1. Preescolar I to Preescolar III Design project This task was the first learning experience kindergarten students undertook in looking at design and the design process. The task was to design the best lunchbox for use by kindergarten children. Syllabus links: PS ES1.5; INV ES1.7; DM 1.8 It was an additional SciTech task to the Healthy Choices Connected Outcomes Group (COG) that the class was studying. September, 2007 Technology education K-8: Design and Practice © State of New South Wales through the NSW Department of Education and Training, 2007. 1

2. September, 2007 Technology education K-8: Design and Practice © State of New South Wales through the NSW Department of Education and Training, 2007. 2 Exploring and defining the task The task was introduced – we wanted to know what was the best design for a lunch box. Children brainstormed reasons why we have lunch boxes. Construction of a word web to describe parts of a lunch box. Children were engaged in lots of small group discussions to promote language acquisition for the task.

3. September, 2007 Technology education K-8: Design and Practice © State of New South Wales through the NSW Department of Education and Training, 2007. 3 Generating and developing ideas The students explored similarities and differences in their lunch boxes using a Venn diagram. In developmental play, children played with plastic models of food with lunchboxes to encourage talk and specific language used in the discussion time.

4. September, 2007 Technology education K-8: Design and Practice © State of New South Wales through the NSW Department of Education and Training, 2007. 4 Student work samples I like my lunchbox because I can hold it with my handle. I like my lunchbox because it has two clips to keep my lunch in. I like my lunchbox because it keeps my food safe.

5. September, 2007 Technology education K-8: Design and Practice © State of New South Wales through the NSW Department of Education and Training, 2007. 5 We had some experts come to our class and show the children how to make a more accurate drawing of their lunch box.

6. September, 2007 Technology education K-8: Design and Practice © State of New South Wales through the NSW Department of Education and Training, 2007. 6 Producing solutions After discussing the children’s own lunchboxes and the best aspects of individual lunchboxes, children drew and labelled diagrams of lunchboxes they thought were suitable for kindergarten children. Some of the children’s designs included:  handles for children to carry around in the playground  drink compartments  zippers to keep their food in and ants out  pockets in the front to keep treats or money for the canteen.

7. September, 2007 Technology education K-8: Design and Practice © State of New South Wales through the NSW Department of Education and Training, 2007. 7 Children’s labelled designs of the best lunchbox for use by kindergarten children Children had lots of labels This design was 3D Children thought about the type of materials lunchboxes would be made from this design is labeled plastic (pasit)

8. September, 2007 Technology education K-8: Design and Practice © State of New South Wales through the NSW Department of Education and Training, 2007. 8 Teacher reflection In this task, I wanted students to look at a product and explore through oral language the features of the design and to suggest improvements for a better product. Their suggestions would be recorded through a labelled diagram. Getting children to talk about their lunchboxes proved to be quite difficult as many students in my class had little or no English. Some children did not have the vocabulary to describe colours let alone the names of the parts of an object that all children in my class use every day. Providing the class with lots of opportunities to play with lunchboxes, feel them, talk about the differences and similarities in small groups was crucial to get them to move beyond drawing a simple rectangle and labelling lunchbox. Kindergarten children have lots of opportunities through developmental play to make things with play dough or wooden blocks and other construction materials, and in this task I wanted them to think more about the design process and have a labelled diagram to assist with future designing and making learning opportunities. I am quite pleased with the children’s designs. Pictures were labelled and included more detail. Although we did not make a product, these initial steps are integral in the design and making process and help children to question and investigate their surroundings. I am looking forward to using the design process again later this year and making a product for the children to give volunteers who have helped our class, this will take this process the next step forward.