Transcript Slide 1

Preescolar I to Preescolar III
Design project
This task was the first learning experience kindergarten students undertook in looking at design and the
design process. The task was to design the best lunchbox for use by kindergarten children.
Syllabus links: PS ES1.5; INV ES1.7; DM 1.8
It was an additional SciTech task to the Healthy Choices Connected Outcomes Group (COG) that the
class was studying.
September, 2007
Technology education K-8: Design and Practice
© State of New South Wales through the NSW Department of Education and Training, 2007.
1
Exploring and defining the task
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The task was introduced – we wanted to
know what was the best design for a lunch
box.
Children brainstormed reasons why we have
lunch boxes.
Construction of a word web to describe parts
of a lunch box.
Children were engaged in lots of small group
discussions to promote language acquisition
for the task.
September, 2007
Technology education K-8: Design and Practice
© State of New South Wales through the NSW Department of Education and Training, 2007.
2
Generating and developing ideas
The students explored
similarities and differences in
their lunch boxes using a Venn
diagram.
In developmental play, children
played with plastic models of
food with lunchboxes to
encourage talk and specific
language used in the
discussion time.
September, 2007
Technology education K-8: Design and Practice
© State of New South Wales through the NSW Department of Education and Training, 2007.
3
Student work samples
I like my
lunchbox
because it
keeps my food
safe.
I like my lunchbox
because it has
two clips to keep
my lunch in.
September, 2007
I like my
lunchbox
because I
can hold it
with my
handle.
Technology education K-8: Design and Practice
© State of New South Wales through the NSW Department of Education and Training, 2007.
4
We had some experts come to our class
and show the children how to make a
more accurate drawing of their lunch box.
September, 2007
Technology education K-8: Design and Practice
© State of New South Wales through the NSW Department of Education and Training, 2007.
5
Producing solutions
After discussing the children’s own lunchboxes and the best aspects of individual lunchboxes, children
drew and labelled diagrams of lunchboxes they thought were suitable for kindergarten children.
Some of the children’s designs included:

handles for children to carry around in the playground
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drink compartments

zippers to keep their food in and ants out

pockets in the front to keep treats or money for the canteen.
September, 2007
Technology education K-8: Design and Practice
© State of New South Wales through the NSW Department of Education and Training, 2007.
6
Children’s labelled
designs of the best
lunchbox for use by
kindergarten children
Children thought about the type of
materials lunchboxes would be made
from this design is labeled plastic (pasit)
Children had lots of labels
This design was 3D
September, 2007
Technology education K-8: Design and Practice
© State of New South Wales through the NSW Department of Education and Training, 2007.
7
Teacher reflection
In this task, I wanted students to look at a product and explore through oral language the features of the design and to suggest
improvements for a better product. Their suggestions would be recorded through a labelled diagram.
Getting children to talk about their lunchboxes proved to be quite difficult as many students in my class had little or no English.
Some children did not have the vocabulary to describe colours let alone the names of the parts of an object that all children in my
class use every day.
Providing the class with lots of opportunities to play with lunchboxes, feel them, talk about the differences and similarities in small
groups was crucial to get them to move beyond drawing a simple rectangle and labelling lunchbox.
Kindergarten children have lots of opportunities through developmental play to make things with play dough or wooden blocks
and other construction materials, and in this task I wanted them to think more about the design process and have a labelled
diagram to assist with future designing and making learning opportunities.
I am quite pleased with the children’s designs. Pictures were labelled and included more detail. Although we did not make a
product, these initial steps are integral in the design and making process and help children to question and investigate their
surroundings.
I am looking forward to using the design process again later this year and making a product for the children to give volunteers who
have helped our class, this will take this process the next step forward.
September, 2007
Technology education K-8: Design and Practice
© State of New South Wales through the NSW Department of Education and Training, 2007.
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