Hat Storage
Pre-planning
Context: Sun hat storage Year: Duration:
| Key Skill/Knowledge/Component of Practice Underpinning Unit
• Develop an understanding of the properties of the hat – can they be folded or rolled for storage (this will impact on the development of the storage method)? • Technological principles including durability, functionality, and aesthetics. • Working drawings – measuring to scale, developing templates (patterns). • Brief development (see examples in case studies of technological practice on Techlink). |
Technological Areas/Contexts Materials, Structures and Mechanisms, Production and Process. School |
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Community Links Local community groups that store hats. IPENZ Neighbourhood Engineers.
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| Cross Curricular Links
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Safety Issues (Refer to MOE Revised Health & Safety Guidelines.) Personal health |
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Resources – Human and Physical IPENZ Neighbourhood Engineers |
Predetermined Learning Outcomes
Students will:
1. Understand the properties of the school hat and the effect this has on the design of a storage system
2. Understand the technological principles of durability, functionality and aesthetics in the context of the development of a hat storage system
3. Be able to develop a brief for a school hat storage system
Assessment Criteria
Assessment Strategies
1. Brief development – Write/illustrate a progress report for your parents/caregivers that explains what we've decided is important in our hat storage system.
| Learning experiences | AOs | Links to learning outcomes |
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The problem of storing hats has been raised during discussion with students and the following issues identified: - hats are often lost - students take hats that aren't their own - possibly the spread of nits (are nits a real issue? Possible session with Health Nurse.) |
5 | |
| Optional discussion about why we wear hats at school and that this is a recent requirement in schools in New Zealand. | 7 | |
| Durability, functionality and aesthetics. Discussion introducing these principles using school hats as a starting point – do our hats keep the sun off? Look good? Last a reasonable length of time? Other illustrations of these principles are available in the case studies of technological practice on Techlink. | 2 | |
| Discussion about who wears hats and why. Identify a range of organisations to contact to find out how they store hats. | 1 | |
| Faxes and letters sent to BJ Bakery, McDonalds, local fire station, Hawke's Bay Network ?, Alexander Construction. | ||
| Video the cloakrooms and corridors to have a record of the problem – could be used at a presentation to the Home and School. | 5 | |
| Keep caregivers informed with regular newsletter items. | 6c | |
| Investigate how hats are currently stored around the school. Develop an understanding of the properties of the school hat – can they be folded or rolled for storage (this will impact on the development of the storage method)? | 1 | |
| Develop a set of criteria/attributes for a potential storage system. Consider available money, skills and space, that any storage must be robust and durable and be easy to access, hats must be easy to identify when stored and that the position of the storage will constrain the design. | 5 | |
| Explore a range of likely storage systems. Visits to local organisations (OSH may limit to 4 students and a video). Establish a photo display of various storage methods. |
1 |
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Consider historical methods of storage at school such as the book bags that hung on the back of chairs. Skills teaching. Depending on the solutions decided on knowledge and skills teaching will need to be negotiated (see Possible Negotiated Learning Outcomes). |
8
2 |
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| Develop potential solutions such as:
- Mock ups - Models - Actual storage system |
6a | |
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Assessment Strategy Brief development Write/illustrate a progress report for your parents/caregivers that explains what we've decided is important in our hat storage system. |
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| Evaluate our potential solutions based on what we know about durability, functionality, and aesthetics. | 6c/d | |
| Share possible solutions with Neighbourhood Engineer (fax, classroom visit). | 6c/d | |
| Develop a design brief for the storage system – use Techlink case studies to find out how other technologists go about brief development. | 5 | |
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Possible Negotiated Learning Outcomes? Skills and knowledge associated with the actual production of the storage system.
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