Product Design & Development Stage 3 Science Unit Duration: 10 Weeks

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1 Product Design & Development Stage 3 Science Unit Duration: 10 Weeks Aboriginal and Torres Strait Islander histories and cultures Ethical understanding Personal and social capability Asia and Australia's engagement with Asia Information and communication technology capability Civics and citizenship Sustainability Intercultural understanding Difference and diversity Critical and creative thinking Numeracy Work and enterprise Outcomes A student: describes systems used to produce or manufacture products, and the social and environmental influences on product design ST3-16P Topic Description In this unit, students will learn about the design process, used by both inventors and engineers. The design process helps people think creatively about a problem and produce a successful result. Students will follow the design process steps to create/modify a product to fulfill a want/need. They will work in groups and record their progress with videos, images, recordings, and text throughout the term. There will be multiple opportunities for students to link their learning of the design process with their Informative Text focus in English. Content Systems are used to produce or manufacture products. Students: investigate a system to produce or manufacture a product, e.g. using an assembly line to produce a food product for sale in the school canteen, or the use of robotics in manufacturing a product compare the production process in a domestic setting to mass production, e.g. baking bread in the home to making it in a bakery

2 Social and environmental factors can influence the design of products. Students: research the environmental impact of an everyday product from its production through to its use and disposal, e.g. a PET bottle, a car or newspaper redesign a product to respond to a specific social or environmental consequence, e.g. redesign the packaging of a food product to reduce garbage Unit Overview Week 1 Week 2 Week 3 and 4 Week 5 Week 6 Week 7 Brief history of product developments - The Industrial Revolution: discuss how society decided that putting people into factories to make products was more efficient than having them make products at home. Production assembly lines - Henry Ford: assembly lines are different from regular factories because they have many complex parts that are produced independently then assembled in a line. This form of production allows people to make more complex products quickly, such as cars. Product Design - what factors need to be considered when designing a product. Students explore being able to identify the features of a product that make it a success or failure, and develop a criteria to judge the success of products. Repurposing objects around the house/classroom. Product Pairs: helping students think about their own values that lie behind their choices as consumers. Discussing sustainability when purchasing products. Product Advertising - Print Advertising: identifying techniques used in print advertising to create an ad for healthy food Product Advertising - Commercials: examining techniques used by advertisers in commercials to market particular products. Create a commercial for a product.

3 Lesson 1: History of Product Design and Development Teaching & Learning Activities Take home message: how the process of creating different products has evolved throughout history 1. Explain that before commencing their own exploration of product design and development, it is important for students to have an understanding and appreciation for the history of product design and development. We have come a long way in terms of creating and manufacturing items for different needs and wants. Major changes in terms of product design and development were a result of the Industrial Revolution. In this introductory lesson students will learn a brief history of the Industrial Revolution and production assembly lines. 2. Begin by asking students what a product is. Refer to page 3 of the notebook file. A product is anything that can be offered to a market (a group of people) that might satisfy a need or want. 3. Explain to students what exactly what the Industrial Revolution was. Refer to pages 4 and 5 of the notebook file. One of the main changes in terms of product development during the Industrial Revolution was moving from people creating products in their households to creating factories and machines with lots of workers to build products on a larger scale. 4. Describe the advances in science and technology during the Industrial Revolution. The timeline on page 6 of the notebook file will give students an idea of how long familiar products have been around for. 5. Transport and communications also changed dramatically during the Industrial Revolution. The timeline on page 7 of the notebook file provides a brief overview of some of the advances of the time. 6. Explain to students that after the Industrial Revolution changed how products were made, the idea of the production assembly line was developed. The idea behind the production assembly line (page 9 of the notebook file) is to have a number of people working together to build a product. Each person has a specific part of the product to add/build. The product moves along the line from worker to worker until it is completed. The production assembly line is a much more efficient way of making complex products, such as cars, for example, the Model T Ford. Page 10 of the notebook file explains how Henry Ford took the idea of the automobile assembly line and improved it to build his Model T Ford car. 7. Watch the video on page 11 of the notebook file to learn more about the process of the first automobile assembly lines. Today, assembly lines are still used, however we rely more on robots than people to complete each specific task. 8. Page 12 of the notebook file has a visual demonstration of how an assembly line can be used to create a product like a bicycle. 9. Watch the clip from the 1950s television show I Love Lucy - a humorous take on production assembly lines. 10. Student challenge: Now that students have learnt about production assembly lines, can they think of a way to test the efficiency of a production line against one skilled worker? As a class or in groups, create a plan for a product using tools in your classroom (paper, scissors, pencils, rulers, etc.) and have a group of people work as a production assembly line (one person per job) against a few people working individually to create the same product. Time the process each takes. Which is the better method? History of products - industrial revolution and assembly lines (Notebook file) Mixed groups Assembly line task

4 Lesson 2: Product Analysis Take home message: what factors need to be considered when designing a product? 1. Explain to students that today they are going to learn about the factors that need to be considered when designing a product. While designing a product is a fun and creative process, it is not one that you can jump straight into without any planning. 2. Explain that today students will be learning to use a criteria to analyse the features of products in order to determine whether or not they are a success or failure. They can then evaluate these products and make suggestions for how to improve them, or design an alternative product with better specifications for its purpose. 3. The first step of designing a product is looking at products that other designers have made. Read through the information on page 3 of the notebook file with students. Can they think of an example of a product that could be improved? What other products could they look at as part of their research? Researching similar products has many advantages. This way, you can decide which features you think would work well in your product. Explain to students that this can help a designer avoid plagiarising the work of someone else; it can be useful in improving a product; and can help use technology for new and exciting purposes. 4. Ask students, What makes a design successful? How do you judge a design? Show them the two acronyms on page 4 of the notebook file. Compare the two different approaches. Is one way better than the other in terms of judging products. Invite students to pick a product in the classroom and provide a quick evaluation of it using one of the acronyms. 5. Explain the concept of quality control to students. Quality control involves inspecting and checking products to make sure that each product is being made properly and is of a high quality. Read through the information on page 5 with students. Can they think of specific examples where quality control would be used? What do you think this would look like? 6. Show students the product analysis example on page 6 of the notebook file. Can students identify evaluations from the acronyms they learnt about earlier? 7. Ask students to conduct a product analysis on a product of their choice. Students may have the option of working independently, in pairs, or in a small group. Students can select an existing product in the classroom, or use a device to find an image of a familiar product they have used. Encourage students to use either the F.A.C.E value or C.A.F.E.Q.U.E method to analyse their chosen product. Ask students to record their product analysis on paper or in their workbooks. Have students share their product reviews with the class. Optional: Using an app such as Explain Everything, students can create a product analysis using text, images, video, and voice recordings with their evaluations. Product Analysis - notebook file paper/workbooks ipads/devices (optional) Independent, pair, or small group activity Product Analysis

5 Lessons 3 and 4: Repurposing objects around the house / classroom Take home message: What are some ways we can fulfill needs and wants using products already available to us in the home or classroom? 1. Explain to students that today they are going to look at different ideas for ways to repurpose objects that can be found around the home and classroom. 2. One of the ways that we can be more sustainable is by repurposing things. Repurposing is different to recycling in that you are making changes to an object to give it a new purpose from its original purpose. When you recycle something, it is broken down and converted into reusable materials. 3. Show students different examples (pages 3-7 of the notebook file) of items that have been repurposed and made into something completely different. Discuss the creativity involved in repurposing objects and thinking outside the square. 4. Watch the Design Squad clip on how to repurpose 4 household items. Ask students to brainstorm ideas for other items in their home or classroom that they could repurpose to fulfill a need or want. 5. Watch the BTN report on the cardboard kid, Caine. Discuss ideas for Caine s Cardboard Challenge. What is something the whole class could create using cardboard and other materials? Are they up for the challenge? 6. Ask students to start collecting materials (cardboard or otherwise) between now and next week. Next week, they will repurpose existing objects to fit a new purpose and take a Before and After video/photo of their objects. Students can work individually, in pairs, or small groups to complete the task. Repurposing everyday items - notebook file Cardboard Scissors, tape, glue, etc. Groups / pairs Work sample: repurposed object

6 Lesson 5: Product Pairs Take home message: helping students think about their own values that lie behind their choices as consumers. Discussing sustainability when purchasing products. 1. Preparation (before students enter the classroom): Find a list of product pairs to fit with different material areas (fruit/vegetables, tea, clothing, stationery, medications). If you haven t time to source products, you can use pictures of products instead. Place the product pairs on a table at the front of the class or at points around the classroom where everyone can see them. Ensure the price is with the products. 2. Tell the students to imagine they are going shopping. Ask them to choose one item from each pair of products and to write their choices on a piece of paper. Do not mention sustainability at this stage. 3. After 5 or so minutes, ask students to report back on their reasons for their choices of products. Write them on a board and summarise the main criteria students used when making decisions as consumers, e.g. cost, brand, quality, etc. Note: if students didn t have a preference between two products in a pair that is OK. Make a note of it and ask them at the end of the lesson if their mind has been changed. 4. Raise the question of sustainability were there any environmental, social, economic issues included in the reasons for product choice? 5. Take students through the notebook file with the same images of the product pairs that they had to choose from around the classroom. Reveal the hidden information about each product pair. As you are doing this, inform students that they have the option of returning the original product and purchasing the alternative if they wish to change their mind. Ask students to raise their hands if they have decided to change their mind about a product and why. 6. Allow students time to change their responses on their worksheets and write down new reasons for choosing the alternative product. 7. Reflection: how many students changed their products after learning more about sustainability? Can students offer examples of other products that they buy/their family buys that could have an alternative in order to be a more sustainable consumer? Product Pairs - notebook file Product Pairs examples Product Pairs choice sheet - 1 per student Class discussion, student evaluations on worksheet

7 Lesson 6: Product Advertising - Print Advertising Take home message: identifying techniques used in print advertising to create an ad for healthy food 1. Explain to students that today they are going to be talking about product advertising, specifically print advertising. Explain that there are different types of advertising. Ask students if they can explain what they think print advertising is and give a few examples. 2. Discuss how print advertising that uses physically printed forms of media, such as magazines, newspapers, banners/posters, billboards, etc. 3. Explain that effective print advertisements are eye-catching and original. They leave a lasting impression that makes the consumer think about them later on. By thinking about the advertisement later on, the consumer starts thinking about the product, and this can encourage the consumer to buy the product. 4. Advertisements use a range of different techniques to engage and persuade the consumer. One of the most effective advertising techniques is exaggeration. Can students recall any other types of techniques that are useful in advertising? This is a great opportunity for students to use their knowledge from persuasive techniques in English last term. 5. Activity: Anyone can sell a Mars Bar. Junk food is one of the easiest products to advertise, so easy in fact, it hardly needs to be advertised. Anyone can sell a Mars Bar. Healthy food options, however, are trickier to advertise to people. They just don t seem as appealing. Provide students with a challenge: they need to create a print advertisement for a healthy food item, such as a fruit or vegetable. Ask students if anyone has a fruit item in their lunch box that they want to use as inspiration for the task (it is not necessary for them to physically have a piece of fruit or vegetable). 6. Ask students to form advertising teams (2-4 students) and start brainstorming ideas for how to successfully advertise healthy foods to kids their age. 7. Show students examples of healthy food adverts on pages 8, 9, and 10 of the notebook file. 8. Have groups share their ideas with the class and provide feedback for what they could do to improve their advertisement. 9. Once students have drafted their ideas they can begin publishing their advertisement on paper or using a digital app on the ipad. Product Advertising in Print - notebook file Mixed groups Work sample

8 Lesson 7: Product Advertising - Sneaky Ads Take home message: examining the sneaky ways advertisers promote products in TV and the media. 1. Explain to students that today they are going to be talking about commercial advertising. 2. Explain that a lot of time and resources go into creating commercials for products. These commercials need to be able to capture the attention of the viewer within a very small time frame. 3. Watch the BTN (Behind the News) clip on Sneaky Ads (page 3 of the notebook file). Ask students to recall an advertisement that they have seen on television and what made it so effective. Ask students to brainstorm a list of other places where they have seen commercials or product advertising. 4. Activity - Sneaky Segment: ask students to film a segment for a television or online program (scene from a TV show, sports programme, news programme, cooking show, etc.) and sneak in as many product placements or advertising opportunities as they can. 10. Ask students to form advertising teams (2-4 students) and start brainstorming ideas for how to successfully incorporate advertising into their segment. 11. Once students have drafted their ideas they can begin filming their segment using imovie on the ipad. 12. Share finished segments with the class. Ask students to count and identify how many different times advertising was snuck into each segment. ipads - imovie app Groupings Sneaky Segment

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