum of Australia:


Blender, M. (2014, July 13). 8 Awesome DIY Flower Pots For Your Home. Retrieved from

Whatagreenlife, Inspired living: http://www.whatagreenlife.com/diy-flower-pots-for-your-

home/

charlie lola. (2014, November 22). Charlie and Lola - I Really Wonder What Plant I m Growing.

Retrieved from YouTubeAU: https://www.youtube.com/watch?v=tzyTSxfu0kA

Disrupt Design. (2014, April 19). It's the Little Things - short sustainability animation . Retrieved from

YouTube: https://www.youtube.com/watch?v=wWO0nIyVwpM

dMASS. (2011, Jan 5). Design Matters: Doing Better with Less. Retrieved from YoutubeAU:

https://www.youtube.com/watch?v=0jEj5cTJzZ0

Education Services Australia. (2015, February 12). Design and Technologies. Retrieved from ACARA

Australian Curriculum: http://www.australiancurriculum.edu.au/technologies/design-and-

technologies/curriculum/f-10?layout=1

explainity. (2012, July 25). Sustainability easily explained (explainity® explainer video). Retrieved

from YouTubeAU: https://www.youtube.com/watch?v=_5r4loXPyx8

Kivi, R. (2015). How to Make Glue From Sap . Retrieved from eHow:



Lankford, R. (2015). How to be an Inventor. Retrieved from PBS Kids:

http://pbskids.org/martha/stories/truestories/inventor_story.html

Lighwweight Media. (n.d.). Design Council: What Is Design? Retrieved from Vimeo:

http://vimeo.com/5820010

Nation Geographic. (n.d.). Lego Megafactories. Retrieved from National Geographic Channel:


nollyvines. (2014, May 29). Thriving Bottle Garden Hasn't Been Watered in Over 40 Years. Retrieved

from YouTubeAU: https://www.youtube.com/watch?v=VPog7W7J5ps

Northern Territory Government. (2009, July 28). How does this work? Retrieved from Northern

Territory Government Department of Education:

http://www.education.nt.gov.au/__data/assets/pdf_file/0016/5326/technology_design_sci

ence.pdf

NT Government, Department of Education. (2009, July 29). NT Curriculum Framework - Technology

and Design Learning Area. Retrieved from Northern Territory Government Department of

Education:

http://www.education.nt.gov.au/__data/assets/pdf_file/0012/2370/learning_area_technol

ogy.pdf

SporadicBlah. (2011, July 24). self watering 2 liter soda bottle planter . Retrieved from YouTubeAU:

https://www.youtube.com/watch?v=yuUFSPFbnL4

TeacherVision. (2015, February 12). Plant Parts. Retrieved from TeacherVision:

https://www.teachervision.com/plants/printable/52375.html

www.sparklebox.co.uk. (2009). Parts and functions of a plant loop cards. Retrieved from My Sparkle

Box: http://resources.mysparklebox.co.uk/6000-7000/sb6662.pdf

www.sparklebox.co.uk. (2014). Plant Diary. Retrieved from My Sparkle Box:


Documents

ECU204 ASSIGNMENT 2: CREATING A TECHNOLOGY AND DESIGN … · ECU204 ASSIGNMENT 2: CREATING A TECHNOLOGY AND DESIGN UNIT OF WORK EMMA HARRIS S266848 This unit aims to teach students