8 Technology
Weekly outline
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Term1 - Water Whanau
Teachers:
Mrs Roodt (8W1) & Mr Taha (8W2)
Kia ora 8W1, 8W2Welcome to Term1 - Technology 2022
Your Water Whanau context for this term is - South Auckland. We will be using this context to design and make a cultural outcome.
We will use MHO and Google Classroom this term. Please see MHO for Learning Intentions and success Criteria and Google Classroom for activities.
Please ask if you don't understand anything covered in class. We will all need to keep up with what is covered in class - some times you will need to write this up at home after class as you might have been doing some testing in class.
We will start our session by looking at the attached document - Introduction to Technology at MHJC.All the best for a great term. Mrs Roodt & Mr Taha
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* What is Technology and Technology Education ?
* Technology Language
* Codes of Practice - Safe use of the Tech rooms and tools and equipment.
Learning Intentions:
We are EXPLORING what Technology is and what Technology Education is about at MHJC.
We are EXPLORING the terminology used in Technology Education
We are EXPLORING the Codes of Practice that we must follow when working in the Tech Workshop.
Success Criteria:
I have participated in a discussion about Technology and Tech Education
I can recognised the difference between a product from nature and a technological outcome
I can identify a range of different technologies
I understand the terms used in Technology Education
I can identify safe codes of practice to follow in the Tech workshop
Activities:
1. Slide show - view this in class with your teacher.
2- Safety in the workshop - see Google Classroom
3. Nature v's Technological Outcome- see Google Classroom
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Kia ora 8W1, 8W2
We will start this week with filling the planning for practice for making a cultural key holder that rpresent the context of South Auckland. We will start by filling our design brief and specs. The activity sheet can be found on google classroom under classs: 8W1 and 8W2.
Success Criteria: I can/have...
- successfully write my design brief and specifications of the key holder
Activities:
- Starting the design brief document of the key holder - Google classroom
Homework:
- Explore online the different designs of the key holders
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING..by a research about different cultures in South Auckland with collaboration with Global studies
- We are EXPLORING... How might we use our research outcome of different key ring designs as well as different types of wood to design and make cultural key holder
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING..by a research about different board games
- We are EXPLORING... How might we use our research outcome of different board games to design and make matariki educational board game
- We are exploring in collaboration with Global Studies how to make question cards about matariki context
Kia ora 8W1, 8W2
We will continue this week with filling the planning for practice for making a cultural key holder that rpresent the context of South Auckland. We will conduct a research for different key holders. The activity sheet can be found on google classroom under classs: 8W1 and 8W2.
Success Criteria: I can/have...
- successfully write my design brief and specifications of the key holder
- explore different keyholders ideas by researching online
Activities:
- Starting the design brief document of the key holder - Google classroom
- Research online for different key holders
Homework:
- Explore online the different designs of the key holders
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING..by a research about different cultures in South Auckland with collaboration with Global studies
- We are EXPLORING... How might we use our research outcome of different key ring designs as well as different types of wood to design and make cultural key holder
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Kia ora 8W1, 8W2
We will continue this week with filling the planning for practice for making a cultural key holder that rpresent the context of South Auckland. We will sketch our chosen design and show full details and measurments. Then you need to make a model- prototype of your designThe activity sheet can be found on google classroom under classs: 8W1 and 8W2.
Success Criteria: I can/have...
- successfully write my design brief and specifications of the key holder
- explore different keyholders ideas by researching online
- sketch my design and show details and all measurements
- successfully make a model- prototype of my design
Activities:
- Starting the design brief document of the key holder - Google classroom
- Research online for different key holders
- Sketch my design
- start making a model- prototype of your design
Homework:
- Practice sketching cubes using isometric free hand sketching method
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING..by a research about different cultures in South Auckland with collaboration with Global studies
- We are EXPLORING... How might we use our research outcome of different key ring designs as well as different types of wood to design and make cultural key holder
FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying our own cultures and transform it to our cultureal key holders
- We are FOCUSING on describing the materials, tools and resources used to make the key rings
- We are FOCUSING...
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Kia ora 8W1, 8W2
We will continue this week with filling the planning for practice for making a cultural key holder that rpresent the context of South Auckland. We will continue sketching our chosen design and show full details and measurments. Then you need to make a model- prototype of your designThe activity sheet can be found on google classroom under classs: 8W1 and 8W2.
Once completed you can start making your product
Success Criteria: I can/have...
- successfully write my design brief and specifications of the key holder
- explore different keyholders ideas by researching online
- sketch my design and show details and all measurements
- successfully make a model- prototype of my design
- started the process of measuring, marking and cutting.
Activities:
- Starting the design brief document of the key holder - Google classroom
- Research online for different key holders
- Sketch my design
- start making a model- prototype of your design
- we will provide you with a piece of wood and you should start measuring marking and cutting.
- write the physical and functional attributes of your product and as per the table below
Homework:
- explore and watch youtube videos about the safe and correct way to measure, mark and cut the timber
FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying our own cultures and transform it to our cultureal key holders
- We are FOCUSING on describing the materials, tools and resources used to make the key rings
- We are FOCUSING...
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Kia ora 8W1, 8W2
We will continue this week with filling the planning for practice for making a cultural key holder that rpresent the context of South Auckland. We will continue making our model-prototype to the actual measurements.
Once completed you can start making your product
Success Criteria: I can/have...
- successfully write my design brief and specifications of the key holder
- explore different keyholders ideas by researching online
- sketch my design and show details and all measurements
- successfully make a model- prototype of my design
- started the process of measuring, marking and cutting.
Activities:
- Starting the design brief document of the key holder - Google classroom
- Research online for different key holders
- Sketch my design
- start making a model- prototype of your design
- we will provide you with a piece of wood and you should start measuring marking and cutting.
- write the physical and functional attributes of your product and as per the table below
- Consult with your stakeholder and get some feedback on how to improve your designs.
- Update the planning document - Task 7
Homework:
- explore and watch youtube videos about the safe and correct way to measure, mark and cut the timber
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Kia ora 8W1, 8W2
We will continue this week making our model-prototype to the actual measurements andfor the actual product. Once completed you can start making your product
Success Criteria: I can/have...
- successfully write my design brief and specifications of the key holder
- explore different keyholders ideas by researching online
- sketch my design and show details and all measurements
- successfully make a model- prototype of my design
- started the process of measuring, marking and cutting.
- start the process of sanding and then joining parts
Activities:
- Starting the design brief document of the key holder - Google classroom
- Research online for different key holders
- Sketch my design
- start making a model- prototype of your design
- we will provide you with a piece of wood and you should start measuring marking and cutting.
- write the physical and functional attributes of your product and as per the table below
- Consult with your stakeholder and get some feedback on how to improve your designs.
- Update the planning document - Task 7
Homework:
- explore and watch youtube videos about how to sand and ways of joining parts
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Year 8 Technology Assessment Rubric: Planning For Practice
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8W2 Tech Assessment-1: Planning for practice - Design and Make A Cultural Key Holder (Mr Taha) Assignment
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8W1 Tech Assessment-1: Planning for practice - Design and Make A Cultural Key Holder (Mrs Roodt)) Assignment
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Year 8 Assessment Marking Criteria:
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Term2- Mountains Whanau
Teachers:
Mrs Roodt (8M1) & Mr Taha (8M2)
Kia ora 8M1, 8M2Welcome to Term2 - Technology 2022
Your Mountains Whanau context for this term will be announced very soon. We will be using this context to design and make a technology outcome.
We will use MHO and Google Classroom this term. Please see MHO for Learning Intentions and success Criteria and Google Classroom for activities.
Please ask if you don't understand anything covered in class. We will all need to keep up with what is covered in class - some times you will need to write this up at home after class as you might have been doing some testing in class.
We will start our session by looking at the attached document - Introduction to Technology at MHJC.All the best for a great term. Mrs Roodt & Mr Taha
We will start this week by researching online about the different tools and machines that you will be using when making your technology outcome. The activity sheet can be found on google classroom under classs: 8M1 and 8M2.
Success Criteria: I can/have...
- successfully write the name of each tool and machine in the tech room that I will be using to make my first project
- successfully write about the correct and safe way of using thes tools and machines
Activities:
- Safe way of using tools and machines for making a technology outcome
- Starting the design brief document on Google classroom
Homework:
Explore the website:https://www.technologystudent.com/
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Kia ora 8M1, 8M2
We will start this week with filling the planning for practice for making an educational board game that represents your Mountains Whanau context of matariki. We will start by filling our design brief and specs. The activity sheet can be found on google classroom under classs: 8M1 and 8M2.
Success Criteria: I can/have...
- successfully write my design brief and specifications of the key holder
Activities:
- Starting the design brief document of the key holder - Google classroom
Homework:
- Explore online the different designs of the key holders
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Kia ora 8M1, 8M2
In this week we will be researching different kinds of board games to get ourselves familiar with what is a board game and what are the available designs so we can decide on our design.
Success Criteria: I can/have...
- use internet to do a research on different kinds of board games
- I can annotate someboard game ideas with my opinion about the designs
Activities:
- Online research for different kinds of board games
Homework:
- Explore online the different designs of board games
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING..by a research about different board games
- We are EXPLORING... How might we use our research outcome of different board games to design and make matariki educational board game
- We are exploring in collaboration with Global Studies how to make question cards about matariki context
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on how to develop our technology skills and knowledge of materials and tools to make a board game
Kia ora 8W1, 8W2
We will continue this week with filling the planning for practice to make an educational matariki board games. We will also make a mini travel size tic tac toe board game to explore board games and how to play them. The tic tac toe game is NOT our final product.
Success Criteria: I can/have...
- successfully write my design brief and specifications of the board game
- explore different board games ideas by researching online
Activities:
- Research online for different board games
- Sketch my tic tac toe board game
- start measuring, marking and cutting the tic tac toe game
Homework:
- Practice sketching cubes using isometric free hand sketching method
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on how to develop our technology skills and knowledge of materials and tools to make a board game
Kia ora 8W1, 8W2
We will continue this week with filling the planning for practice to make an educational matariki board games. We will also make a mini travel size tic tac toe board game to explore board games and how to play them. The tic tac toe game is NOT our final product.
Success Criteria: I can/have...
- successfully write my design brief and specifications of the board game
- explore different board games ideas by researching online
Activities:
- Research online for different board games
- Sketch my tic tac toe board game
- start measuring, marking and cutting the tic tac toe game
Homework:
- Practice sketching cubes using isometric free hand sketching method
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No sessions this week ndue to queen's birthday holiday on Monday 06/06/22 and also teachers only day on Tuesday 07/06/22.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on how to develop our technology skills and knowledge of materials and tools to make a board game
Kia ora 8W1, 8W2
We will continue this week with filling the planning for practice to make an educational matariki board games. we will complete our research and start sketching our final Matariki board game.
Success Criteria: I can/have...
- successfully research online forn different board games so I can confidantly draw my own design
- sketch my final Matariki board game
Activities:
- Research online for different board games
- Sketch my tic tac toe board game
- start measuring, marking and cutting the tic tac toe game
Homework:
- Practice sketching cubes using isometric free hand sketching method
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on how to develop our technology skills and knowledge of materials and tools to make a board game
Kia ora 8W1, 8W2
We will continue this week with filling the planning for practice to make an educational matariki board games. we will complete our research and start sketching our final Matariki board game.
Success Criteria: I can/have...
- successfully research online forn different board games so I can confidantly draw my own design
- sketch my final Matariki board game
Activities:
- Research online for different board games
- Sketch my tic tac toe board game
- start measuring, marking and cutting the tic tac toe game
Homework:
- Practice sketching cubes using isometric free hand sketching method
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8M1 Tech Assessment-1: Planning for practice - Design and Make A Matariki Educational Board game (Mrs Roodt)) Assignment
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Term3- Coast Whanau
Teachers:
Mrs Roodt (8C1) & Mr Taha (8C2)
Kia ora 8C1, 8C2Welcome to Term3 - Technology 2022
Your Coast Whanau context for this term will be "Relationships have consequences that allow Environments/Society to Survive/Thrive".
We will be using this context to design and make a technology outcome.
We will use MHO and Google Classroom this term. Please see MHO for Learning Intentions and success Criteria and Google Classroom for activities.
Please ask if you don't understand anything covered in class. We will all need to keep up with what is covered in class - some times you will need to write this up at home after class as you might have been doing some testing in class.
We will start our session by looking at the attached document - Introduction to Technology at MHJC.All the best for a great term. Mrs Roodt & Mr Taha
We will also research online for different tools and machines that you will be using when making your technology outcome. The activity sheet can be found on google classroom under classs: 8C1 and 8C2.
Success Criteria: I can/have...
- successfully write the name of each tool and machine in the tech room that I will be using to make my first project
- successfully write about the correct and safe way of using thes tools and machines
Activities:
- Safe way of using tools and machines for making a technology outcome
- Starting the design brief document on Google classroom
Homework:
Explore the website:https://www.technologystudent.com/
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Kia ora 8C1, 8C2
We will start this week with filling the planning for practice for making a mood light to exchange as a gift with a friend as part of Coast Whanau context this term. We will start by filling our design brief and specs. The activity sheet can be found on google classroom under classs: 8C1 and 8C2.
Success Criteria: I can/have...
- successfully write my design brief and specifications for the moodlight
Activities:
- Starting the design brief document for making the moodlight - Google classroom
Homework:
- Explore online the different designs of mood light
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Kia ora 8C1, 8C2
We will continue filling the planning for practice for making a mood light to exchange as a gift with a friend as part of Coast Whanau context this term. We will start researching online for different moodlight designs. The activity sheet can be found on google classroom under classs: 8C1 and 8C2.
Success Criteria: I can/have...
- research online for different designs of moodlights
Activities:
- Update your planning for practice journal for making the moodlight - Google classroom
Homework:
- Explore online the different designs of mood light
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Kia ora 8C1, 8C2
We will continue filling the planning for practice for making a mood light to exchange as a gift with a friend as part of Coast Whanau context this term. We will sketch our designs and then make a prototype. The activity sheet can be found on google classroom under classs: 8C1 and 8C2.
Success Criteria: I can/have...
- Sketch a moodlight design and make a model- prototype.
Activities:
- Sketch your moodlight design and make a modl - prototype using cardboard
- Update your planning for practice journal for making the moodlight - Google classroom
Homework:
- Explore online how to sketch 3D and how to make a model- prototype.
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Kia ora 8C1, 8C2
We will continue filling the planning for practice for making a mood light to exchange as a gift with a friend as part of Coast Whanau context this term. We will start learning how to use INKSCAPE designsoftware and then draw your design to be sent to the laser cutter machine to cut for you. The activity sheet can be found on google classroom under classs: 8C1 and 8C2.
We will also learn about simple LED circuits
Success Criteria: I can/have...
- design a moodlight display screen using INKSCAPE software
Activities:
- Design a moodlight display screen using INKSCAPE software. Use the guide below.
- Update your planning for practice journal for making the moodlight - Google classroom
- Click on Tinkercad Circuits https://www.tinkercad.com/dashboard?type=circuits&collection=designs to draw the LED simple circuit.
Homework:
- Explore Tinkercad circuit software to learn how nto draw a circuit.
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Kia ora 8C1, 8C2
We will continue filling the planning for practice for making a mood light to exchange as a gift with a friend as part of Coast Whanau context this term. We will start learning how to use INKSCAPE designsoftware and then draw your design to be sent to the laser cutter machine to cut for you. The activity sheet can be found on google classroom under classs: 8C1 and 8C2.
We will also learn about simple LED circuits
Success Criteria: I can/have...
- design a moodlight display screen using INKSCAPE software
Activities:
- Design a moodlight display screen using INKSCAPE software. Use the guide below.
- Update your planning for practice journal for making the moodlight - Google classroom
- Click on Tinkercad Circuits https://www.tinkercad.com/dashboard?type=circuits&collection=designs to draw the LED simple circuit.
Homework:
- Explore Tinkercad circuit software to learn how nto draw a circuit.
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8C1, 8C2, 8M2 Tech Assessment-1: Planning for practice - Design and Make A Moodlight Assignment
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Term4 - Forest Whanau
Teachers:
Mrs Roodt (8F1) & Mr Taha (8F2)
Kia ora 8F1, 8F2Welcome to Term4 - Technology 2022
Your Forest Whanau context for this term is -Reconnect. We will be using this context to design and make a Christmas ornament.
We will use MHO and Google Classroom this term. Please see MHO for Learning Intentions and Success Criteria and Google Classroom for activities.
Please ask if you don't understand anything covered in class. We will all need to keep up with what is covered in class - sometimes you will need to write this up at home after class as you might have been doing some testing in class.
You've been invited to Google classroom so please make sure you have access. We will be working on the activities and documents posted on GC.All the best for a great term. Mrs Roodt & Mr Taha
We will start this week by revising the technology education concept and recapping the technological process.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING..by a research about different Christmas ornaments
- We are EXPLORING... How might we use our research outcome of different Christmas ornaments to design and make a geometrical shape ornament
- We are EXPLORING in collaboration with Maths so the students can use their maths skills to draw poligons
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING..by a research about different Christmas ornaments
- We are EXPLORING... How might we use our research outcome of different Christmas ornaments to design and make a geometrical shape ornament
- We are EXPLORING in collaboration with Maths so the students can use their maths skills to draw poligons
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING..by a research about different Christmas ornaments
- We are EXPLORING... How might we use our research outcome of different Christmas ornaments to design and make a geometrical shape ornament
- We are EXPLORING in collaboration with Maths so the students can use their maths skills to draw poligons
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