The Technological Knowledge Strand Explanatory Papers Updated May 2010
Technological Modelling
Junior Primary (NE-Year 4)
Possible learning experiences
The learning experiences suggested below have been provided to support teachers as they develop their understandings of the Technological Modelling component of the Technological Knowledge strand, and how this could be reflected in student achievement at various levels. There is no expectation that these would form the basis of any specific unit of work in technology. The learning experiences have been written in such a way as to support student learning across a range of levels. This stance reflects the majority of classrooms, where it is expected that students will demonstrate a range of levels of achievement.
Students could explore imaginative play, toys, television and/or computer games to help them distinguish between simulated situations and reality. Teacher guided class discussion could focus on developing an understanding of how reality is different to simulations and the implications of this. For example, when playing with a doll, children simulate the care of a baby – however, the implications of dropping the doll are quite different to dropping a baby.
Students could be introduced to the term model and encouraged to discuss what they think a modelling is, and how it might be useful in technological developments. Students are then provided with opportunity to play with different modelling materials (such as LEGO, plasticine, Meccano, Connex, cardboard, concept maps, computer modelling packages, etc.), and to explore how different materials may allow greater testing of how something might work. For example, static LEGO could be compared with technic LEGO, computer simulations could be explored with 3-D models, etc. Students could then discuss their ideal playground and undertake functional modelling, to decide as a group what ideas could be feasible and acceptable for a playground for their school.
Students achieving at level 1 could be expected to:
- explain that models are not the same as the real thing, and describe some examples of modelling; and
- identify functional models and describe that they can help you to test design ideas.
Students achieving at level 2 could be expected to:
- describe how models can be useful to help you think about things before they happen, but can also make you think something is possible that isn't – or vice-versa ; and
- describe the functional modelling used and identify the design ideas being tested during the class activity to make decisions about a school playground.
