Supporting Learning Environment Level 1

To support students to develop understanding of characteristics of technological outcomes at level 1, teachers could:

• provide students with a range of contemporary and historical technological products and systems and encourage them to explore these through such things as: using, ‘playing’, dismantling and rebuilding as appropriate
• guide students to recognise the products and systems explored as technological outcomes developed by people to be suitable for particular users
• guide students to identify technological outcomes when presented with a collection of technological and non-technological objects and systems
• guide students to identify the physical nature of technological outcomes. The physical nature of technological outcomes refers to its physical attributes. For example; size, shape, colour, smell, texture, components
• guide students to identify the functional nature of technological outcomes. The functional nature of technological outcomes refers to its functional attributes. That is, what the outcome or part of the outcome does. For example; provides grip, transports mass, stores, joins surfaces.

Identify technological outcomes in a group of technological and non-technological objects and systems

Discuss examples of technological outcomes.

Teacher provides examples of technological outcomes (and calls them tech outcomes) to encourage students to make a connection to people made outcomes.
Whole class, or group discussion, possibly teacher record on flip chart / white board.
How are/were people involved in this technological outcomes development?

A collection of both objects and images of technological and non-technological outcomes.

Students sort objects and images into categories.
Teacher led discussion regarding why each outcomes is placed in particular category.
Whole class, or group discussion, possibly teacher record on flip chart / white board.

Identify who might use particular technological outcomes

Descriptive wall chart / poster / literacy strategy.

Using common objects, regularly practice descriptive engagement.
“I’ve got a … can you guess what it is… ” and who uses it
Brainstorm strategy/ recording sheets.

Discuss the different people who use and possibly make a technological outcomes e.g. baker - bread

Record discussion on flip chart

Match pictures of technological outcomes with potential end users

Match pictures and paste onto flip chart.

Identify the physical attributes of technological outcomes

Descriptive wall chart / poster / literacy strategy.

“I’ve got a … can you guess what it does… ” or “Have a look at this, what do you think it will do… ?
Brainstorm strategy/ recording sheets
Teacher to make sure language such as size, shape, colour, small, texture, components etc. are included in brainstorm discussions.

Teacher uses hidden object to support student understanding about physical nature of objects.

A version of the Headbands game

1. Students in pairs, sitting so they cannot see each other
2. One in the pair has a technological outcome (products/systems) that they have to describe to the other
3. Describe the item to their partner who cannot see the outcome
4. Student describing gets one point per clue. Note: the more clues it takes the better because that means they are being very specific

Example: A vivid marker
Describe the outcome (vivid marker) in terms of its physical nature…
“It comes in different colours”
“It has a lid”
“The lid has grooves in it“
“The outside of it is made out of plastic”

Identify the functional attributes of technological outcomes.

A version of the Headbands game (as above)

Example: A vivid marker
Describe it in terms of its functional nature…
“It can write on lots of different surfaces”
“It cannot come off”
“It comes in different colours”
“It has a lid”
“It has a round/flat tip”

Descriptive wall chart / poster / literacy strategy.

“I’ve got a … can you guess what it does… ” or “Have a look at this, what do you think it will do… ?
Brainstorm strategy/ recording sheets

Over time, using a range known and unknown objects, encourage the discussion around their function.