The Market Day Unit Plan

Unit Title: Market Day School: Year Group: 7/8 Duration: 10 weeks x 1 ½ hours per week

The class... Context

Room 3 have recently undertaken a unit focusing on T.P, students Our school is having a Market Day Celebration in term 3.
have a good understanding of these components. However they need
further work in the area of identifying their key stages (P4P). The Components to be focussed on from 2 year plan
range of student abilities includes level 1-4 in technology and reading Technological Practice: Technological Knowledge: Nature of Technology:
levels range from 6yrs to 16yrs. In their homeroom maths Brief Development Technological Modelling Characteristics of
programme they have recently had a focus in Number (money and Planning for Practice Technological Products Technology
Outcome Development& Technological Systems Characteristics of
financial literacy).
Evaluation Technological Outcomes

Achievement Objectives
P4P: L3: Undertake planning to identify the key stages and resources required to develop an outcome. Revisit planning to include reviews of progress and identify implications for subsequent decision making.
TM: L2: Understand that functional models are used to explore, test, and evaluate design concepts for potential outcomes (and that prototyping is used to test a technological outcome for fitness of purpose).
CoT: L2: Understand that technology both reflects and changes society and the environment and increases people’s capability.
Key Competencies How these will be enriched School Focus How these will be enriched
Relating to others Take on roles within market day group Term 3 big question: Students as ‘entrepreneurs’ at the market day
Dealing with stakeholders/experts What does it mean to be NZ Entrepreneurs – who are some examples?
Working with group to create a common item for an entrepreneur?
the Market Day.

Participating and Actively involved in community with the school Formative assessment Write learning intentions and negotiate success criteria based on
contributing Market day; whanau and school communities indicators of progression

Cross-curricula Links How these will be enriched Values How these will be enriched
Mathematics and Financial literacy, number, money, measurement Community and What is the Market day purpose? How will the Market day benefit
Statistics participation their community and school?

Social Sciences How people make choices to meet their needs and
wants

English Text that suits audience and occasion, e.g.

advertising, packaging
 Learning Outcomes – Clear statements of what you expect the students to be able to do and know...
Curriculum: Learning Outcomes (based on AO’s) (assessment in bold) Context: Learning Outcomes (based on unit context)
1. Work through tech practice to create an outcome for the market day 1. Discuss what it means to be ‘entrepreneurial’
2. Awareness of the impact their outcome has on their society /community 2. The features of successful markets/galas – what makes a market/gala
(CoT, L2, De Bono hats) successful?
3. Identify key stages and resources and plan for these 3. Before markets existed
(P4P, L3, create a flowchart) a. How did people traded in the past
4. Review student progress through these key stages and resources b. What is the differences between a ‘market’ and a
(P4P, L3, dice) ‘supermarket’
5. Undertake functional modelling to test their concepts (e.g. use of 4. Impact of market days on society – are there any and if so what are they?
drawing, mock-up) 5. Discuss NZ entrepreneurs – who are they and what defines them as being
6. Use functional modelling to evaluate design concepts an entrepreneur?
(TM, L2, examples of functional models) 6. Skill development for product being produced
7. Identify the evidence functional modelling have given them (dependent on room/environment)
(TM, L2, what information does it give me) a. Construction skills
8. Identify possible impacts of the technological outcome on their b. Soldering skills
community c. etc
9. Identify the impact of NZ products on the wider community
(CoT, L2, De Bono hats)
10. Describe how these impacts might have changed society
(CoT, L2, Visa TV ad)
Curriculum: Terminology Context: Terminology
Key stages Functional modelling Entrepreneur
Resources Prototype Skill based terminology (e.g. solder, baste)
Stakeholder Evidence
Feedback Fitness for purpose
Model Design concepts
Session Learning Intentions Learning Experiences Assessment Resources
“We are learning...” Strategies
(ideally these would be negotiated
with students)
1 ... how to identify the features Intro to room, expectations, etc
of good market days and what Intro to unit context Images of
makes entrepreneurs Discuss and brainstorm and record on a group/class sheet about Market markets/galas
successful Days
- What are Market Days? Entrepreneurs
- Why have them? stories
 - Purpose of our school market day?
- Market days potential effect on our community
- Their features - what makes them good?
Entrepreneurs
- What is an entrepreneur?
- What makes an entrepreneur successful?
- Examples of NZ entrepreneurs
- Products and their impact on society
(De Bonos black and yellow hat)
2 ... to identify our key stages Students given teacher brief
and resources Brainstorm possible resources (people, materials, equipment)
Identify basic key stages that students might be involved in
Brainstorm ideas for technological outcomes for the market day - ideas
generation
Discuss possible constraints, limitations that may need to be put on the
technological outcome or the practice used to develop it (ie needs to be
able to be made inside 4 hours, all student must play and active role in
making the technological product etc.)

3 ... draft a flowchart that Look at existing flowcharts of technological practice – identify key Initial flowchart Flowchart /
shows the process to be stages used/followed (e.g. identifying a need or opportunity, identify key plan identifying Graphic
undertaken to develop their stakeholders, drafting a brief, generating design ideas, testing design possible key stages organiser
product ideas .....) and resources
needed to produce
possible outcomes
4 ... how functional modelling Undertake functional modelling to explore potential products that could Students identify Graphic
helps us evaluate our design be made for the market day ... and record how organiser /
concepts Use functional modelling to test 3 design ideas for a product (e.g. talking functional modelling Worksheet
to their partner about the concept, drawings the concept, making a card was used to test
board mock-up of the concept) concept ideas, and
What does each tell me? How can I the information obtained from what information
functional modelling? How has my functional modelling helped me decide was gained from
which concept to further develop? this
5 ... identify the impact of some Students explore a range of products (technological outcomes) (possibly
products on the wider of NZ entrepreneurs) through class based discussions. What does impact
community mean? What are the impacts of these products? Impact on...?
Use revised 50 ways to look at a Big Mac Box questions

6 ...decide on the product they Using findings from technological modelling to decide on which design
will develop for sale at the idea will be further developed into a product that can be sold at the
market day school market day

7 ... create a brief Write a brief that includes:

 a ‘conceptual statement’ which describes what the product is that
is to be made and why it is being made

‘attributes’ required for the product

Brief to focus on answering questions such as:

 What will it be used for?
 What will it look like?
 What will it be made out of?
 Where will it be used?
 Who will use it?
 Why am I making it?
8 ...think about the possible Students discuss the product they intend to make. Refer to discussions PMI of our class PMI
impacts of ours outcomes on in session 4. What does impact mean? What are the impacts of these outcomes impacts on
our community products? Impact on...? our community
Record via a PMI
Use revised 50 ways to look at a Big Mac Box questions
9– 10 ... create our product to Students work through the process of creating their product(s)
address our brief
7-10 ... review our progress Students have opportunities while undertaking their technological Review flowchart Flowchart /
through our key stages practice to review their key stages plan identifying Graphic
possible key stages organiser
and resources
needed to produce
their outcomes.
Record review in
different colour.