Investigate how electrical energy can control movement, sound or light in a designed product or s...

1. Technology Thinking

1.1. Design Thinking

1.2. System Thinking

1.3. Computational Thinking

1.3.1. Micro:bit coding

2. Theme: “Warning Systems”

2.1. Light

2.1.1. Lighthouses

2.1.2. Railway Crossings

2.2. Sound

2.2.1. Tsunami Sirens

2.2.2. School Sirens

2.3. Movement

2.3.1. Vibration

2.3.2. Boom Gates

3. Learning Areas

3.1. Mathematics

3.1.1. (ACMSP147) Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables

3.2. Science

3.2.1. (ACSSU097) Electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources.

3.2.2. (ACSHE100) Scientific knowledge is used to solve problems and inform personal and community decisions.

3.3. Arts: Media Arts

3.3.1. (ACAMAM063) Develop skills with media technologies to shape space, time, movement, and lighting within images, sounds and text.

4. General Capabilities

4.1. ICT

4.1.1. Investigating

4.1.1.1. define and plan information searches

4.1.1.2. locate, generate and access data and information

4.1.1.3. select and evaluate data and information.

4.1.2. Creating

4.1.2.1. generate solutions to challenges and learning area tasks.

4.1.3. Communicating

4.1.3.1. Collaborate, share and exchange Students create a digital portfolio to document their process.

4.1.3.1.1. SeeSaw

4.1.3.1.2. Sway

4.1.3.1.3. OneNote

4.1.3.1.4. Showbie

5. Cross Curriculum Priorities

5.1. Asia and Australia’s Engagement with Asia

5.1.1. OI.2 Interrelationships between humans and the diverse environments in Asia shape the region and have global implications.

5.2. Sustainability

5.2.1. OI.8 Designing action for sustainability requires an evaluation of past practices, the assessment of scientific and technological developments, and balanced judgements based on projected future economic, social, and environmental impacts.

6. Resources

6.1. Micro:bits

6.2. iPads

6.3. Microsoft Sway

6.4. Craft supplies

7. Safety

7.1. Choice of materials

7.2. CARA Risk Matrix

7.3. Online Safety

7.4. Resources

7.4.1. scissors

7.4.2. hot glue

7.4.3. batteries and electricity

7.4.4. Micro:bnits

8. Knowledge and Understanding in Design Technologies

8.1. Investigating the features of electrical devices such as switches, light globes and sensors

8.2. Recognising the need to carefully plan and select components for a system to perform a specific task

8.3. Producing models using materials, tools and equipment to show how to control movement, sound or light

8.4. Investigating the technologies in a control system for an identified need or opportunity and user, for example a system that allows safe passage at pedestrian crossings

9. Process and Production Skills in Design Technologies

9.1. (ACTDEP024) Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions.

9.2. (ACTDEP025) Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques.

9.3. (ACTDEP026) Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions.

9.4. (ACTDEP027) Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions.

9.5. (ACTDEP028) Develop project plans that include consideration of resources when making designed solutions individually and collaboratively