RIC-0520 Technology - Design Create Evaluate - Ages 5-7

RIC-0520 4.9/393
Published by R.I.C. Publications

Foreword
Technology is a blackline master for lower primary, full of tried and tested activities based on early learning
outcomes for technology, which children will love. Each of the 15 models allows children to plan, then
construct and evaluate.
Each uses inexpensive, readily available materials, which children could collect and bring from home.
The activities can be completed individually, in pairs or in small groups. The activities are ideally suited to
encouraging collaborative learning skills.
Activities can also be completed out of sequence (i.e. make the model first, and then reflect on the materials
and function). This is particularly successful with pre-primary students.
Contents
Aeroplane ............................................................................................................................... 1–3
Boat ........................................................................................................................................ 4–6
Bridge ..................................................................................................................................... 7–9
Fishing Game ....................................................................................................................... 10–12
Greeting Card ...................................................................................................................... 13–15
Healthy Sandwich ................................................................................................................. 16–18
Jigsaw in a Box .................................................................................................................... 19–21
Mobile ................................................................................................................................ 22–24
Musical Instrument ................................................................................................................ 25–27
Pet Home ............................................................................................................................. 28–30
Picture Frame ....................................................................................................................... 31–33
Popcorn Holder .................................................................................................................... 34–36
Raft ..................................................................................................................................... 37–39
Spectacles ........................................................................................................................... 40–42
Wrapping Paper .................................................................................................................. 43–45
R.I.C. Publications www.ricgroup.com.au Technology i

State Strand Level Outcome Statement
National
Technology
Designing,
Making and
Appraising
Outcome Links
The activities in this book have been written to develop the following outcomes in technology.
Investigating 1 1.1 Investigates the form, and identifies the uses of everyday products.
2 2.1 Investigates and identifies the social uses and the effects of some products
and processes.
Devising 1 1.2 Generates ideas for own designs using trial and error, simple models and drawings.
2 2.2 Generates designs that recognise some practical constraints using drawings,
models and, where necessary, introducing some technical terms.
Producing 1 1.3 Undertakes simple production processes with care and safety.
2 2.3 Plans production processes and makes products and processes using resources safely.
Evaluating 1 1.4 Describes feelings about own design ideas, products and processes.
2 2.4 Compares own products and processes with original intentions.
Materials
Nature 1 1.7 Identifies common materials and some of their uses.
2 2.7 Identifies some of the characteristics of common materials.
Techniques 1 1.8 Uses equipment to manipulate and process common materials.
2 2.8 Selects and uses equipment with increasing accuracy and control to manipulate
and process materials.
NSW Skills 1 & 1.2 & Students will be able to design and make products, systems and
Science and 2 2.2 environments to meet specific needs.
Technology 1 & 1.3 & Students will be able to select and use a range of technologies.
2 2.3
Values and 1 & 1.3 Values and attitudes towards science and technology
Attitudes 2 2.3
South Designing 1 1.2 Demonstrates an initial variety of design behaviours.
Australia 1.3 Uses a variety of ways of communicating design ideas.
Design and 2 2.2 Applies a range of design skills.
Technology 2.3 Uses a range of communication genres to express design ideas and planning.
Making 1 1.4 Uses materials and equipment to make simple products, processes and systems.
1.5 Explain the uses of basic materials and equipment.
1.6 Recognises the importance of simple organisation and safety rules.
2 2.4 Demonstrates effective use with a broad range of materials and equipment.
2.5 Identifies the characteristics and uses of a range of materials and equipment.
2.6 Identifies the reasons for managing resources and working safely.
Victoria Materials and 1 1.1 Identify the characteristics and uses of some common materials.
Technology Movement 1.2 Generate ideas for and process materials to make simple products.
2 2.1 Describe the characteristics of common materials and relate the characteristics to
possible uses.
2.2 Develop simple products and describe the products in relation to the original intention.
WA Materials
Technology Nature 1 M1.1 Understands that materials may be used for different purposes.
and 2 M2.1 Understands that when selecting materials their properties are considered.
Enterprise
Techniques 1 M1.2 Uses equipment to safely manipulate and process common materials.
2 M2.2 Selects and uses equipment with increasing accuracy and control to safely
manipulate and process materials.
Technology
Process
Investigating 1 TP1.1 Investigates the form and identifies the uses of everyday products.
Devising TP1.2 Generates ideas for own designs, using trial and error, simple models and drawings.
Producing TP1.3 Undertakes simple production processes with care and safety.
Evaluating TP1.4 Describes feelings about own design ideas, products and processes.
R.I.C. Publications www.ricgroup.com.au Technology ii
ISBN 978-1-86311-644-2

Teachers Notes
Each activity in this book takes up 3 pages, which could cover 3–5 lessons.
Page 1 is for the teacher. It describes the task and gives
suggestions for background and extension activities. An
assessment key at two levels (average and advanced) is
included.
Page 2 describes the goal and materials needed. Space
is provided for students to draw
their design and draw and label their intended materials.
All tasks presume basic classroom materials will be
provided, such as scissors, glue, pencils, crayons, sticky
tape, stapler, string and wool.
Page 3 is a self-evaluation sheet. Children
test if their model has met the design brief
by completing simple sentences and
evaluating how they feel about their work.
Further Ideas
Display Ideas—the children’s work can be displayed in
many ways.
1. Display as you would art activities.
2. Collect for portfolios.
3. Classroom wall mural.
4. Photographs (digital camera).
5. Oral language (show and tell, sharing circles, oral
reports, assembly reports).
6. Library display.
7. Web pages and PowerPoint computer displays.
Special Events—parent, grandparent or buddy sessions can
be organised using these activities in a circuit format.
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Task:
Background:
Extension Activity:
Outcome:
Aeroplane
To design and make an aeroplane that will fly more than one metre using a meat
tray and two pieces of paper.
Discuss and look at stimulus pictures of a variety of aircraft.
Use other materials of your choice to design an aeroplane that can fly more than
two metres.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Used everyday objects to make an aeroplane.
Designed a simple aeroplane.
Used materials in a safe manner.
Completed a self-evaluation sheet.
Achieving at an advanced level
Used his/her aeroplane design to make an aeroplane similar to that designed.
Could identify ways to make his/her design better (different materials, size, weight, structure).
Drew realistic designs using available materials.
Task:
Background:
Extension Activity:
Outcome:
Aeroplane
To design and make an aeroplane that will fly more than one metre using a meat
tray and two pieces of paper.
Discuss and look at stimulus pictures of a variety of aircraft.
Use other materials of your choice to design an aeroplane that can fly more than
two metres.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Used everyday objects to make an aeroplane.
Designed a simple aeroplane.
Used materials in a safe manner.
Completed a self-evaluation sheet.
Achieving at an advanced level
Used his/her aeroplane design to make an aeroplane similar to that designed.
Could identify ways to make his/her design better (different materials, size, weight, structure).
Drew realistic designs using available materials.
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Aeroplane
To design and make an aeroplane.
two pieces of paper; glue; sticky tape and
one polystyrene meat tray.
Your plane needs to be able to fly more than one metre.
1. Draw your design.
2. Draw and label the materials you will need to make your design.
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Aeroplane
1. Complete the sentences.
(a) My aeroplane is made of pieces of paper.
(b) My aeroplane is made of meat tray.
(c) My aeroplane has wings.
(d) I used to stick my aeroplane together.
2. Circle the correct answer.
(a)
(b)
My aeroplane is bigger than my hand.
OR
My aeroplane is smaller than my hand.
My aeroplane can fly more than one metre.
OR
My aeroplane can not fly more than one metre.
3. I could improve my aeroplane by
.
4. Colour the face that shows how you feel about your aeroplane.
Do not like it Not sure OK Great
R.I.C. Publications www.ricgroup.com.au Technology 3
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Task:
Background:
Extension Activity:
Boat
To design and make a boat with a sail which will float, using household materials.
Observe objects that float or sink in a container of water.
Discuss materials that float. Look at pictures of sailboats and study different designs.
Make a boat that will float holding 10 or more washers.
Outcome:
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Used appropriate household materials to construct the boat.
Designed a simple boat.
Used tools and materials safely.
Completed a self-evaluation sheet.
Achieving at an advanced level
Followed the design to construct the boat.
Identified appropriate materials to use for the design.
Identified ways to improve the construction of the boat.
Task:
Background:
Extension Activity:
Boat
To design and make a boat with a sail which will float, using household materials.
Observe objects that float or sink in a container of water.
Discuss materials that float. Look at pictures of sailboats and study different designs.
Make a boat that will float holding 10 or more washers.
Outcome:
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Used appropriate household materials to construct the boat.
Designed a simple boat.
Used tools and materials safely.
Completed a self-evaluation sheet.
Achieving at an advanced level
Followed the design to construct the boat.
Identified appropriate materials to use for the design.
Identified ways to improve the construction of the boat.
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Give your boat a name.
1. Draw your design.
Boat
To design a boat with a sail that will float.
pop sticks; meat trays; cardboard; paper; aluminium
foil; plasticine TM ; milk cartons and drink containers.
2. Draw and label the materials you will need to make your design.
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Boat
1. Complete the sentences.
(a) My boat is made of .
(b) My boat’s name is .
2. Circle the correct answer.
(a)
(b)
(c)
My boat has a sail.
OR
My boat does not have a sail.
My boat is taller than a pencil.
OR
My boat is shorter than a pencil.
My boat floats.
OR
My boat does not float.
3. I could improve my boat by
.
4. Colour the face that shows how you feel about your boat.
Do not like it Not sure OK Great
R.I.C. Publications www.ricgroup.com.au Technology 6
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Task:
Background:
Extension Activity:
Outcome:
Bridge
To design and construct a bridge that is as long as a ruler and can hold a toy car.
View various pictures of bridges. Discuss purposes, safety and types of bridges.
Design and make a bridge that will span two desks 50 cm apart.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Identified the uses of everyday products when making the bridge.
Designed a simple bridge.
Constructed the bridge using tools and materials safely.
Able to use appropriate materials to make the bridge.
Completed a self-evaluation sheet.
Achieving at an advanced level
Identified the features to make the appropriate bridge.
Designed a bridge meeting the criteria.
Safely used materials when constructing the bridge.
Chose materials suitable for the components of the bridge.
Task:
Background:
Extension Activity:
Outcome:
Bridge
To design and construct a bridge that is as long as a ruler and can hold a toy car.
View various pictures of bridges. Discuss purposes, safety and types of bridges.
Design and make a bridge that will span two desks 50 cm apart.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Identified the uses of everyday products when making the bridge.
Designed a simple bridge.
Constructed the bridge using tools and materials safely.
Able to use appropriate materials to make the bridge.
Completed self-evaluation sheet.
Achieving at an advanced level
Identified the features to make the appropriate bridge.
Designed a bridge meeting the criteria.
Safely used materials when constructing the bridge.
Choose materials suitable for the components of the bridge.
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Bridge
1. Draw your design.
To design and make a bridge that is as long as a ruler.
It must be able to hold a toy car.
Lego TM ; plasticine TM ; pop sticks; toilet rolls; string; glue;
cardboard or other household items.
2. Draw and label the materials you will need to make your design.
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Bridge
1. Complete the sentences.
(a)
My bridge is made of
2. Circle the correct answer.
(a)
My bridge is as long as a ruler.
OR
My bridge is not as long as a ruler.
(b)
My bridge can hold a toy car.
OR
My bridge can not hold a toy car.
3. I could improve my bridge by
4. Colour the circle that shows how you feel about your bridge.
Do not like it Not sure OK Great
R.I.C. Publications www.ricgroup.com.au Technology 9
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Task:
Background:
Extension Activity:
Outcome:
Fishing Game
To design and make a fishing game with a fishing rod and two fish.
Discuss purpose and rules of different games. Experiment with magnets.
Design another fishing game using this equipment that you can play with a friend.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Designed a simple fishing game.
Made the fishing game using materials safely.
Chose correct materials suited to the components of the fishing game.
Completed a self-evaluation sheet.
Achieving at an advanced level
Used the design to make a fishing game similar to the design.
Planned the materials and steps needed to safely make the fishing game from the design.
Identified materials and rules to improve the fishing game.
Constructive comments made on an evaluation sheet.
Task:
Background:
Extension Activity:
Outcome:
Fishing Game
To design and make a fishing game with a fishing rod and two fish.
Discuss purpose and rules of different games. Experiment with magnets.
Design another fishing game using this equipment that you can play with a friend.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Designed a simple fishing game.
Made the fishing game using materials safely.
Chose correct materials suited to the components of the fishing game.
Completed a self-evaluation sheet.
Achieving at an advanced level
Used the design to make a fishing game similar to the design.
Planned the materials and steps needed to safely make the fishing game from the design.
Identified materials and rules to improve the fishing game.
Constructive comments made on an evaluation sheet.
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1. Draw your design.
Fishing Game
To design a fishing game with a fishing rod and two
fish.
The fishing rod must be able to catch the fish you have
made. The fish must be able to go in water.
a stick; wool; string; paperclips; magnets; ice-cream
container lids; scissors and crayons.
2. Draw and label the materials you will need to make your design.
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1. Complete the sentences.
Fishing Game
(a)
My fishing rod is made of
.
(b)
My fish are made of
2. Circle the correct answer.
.
(a)
(b)
(c)
My fishing rod can pick up my fish.
OR
My fishing rod can not pick up my fish.
My fish can go in water.
OR
My fish can not go in water.
I like playing my fishing game.
OR
I do not like playing my fishing game.
3. I could improve my fishing game by
4. Colour the face that shows how you feel about your fishing game.
.
Do not like it Not sure OK Great
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Task:
Background:
Extension Activity:
Outcome:
Greeting Card
To design and make a pop-out card for someone special.
View various cards with different purposes. Look at the pop-up or pop-out styles.
Discuss why cards are given.
Design another card that will give the person a surprise when he/she opens it.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Identified the uses of everyday products when making the card.
Designed a simple card.
Constructed the card using tools and materials safely.
Able to use appropriate materials to make the card.
Completed a self-evaluation sheet.
Achieving at an advanced level
Identified the features to make the appropriate card to convey the message.
Designed a card meeting the criteria.
Safely used materials when constructing the card.
Chose materials suitable for the components of the card.
Task:
Background:
Extension Activity:
Outcome:
Greeting Card
To design and make a pop-out card for someone special.
View various cards with different purposes. Look at the pop-up or pop-out styles.
Discuss why cards are given.
Design another card that will give the person a surprise when he/she opens it.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Identified the uses of everyday products when making the card.
Designed a simple card.
Constructed the card using tools and materials safely.
Able to use appropriate materials to make the card.
Completed a self-evaluation sheet.
Achieving at an advanced level
Identified the features to make the appropriate card to convey the message.
Designed a card meeting the criteria.
Safely used materials when constructing the card.
Chose materials suitable for the components of the card.
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1. Draw your design.
Greeting Card
To design and make a card for someone special.
It must be a two-dimensional shape.
It must have a pop-out picture or middle.
one piece of A3 cardboard; magazines or
photocopied pictures.
2. Draw and label the materials you will need to make your design.
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1. Complete the sentences.
Greeting Card
(a)
My card is made for
(b) My card is a shape.
(C) My card is made of .
2. Circle the correct answer.
(a)
My card is bigger than my pencil case.
OR
My card is smaller than my pencil case.
(b)
My card has a pop-out middle.
OR
My card does not have a pop-out middle.
3. I could improve my card by
4. Colour the face that shows how you feel about your greeting card.
Do not like it Not sure OK Great
R.I.C. Publications www.ricgroup.com.au Technology 15
ISBN 978-1-86311-644-2

Task:
Background:
Extension Activity:
Outcome:
Healthy Sandwich
To design and make a healthy sandwich.
Healthy food discussions using pictures. Compare the benefits of healthy food with
junk food.
Design a healthy meal using the food pyramid.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Identified the healthy foods suitable for making a sandwich.
Designed a simple healthy sandwich.
Chose correct materials suited to the sandwich.
Completed a self-evaluation sheet.
Achieving at an advanced level
Investigated decisions on who chooses foods that are eaten.
Able to group foods according to their health qualities.
Designed the sandwich acknowledging the healthy elements.
Task:
Background:
Extension Activity:
Outcome:
Healthy Sandwich
To design and make a healthy sandwich.
Healthy food discussions using pictures. Compare the benefits of healthy food with
junk food.
Design a healthy meal using the food pyramid.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Identified the healthy foods suitable for making a sandwich.
Designed a simple healthy sandwich.
Chose correct materials suited to the sandwich.
Completed a self-evaluation sheet.
Achieving at an advanced level
Investigated decisions on who chooses foods that are eaten.
Able to group foods according to their health qualities.
Designed the sandwich acknowledging the healthy elements.
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Healthy Sandwich
To design and make a healthy sandwich.
two pieces of bread; three or more healthy fillings.
1. Draw your design.
2. Draw and label the materials you will need to make your design.
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1. Complete the sentences.
Healthy Sandwich
(a) My sandwich is made with pieces of bread.
(b)
My sandwich fillings are
2. Circle the correct answer.
.
(a)
(b)
My sandwich tastes great.
OR
My sandwich does not taste very nice.
My sandwich is healthy.
OR
My sandwich is not healthy.
3. I could improve my sandwich by
4. Colour the face that shows how you feel about your sandwich.
.
Do not like it Not sure OK Great
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Task:
Background:
Extension Activity:
Outcome:
Jigsaw in a Box
To design and make a jigsaw puzzle from a magazine or poster picture and a box
to put it in.
Play with jigsaws and discuss their attributes. Examine a variety of boxes to see how
they are made.
Design and make a 20-piece jigsaw puzzle.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Designed a simple jigsaw puzzle and box.
Made a jigsaw puzzle and box using materials safely.
Able to choose correct materials suited to the components of the jigsaw puzzle and box.
Achieving at an advanced level
Design displays clear details.
The puzzle matched the original design and outlined components.
Puzzle pieces fit in the box.
Puzzle pieces fit together accurately to make the original picture.
Task:
Background:
Extension Activity:
Outcome:
Jigsaw in a Box
To design and make a jigsaw puzzle from a magazine or poster picture and a box
to put it in.
Play with jigsaws and discuss their attributes. Examine a variety of boxes to see how
they are made.
Design and make a 20-piece jigsaw puzzle.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Designed a simple jigsaw puzzle and box.
Made a jigsaw puzzle and box using materials safely.
Able to choose correct materials suited to the components of the jigsaw puzzle and box.
Achieving at an advanced level
Design displays clear details.
The puzzle matched the original design and outlined components.
Puzzle pieces fit in the box.
Puzzle pieces fit together accurately to make the original picture.
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Jigsaw in a Box
To make a 10-piece jigsaw puzzle and a box to keep
it in.
cardboard; glue; scissors; a magazine picture and
posters.
Give your jigsaw to a friend to see if he/she can do it!
1. Draw your design.
2. Draw and label the materials you will need to make your design.
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1. Complete the sentences.
Jigsaw in a Box
(a) My jigsaw has pieces.
(b)
My jigsaw is a picture of
(c) My box is made from .
2. Circle the correct answer.
.
(a)
My jigsaw puzzle fits in my box.
OR
My jigsaw puzzle does not fit in my box.
(b)
My friend could make my jigsaw puzzle picture.
OR
My friend could not make my jigsaw puzzle.
3. I could improve my jigsaw by
.
4. Colour the face that shows how you feel about your jigsaw puzzle.
Do not like it Not sure OK Great
R.I.C. Publications www.ricgroup.com.au Technology 21
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Task:
Background:
Extension Activity:
Outcome:
Mobile
To make a mobile with two levels.
Discuss wind movements and how mobiles move. Look at bought mobiles, discuss
the bright colours and the levels of the pictures/objects.
With a friend, design and make a mobile that has three levels.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Design is simple and planned for colour and object usage.
Produced a simple mobile choosing correct materials.
Used tools safely.
Completed a self-evaluation sheet.
Achieving at an advanced level
Design shows detail of objects or pictures and the colour usage.
Used materials accurately to create the mobile, recognising the constraints required in the design.
Planned and used resources safely when making mobile.
Compared the product to the proposed design to assess the desired effect.
Task:
Background:
Extension Activity:
Outcome:
Mobile
To make a mobile with two levels.
Discuss wind movements and how mobiles move. Look at bought mobiles, discuss
the bright colours and the levels of the pictures/objects.
With a friend, design and make a mobile that has three levels.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Design is simple and planned for colour and object usage.
Produced a simple mobile choosing correct materials.
Used tools safely.
Completed a self-evaluation sheet.
Achieving at an advanced level
Design shows detail of objects or pictures and the colour usage.
Used materials accurately to create the mobile, recognising the constraints required in the design.
Planned and used resources safely when making mobile.
Compared the product to the proposed design to assess the desired effect.
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Mobile
Make a mobile for your bedroom or family room.
readily available household materials such as string; glue;
scissors; cardboard; magazines and a clothes hanger.
It must have two levels.
The objects must not touch one another.
It should be colourful and eye-catching.
It must be able to hang from the ceiling.
1. Draw your design.
2. Draw and label the materials you will need to make your design.
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1. Complete the sentences.
Mobile
(a) I made a mobile for my .
(b)
The materials I used were
2. Circle the correct answer.
(a)
(b)
(c)
It is colourful.
OR
It is not colourful.
The objects do not touch each other.
OR
The objects do touch each other.
It can hang from the ceiling.
OR
It can not hang from the ceiling.
.
3. I could improve my mobile by
4. Colour the face that shows how you feel about your mobile.
.
Do not like it Not sure OK Great
R.I.C. Publications www.ricgroup.com.au Technology 24
ISBN 978-1-86311-644-2

Task:
Background:
Extension Activity:
Outcome:
Musical Instrument
To design and make a musical instrument that will make sound.
Experiment with different everyday objects to produce sounds. Look at a variety of
musical instruments, and how they produce sound.
Using your instrument, join with two or three friends to make a band and play a
song or some music to the class.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Selected everyday objects to make a musical instrument.
Designed a simple musical instrument.
Used scissors, glue and everyday objects in a safe manner.
Completed a self-evaluation sheet.
Achieving at an advanced level
Designed his/her musical instrument based on an instrument he/she has seen.
Followed his/her design to make a musical instrument.
Identified ways of improving the design.
Task:
Background:
Extension Activity:
Outcome:
Musical Instrument
To design and make a musical instrument that will make sound.
Experiment with different everyday objects to produce sounds. Look at a variety of
musical instruments, and how they produce sound.
Using your instrument, join with two or three friends to make a band and play a
song or some music to the class.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Selected everyday objects to make a musical instrument.
Designed a simple musical instrument.
Used scissors, glue and everyday objects in a safe manner.
Completed a self-evaluation sheet.
Achieving at an advanced level
Designed his/her musical instrument based on an instrument he/she has seen.
Followed his/her design to make a musical instrument.
Identified ways of improving the design.
R.I.C. Publications www.ricgroup.com.au Technology 25
ISBN 978-1-86311-644-2

Give your instrument a name.
1. Draw your design.
Musical Instrument
To design and make a musical instrument that can
make sound.
readily available household materials such as tins;
drink containers; beans; rice; rocks and sticks.
2. Draw and label the materials you will need to make your design.
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ISBN 978-1-86311-644-2

Musical Instrument
1. Complete the sentences.
(a)
My musical instrument is made from
.
2. Circle the correct answer.
(a)
My musical instrument makes sound.
OR
My musical instrument does not make sound.
(b)
(c)
(d)
It makes high/low sounds.
It makes a soft/loud noise.
My musical instrument is bigger than my desk.
OR
My musical instrument is smaller than my desk.
3. I could improve my musical instrument by
.
4. Colour the face that shows how you feel about your musical
instrument.
Do not like it Not sure OK Great
R.I.C. Publications www.ricgroup.com.au Technology 27
ISBN 978-1-86311-644-2

Task:
Background:
Extension Activity:
Outcome:
Pet Home
To design and construct a home for a pet.
Discuss pet homes and needs. Look at pictures to show various homes for different
pets. Visit a pet shop.
Design an enclosure for a wild animal of your choice.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Selected everyday objects to make a pet home.
Designed a simple pet home.
Understands that materials can be used for different purposes.
Used equipment safely.
Completed a self-evaluation sheet.
Achieving at an advanced level
Observed animals in a range of pet homes, identified the features needed to meet the
animal’s needs.
Designed the appropriate home to suit the animal, using suitable materials.
Followed his/her design when constructing the pet home.
Identified ways of improving his/her design.
Task:
Background:
Extension Activity:
Outcome:
Pet Home
To design and construct a home for a pet.
Discuss pet homes and needs. Look at pictures to show various homes for different
pets. Visit a pet shop.
Design an enclosure for a wild animal of your choice.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Selected everyday objects to make a pet home.
Designed a simple pet home.
Understands that materials can be used for different purposes.
Used equipment safely.
Completed a self-evaluation sheet.
Achieving at an advanced level
Observed animals in a range of pet homes, identified the features needed to meet the
animal’s needs.
Designed the appropriate home to suit the animal, using suitable materials.
Followed his/her design when constructing the pet home.
Identified ways of improving his/her design.
R.I.C. Publications www.ricgroup.com.au Technology 28
ISBN 978-1-86311-644-2

Pet Home
Design and make a home for a pet of your choice.
readily available household materials such as boxes;
material; drink containers; tins and lids.
Your pet home must have space for your pet to be able to
eat and drink. It must have room for the pet to move.
Remember, you don’t want some pets to run/fly away!
1. Draw your design.
2. Draw and label the materials you will need to make your design.
R.I.C. Publications www.ricgroup.com.au Technology 29
ISBN 978-1-86311-644-2

Pet Home
1. Complete the sentences.
(a) My pet home is for a .
(b)
My pet home is made of
2. Circle the correct answer.
.
(a)
(b)
(c)
My pet home has room for the pet to move.
OR
My pet home does not have room for the pet to move.
My pet home has a place for the pet to eat and drink.
OR
My pet home does not have a place for the pet to eat and drink.
My pet home is bigger than my chair.
OR
My pet home is smaller than my chair.
3. I could improve my pet home by
4. Colour the face that shows how you feel about your pet home.
.
Do not like it Not sure OK Great
R.I.C. Publications www.ricgroup.com.au Technology 30
ISBN 978-1-86311-644-2

Task:
Background:
Extension Activity:
Outcome:
Picture Frame
To design and make a picture frame which can stand on a desk and hold
an A5-size piece of paper.
Discuss and look at stimulus pictures of a variety of picture frames.
Examine the ways the frames stand up.
Design and make a hanging picture frame.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Used everyday objects to make a picture frame.
Designed a simple picture frame.
Used materials in a safe manner.
Completed a self-evaluation sheet.
Achieving at an advanced level
Used their picture frame design to make a picture frame similar to their design.
Could identify ways to make their design better (different materials, size, weight, structure).
Drew realistic designs using materials that are available.
Task:
Background:
Extension Activity:
Outcome:
Picture Frame
To design and make a picture frame which can stand on a desk and hold
an A5-size piece of paper.
Discuss and look at stimulus pictures of a variety of picture frames.
Examine the ways the frames stand up.
Design and make a hanging picture frame.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Used everyday objects to make a picture frame.
Designed a simple picture frame.
Used materials in a safe manner.
Completed a self-evaluation sheet.
Achieving at an advanced level
Used their picture frame design to make a picture frame similar to their design.
Could identify ways to make their design better (different materials, size, weight, structure).
Drew realistic designs using materials that are available.
R.I.C. Publications www.ricgroup.com.au Technology 31
ISBN 978-1-86311-644-2

Picture Frame
To design and make a picture frame.
two pieces of cardboard.
The picture needs to stand on a desk.
The picture frame must hold a picture which is half the size of this sheet
of paper ( ).
Decorate your picture frame.
1. Draw your design.
2. Draw and label the materials you will need to make your design.
R.I.C. Publications www.ricgroup.com.au Technology 32
ISBN 978-1-86311-644-2

1. Complete the sentences.
Picture Frame
(a)
My picture frame is made of
2. Circle the correct answer.
(a)
(b)
(c)
My picture fits into my picture frame.
OR
My picture does not fit into my picture frame.
My picture frame can stand on a desk.
OR
My picture frame can not stand on a desk.
My picture frame is colourful.
OR
My picture frame is not colourful.
3. I could improve my picture frame by
4. Colour the face that shows how you feel about your picture frame.
Do not like it Not sure OK Great
R.I.C. Publications www.ricgroup.com.au Technology 33
ISBN 978-1-86311-644-2

Task:
Background:
Extension Activity:
Outcome:
Popcorn Holder
Design and construct a popcorn holder.
Discuss and view the holders used at the movies. Note their shape, size and colour.
Using the same materials, make a holder that will hold more popcorn than
your first design.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Design is simple and planned for colour and object usage.
Produced a simple popcorn holder choosing correct materials.
Used tools safely.
Completed a self-evaluation sheet.
Achieving at an advanced level
Design displays clear details.
Able to use materials accurately to create the popcorn holder, recognising the constraints
required in the design.
Planned and used resources safely when making the popcorn holder.
Compared the product to the proposed design to assess the desired effect.
Task:
Background:
Extension Activity:
Outcome:
Popcorn Holder
Design and construct a popcorn holder.
Discuss and view the holders used at the movies. Note their shape, size and colour.
Using the same materials, make a holder that will hold more popcorn than
your first design.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Design is simple and planned for colour and object usage.
Produced a simple popcorn holder choosing correct materials.
Used tools safely.
Completed a self-evaluation sheet.
Achieving at an advanced level
Design displays clear details.
Able to use materials accurately to create the popcorn holder, recognising the constraints
required in the design.
Planned and used resources safely when making the popcorn holder.
Compared the product to the proposed design to assess the desired effect.
R.I.C. Publications www.ricgroup.com.au Technology 34
ISBN 978-1-86311-644-2

Popcorn Holder
Make a popcorn holder to take to the movies. It can
be any shape.
a square piece of paper; crayons or pencils for
decorating.
It must have the word ‘popcorn’ on it.
It must be decorated.
Your hand should be able to fit inside to get the popcorn out.
1. Draw your design.
2. Draw and label the materials you will need to make your design.
R.I.C. Publications www.ricgroup.com.au Technology 35
ISBN 978-1-86311-644-2

1. Complete the sentences.
Popcorn Holder
(a)
(b)
My popcorn holder is made of
My popcorn holder is decorated with
.
.
2. Circle the correct answer.
(a)
(b)
(c)
(d)
I like the decoration on my popcorn holder.
OR
I do not like the decoration on my popcorn holder.
My hand can fit inside to get the popcorn out.
OR
My hand can not fit inside to get the popcorn out.
There are no holes in my popcorn holder.
OR
There are some holes in my popcorn holder.
My popcorn holder is bigger than a loaf of bread.
OR
My popcorn holder is smaller than a loaf of bread.
3. I could improve my popcorn holder by
4. Colour the face that shows how you feel about your popcorn holder.
.
Do not like it Not sure OK Great
R.I.C. Publications www.ricgroup.com.au Technology 36
ISBN 978-1-86311-644-2

Task:
Background:
Extension Activity:
Outcome:
Raft
To design and make a model raft that can carry a small box of treasure.
Drama activities, where children imagine they have been stranded on an island.
Discuss and view various raft pictures, what rafts are made from and the purpose of rafts.
Design another vessel that will float, using other materials.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Designed a simple raft.
Made the raft using materials safely.
Able to choose correct materials suited to the components of the raft.
Completed a self-evaluation sheet.
Achieving at an advanced level
Used raft design to make a raft similar to the design.
Able to plan the materials and steps needed to safely make the raft from the design.
Identified materials and properties to improve the raft’s performance.
Constructive comments made on evaluation sheet.
Task:
Background:
Extension Activity:
Outcome:
Raft
To design and make a model raft that can carry a small box of treasure.
Drama activities, where children imagine they have been stranded on an island.
Discuss and view various raft pictures, what rafts are made from and the purpose of rafts.
Design another vessel that will float, using other materials.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Designed a simple raft.
Made the raft using materials safely.
Able to choose correct materials suited to the components of the raft.
Completed a self-evaluation sheet.
Achieving at an advanced level
Used raft design to make a raft similar to the design.
Able to plan the materials and steps needed to safely make the raft from the design.
Identified materials and properties to improve the raft’s performance.
Constructive comments made on evaluation sheet.
R.I.C. Publications www.ricgroup.com.au Technology 37
ISBN 978-1-86311-644-2

1. Draw your design.
Raft
To design a model raft with a sail. It should be able to
carry a small box (The ‘treasure’ can be a matchbox
containing a small rock; wishing stones; marbles or
similar.) without sinking.
20 popsticks; 10 corks and one sheet of paper.
2. Draw and label the materials you will need to make your design.
R.I.C. Publications www.ricgroup.com.au Technology 38
ISBN 978-1-86311-644-2

Raft
1. Complete the sentences.
(a) My raft is made with popsticks.
(b) My raft is made with corks.
(c) There is a sail on my raft.
2. Circle the correct answer.
(a)
(b)
My raft can float on its own.
OR
My raft can not float on its own.
My raft can carry the treasure.
OR
My raft can not carry the treasure.
3. I could improve my raft by
.
4. Colour the face that shows how you feel about your raft.
Do not like it Not sure OK Great
R.I.C. Publications www.ricgroup.com.au Technology 39
ISBN 978-1-86311-644-2

Task:
Background:
Extension Activity:
Outcome:
Spectacles
To design and make a pair of spectacles that you can see through.
Discuss the purpose of spectacles. Look at different types of glasses and people’s
choices of colour and style—show pictures of people wearing glasses for different
situations and for different reasons, e.g. safety.
Use other materials to make a monocle that you can wear.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Able to select materials to make spectacles.
Made a simple design to follow.
Safely used tools when making spectacles.
Completed a self-evaluation sheet.
Achieving at an advanced level
Able to consider the properties of materials suitable for constructing the spectacles.
Design a pair of glasses considering the suitability of materials.
Selects and uses equipment accurately and safely.
Able to compare own product with design and process.
Task:
Background:
Extension Activity:
Outcome:
Spectacles
To design and make a pair of spectacles that you can see through.
Discuss the purpose of spectacles. Look at different types of glasses and people’s
choices of colour and style—show pictures of people wearing glasses for different
situations and for different reasons, e.g. safety.
Use other materials to make a monocle that you can wear.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Able to select materials to make spectacles.
Made a simple design to follow.
Safely used tools when making spectacles.
Completed a self-evaluation sheet.
Achieving at an advanced level
Able to consider the properties of materials suitable for constructing the spectacles.
Design a pair of glasses considering the suitability of materials.
Selects and uses equipment accurately and safely.
Able to compare own product with design and process.
R.I.C. Publications www.ricgroup.com.au Technology 40
ISBN 978-1-86311-644-2

Spectacles
To design and make a pair of spectacles that you can
see through. They should fit you without falling off.
One piece of cardboard; two different brightly-coloured
pieces of paper and a small amount of aluminium foil.
Your spectacles need to be colourful.
1. Draw your design.
2. Draw and label the materials you will need to make your design.
R.I.C. Publications www.ricgroup.com.au Technology 41
ISBN 978-1-86311-644-2

1. Complete the sentences.
Spectacles
(a)
My spectacles are made of
.
(b) My spectacles are a/an shape.
2. Circle the correct answer.
(a)
(b)
(c)
I can see through my spectacles.
OR
I can not see through my spectacles.
I like the decoration on my spectacles.
OR
I do not like the decoration on my spectacles.
My spectacles do not fall off my face.
OR
My spectacles fall off my face.
3. I could improve my spectacles by
.
4. Colour the face that shows how you feel about your spectacles.
Do not like it Not sure OK Great
R.I.C. Publications www.ricgroup.com.au Technology 42
ISBN 978-1-86311-644-2

Wrapping Paper
Task:
Background:
Extension Activity:
Outcome:
To design and make a sheet of wrapping paper.
View various wrapping paper designs. Discuss the purpose of wrapping paper.
Design and make a gift box or bag for a gift.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Able to make different patterns using various materials.
Designed a simple pattern for the wrapping paper.
Completed a self-evaluation sheet.
Achieving at an advanced level
Able to use various patterns to create a range of designs.
Used the design to construct the wrapping paper.
Constructive comments made on evaluation sheet.
Identified ways of improving the design.
Wrapping Paper
Task:
Background:
Extension Activity:
Outcome:
To design and make a sheet of wrapping paper.
View various wrapping paper designs. Discuss the purpose of wrapping paper.
Design and make a gift box or bag for a gift.
Assessment Checklist
Name:
Key: achieved the outcome
observed partial achievement of the outcome
did not achieve the outcome
Achieving
Able to make different patterns using various materials.
Designed a simple pattern for the wrapping paper.
Completed a self-evaluation sheet.
Achieving at an advanced level
Able to use various patterns to create a range of designs.
Used the design to construct the wrapping paper.
Constructive comments made on evaluation sheet.
Identified ways of improving the design.
R.I.C. Publications www.ricgroup.com.au Technology 43
ISBN 978-1-86311-644-2

1. Draw your design.
Wrapping Paper
To make a piece of wrapping paper (about twice as
big as this sheet of paper).
It should be able to be used to wrap a gift.
paint; crayons; sponges; leaves; various objects to
print or rub; magazines; newspapers and paper.
2. Draw and label the materials you will need to make your design.
R.I.C. Publications www.ricgroup.com.au Technology 44
ISBN 978-1-86311-644-2

1. Complete the sentences.
Wrapping Paper
(a)
My wrapping paper is made with
.
(b)
I am going to use my wrapping paper to wrap a gift for
.
(c)
My wrapping paper is (colours)
.
2. Circle the correct answer.
(a)
(b)
I could wrap up a gift with my wrapping paper.
OR
I could not wrap up a gift with my wrapping paper.
My wrapping paper has a pattern.
OR
My wrapping paper does not have a pattern.
3. I could improve my wrapping paper by
4. Colour the face that shows how you feel about your wrapping paper.
.
Do not like it Not sure OK Great
R.I.C. Publications www.ricgroup.com.au Technology 45
ISBN 978-1-86311-644-2