Technology Unit Planning :: Road Safety Unit :: Key Competencies, Values, Learning Experiences and Resources

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Key Stages Developing a background of understanding to have the ability to develop a brief: To take account of the need or opportunity. (BD) Level 2 Technological Practice Indicators Understand that there is a relationship between a material used and its performance properties in a technological product. (TK) Provide students with an overview of the resources available and guide them to take this into account when identifying the attributes for the outcome. (BD)
As a result of my teaching the students will learn (big picture): How to gather information to address the need. How to use a variety of sources to find accurate information. That technology has a great influence in our everyday lives and that people can have differing points of view. That symbols can be used worldwide and areas such as road safety have their own unique text. How to formulate questions that add value to our learning. How the design process is used in technology as opposed to a social process. That products are made for a purpose and the materials they are made from are of vital importance. That to make a product, a process needs to happen. That to make a product takes a lot of time and planning to make it fit for the purpose it was intended for.
Learning Experiences	Resources/Teaching points	Assessment/ Indicator The students can:
Cross-curricular background: Read newspaper articles relating to rural roads including NIE page spread.	Newspaper with articles relating to rural road statistics. NIE page spread: nieonline.co.nz/ archive.cfm?x=181.
Use Google maps to look at the road and identify potential hazards.	maps.google.co.nz/
Source TV news items.	Source internet news items.
Analyse statistics from Land Transport NZ website around accidents involving pedestrians.	Source information from the Land Transport NZ site – www.ltnz.co.nz.
Walk the road and identify hazards and road signs - look at the materials they are made from and discuss why (beginning to look at TK).	Look at: EOTC policies RAMs (risk assessment and management systems) Discuss measurements of signs, commonalities, laws regarding signage.
Survey parents, community members and whanau to establish whether what is already in place is sufficient and if not, why not.	Teach how to take a survey.
Journal articles regarding road safety.	Source journal articles.
Pamphlets showing road signs and clothing (students identify how the technologies help in road safety).	Language, texts and symbols.
Dramatise situations that are already happening to the students when they are walking to and from school.	Relate to The Arts curriculum.
From readings and immersion above, establish wondering questions from the students.	Search internet sites: Land Transport NZ – safety information for pedestrians walkIT Feet First Cyberglow: Site about students designing products to make them more visible on the roads Learn how to use the internet for research Learn how to extract relevant information.
Discuss how to go about finding the answers.	Visit from local Police Education officer Learn how to ask questions.
Technology background: Learn how the design process works.	Use photos of a process the students are familiar with (such as making a cup of tea) – students put these in the order they know and discuss the process. Level 1 Planning Strategies
Explore technological products and discuss the materials they are made from. (TK)	Have a range of products for the students to explore, including some that are waterproof and some that are not. Visit from Kerikeri Fire Station officer – look at safety equipment, materials used, etc.	Describe the attributes for an outcome that take account of the need or opportunity being addressed and the resources available. (BD).
Introduce properties of materials and the correct terminology. Level 2 Technological Products Strategies	Properties of Materials 1 resource	Explain the outcome to be produced (BD).
Discuss the need or opportunity with the students and develop a conceptual statement in negotiation with them then together write a brief that consists of: a 'conceptual statement' that says what they are making and why they are making it the attributes that are needed for their product.	Teach what a conceptual statement is. Show the materials available. Teach brief concepts such as: What am I making and why? Who will need to use it? Where can my product be most useful? Will my product do what I need it to do? Who will be impacted by my product?
Students go through the steps of developing their product - agreed either a device to use or wear while walking on the road or a sign that will have an impact.	Students need a template to practice their design and need to be taught how to design a product using their prior knowledge.
Students present their ideas to the BOT and parents for feedback and feed forward. Revisit ideas and make the product with expert help if needed.	Arrange BOT meetings and feedback sheet for whanau.

Terms that may be focussed on:

Brief development; Conceptual statement; Waterproof; Durability; Attributes; Resources; Materials; Product; Impact; Need; Fit for Purpose; Product; Performance.

Road Safety Unit: Overview | Strands and Achievement Objectives | Key Stages
Download the full Unit Plan (PDF, 100kb)