PLANNING DOCUMENT
SCHOOL: ____________________
YEAR: 8
Week Learning Area
Teaching & Learning
Strand and Sub Objectives- Links to e.g. :
Strand Focus
Determined
outcomes
1 L1
Subject:
Design and
Technologies
Strand:
Processes and
production skills.
Sub Strand:
-
Investigating
Collaborating
and Managing
Assessment
What students are doing?
What they will use?
Due date.
Weighting
How achievement will be
judged?
Introduction:
Classroom Management/Introduction to 3D Printing
Teachers behavioural expectations, values, schools discipline policy and
its application within the ICT classroom are outlined by the teacher.
Students and teacher to establish classroom rules and objectives.
Teacher to outline purpose of lesson, introduce 3D printing and the project
students will be required to complete.
Independently develop criteria for
success to assess design ideas,
processes and solutions and their
sustainability (ACTDEP038)
Body:
General Capabilities:
Information and Communication
Technology (ICT) capability
Literacy
Personal and Social Capability
Critical and creative thinking
Cross Curriculum Priorities:
Values
Respect and concern for others
and their rights
Pursuit of knowledge and
commitment to achievement of
potential
Social and civic responsibility
Environmental Responsibility
Self-acceptance and respect of
With a partner students read a chapter of 3D printing from the book - A
revolution in the making (Rundle, 2014) and discuss interesting findings.
Using MS PowerPoint, teacher outlines a range of 3D printing terms and
asks student groups to find definitions for three of them. (I.e. 3D printing
software, 3D printer, Three Dimensional etc.)
Each group presents their findings to the class for discussion.
Conclusion:
Sustainability
Other Learning Areas:
English
Science
Week 1 to week 3
Resources
Use project management processes
when working individually and
collaboratively to coordinate
production of designed solutions
(ACTDEP039)
1 L2
TOPIC: 3D Printing
Learning Experiences
Australian Curriculum:
(Scope and Sequence)
General Capabilities
Cross Curriculum Priorities
Other Learning Areas
Values
What students are learning?
Learning Objectives:
Learning Area: TECHNOLOGIES
Teacher to summarise list of terms and make them available to students
via MS OneNote and class Dropbox.
Teacher to advise students that all lesson materials, worksheets,
assignments, group allocations and additional material will be available via
class Dropbox. (Teacher to demonstrate account setup.)
Homework:
Students to research three examples of where 3D printing has
been used to benefit a person, society or company and place in class Dropbox.
Introduction: Positives and Negatives of 3D Printing
Teacher to outline purpose of lesson; to define all terms covered in
previous lesson with additional terms included.
Speak about the ABC article involving the construction of a 3D printed gun
Body:
Students form groups of four and using1 any technologies available within
the classroom complete the PNI worksheet on 3D printing.
Each group presents their findings to the class for discussion to assess
ideas, processes, solutions and sustainability.
Conclusion:
Summarise the material covered and develop criteria moving forward
Homework: Students to research three examples of what materials are used in
todays commercials 3D printing industry. And also have excursion forms
Computers/Lap
tops
iPads
Tablets
Interactive
Whiteboard
Projector
E-Beam Pen
Microsoft (MS)
OneNote
Pens
Notepads or
Exercise Books
[Link].c
om
Rundle, G.
(2014). A
revolution in
the making.
Melbourne,
Australia: Affirm
Press.
Formative:
Group
participation.
(Peer evaluation.)
(Weighting: 0.5%)
Classroom
participation.
(Teacher
evaluation.)
(Weighting: 0.5%)
Terminology
Worksheet to
complete about
3D printing terms
(Weighting: 1%)
Formative:
Classroom
participation.
(Teacher
evaluation.)
(Weighting: 1%)
PNI Worksheet.
(Weighting: 0.5%)
Homework
Completion.
(Weighting: 0.5%)
self
SCHOOL: ____________________
Week
Learning Area
Strand and Sub
Strand Focus
Determined
outcomes
1 L3
Subject:
Design and
Technologies
Strand:
Processes and
production skills.
Sub Strand:
-
Investigating
Collaborating
and Managing
signed by parents for tech park visit next week.
YEAR: 8
Teaching & Learning
Objectives- Links to e.g. :
Critique needs or opportunities for
designing and investigate, analyse
and select from a range of materials,
components, tools, equipment and
processes to develop design ideas
(ACTDEP035)
Effectively and safely use a broad
range of materials, components, tools,
equipment and techniques to make
designed solutions (ACTDEP037)
General Capabilities:
Critical and creative thinking
Information and Communication
Technology (ICT) capability
Literacy
Cross Curriculum Priorities:
1 L4
Sustainability
Other Learning Areas:
Learning Experiences
Resources
Assessment
What students are doing?
What they will use?
Due date.
Weighting
How achievement will be
judged?
Introduction: Design Principles of 3D Printing
Australian Curriculum: (Scope
and Sequence)
General Capabilities
Cross Curriculum Priorities
Other Learning Areas
Values
What students are learning?
Learning Objectives:
TOPIC: 3D Printing
English
Science
Values
Social and civic responsibility
Pursuit of knowledge and
commitment to achievement of
potential
Teacher to outline purpose of lesson by writing on the whiteboard.
Provide students with a lesson to understand the design of 3D printing
projects are they functional, do they provide a need, are they
sustainable and legal?
Body:
Students individually using laptops to investigate different materials,
tools and equipment used in modern 3D printing projects
Students to complete worksheets based on research with a partner
Using ABC articles discuss the functionality of 3D printed projects
Teacher to answer questions arising from exercise or online
Revise the design principles of 3D printing and relate to the project
that students will be required to develop.
Teacher to remind students that next lesson will be an excursion to
Tech Park.
Homework:
Introduction:
Excursion to Tech park to see 3D printing
Teacher ensures all excursion approval forms have been received by
students parents.
Mark attendance on the bus to Tech Park, Bentley.
Body:
Meet with the 3D printing scientist at Tech Park who will present to the
students and outline the safety and sustainability of the materials and
machines used.
Students to complete excursion worksheet that will outline the
purpose of the visit and give students direction to take notes.
Conclusion:
Students to Research Technology Park in Bentley, WA,
and list 3 key achievements of the 3D printing team at Tech Park.
Conclusion:
Teacher to summarise 3D printing and its growing popularity in the
future. .
Teacher to advise students of purpose of the visit to Tech Park and
Pens
Formative:
Classroom
Pencils
participation.
Computers/Lapto
(Teacher
ps
evaluation.)
3D printing
(Weighting: 1%)
materials wood,
Materials
metal, plastic
Worksheet.
examples.
(Weighting:0.5%)
ABC 3D printing
Homework
articles
Completion.
Interactive
(Weighting:0.5%)
Whiteboard
Projector
E-Beam Pen
Notepads and
Exercise Books
Bus
Worksheets
Formative:
[Link] Excursion
m
participation.
(Teacher
evaluation.)
(Weighting: 1%)
Excursion
Worksheet
(Weighting: 1%)
the way that students can incorporate knowledge into their project.
Homework: N/A
SCHOOL: ____________________
Week
Learning Area
Strand and Sub
Strand Focus
Determined
outcomes
2 L5
Subject:
Design and
Technologies
Strand:
Processes and
production skills.
Sub Strand:
-
Investigating
Collaborating
and Managing
YEAR: 8
Teaching & Learning
Objectives- Links to e.g. :
Learning Experiences
Resources
Assessment
What students are doing?
What they will use?
Due date.
Weighting
How achievement will be
judged?
Introduction:
Australian Curriculum: (Scope
and Sequence)
General Capabilities
Cross Curriculum Priorities
Other Learning Areas
Values
What students are learning?
Learning Objectives:
Generate, develop, test and
communicate design ideas, plans and
processes for various audiences using
appropriate technical terms and
technologies including graphical
representation techniques
(ACTDEP036)
Use project management processes
when working individually and
collaboratively to coordinate
production of designed solutions
(ACTDEP039)
General Capabilities:
2 L6
TOPIC: 3D Printing
Information and Communication
Technology (ICT) capability
Literacy
Personal and Social Capability
Critical and creative thinking
Ethical Understanding
Developing skills in 3D Printing software
Teacher identifies the software that will be used to complete the 3D
printing project- Google Sketch-up.
Body:
Teacher to demonstrate the use of 3D printing software using the
google Sketch-up YouTube video
Students work in groups brainstorming aspects of 3D software that
would enable them to complete their project.
Teacher walks around room assisting students on the software.
Students to start sketching and brainstorming ideas for next lesson.
Conclusion:
Teacher revises the use of the 3D printing software and the purpose
for the assessment.
Introduce the assessment piece and answer any questions that
students may have.
Homework: Students to research successful 3D printing projects in
preparation for next lesson
Introduction: Planning out a 3D Printing Project
Teacher highlights options of 3D printing project ideas to be the focus
of the lesson and assessment, communicate ideas that students
might already have about the project they hope to develop.
Body:
Cross Curriculum Priorities:
Sustainability
Other Learning Areas:
English
Science
Values
Pursuit of knowledge and
Conclusion:
commitment to achievement of
potential
Self-acceptance and respect of
self
Teacher writes question on board, What can be created using a 3D
printer?
In groups, students produce a response to the question using
WordCloud to discuss answers.
Each group to present their answers to the class via Interactive
Whiteboard.
Class debates and discussion on the creation of 3D printed objects.
Students work in pairs sketching and modelling ideas for a project.
Students to plan a project of their own using google Sketch-up.
Teacher summarises the use of 3D printing in modern society and
shows brief video of school created 3D printed objects.
Teacher to remind students that the project will make up 60% of the
grade for this class.
Homework: Students to decide on a 3D project of their own to be
approved by the teacher.
Computers/Lapto
ps
Interactive
Whiteboard
Projector
Brainstorming
Work paper
Pens/paper
Google extension
- word cloud
3D printing
software Sketch-up
YouTube 3D
software [Link]
[Link]/watch?
v=S-Zqdfif64A
Video for 3D
project [Link]
[Link]/watch?
v=wPKUnb8VWq
M
Formative:
Group
participation.
(Weighting:
0.5%)
Classroom
participation.
(Teacher
evaluation.)
(Weighting: 0.5%)
Homework
Completion.
(Weighting: 1%)
Formative:
Group
participation.
(Teacher
evaluation.)
(Weighting: 0.5%)
Classroom
participation.
(Teacher
evaluation.)
(Weighting: 0.5%)
Homework
Completion.
(Weighting: 1%)
SCHOOL: ____________________
Week
Learning Area
Strand and Sub
Strand Focus
Determined
outcomes
2 L7
Subject:
Design and
Technologies
Strand:
Processes and
production skills.
Sub Strand:
-
2 L8
Investigating
Collaborating
and Managing
YEAR: 8
Teaching & Learning
Objectives- Links to e.g. :
Generate, develop, test and
communicate design ideas, plans and
processes for various audiences using
appropriate technical terms and
technologies including graphical
representation techniques
(ACTDEP036)
Effectively and safely use a broad
range of materials, components, tools,
equipment and techniques to make
designed solutions (ACTDEP037)
Use project management processes
when working individually and
collaboratively to coordinate
production of designed solutions
(ACTDEP039)
General Capabilities:
Information and Communication
Technology (ICT) capability
Literacy
Personal and Social Capability
Critical and creative thinking
Cross Curriculum Priorities:
Sustainability
Other Learning Areas:
English
Science
Values
Respect and concern for others
Learning Experiences
Resources
Assessment
What students are doing?
What they will use?
Due date.
Weighting
How achievement will be
judged?
Introduction:
Formative:
Group
participation.
(Weighting:
0.5%)
Classroom
participation.
(Teacher
evaluation.)
(Weighting: 0.5%)
Homework
Completion.
(Weighting: 1%)
Teacher
feedback.
(Weighting: 2%)
Australian Curriculum: (Scope
and Sequence)
General Capabilities
Cross Curriculum Priorities
Other Learning Areas
Values
What students are learning?
Learning Objectives:
TOPIC: 3D Printing
and their rights
Social and civic responsibility
Level Design/In class work
Teacher to introduce focus for next two lessons to be:
o
To understand the way the 3D Sketch-up software works.
o
To develop a 3D project of the students choice using the 3D
printer and Sketch-up software.
Discuss the homework activity as a class (is the project achievable?)
Body:
Teacher poses question: Where and how are 3D printers used in
society? discuss as a class and communicate ideas
Each student to have access to a computer to work on their project
using google Sketch-up 3D modelling to implement design ideas.
Small groups to take it in terns to upload their planned project onto
the 3D printer when ready, encourage peer reflections on ideas.
Teacher to provide feedback on student prototype ideas
Conclusion:
Teacher to discuss the safety of 3D printing and ensure students all
have the opportunity to print their project on the 3D printer over the
next few days.
Homework:
Students to commence 3D printing report assignment.
Introduction:
Level Design/In class work
Teacher outlines purpose of lesson to be to work on completing your
3D project and for students to continue on with their presentation and
report side of their assignments.
Answer any questions that may arise.
Body:
Students work in pairs on the 3D printer ensuring that each is other is
safely using the machinery and incorporating different materials.
Teacher to encourage students to experiment with innovative ideas
using various brainstorming and 3D modelling techniques.
Teacher/students work together on individual projects, test ideas.
Students required to complete self-assessment form of 3D project,
investigate benefits and weaknesses of prototype.
Conclusion:
Teacher to summarise content covered during the development of the
class and identify any students that are falling behind on the project.
Teacher to remind students of due date for the 3D project
assignment.
MS Access
Interactive
Whiteboard
Projector
E-Beam Pen
Computers/Lapto
ps
Google Sketchup
3D printer.
Self-assessment
survey
Teacher feedback
forms
[Link]
m
Formative:
Group
participation.
(Teacher
evaluation.)
(Weighting: 0.5%)
Classroom
participation.
(Teacher
evaluation.)
(Weighting: 0.5%)
Homework
Completion.
(Weighting: 1%)
Student SelfAssessment.
Homework:
Students to continue with 3D report assignment.
(Weighting: 2%)
SCHOOL: ____________________
Week
Learning Area
Strand and Sub
Strand Focus
Determined outcomes
3 L9
Subject:
Design and
Technologies
Strand:
Processes and
production skills.
Sub Strand:
-
Investigating
Collaborating and
Managing
YEAR: 8
Teaching & Learning
Objectives- Links to e.g. :
Learning Experiences
Resources
Assessment
What students are doing?
What they will use?
Due date.
Weighting
How achievement will be
judged?
Introduction:
Australian Curriculum: (Scope
and Sequence)
General Capabilities
Cross Curriculum Priorities
Other Learning Areas
Values
What students are learning?
Learning Objectives:
Sustainability of 3D printing/In class work
Teacher to outline purpose of lesson; to provide students with a lesson
to understand sustainability and how it can be assisted by 3D printing
followed by continuing with 3D printing project.
Stimulate learning with a video showing the sustainable use of 3D
printers
Effectively and safely use a broad
range of materials, components, tools,
equipment and techniques to make
designed solutions (ACTDEP037)
Independently develop criteria for
success to assess design ideas,
processes and solutions and their
sustainability (ACTDEP038)
Body:
General Capabilities:
Personal and Social Capability
Critical and creative thinking
Cross Curriculum Priorities:
3 L10
TOPIC: 3D Printing
Sustainability
Other Learning Areas:
English
Science
Values
Social and civic responsibility
Environmental Responsibility
Students to complete worksheet with a partner on sustainability using
the resource web link.
Discuss the sustainability benefits that 3D printers provide.
Students to continue/complete working on their 3D printing Project
using 3D printers available and a range of different materials.
Teacher to move around classroom and provide guidance as needed.
Conclusion:
Teacher to briefly summarise concepts relating to Sustainability in
relation to 3D printing
Homework: Following on from sustainability students are required to
research the ethical issues of 3D printing.
Introduction: Ethical issues in 3D Printing/In class work
Teacher to discuss the ethical issues of 3D printers
Teacher to quiz students on ways that they think 3D printers might have
a negative effect on society.
Show a video of the ethical issues of 3D printing.
Body:
In large groups of 5-6 brainstorm some ideas that 3D printers could be
used to have a negative effect on society.
Discuss the issues that 3D printers may face in the future.
Students to continue/complete working on their 3D printing Project
using 3D printers available.
Teacher to move around classroom and provide guidance as needed.
Conclusion:
Teacher to briefly summarise concepts relating to ethics.
Remind students that next lesson projects and reports are due along
with the start of the oral presentations.
If students require more time on the 3D printers organise this with the
students as required.
Homework: Students to ensure project, report and presentation are ready
for next lesson
SCHOOL: ____________________
YEAR: 8
TOPIC: 3D Printing
Computers/Lapto
Formative:
Group
ps
3D Printer
participation.
(Weighting: 0.5%)
Projector
Website resource Classroom
participation.
[Link]
(Teacher
xm
evaluation.)
[Link]
(Weighting: 0.5%)
Computers/Lapto
Homework
ps
Completion.
MS Access
(Weighting: 1%)
Interactive
Whiteboard
Projector
[Link]
Formative:
Group
participation.
(Teacher
evaluation.)
(Weighting: 0.5%)
Classroom
participation.
(Teacher
evaluation.)
(Weighting: 0.5%)
Homework
Completion.
(Weighting: 1%)
Week
Learning Area
Strand and Sub
Strand Focus
Determined
outcomes
3 L11
Subject:
Design and
Technologies
Strand:
Processes and
production skills.
Sub Strand:
-
3
L12
Investigating
Collaborating
and Managing
Teaching & Learning
Objectives- Links to e.g. :
Critique needs or opportunities for
designing and investigate, analyse and
select from a range of materials,
components, tools, equipment and
processes to develop design ideas
(ACTDEP035)
Generate, develop, test and
communicate design ideas, plans and
processes for various audiences using
appropriate technical terms and
technologies including graphical
representation techniques
(ACTDEP036)
Use project management processes
when working individually and
collaboratively to coordinate
production of designed solutions
(ACTDEP039)
General Capabilities:
Resources
Assessment
What students are doing?
What they will use?
Due date.
Weighting
How achievement will be
judged?
Introduction:
Australian Curriculum: (Scope
and Sequence)
General Capabilities
Cross Curriculum Priorities
Other Learning Areas
Values
What students are learning?
Learning Objectives:
Learning Experiences
Information and Communication
Technology (ICT) capability
Literacy
Personal and Social Capability
Critical and creative thinking
Other Learning Areas:
English
Multimedia use
Values
Self-acceptance and respect of
self
Saving and Publishing work/Presentations
Students to hand in project and report via class Dropbox or as a
hardcopy.
Teacher to outline focus of lesson; to hear from half of the students
and their presentation while other student complete Survey monkey
peer survey.
Body:
Students to take it in turns presenting their project with 3-5 minutes
(test and communicate design ideas).
Students to give peer evaluations on the oral presentation of each
student.
Teacher to grade presentations and note feedback for each student.
Conclusion:
Teacher to ensure that all projects/reports have been submitted using
class checklist
Remind students of the oral presentation to complete next lesson.
Homework: Students to continue preparing for their oral presentation.
Introduction: Oral Presentations peer reflections
Teacher to outline purpose of lesson to provide students with an
opportunity to present their project to the class.
Ensure that all students are completing their peer evaluations and
paying attention to their fellow peers.
Body:
Students to take it in turns presenting their project with 3-5 minutes
Students to give peer evaluations on the oral presentation of each
student.
Students required to complete self-assessment survey.
Teacher to grade the presentations of each student.
Teacher also responsible to provide feedback to each student briefly
following the presentation and then in grading reports.
Conclusion:
Teacher to thank students for their work over last three weeks and
wish them well for the rest of the year.
Teacher to provide results of the presentation, project and report in
approximately 2 weeks time
Homework: NIL
Computers/Lapto
ps
Interactive
Whiteboard
Projector
MS Access
[Link]
m
MS OneNote
Google
extensions
google shortener,
padlet,
blendspace
PowerPoint
presentation
software
Prezi software
Self-assessment
survey
Peer evaluation
survey [Link]
[Link]/s/6
KCYLP8
Summative:
Submit 3D
Printing Project
(Due: End of
Lesson 11)
(Weighting: 25%)
Submit 3D
Printing Report
(Due: End of
Lesson 11)
(Weighting: 20%)
Summative:
3D Printing Oral
Presentation.
(Due: End of
Lesson 12)
(Weighting: 15%)
Formative:
Peer Evaluation.
(Weighting: 10%)
Student SelfAssessment.
(Weighting: 2%)
Teacher
feedback.
(Weighting: 2%)
Classroom
participation.
(Weighting: 2%)
