Catch 'em & Keep 'em
Created by
Kate Dugdale
Kate Dugdale
Background Information for Teachers
This resource has been developed for teachers in Year 3. The objective is that students will learn that humans design and create things to serve a purpose, want, or desire. Students will see that it is imperative this be done in an ethical way that considers the perspectives of all involved, to ensure the desired outcomes and preferred futures. Students will achieve this through the design process, which will be scaffolded by the guided portfolio. This resource integrates aspects of the Critical and Creative Thinking, Ethical Understanding, and Literacy general capabilities (ACARA, 2015), and enables differentiation, as students determine and design their own product, individually or collaboratively, and engage in different activities as appropriate.
Curriculum
Cross curriculum priorities: Sustainability
Systems (OI.3) Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems.
Futures (OI.7) Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments.
Connected curriculum: Science
Science Understanding
Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)
New knowledge to be assessed: Technologies
Design and Technologies Knowledge and Understanding
Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)
Design and Technologies Processes and Production Skills
Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015)
Further teacher notes and the marking rubric can be found in the document itself
This resource has been developed for teachers in Year 3. The objective is that students will learn that humans design and create things to serve a purpose, want, or desire. Students will see that it is imperative this be done in an ethical way that considers the perspectives of all involved, to ensure the desired outcomes and preferred futures. Students will achieve this through the design process, which will be scaffolded by the guided portfolio. This resource integrates aspects of the Critical and Creative Thinking, Ethical Understanding, and Literacy general capabilities (ACARA, 2015), and enables differentiation, as students determine and design their own product, individually or collaboratively, and engage in different activities as appropriate.
Curriculum
Cross curriculum priorities: Sustainability
Systems (OI.3) Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems.
Futures (OI.7) Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments.
Connected curriculum: Science
Science Understanding
Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)
New knowledge to be assessed: Technologies
Design and Technologies Knowledge and Understanding
Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)
Design and Technologies Processes and Production Skills
Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015)
Further teacher notes and the marking rubric can be found in the document itself
Design Brief & Supporting Materials
Design Brief_yr3_Catch 'em & Keep 'em.pdf | |
File Size: | 586 kb |
File Type: |