Begin by reviewing the concept of sustainability and the project. This could be achieved through a class discussion and/or reviewing any of the resources from last lesson. Refer back to the design cycle (if displayed on the wall) or refer to individual students copies in their Technology Booklets and discuss the challenge. It's is time to move on to the next stage in the cycle: Research. Pages 6 - 9 of the Technology Booklet support this lesson.
For this stage student are split into groups to research and present findings to the class for each of the following topics. 1 – Type of garden (e.g. raised, in the ground, what to make the sides out of) (assign a budget) 2 – Types of plants to use (e.g. refer back to sun exposure in the parameters and decide on whether to have well-drained or moist soil) 3 – Watering system (assign a budget) 4 – Tools required
All of the topics should first be reviewed as a class so that each student has an idea of the different elements of the design. The aim of this lesson is for the students to research their allocated design element and present the findings back to the class. Students record the design decisions of each group on page 9 of their Technology Booklet. Record the four design decisions on the wall display if being used.
You may choose to nominate or ask for a volunteer to be a group manager. This students extra responsibility would be to ensure the group completes their task. There is an additional scaffolding sheet below to support initial group discussions of the topic below. This is a form of differentiation to be provided if needed.
Students can then draw up a design of the garden on page 10 of their Technology Booklet, incorporating all of the design chooses made.
Group presentations of research and design choices
Summative:
Student project booklet (Pages 6 -10)
Differentiation
For small group work, put together students who may have difficulty and work more closely with this group or if a teacher aid is available ask them to work mainly with that group
Extra scaffolding sheet to support initial group research task
Some students could work with a partner while researching
To make this stage more challenging for students some elements have a budget allocated