![Mind Map: Suitability and safe practices when using materials, tools and equipment for a range of purposes[ACTDEK013]](https://www.mindmeister.com/image/xlarge/2004817750/mind-map-suitability-and-safe-practices-when-using-materials-tools-and-equipment-for-a-range-of-purposes-actdek.png)
1. Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments.
2. Overarching Theme: Food wastage
3. Content Elaborations
3.1. Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013
3.1.1. conducting experiments and tests to understand the properties of materials, for example strength, durability, warmth, elasticity
3.1.2. investigating the mass production of products to ensure standardisation, for example students setting up a production line to produce a product for a school fete
3.1.3. investigating the suitability of technologies − materials, systems, components, tools and equipment − when designing and making a product, service or environment, for example a toy for a young child, a composting system for household waste management, raised garden beds for improved access, weaving nets, bags or baskets
3.1.4. comparing how different components interrelate and complement each other in a finished designed solution, for example investigating and playing with joining processes for a variety of materials in the production of common products
3.1.5. investigating local constructed environments to compare how buildings were constructed in the past and in the present and noting innovations
3.1.6. analysing products, services and constructed environments from a range of technologies contexts with consideration of possible innovative solutions and impacts on the local community and the sustainability of its environment
4. General Capabilities
4.1. Personal and Social Capabilities
4.1.1. Social management
4.1.1.1. Work collaboratively
4.1.1.2. Negotiate and resolve conflict
4.1.1.3. Develop leadership skills
4.2. Critical and Creative thinking
4.2.1. Inquiring – identifying, exploring and organising information and ideas
4.2.1.1. Organise and process information
4.2.2. Generating ideas, possibilities and actions
4.2.2.1. Imagine possibilities and connect ideas
4.2.2.2. Seek solutions and put ideas into action
4.2.3. Reflecting on thinking and processes
4.2.3.1. Transfer knowledge into new contexts
4.3. ICT Capabilities
4.3.1. Create with ICT
4.3.1.1. Generate solutions to challenges and learning area tasks
4.3.1.2. Generate ideas, plans and processes
4.3.2. Communicating with ICT
4.3.2.1. Collaborate, share and exchange
5. Cross-Curriculum Priorities.
5.1. Links to Sustainability
5.1.1. OI9
5.1.2. OI8
5.1.2.1. 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.
5.1.2.1.1. Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments.
5.1.3. OI7
5.1.4. OI6
5.1.4.1. The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global equity and fairness across generations into the future.
5.1.5. Oi2
5.1.5.1. All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival.
5.1.6. Oi3
5.1.6.1. Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems.
5.1.7. Re-purposing existing plastics to support recycling plastics and reducing production.
5.2. Aboriginal and Torres Strait Islander Histories and Cultures
5.2.1. OI.5
5.2.1.1. Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing.
5.2.2. OI.3
5.2.2.1. Aboriginal and Torres Strait Islander Peoples have holistic belief systems and are spiritually and intellectually connected to the land, sea, sky and waterways.
5.3. Asia and Australia’s Engagement with Asia
6. Pedagogical Approach
6.1. STEAM, experiment with a range of options when seeking solutions and putting ideas into action, Social constructivism. Holistic approach (note: design process, systems thinking, computational thinking links).
7. Processes and Production Skills
7.1. Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015)
7.2. Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016)
7.3. Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017)
7.4. Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)
8. Establish connections to other curriculum Learning Areas.
8.1. Science
8.1.1. Science Understanding
8.1.1.1. Heat can be produced in many ways and can move from one object to another (ACSSU049)
8.1.1.2. Heat can be produced in many ways and can move from one object to another (ACSSU049)
8.1.1.3. A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046)
8.1.2. Science Inquiry Skills
8.1.2.1. With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge(ACSIS053)
8.1.2.2. Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS055).
8.2. Mathematics
8.2.1. Statistics and Probability
8.2.1.1. Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)
8.2.1.2. Collect data, organise into categories and create displays, using lists, tables, picture graphs, and simple column graphs with and without the use of digital technologies (ACMSP069)
8.2.1.3. Collect data, organise into categories and create displays, using lists, tables, picture graphs, and simple column graphs with and without the use of digital technologies (ACMSP069)
9. ICT integration
9.1. Lesson 5/6: Powerpoint presentation
9.2. Lesson 1/2: Video hooks and researching phase
9.3. use ICT to generate ideas and plan solutions, create and modify simple digital solutions, creative outputs or data representation/transformation for particular purposes, use appropriate ICT tools safely to share and exchange information with appropriate known audiences
10. Technology
10.1. Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013 - Scootle )
10.2. Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010 - Scootle )
10.3. Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009 - Scootle )
11. Safety
11.1. ICT safety (iPad’s): Regular movement around groups to monitor screens. Inform students of behavioral expectations during learning time to ensure student and digital technology safety (sitting with iPads with one person operating the iPad at a time).
11.1.1. Ensure parental permission is given for video and photographs of students to be shared within the class and possibly school newspaper.
11.2. Yoghurt demonstration managed by teacher.
11.2.1. Wearing gloves
11.3. Empty food packaging is sterilised
11.3.1. Sanitizing recycled material