UNIT NAME: Products Stage 3

Products and Information

Unit overview
1.

Products - Within the Made Environment strand students explain how production systems are used to manufacture products. They explore changes that have occurred in the design of products over
time and the social and environmental factors that influence the design of products. Products (P) students develop their understanding of products that include objects, systems and artefacts, and the nature
of materials and resources used to produce them. Products range from those that are individually crafted through to those that are produced commercially or in large quantities
2.
Information - Students investigate how systems in built environments are designed to meet the needs of people, in response to social and environmental influences. They explain how systems can be
used to transfer information and support communication, and how social influences impact on the design of a range of emerging information products. Information (I) students develop their understanding
about the design and use of information for the purpose of conveying messages. Information and communication systems are fundamental to human activity. People create, communicate and access
information using highly developed media and information technologies.

Product
Content

A student describes systems used to produce or manufacture products, and the social and environmental influences on product design ST3-16P
Systems are used to produce or manufacture products.
Students:
investigate a system to produce or manufacture a product, eg using an assembly line to produce a food product for sale in the school canteen, or the use of robotics in
manufacturing a product
compare the production process in a domestic setting to mass production, eg baking bread in the home to making it in a bakery
Social and environmental factors can influence the design of products.
Students:
research the environmental impact of an everyday product from its production through to its use and disposal, eg a PET bottle, a car or newspaper
redesign a product to respond to a specific social or environmental consequence, eg redesign the packaging of a food product to reduce garbage

Information

Content

A student describes how social influences impact on the design and use of information and communication systems ST3-15I
Systems can be used to transfer information and support communication.
Students:

explore how information and communication systems can be used to exchange ideas, collaborate with others, organise and present data, eg a database, spreadsheet and
multimedia designs

communicate with others in different social and/or cultural contexts when designing an information solution, eg being a member of a collaborative online learning community
Social influences can impact on the design of information sources and technologies.
Students:

demonstrate appropriate and responsible use of information sources and technologies considering, where relevant, different points of view and/or stereotyping

explore a range of emerging information technologies and the ways that communicating with others has changed, eg the use of video-conferencing, blogs and wikis

discuss issues of safety and privacy of personal information when communicating, selecting and using information sources and technologies
Working Scientifically
A student investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence-based conclusions and develop explanations ST3-4WS
Content

Students question and predict by:

with guidance, posing questions to clarify practical problems or inform a scientific investigation (ACSIS231, ACSIS232)
predicting what the findings of an investigation might be (ACSIS231, ACSIS232)
applying experience from similar situations in the past to predict what might happen in a new situation
Students plan investigations by:

with guidance, planning appropriate investigation methods to test predictions, answer questions or solve problems including surveys, fieldwork, research and fair tests (ACSIS086, ACSIS103,
Debbie Richardson 2015

ACSHE081, ACSHE098)

deciding which variable should be changed and measured in fair tests while keeping everything else the same (ACSIS087, ACSIS104)
collaboratively and individually selecting suitable methods for gathering data and information first-hand and from reliable secondary sources
Students conduct investigations by:

working individually and collaboratively in conducting a range of appropriate investigation methods, including fair tests, to answer questions or solve problems
using suitable equipment and materials, checking observations and measurements by repeating them where appropriate
using equipment and materials safely, identifying potential risks (ACSIS088, ACSIS105)
accurately observing, measuring and recording data, using digital technologies as appropriate (ACSIS087, ACSIS104)
using formal units and abbreviations for measuring and recording data
suggesting improvements to the methods used to investigate a question or solve a problem (ACSIS091, ACSIS108)
Students process and analyse data and information by:

constructing and using a range of representations, including tables, graphs (column, picture, line and divided bar graphs) and labelled diagrams

using numerical techniques to analyse data and information, including calculating the means and percentages of small sets of data

drawing conclusions and providing explanations based on data and information gathered first-hand or from secondary sources

comparing gathered data with predictions, and using as evidence in developing explanations of events and phenomena (ACSIS218, ACSIS221, ACSHE081, ACSHE098)

reflecting on their gathered evidence in relation to:

the process used to gather, process and analyse their data and information

their own prior knowledge as well as accepted scientific explanations

their own and others' conclusions

Students communicate by:

constructing and using a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data including using digital technologies as
appropriate (ACSIS090, ACSIS107)

using a variety of ways to honestly and accurately communicate ideas, explanations and processes, including multi-modal texts, labelled diagrams, as well as written and oral factual texts as appropriate
(ACSIS093, ACSIS110)
Working Technologically

Content

A student plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints
ST3-5WT
Students explore and define a task by:

exploring needs for, or opportunities to undertake, the task

identifying the users' needs and wants using techniques, e.g. observations, surveys, interviews and market research

developing a design brief individually and in collaboration with others

developing design criteria that considers, where relevant, function, aesthetics, social and environmental considerations

planning the process considering constraints where relevant, e.g. time, finance, resources and expertise
Students generate and develop ideas by:

selecting and using creative thinking techniques, including mind-mapping, brainstorming, sketching and modelling

selecting and using research techniques appropriate to the task

selecting and using techniques for documenting and communicating design ideas to others, e.g. drawings, plans, flow charts, storyboarding, modelling and presentations, using digital technologies

Debbie Richardson 2015

identifying a range of appropriate materials for the task

selecting and using techniques to investigate the suitability of materials

applying established criteria to evaluate and modify ideas

Students produce solutions by:

testing the suitability of materials, considering whether the test was fair or not

developing a plan and specifications to guide production

using their plans and production sequence

for a design project, selecting and safely using a range of tools, equipment and related techniques to cut, edit, join, manipulate and shape materials and/or information
Students evaluate by:

identifying the strengths and limitations of the process used

self or peer assessing the final product by using the established design criteria

KEY
Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia's engagement with Asia
Sustainability

General capabilities

Critical and creative thinking

Ethical understanding
Information and communication technology capability
Intercultural understanding
Literacy
Numeracy
Personal and social capability

Other learning across the curriculum areas

Outcome

A student:

Values
& Attitudes:
Content-Working
Scientifically and Working
Technologically Skills

Civics and citizenship

Content- Knowledge and

Understanding

Difference and diversity

Work and enterprise

Products:

Systems are used to produce or manufacture products.

Packaging has become a huge industry in the modern world. Everything from food to furniture can come in a
shows interest in and enthusiasm for science and technology,
responding
theirbe
curiosity,
questions
andsuch
perceived
needs,
wants
and
opportunities
package
which to
might
made from
materials
as metal
foil or
plastic
film
materials that didnt exist
ST3-1VA
Working Scientifically
Students:
even a few decades ago. Packages need to protect and preserve contents while being economical, attractive
Students conduct investigations by:

investigate a system to produce or

for marketing purposes and preferably having minimal environmental impact. Little wonder that they are often

working individually and collaboratively in

manufacture a product, e.g. using an
thenational
productand
of imaginative
design
and to
rigorous
testing.
ST3-2VA
demonstrates
a willingness
engagearesponsibly
with local,
global issues
relevant
their lives,
and to shaping sustainable futures
conducting a range of appropriate investigation
assembly
line totoproduce
food product
methods, including fair tests, to answer questions
for sale in the school canteen, or the use
- Explore and discuss manufacturing systems, e.g.
or solve problems
of robotics in manufacturing a product
ST3-3VA
develops informed attitudes about the current and future use
and influence
of science
and technology
From
cocoa beans
to chocolate
bars based
Parton1 reason
(6.10)
Students process and analyse data and information
https://www.youtube.com/watch?v=nfczfI0G_30
by:

constructing and using a range of

From cocoa beans to chocolate bars part 2 (4.58)
representations, including tables, graphs (column,
Skills
picture, line and divided bar graphs) and labelled
https://www.youtube.com/watch?v=NmeqgOiWFv4
diagrams

compare the production process in

drawing conclusions and providing

a domestic setting to mass production, eg
From cocoa beans to chocolate bars Part 3 (3.14)
investigates baking
by posing
questions,
including
testable
making predictions and gathering data to draw evidence-based conclusions and develop explanations
explanations
based
on
data
and
information
bread
in the home
to making
it inquestions,
a
https://www.youtube.com/watch?v=bBAeZySgPYE
ST3-4WS
gathered first hand or from secondary sources
bakery
Debbie Richardson
2015
ST3-5WT

plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified
constraints

Cocoa sustainability effort

http://www.mondelezinternational.com.au/en/wellbeing/cocoa-life.aspx
Safe Food
http://www.safefood.net.au/
Australian food safety education pages, brought to you by the Beef & Lamb
Food Safety Campaign.
Amcor
http://www.amcor.com.au/
Australian packaging company.
Cadbury
http://www.cadbury.com.au/home.php?flash=1
Information on product development, packaging, and ingredients used for chocolate manufacture.
Bega Cheese
http://www.bega.net.au/
Our Farmers - Behind every great Bega Cheese is a bunch of great farmers.
Dairy Australia
http://www.dairy.edu.au/~/media/Discover-Dairy/picasso-cows/Picasso%20Curriculum
%20Guide%202011%20FINAL.ashx
Dairy for kids curriculum guide
Mondelez International (formerly Kraft)
http://www.mondelezinternational.com.au/Home/about-us/innovation
Food processing innovation
Food Irradiation
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Food_irradiation?OpenDocument
Food irradiation is a processing technique with similar results to freezing or pasteurisation.
- Review and discuss student responses after viewing clips on branding, production process and
manufacturing.
- Content explanation:
Working Scientifically
Students process and analyse data and information
by:

drawing conclusions and providing

explanations based on data and information
gathered first hand or from secondary sources
Students communicate by:

constructing and using a range of

representations, including tables and graphs, to
represent and describe observations, patterns or
relationships in data including using digital
Debbie Richardson 2015

Taken from Skwirk Food for the tuckerbox: Marketing & Packaging
Chapter 1 : Getting it out there

The process of gathering and analysing information about a product is called market research

The development of new food is a complex process involving a large team of people working
together

Types of food that have been wholly or partly processed or prepared are called convenience food

technologies as appropriate (ACSIS090,

ACSIS107)

Food packages must look appealing to the customers, be durable, stackable and easy to handle
and transport

Food transporters must protect food from contamination and follow food temperature control
regulations to prevent it from spoiling

Chapter 2 : Commercial packaging

Today, food packaging is a highly technological industry

Plastic can be made into many different forms, consistencies and shapes

Protective properties of packaging are called barrier properties

'Smart wrap' uses plastic film that allows oxygen flow and allows carbon dioxide to escape

The major problem of modern packaging is its disposal

Social and environmental factors can

influence the design of products.
- Presenting information and findings
Students are to pick three items from their pantry or fridge at home that has packaging that appeals to them.
They are then to interview the family member that purchased this food from the supermarket. What colours
appeal to them on the packaging? Would they buy it if the packaging were plain? Did they have a choice of
the same product but a different brand? How and why did they choose this particular product over another?
Students are then to write up their findings in a report, using these questions as sub-headings

Working Scientifically
Students plan investigations by:

with guidance, planning appropriate

investigation methods to test predictions, answer
questions or solve problems including surveys,
fieldwork, research and fair tests (ACSIS086,
ACSIS103, ACSHE081, ACSHE098)

Working Technologically
Students explore and define a task by:

identifying the users' needs and wants

using techniques, eg observations, surveys,
interviews and market research

planning the process considering

constraints where relevant, eg time, finance,
resources and expertise

Students:

research the environmental impact

of an everyday product from its production
through to its use and disposal, eg a PET
bottle, a car or newspaper

- Explore and discuss manufacturing systems, e.g. milk

Dairy manufacturing
http://www.legendairy.com.au/dairy-foods/dairy-manufacturing/dairy-packaging-and-recycling
Plastic fact sheet
http://www.sita.com.au/media/general/1201_Plastic_Fact_Sheet_Web.pdf
The problem with plastics

Impact on the environment (Refer to Fact Sheet)

The Solution - What kind of plastic is recyclable? (Refer to Fact Sheet)

http://www.cleanup.org.au/PDF/au/cua_plastic_recycling_fact_sheet.pdf
PET bottles potential health hazard?
http://www.abc.net.au/science/articles/2009/04/29/2555698.htm
Plastic recycling
http://www.sita.com.au/commercial-solutions/resource-recovery-recycling/plastic-polystyrene/
Say no to plastic water bottles
http://australianmuseum.net.au/blogpost/Science/Say-no-to-plastic-water-bottles
Working Technologically
Debbie Richardson 2015

Studentsidentifying
range
of appropriate
generate aand
develop
ideas by: materials
for the task

Evaluation and Elaboration:

redesign a product to respond to a

specific social or environmental
consequence, eg redesign the packaging
of a food product to reduce garbage

How can we help?

Disposal of food packaging poses a problem for the environment. Thats why recycling is
crucial. Ask students to get creative, and get them to turn used food packaging into something useful for home
or school. Examples include:
Pencil holders using jars
Herb garden using ice cream tubs
Bookmarks using cardboard packaging
Vase using milk carton
MOUNT FRANKLIN EASY-CRUSH BOTTLE DRINK. CRUSH. RECYCLE
http://ccamatil.com/InvestorRelations/md/2012/Mount%20Franklin%20Easy%20Crush%20230412.pdf

Working Technologically
Students produce solutions by:

developing a plan and specifications to

guide production
Students evaluate by:

identifying the strengths and limitations of

the process used

self or peer assessing the final product by

using the established design criteria

Reduce, reuse, recycle

https://www.ehp.qld.gov.au/waste/minimisation/reduce_reuse_recycle.html

Students:

explore how information and

communication systems can be used to
exchange ideas, collaborate with others,
organise and present data, eg a database,
spreadsheet and multimedia designs

Information
Systems can be used to transfer information and support communication.
- Content explanation:
Taken from Skwirk Way Out Communication: Topic 1 Communication methods

Chapter 1 : Learning to talk

Working Scientifically
Students conduct investigations by:

working individually and collaboratively in

conducting a range of appropriate investigation
methods, including fair tests, to answer questions
or solve problems
Students process and analyse data and information
by:

constructing and using a range of

representations, including tables, graphs (column,
picture, line and divided bar graphs) and labelled
diagrams
Debbie Richardson 2015

It would be very difficult to communicate if you could not talk

In early times, people communicated through gestures and facial expressions

People communicate messages about their mood through facial expressions

Speech is one of the most powerful forms of communication

People gained the power of speech between 800 000 and 300 000 years ago

Babies learn to speak by copying people around them

People sometimes lose the ability to speak and speech therapists help them to regain the power of
speech

Chapter 2 : Learning to write

Students:

explore how information and

communication systems can be used to

Writing things down means that your messages will last longer and reach more people

Ancient Egyptians recorded information and communicated through hieroglyphics

exchange ideas, collaborate with others,

organise and present data, eg a database,
spreadsheet and multimedia designs

Sumerians invented the first formal style of writing

The earliest writing methods were cave paintings that recorded information about important events

Chapter 3 : Picture symbols

Ancient Egyptians developed hieroglyphics to record information

Hieroglyphics are a combination of pictograms and phonograms

A cartouche was an oval border that contained the name of a king or queen

The Rosetta Stone unlocked the meaning of hieroglyphics

Chinese people first recorded things with picture symbols

Mayan script was a combination of pictograms and sounds

Chapter 5 : Aboriginal communication

The traditional way for Aboriginal people to communicate was orally

There were around 250 Indigenous languages in Australia before Europeans arrived

Now, many Indigenous people speak 'Aboriginal English'

Indigenous people communicated through forms of artwork, including rock art

Some Aboriginal rock art is 40 000 years old

- Explore and discuss

Communication- What does telecommunication mean? What does it actually do? What are the basic
components of this science that has done so much to change our world and our everyday lives? Here you can
find answers to the fundamental questions about communication over distance.
http://www.connected-earth.com/Journeys/Introducingcommunications/index.htm
Communication - From Sony Walkman to humble zip past centurys 100 inventions
http://www.dailymail.co.uk/sciencetech/article-2449468/Sony-Walkman-zip-Past-centurys-100-inventions.html

Working Scientifically

drawing conclusions and providing

explanations based on data and information
gathered first hand or from secondary sources

Students:

explore how information and

communication systems can be used to
exchange ideas, collaborate with others,
organise and present data, eg a database,
spreadsheet and multimedia designs

Communication - One of the great changes to our world over the past 100 years has been the invention of
electronic communications. It all started with the telegraph and since then new inventions and innovations
have created an information age that includes smart phones and high definition video over the internet
http://www.ducksters.com/science/electronic_communications.php
Communication - How Communication Has Evolved With New Technologies
http://www.brighthubpm.com/methods-strategies/79052-exploring-how-technology-has-changedcommunication/
- Explore and discuss

Working Scientifically
Debbie Richardson 2015

Responsible Childrens Advertising

Students conduct investigations by:

working individually and collaboratively in

conducting a range of appropriate investigation
methods, including fair tests, to answer questions
or solve problems

Students:

demonstrate appropriate and

responsible use of information sources and
technologies considering, where relevant,
different points of view and/or stereotyping

Action Plan
Communication Council Responsible Childrens Marketing Initiative
http://www.communicationscouncil.org.au/public/content/ViewCategory.aspx?id=890
Nestle Responsible Advertising & Marketing Initiative
http://www.nestle.com.au/aboutus/home/responsible-advertising--marketing

- Social influences can impact on the design of information sources and technologies
Exploration questions:
Can you explain the difference between communication technology now and when your parents were a
child?
Would you prefer to be kid now? Why do you think this?
- Content explanation:
Taken from Skwirk Way Out Communication - Topic 3 Technology: Technology

explore a range of emerging

information technologies and the ways that
communicating with others has changed,
eg the use of video-conferencing, blogs
and wikis

Working Scientifically

drawing conclusions and providing

explanations based on data and information
gathered first hand or from secondary sources

Chapter 3 : Internet

The internet is one of the newest forms of communication technology

The internet was first developed by the American military and universities

The internet is a giant communication network that spreads all over the world

You can search for information from all over the world on the internet

Email is a very popular way for people to send and receive messages

Chapter 4 : Modern devices

New communication devices are being invented and improved all the time

Communication satellites transmit information around the Earth

SMS is a fast way to send a written message on a mobile phone

Videoconferencing is a useful way to communicate with people

Music can be downloaded from the internet onto an MP3 player

Extension Question: Explain why you think communication technology has changed or remained the same.
What do you think communication technology will be like in the future ?
Pair Activity

in pairs discuss their ideas about ways that communicating with others has changed
Aim: In same pairs group, students make comparisons between the past and the present, and and create a
Venn diagram. See appendix 1
Debbie Richardson 2015

Working Technologically

- Content explanation:

Students generate and develop ideas by:

selecting and using techniques for

documenting and communicating design ideas to
others, eg drawings, plans, flowcharts,
storyboarding, modelling and presentations, using
digital technologies

identifying a range of appropriate materials

for the task

Taken from Skwirk Way Out Communication - Topic 5 Media: Chapter 5 : Advertising

Advertisers communicate with us by sending messages through different forms of media

Today, advertisers are carefully monitored by government regulators

It is important to remember that advertisers are trying to persuade us to buy their products

Advertisers use logos to make us remember particular brands

Advertisers use marketing to try and make us buy their products

There are lots of different things to do online. Most of the time its great fun, but sometimes things dont go as
well as you hoped.
Discuss:
cyberbullying

discuss issues of safety and privacy of

personal information when communicating,
selecting and using information sources
and technologies

digital footprint
playing online games
netiquette
unwanted contact
social networking and online friends
offensive content
staying legal
mobile phones

- Explore and discuss

How Cybersmart are you?
http://www.cybersmart.gov.au/Kids.aspx
Basics of Internet safety
http://www.netsmartz.org/InternetSafety

Assessment overview
Assessment opportunities could include:
use of digital applications

application in their everyday lives, of their understanding about information and products

student record of planning a system using the design process

student reflection on the design process and their own learning

student record of the conducting a fair test

peer feedback on the design and conducting of a fair test

use of practical skills during a scientific investigation and/or design project

student record of investigation in portfolio including making predictions, gathering and recording data, constructing a graph, analysing results and drawing conclusions

student self-assessment of learning.

Teacher observations can provide information about student achievement in relation to outcomes. Evidence may be gathered and recorded formally and informally, where:
informal observation and feedback occur during teaching and learning activities
Debbie Richardson 2015

Assessment overview

formal observation involves planning for an opportunity to observe specific learning outcomes.

Inquiry-based research activities Refer to Appendix 2

Students can develop their critical and creative thinking skills when they are provided with opportunities to research, evaluate information, consider new ideas and make connections.

Students can develop their research skills as they use information drawn from a range of sources, including the library, the internet, databases, spreadsheets and other digital resources.

Teachers may use ICT collaboration tools (such as wikis, blogs and student moderated forum discussion) and graphic organisers to involve students in active thinking about relationships
and associations.
Assessment activities may include:
inquiry and design (e.g. personal interest projects, investigations and learning contracts)

explanations or evaluations

strategic, open-ended and inquiry questioning

comparing and contrasting

written or spoken responses, which could be short or extended

game-based learning opportunities.

communication forms to present the findings of their research.

Teaching Methods:

Brainstorming
Discussions
Multimedia instruction
Visual instruction

Presentation Publications:

e.g. Powerpoint, Weebly, Thinglink, Prezi,

Word Processing/Publishing: e.g.

Word, Microsoft Publisher

Teacher Reference
Food Science Australia
http://www.foodscience.afisc.csiro.au/
Food Science Australia is part of CSIRO\'s Food Processing Sector.
Space Food Activities
http://www.ag.iastate.edu/centers/ftcsc/pages/educate.htm
Lessons and ideas for teaching about space food and production.

Appendix 1 Venn Diagram: Now, Then and Beyond Chart

Extension Question: Explain why you think communication technology has changed or remained the same.

Aim: For students to make comparisons between the past and the present
Instructional Process
Debbie Richardson 2015

Students construct a Venn diagram. The teacher leads the discussion on using the information gained from class discussion. The Venn looks as follows:

Communication Comparison Venn Diagram

Then

Students break

Now

into pairs and create a 2 circle Venn diagram.

After creating their Venn diagrams students present then to the class.

Extension:
What do you think communication technology will be like in the future?
The extension group/s are then shown a Venn with 3 circles and the teachers asks what the 3rd circle could be for i.e. to hypothesise about the future.
Students are asked to justify their inclusions in the third circle with reference to the other 2 circles.

Appendix 2- For
Tasks

Debbie Richardson 2015

Enquiry Based Research

Debbie Richardson 2015

Debbie Richardson 2015