develop their own futuristic shoe stem unit plan …...3- double materials 3 1- double research...

STEMUNITPLANRossi Boots

Students will have the ability to develop their own futuristic shoe

that depends on creative thinking in a fictional and engaging system

MitchellColesCodyNeedhamJoshChendaJamesSapio

RossiBootsIndustryConnectionRossiBootsisanAustralianfoundedbusinessthatspecialisesinthemanufacturingofvarioustypesofboots.Thisorganisationworkshardtodeliveralonglastingandcomfortablebootthatcanwithstandharshterrainsandconditionswithoutfail.WhichfortunatelyforthisAustralianbusinesshaslivedtothosestandardsbytheirgrowthandsuccess.RossiBootsisafantasticlocalbusinessthatcontinuouslyprovesthemselvesamongsttoughopposingorganisations.ThevisitstoRossiBootsallowedformeaningfulinsightsintolocalSouthAustralianbusinessestowhichwasfocusedaroundcompatiblefootwear.Beingsuccessfulinaverycompetitivebusinessenvironmentisasignificantachievement.Focusingondevelopingabootthatisappealinganddurabletotheiraudience.

BrainstormingIdeasComingtoafinalideawasalengthyprocessthatsomewhathinderedtheabilitytoworkeffectivelyandefficiently.Ideasincluded;rebuildingaboot,developingadatabasefortheAustraliafoot,pointofpurchaseforRossiBoots,growingshoeandthefuturisticshoe.NegotiatingwithMyron(RossiBootsPartnershipMember)allowedthegrouptounderstandmanydifferentprocessesandareasofbootmakingthathelpedopenpossibleideas.RossiBootswerefondofcreatingadatabasetohelpsupporttheirbusiness.However,within-depthdiscussionthiswouldbequitedifficulttoadapttoaSTEMteachingunitforthestudents.Thetimeandresourcesneededforthatareaoffocuswouldbeimmense,whichledtoredefininganewtopic.Fortunately,throughdeepdiscussionandbrainstormingafinalideathatwouldbeengaging,innovative,promotecreativity,addressSTEMandbeofrelevancetostudents’interests,istheideaofa‘futuristicshoe’.Theareaoffocusistocreateashoethatfocusesonwhatmaybecometheshoeofthefuture.Usingdifferenttechnologiestodevelopaworkingmodel.Apiecethatpromotescreativityandfictionalimagination.

TheFuturisticShoeHavingbeenatRossiBootsandvisitingdifferentideasthatvariedfromtryingtoreplicateaboot,createapointofpurchaseoradatabase.Theseideashelpeddistinguishandnavigatetoourideaofcreatingaworkingmodelofafuturisticshoe.Thisideawillpromoteengagementthroughusingdigitaltechnologiesandadvancedmanufacturing.Studentswillbegiventheopportunitytodesignashoethatwouldbesuitedinafuturistic/fictionalsituationthatwouldsuitmarketneedsandexpectations.ThroughtheincorporationofArduinoandpracticalelectronicscircuits,studentswillbeabletoadddiverseanduniquesystemsthatwillappealtotheirdesiredaudience.Completingtheshoewillneedmarketingtechniquestoadvertisetheirproductconciselyandcompetitively.Throughusingdigitalapplicationstheirproductcanbeadvertisedthroughafuturisticvideoformat,promotingauniqueandcreativeapproachtotheidea.Acknowledgingspeciallearningneeds,theadvancedstudentswillhavetheopportunitytoincorporatecomplexelectronicstotheshoesuchasbuttonoperationsandsounds.Toalsolookatrealworldissuesandhowthiscanbelinkedintohelpserveaneedorpurpose.Simplifyingthetasktosuittheirpreferredlearningstylesisimperativetoensureallstudentshaveanequitableandequalopportunity.

Thesciencecomponentinvolvedwithintheunitsurroundsfootergonomicsandelectronicscomponents.Thetechnologywouldinclude;theuseoforthographicdrawings,buildingofaworkingmodelshoeusingcosteffectiveresourcesandcomputerapplicationsfordesignedelements.Theengineeringcomponent;Arduino.Themathematicsarea;datagathering,measurement,shapes.WebelievethisunitofworkwillpromoteaSTEMfocusedlearningtopicduetothediverseareasforlearning.Whichwillalsoencouragestudentengagementandenjoymentthroughthetechniqueofbasingonthestudents’interests.

SpecialLearningNeeds/ClassroomSupportItisimportanttoincorporatethediversitywithintheclassroom.Wewillnotknowthediversityoftheclassuntilwearephysicallythere.However,knowinghowstudentslearnandtheirbehaviourscansignificantlyaffecttheprogressandabilitytolearnsuccessfullyintheclassroomenvironment.Workinginsmallgroupswithinapracticalsettingcanpromotemisbehaviourthataffectstheclassprogressionandsuccess.Although,withappropriateteachingpedagogiesandsystemsthiscanbemanaged.Beingawareofgifted/talentedstudentsandthosewithspeciallearningneeds,mustbeaccountedforwhenpreparingfortheunit.Ensuringallstudentsaregivenanequalandequitableopportunitytocompletethetasktoahighstandard.

UnitOverview

Futuristic Shoe Unit Overview Week Lesson Content

1 1- Double Shoe History 2- Single Field Trip 3- Double De-construct Shoe

2 1- Double Ergonomics of foot sizes 2- Single Types of footwear 3- Double Materials

3 1- Double Research footwear designs/reasons 2- Single ideation sketches based on group ideas 3- Double Draw orthogonal sketches

4 1- Double Construction of Shoe 2- Single TinkerCAD/Arduino Introduction 3- Double Continue.

5 1- Double Continue. 2- Single Illustrator introduction 3- Double Logo finalise designed shoe

6 1- Double Marketing, Budgeting 2- Single Introduction to Advertisement- iMovie/Windows Movie

Maker 3- Double Video Making

7 1- Double Continue. 2- Single Finalise Video 3- Double Present Advertising Video

AustralianCurriculumLinks(ACARA)DesignandTechnologies:Year10

ContentDescriptors: EvidencesIntheUnitPlan:DesignandTechnologiesKnowledgeandUnderstanding

- Criticallyanalyzefactors,includingsocial,ethicalandsustainabilityconsiderations,thatimpactondesignedsolutionsforglobalpreferredfuturesandthecomplexdesignandproductionprocessesinvolved(ACTDEK040)

- Investigateandmakejudgmentson

howthecharacteristicsandpropertiesofmaterials,systems,components,toolsandequipmentcanbecombinedtocreatedesignedsolutions(ACTDEK046)

- Investigateandmakejudgmentson

howthecharacteristicsandpropertiesofmaterialsarecombinedwithforce,motionandenergytocreateengineeredsolutions(ACTDEK043)

DesignandTechnologiesProcessesandProductionSkills

- Develop,modifyandcommunicatedesignideasbyapplyingdesignthinking,creativity,innovationandenterpriseskillsofincreasingsophistication(ACTDEP049)

- Evaluatedesignideas,processesand

solutionsagainstcomprehensivecriteriaforsuccessrecognizingtheneedforsustainability(ACTDEP051)

- Developprojectplansusingdigital

technologiestoplanandmanageprojectsindividuallyandcollaborativelytakinginto

Studentswillanalysehowashoeismanufactured,andethicalandsustainableconsiderationswillbemadeinrelationtosourcingmaterialsandlabourfortheshoeproduction.Shoematerials,componentsandsysteme.gthesole,heal,tonguewillbeidentifiedandanalysedinordertofinddesignsolutionsandimprovements.Theergonomicsofshoeswillbediscussedandinvestigatedwiththepurposeoffindingthemostcomfortableandefficientproduct.Studentswillproduceashoedesignedforthefuture,meetingfuturisticneeds.Theywillthenneedtoadvertisetheirideatoaprospectiveaudiencethroughenterprisetechniques.Thestudentsdesignprocesswillbereflectiveandeverchanginginorderthattheirshoedesignmeetsspecificstainabilitycriteria(ofwhichstatedinthemarkingrubric).Groupsofstudentswillneedtoproduceadigitalmovietrailerwiththepurposeofsellingtheirproductandtheirconceptforafuturisticcontext.TheywillalsoincludeArduinotechnologyintheshoedesign.

considerationtime,cost,riskandproductionprocesses(ACTDEP052)

DigitalTechnologiesProcessandProductionSkills

- Defineanddecomposereal-worldproblemsprecisely,takingintoaccountfunctionalandnon-functionalrequirementsandincludinginterviewingstakeholderstoidentifyneeds(ACTDIP038)

- Designtheuserexperienceofadigital

systembyevaluatingalternativedesignsagainstcriteriaincludingfunctionality,accessibility,usability,andaesthetics(ACTDIP039)

- Investigatetheroleofhardwareand

softwareinmanaging,controllingandsecuringthemovementofandaccesstodatainnetworkeddigitalsystems(ACTDIK034-Scootle)

Researchintorealisticfuturisticdesigndemandswillbemadethroughdigitalresourcesandthroughinterviewingrealwordindustries(RossiBoots).Thestudent’svideosoftheirshoeswillbeassessedagainstspecificcriteriaincludingaestheticsandalsopracticalapplication.TheuseofArduinoandcodingsystemstoapplyelectroniccomponents.Understandingelectricalcomponentsthatcanbemanipulatedtosuittheirneeds.

Science:Year10

ContentDescriptors: EvidencesIntheUnitPlan:ScienceUnderstanding

- Differenttypesofchemicalreactionsareusedtoproducearangeofproductsandcanoccuratdifferentrates(ACSSU187)

ScienceasaHumanEndeavour

- Advancesinscientificunderstandingoftenrelyontechnologicaladvancesandareoftenlinkedtoscientificdiscoveries(ACSHE192)

ScienceinquirySkills

Studentswilllearnhowparticularchemicalsareusedinordertomakematerialsforshoeproduction.Investigationsintoscientifictheoryofwhichinformsfuturetrendsandshoetechnologyevolutionswillbeundertaken.

- Selectanduseappropriateequipment,includingdigitaltechnologies,tocollectandrecorddatasystematicallyandaccurately(ACSIS200)

- Analysepatternsandtrendsindata,includingdescribingrelationshipsbetweenvariablesandidentifyinginconsistencies(ACSIS203)

Computerswillbeinvolvedinthedatacollectionandanalysisrelatedtostudent’sfootcharacteristics.Alsodigittechnologies(e.g.Arduino)isinvolvedinenhancingthestudent’sproducts.Studentswillundergoastatisticalanalysisofasmallsetofdata,andwillbefindingdatarelationshipssuchas:spread,mean,andmedian.

Mathematics:Year10

ContentDescriptors: EvidencesIntheUnitPlan:StatisticsAndProbability

- Constructandinterpretboxplotsandusethemtocomparedatasets(ACMSP249)

- Evaluatestatisticalreportsinthe

mediaandotherplacesbylinkingclaimstodisplays,statisticsandrepresentativedata(ACMSP253)

- Investigateanddescribebivariatenumericaldatawheretheindependentvariableistime(ACMSP252)

MeasurementAndGeometry

- Solveproblemsinvolvingsurfaceareaandvolumeforarangeofprisms,cylindersandcompositesolids(ACMMG242)

Boxplotswillbecontractedusingcomputertechnologiesinordertodisplayfootdatainawaythatcanbeeasilyanalysedandunderstood.Thiscontentdescriptorisrelevanttothefootdatacollectionprocessandthedisplayofthisinformationthroughthevideoattheendoftheunitandboxplot.Studentswillhavetodisplaymultiplesetofdataastheyreporttheirfindingsfromtheirfootdimensions’study.Studentswillberequiredtofindtheareaofanirregularshape(afootprint).

Designyou’reownfutureshoe–StudentHandoutSTEMTaskThetaskistoworkingroupsof3-4tocollaborateanddesignashoe/boot/sandalthatmeetsthefutureneedsandmarket.Whatwouldyouliketohavewhenbuyingthisshoe?Throughresearchingideas,drawingandprototypingshoedesigns,afinalproductwillneedtobedevelopedthatisappealingtoyourspecificaudience.Fromheretheproductwillneedtobeadvertisedthroughacreativevideoformattoexplaintoviewerswhyyourshoeisbestsuitedforthem.ThiscanbedonethrougheitherWindowsMovieMakeroriMovieonapplecomputer.Becreative!Doesithavetobeabasicshoe?Whatwillyoubegradedon?

o Thedevelopmentofyourshoe/boot/sandalthroughideationandresearchedideas.

o Theproductionvideodisplayingyourgroupmembers’product.o AbilitytoworkcollaborativelywithinaSTEMsetting.o UseofArduinoCoding

DeliverablesGroupFolioincluding:

o Prototyping,ideationsketchesandresearchedideas

o Afinalworkingmodelproductideathatsuitsfutureneeds

o Videoadvertisingtheproducto Presentationo Evaluation

FuturisticShoeSTEMRubric

MarkingRubricYr10

A

Showsahighlevelofunderstandingacrossallaspectsofproject.

B

Capableskillsacrossmostaspectsto

produceafinalproduct.

C

Studentsproduceafinalproductwithcompetentskills.

D

Studentspartiallydemonstrateanunderstanding.

E

Insufficienteffortandcaretobuildskillsand

understanding.

EvidenceoftheDesignProcessInvestigate,Generate,Produce,Evaluate,Re-design.

Videopresentation

Creativeandengagingpresentationhighlightingtheprocessandproduct.

Teamwork&CollaborationHowwelldidtheteamworktogetherandsharetheworkloadandcontributetofinalproduct.

ArduinoCodingAbilitytodevisebasicArduinocodingwitheffectivecircuitry.

StudentEvaluation

Self-evaluationwhichcriticallyanalysistheideologyandcreativityofthefinalproduct.Lookatproblemsencounteredandwaytoimprove.

FinalProductAesthetics,STEMcomponents,creativityandinnovation.

Week1:Lesson1

Subject:STEM Context:backgroundresearch

andKnowledge

YrLevel:10

LessonNumber:1 LessonTopic:ShoeHistory Duration:45mins

UnitAimorOutcome:ContentDescription

Studentsdevelopandproduceashoe/boot/sandalideathatwillsuitthefutureneedsof

themarketandaudiencethroughprototyping,ideationsketchesandpracticalcreation.

LessonOutcome:(whatdoIwantthestudentstobeabletodo,knoworthinkattheendofthislesson?)

Explainhowproducts,servicesandenvironmentsevolvewithconsiderationofpreferred

futuresandtheimpactofemergingtechnologiesondesigndecisions(ACTDEK041)

Resources:(Listwhatyouwillneedtohaveonhandforyourlessonandorganisationalmatters)

-unitplanoutline

-computers

-widescreenprojector

-ShoeHistoryworksheet

-workbooks

-youtubevideos

LessonOutline

Introduction:

-Introducetheunitplanandwhatwillbeinvolved(getstudentsinterestedandthinking)

-Startthelessonbygettingthestudentstoobservetotwovideosontheevolutionofshoes

andtheirhistory

https://visual.ly/community/infographic/lifestyle/history-shoes-0

https://www.youtube.com/watch?v=VoLa5WL85mY

Teachingstrategy/LearningActivity:

Studentswill……

-beabletolistseveralmarketingstrategies

ofshoecompanies.

-togainabroadunderstandingofthehistory

anddevelopmentofshoes.

-togainabasicknowledgeofthehistoryof

Rossieboots.

-tobeabletoapplythisunderstandingto

inspirefuturisticideations.

Teacherwill…

-Conveyinformationinaclearand

understandableway

-answerquestionsstudentshave

-askleadingquestiontogetstudents

thinkingaboutevolutionaryideas

Concludingstrategy:-Studentswillthenmoveontoapartnerresearchworksheet.

-OncecompletedtheywillthendoashortsearchoftheRossiebootswebsiteandgather5

interestingfactsaboutRossieboots

-Studentswillstarttobrainstorm(inaclassdiscussion)someideasofwhatshoeswilllook

likein2070,notedownsomeideasinworkbook.

-getstudentstodoaquicksearchonsomefuturisticshoesideasoutthere,butthenget

themtonote3“problems’withourexistingshoesthatcouldpotentiallybeaddressedwith

afuturisticshoe.

-Getstudentstopackupfinishdiscussions,handupworkbooksforassessment.

Assessment:(Whatwillbetheassessmenttask,tightlyrelatingittoyourlessonoutcome.thecriteria,andhowyouwillyourecordstudentprogress?)

Studentswillbeassessedontheirlisteningandcomprehensionskillsbycompletingthe

“HistoryshoefactSheet”

Anyspecialconsiderationsorcontingencyplans:

(Considerstudentswithspecialneedsortheparticularneedsofyourclassorschool)

Ensurethatyourpresentationofinformationisdoneinamultimodelfashion

Studentscancompletetheworksheetinpairsifrequiredbutteacheristoapprovethe

paring.

Week1:Lesson2


andKnowledge

YrLevel:10

LessonNumber:2 LessonTopic:RossieFieldTrip Duration:90mins




LessonOutcome:(whatdoIwantthestudentstobeabletodo,knoworthinkattheendofthislesson?)Investigateandmakejudgmentsonhowthecharacteristicsandpropertiesofmaterials,

systems,components,toolsandequipmentcanbecombinedtocreatedesigned

solutions(ACTDEK046)

Resources:(Listwhatyouwillneedtohaveonhandforyourlessonandorganisationalmatters)- SchoolBus

- WorkBooks

- SchoolCamera

LessonOutline

Introduction:

-Introducetherunoftheday,getstudentsorganisedforthetrip.

-drivetoRossieboots

-Getatouroftheproductionfloor(takephotos)

-studentsaretomakenotes:thingsthatstoodout,questions,andinspiringideas

-havetimetolookatfinalproducts

-timetoasktheexpertquestions


Studentswill…

-Gaintheabilitytodescribestepsinvolvedin

themanufacturingprocessesofaboot

-Listcomponentsthatmakesupaboot

-Gainanunderstandingofwhatittakesto

produceandmarketabootatanindustry

level.

Teacherwill…

-Facilitategoodquestioningand

investigation

-givelearningpromptsthroughouttour

-Haveanunderstandingofrossiebootsand

theirproductionsothatincanguideyour

prompting.

Concludingstrategy:-drivebacktoschool

-Haveadiscussionofwhatthestudents;learnt,foundinteresting,andsomethingthat

sparkedtheirimagination.

Assessment:(Whatwillbetheassessmenttask,tightlyrelatingittoyourlessonoutcome.thecriteria,andhowyouwillyourecordstudentprogress?)Studentswillbeassessedontheirabilitytoreflectuponlearning,andtoproducequestions

basedontheirexperience.Withthisbeingnotedintheirworkbooks.


(Considerstudentswithspecialneedsortheparticularneedsofyourclassorschool)Ensurethatstudentsthathaveaphysicaldisabilityareabletobeincludedinthetour

Askafewparentstocomealongtohelpguidethestudentsinasafefashionaroundthe

productionfloor.

Week1:Lesson3


andKnowledge

YrLevel:10

LessonNumber:3 LessonTopic:De-constructionof

Shoes

Duration:90mins







Resources:(Listwhatyouwillneedtohaveonhandforyourlessonandorganisationalmatters)- Oldshoes

- Bandsaw

- Texters

- Paperpencil

- Scissors

- Stanleyknife

- Cuttingboards

LessonOutline

Introduction:

-Introducethelesson

-Haveashoeandtalkaboutitscomponents(visualrundown;sole,tung,etc)

-Cutshoeandpassitaroundforstudentstoanalyse

-Studentswillhandteachertheiroldshoetobecutup

-Thenthestudentscanstartdrawingtheirshoecrosssectionandlabellingthecomponents

-Thestudentscanthendeconstructtheshoeentirely


Studentswill…

-Understandindetailthecomponentsofa

shoe

-Listcorrectterminologyofsectionsofa

shoe

-Lookatthecross-sectionconceptandwhyit

isinformative

-articulateengineeringconceptsinvolvedin

shoeconstruction

Teacherwill…

-Givespaceforstudentstoexperienceself

discovery.

-provideasafeenvironmentforstudentsto

workin

-Giveconstanteducationalpromptssothat

studentslearnknowledgefromtheir

practicalexperience.

Concludingstrategy:-Packworkshopupandcollectupallthepiecesofshoe

-Haveadiscussionaboutrecyclingandwastedisposal(sustainability)

-Alsodiscussethicallyproducedshoes

Assessment:(Whatwillbetheassessmenttask,tightlyrelatingittoyourlessonoutcome.thecriteria,andhowyouwillyourecordstudentprogress?)Studentswillbeassessedontheirlabeleddrawingsoftheircrosssectionshoe,andtheiron

taskparticipation.


Makesurethatthescissorsarebeingusedinasafeway,andtherearenomaterialsand

fibersthatwillcauseinjurytothestudents.

Provideanextensiontaskfortheadvancedstudentsbychallengingthemtodrawa

perspectivethreeDdrawingoftheircrosssectionedshoe.

Week2:Lesson4

Subject:STEM Context:DeeperAnalysisinto

ShoeandFootergonomics

YrLevel:10

LessonNumber:4 LessonTopic:MaterialsAnalysis Duration:45mins







Differenttypesofchemicalreactionsareusedtoproducearangeofproductsandcan

occuratdifferentrates(ACSSU187-)

Criticallyanalysefactors,includingsocial,ethicalandsustainabilityconsiderations,that

impactondesignedsolutionsforglobalpreferredfuturesandthecomplexdesignand

productionprocessesinvolved(ACTDEK040)

Resources:(Listwhatyouwillneedtohaveonhandforyourlessonandorganisationalmatters)-Workbooks(comprehensionquestions)

-deconstructedshoe

-whiteboard

-Leathervideo

LessonOutline

Introduction:

-Introducethelessonbyinitiatingacloseranalysisofthestudent’sdeconstructedshoe.

(listthematerialsusedintheshoesonthewhiteboard)

-Showthestudentsthevideoonhowleatherismade:

https://www.youtube.com/watch?v=9vbTCeYwt_g

-Discussthemainmaterialsofshoes:rubber,leather,fabriccanvas,synthetics,andfoam.

-Thendiscusssustainabilityandsourcingmaterials(e.g.thefactthatrossieimportsfrom

Indonesia,India,andNZ)

-Answeraseriesofquestionintheirworkbookaroundmaterials


Studentswill…

-Listseveraltypesofmaterialsincludedin

theconstructionofshoes.

-Explainwhyspecificmaterialsareusedin

specifictypesofshoes.

-describehowleatherismadeandsourced

andtheimpactoftheleatherindustry.

-begintodiscussinagroupaboutthelinks

betweentheuseofmaterialand

sustainability.

Teacherwill…

-Ensurethatstudentsunderstandhow

sustainabilityconceptsaffectthem

-providetimeandthespaceforquestions

-Havephysicalteachingaidstopromote

learning

Concludingstrategy:-Collectworkbooksand

-packclassup

Assessment:(Whatwillbetheassessmenttask,tightlyrelatingittoyourlessonoutcome.thecriteria,andhowyouwillyourecordstudentprogress?)Studentswillbeassessedontheircomprehensionquestionabouthowleatherismade,

completedintheirworkbooks.


MakesurethattherearesubtitlesontheYouTubevideos

Ensurethattheteacherissensitivetopeopleagainsttheleatherandbeefindustry.

Week2:Lesson5



YrLevel:10

LessonNumber:5 LessonTopic:FootAnalysisand

Data

Duration:90mins




LessonOutcome:(whatdoIwantthestudentstobeabletodo,knoworthinkattheendofthislesson?)-Solveproblemsinvolvingsurfaceareaandvolumeforarangeofprisms,cylindersand

compositesolids(ACMMG242)

-Constructandinterpretboxplotsandusethemtocomparedatasets(ACMSP249)

-Investigateandmakejudgments,withinarangeoftechnologiesspecialisations,on

howtechnologiescanbecombinedtocreatedesignedsolutions(ACTDEK047

Resources:(Listwhatyouwillneedtohaveonhandforyourlessonandorganisationalmatters)-Papertown

-buckets

-water

-orthopedicshoes

-paper

-pencil

-Workbook

-ruler

-calculator

LessonOutline

Introduction:

-Introducethelessonanddefineergonomics:“thestudyofpeople'sefficiencyintheir

workingenvironment.”

-Getstudentstoseewhattypeoffoottheyhavebydoinga“wettest”:flatfoot,normal,

higharched

-showshoesthathelpwiththesetypesoffeet.

-Studentswillthenperformasmallstudy.Everyonewillfind:theytypeoftheirfoot,their

footlength,thefootwidth,andtheirfootarea.


Studentswill…

-Analyzeandinterpretdata.

-findareaofanirregularshape.

-showanunderstandingoftheirfoottype

andfoothealth.

-makeconnectionsbetweenfootsize,type

andshapeandthedesignandmanufacture.

Teacherwill…

-Ensurethatallthestudentscollectsome

kindofdata.

-Makeconnectionswithfoothealthand

generalwell-being.

-explainterminology

Concludingstrategy:-Packallworkbooksandnotethedatacollated

-debriefthedatacollationprocessandleadintonextweekwhichisplottingthedataand

analyzingit.

Assessment:(Whatwillbetheassessmenttask,tightlyrelatingittoyourlessonoutcome.thecriteria,andhowyouwillyourecordstudentprogress?)Studentswillbeassessedontheirabilitytocollectdataefficientlyandaccuratelyintheir

workbooks.


Ensurethatthereisnojudgmentofotherpeople’sfeet,andthatteamworkisutilized.

Seeifstudentswithorthoticscanshareabouttheirexperiences.

Week2:Lesson6



YrLevel:10

LessonNumber:6 LessonTopic:FootAnalysisand

Data

Duration:90mins




LessonOutcome:(whatdoIwantthestudentstobeabletodo,knoworthinkattheendofthislesson?)-Solveproblemsinvolvingsurfaceareaandvolumeforarangeofprisms,cylindersand

compositesolids(ACMMG242)

-Constructandinterpretboxplotsandusethemtocomparedatasets(ACMSP249)

-Investigateandmakejudgments,withinarangeoftechnologiesspecialisations,on

howtechnologiescanbecombinedtocreatedesignedsolutions(ACTDEK047

Resources:(Listwhatyouwillneedtohaveonhandforyourlessonandorganisationalmatters)-Papertown

-buckets

-water

-orthopedicshoes

-paper

-pencil

-Workbook

-ruler

-calculator

LessonOutline

Introduction:

-Continueonfromlastlessonsdatacollection

-thenoncethedatahasbeencollateditwillbeanalysedtofindtheaverages,spread,and

mean.

-theclasswillthendiscusshowthiscaninformshoemanufacturing


Studentswill…

-Analyzeandinterpretdata.

-findareaofanirregularshape.

-showanunderstandingoftheirfoottype

andfoothealth.

-makeconnectionsbetweenfootsize,type

andshapeandthedesignandmanufacture.

Teacherwill…

-Ensurethatallthestudentscollectsome

kindofdata.

-Makeconnectionswithfoothealthand

generalwell-being.

-explainterminology

Concludingstrategy:-Packallworkbooksandnotethedatacollated

-classwillhaveadiscussionabouthandmadetailoredshoesandtheirpurpose.

Assessment:(Whatwillbetheassessmenttask,tightlyrelatingittoyourlessonoutcome.thecriteria,andhowyouwillyourecordstudentprogress?)Studentswillbeassessedontheirabilitytocollectdataefficientlyandaccuratelyintheir

workbooks.Alsostudentswillbeassessedontheirabilitytoplotaboxgraphand

understandthedatacorrelations.


Ensurethatthereisnojudgmentofotherpeople’sfeet,andthatteamworkisutilized.

Seeifstudentswithorthoticscanshareabouttheirexperiences.

Pairstudentsupifspecificstudentsstrugglewithnumeracy.

LessonPlanProforma-Week3

Subject:STEM Context:ResearchedIdeas YrLevel:10

LessonNumber:9 LessonTopic:Drawing

applications

Duration:120mins





Howtoillustratetheirinterestsanddesignsonpaperaccurately.Drawingsthatrepresent

theirdesignsauthentically.Studentsuseresearchingskillstoidentifypossibleideasthatare

achievablewithintimeconstraints.

- Develop,modifyandcommunicatedesignideasbyapplyingdesignthinking,creativity,

innovationandenterpriseskillsofincreasingsophistication(ACTDEP049)

- Developprojectplansusingdigitaltechnologiestoplanandmanageprojectsindividually

andcollaborativelytakingintoconsiderationtime,cost,riskandproductionprocesses

(ACTDEP052)

- Investigateandmakejudgmentsonhowthecharacteristicsandpropertiesofmaterials,



- Defineanddecomposereal-worldproblemsprecisely,takingintoaccountfunctionaland

non-functionalrequirementsandincludinginterviewingstakeholderstoidentifyneeds

(ACTDIP038)


- Paper/mathmillimetersquarepaper

- Pencils

- Erasers

- Steelrules

LessonOutline

Introduction:

Howbesttomotivateandexplaintheimportanceofthislesson?Thisshouldbeforabout5minuteswithlinkstopriorlearningorexperiences.

Introduceandteachstudentscorrectmethodsindevelopingideationsketchesandscaled

drawings.

Ensurethatstudentsunderstandtheconstraintsofthetask.Allowstudentstolookatthe

possibilityofArduinoelectronics(lights,buzzers,heatsensors)

Allowstudentstobecreativebutsensible.EngagestudentsthroughtheuseofICTby

researchingexistingideas.

Keepinganyinstructionalexplanationsconciseandclear.


Askyourself‘WhatwillsupportthestudentstolearntheconceptsI’mtryingtoteachandtoreachtheoutcomesI’maimingfor?Whatwillstudentsbedoing?WhatwillIasteacherbedoing?’Studentswill…… Teacherwill…

Studentswilllookatresearchedideasthat

willhelpthemdesigntheirownideas.

Studentscanworkinsmallgroupstohelp

collaboratedifferentideasandinterests.

Allowstudentstobecreativeandexplore

differentideastohelpdeterminea

futuristicshoedesignidea.

Allowstudentstoworkcollectivelytohelp

brainstorminterestingideasthatall

resonatewithinthegroup.Suggest

differentideas.

Concludingstrategy:Askyourself,‘HowcanIcapturethemainlearningpointsofthelesson?’Ensurethatthemainpointsofdrawingtheirdesignisunderstoodbyallstudents.Collect

drawingsfromstudents.Makesureeveryoneisatleastcompletedtwoideationsketches.


Studentprogresswillberecordedwiththeirdrawings.Ensureallstudentshavecompleted

theexpecttwoideationsketches.



Studentswhoarenotcompletingdrawingswillneedtolookatpossiblematerialsanduses

fortheshoe.StudentscanuseICTprogramstohelpdisplaydesignedsolutions.

Studentswillneedtocompletefoliotasksifdrawingsaredone.


Subject:STEM Context:Ideationsketches YrLevel:10


applications

Duration:45mins


Studentsdevelopandproduceashoe/boot/sandalideathatwillsuitthefutureneedsofthe

marketandaudiencethroughprototyping,ideationsketchesandpracticalcreation.


Howtoillustratetheirinterestsanddesignsonpaperaccurately.Drawingsthatrepresent

theirdesignsauthentically.

Designsareannotatedandgroupwillnegotiatetheirdesign.



- Developprojectplansusingdigitaltechnologiestoplanandmanageprojectsindividuallyand

collaborativelytakingintoconsiderationtime,cost,riskandproductionprocesses

(ACTDEP052)





- Previousnonrelatedexamples


- Pencils

- Erasers

- Steelrules

LessonOutline

Introduction:


Remindstudentsofwhattheyareworkingon.Askforanyinformationthatneedsclarifying.



Studentswillcontinueworkingontheir

annotatedsketches.

Hopefullycompletetheirdesignsonpaper

andarereadytodesignonCAD.

Continuehelpingeachstudentwith

definingdrawingsanddemonstrating

correctisometricstandards.

Ensurestudentsarefinishingoffdrawn

sketches.Needstobedonebeforenext

lesson.


drawingsfromallstudents.


Studentprogresswillberecordedwiththeirdrawingsandifnotdone,thismustbedone

priortonextlesson.Ensurethedrawingsareofgoodstandardandillustratetheirdifferent

methods/ideas/strategiesincompletingtheproject.







Subject:STEM Context:OrthographicViews YrLevel:10


applications

Duration:120mins





Studentsutiliseideationsketchestodevelopafront,sideandtopviewoftheirdesignedpiece

offootwear.Thedrawingshouldbescaled(1:3)tohelpforproductionreasons.Dimensions

andannotationsofwherespecificdetailswillbedisplayed.





(ACTDEP052)





- Previousnon-relatedexamples


- Pencils

- Erasers

- Steelrules

- Orthographicdrawings

- CorkBoard

- StanleyKnife

- SteelRule

- MaskingTape

- Plasticwrap

- CarTyre

- Pen/Texta

LessonOutline

Introduction:


Remindstudentsofwhattheyareworkingon.Askforanyinformationthatneedsclarifying.

Allowtimetogivestudentsmaterialsattheendoflesson.Thiswillallowthemtostart

productionthenextlesson.



Studentswillbeginworkingonorthographic

viewdrawings.

Thiswillbeenoughtimeforallgroupsto

finishandbeginlookingatproductionof

shoe.

Continuehelpingeachstudentwith

definingdrawingsanddemonstrating

correctorthographicviewdrawings.

Ensurestudentsarefinishingoffdrawn

sketches.Needstobedonebeforenext

lesson.

Givematerials.


drawingsfromallstudents.Begintogivestudentstheirmaterialsreadyforproductionnext

lesson.


Studentprogresswillberecordedwiththeirdrawingsandifnotdone,thismustbedone

priortonextlesson.Ensurethedrawingsareofgoodstandardandillustratetheirdifferent

methods/ideas/strategiesincompletingtheproject.







Subject:STEM Context:ProductionofFootwear YrLevel:10

LessonNumber:12 LessonTopic:Designed

Applications

Duration:120mins





Usingmaterialstobeginbuildingandapplyingdesignedsolutions.





(ACTDEP052)







- CorkBoard

- StanleyKnife

- SteelRule

- MaskingTape

- Plasticwrap

- CarTyre

- Pen/Texta

- Scissors

LessonOutline

Introduction:


Beginbydefiningsafetyprecautionsandroomexpectations.

Giveshotandcleardemonstrationofhowtobeginmeasuringandprototypingthepieceof

footwear.Givestudentsroomtodevelopandlearnthroughtrialanderror.



Studentswillbeginprototypingtheirdesigns

withresourcesgiven.

Workcollectivelyingroupstoproducea

prototype.

Helpstudentswhereneeded.Ensure

studentscanlearnwithouttoomuch

assistance.

Providematerialsthatrequiremachining.

Maintainthebehaviorduetopracticaltasks

canpromoteunproductivebehaviours.

Concludingstrategy:Askyourself,‘HowcanIcapturethemainlearningpointsofthelesson?’Ensuretheirprototypingisnearlycompleted,ifnotclosetobeingcompleteddueto

additionalassetstodesignswillneedtobeaddressedinupcominglessons.


Studentprogressandeffortswillbegaugedthroughbehavioursandamountofwork

completed.Constantnotesshouldbetakentoreflectuponwhengivingaformativegrade.



Studentswhoarepromotingunproductivebehaviourswithinapracticalsettingwillbegiven

minimalwarningsandwillneedtoeitherleavetheclassoraredesignatedtotheory.

Studentsthathavespeciallearningneedswillneedtobeaccountedforwithanegotiated

educationplan.

LessonPlanProforma-Week4&5

Subject:STEM Context:ArduinoBasic

Knowledge

YrLevel:10


Applications

Duration:45mins





Thislessonwillmoveawayfromthebuildingandconstructionoftheirdesignedpieceof

footwear.Thiswillhelpstudentsthatmaybeinterestedinaddingelectroniccomponentsto

theirfootwear.Forexample,studentsthatmaywanttoaddlightsorsoundsthatcanbe

amplifiedfromthepieceoffootwear.



(ACTDIP038)

- Selectanduseappropriateequipment,includingdigitaltechnologies,tocollectand

recorddatasystematicallyandaccurately(ACSIS200)

- Investigatetheroleofhardwareandsoftwareinmanaging,controllingandsecuringthe

movementofandaccesstodatainnetworkeddigitalsystems(ACTDIK034-Scootle)


- 20ArduinoUnopacks

- FreeArduinosoftwareoncomputers

- LED

- BUZZERS

- ArduinoUnoBoard

- Computeraccess

- BreadBoard

- LeadWires

- Resistors

LessonOutline

Introduction:


UseTinkerCADforallstudentstofollowtomakeupabasiccircuitforanLED.Getthe

studentstoresearchideasforwhattheywouldlike.

GivedemonstrationonwhattheArduinoUnoboardandsoftwarecomponentsaremadeof.

Thiswilltaketimeduetominimalpreviousexperiencepossibly.However,ensureall

studentsunderstandthecomponents.

Oncestudentshaveseenallcomponents.Demonstrateabasiccircuitusingcomponentsand

codetomakealightflash.


Studentswill…… Teacherwill…

StudentswillcreateacircuitonTinkercadto

gainabasicunderstanding.

Studentswillthenobserveandlearnabout

thecomponentsofpracticallymakingthe

circuitdrawnonTinkercad.

Engagestudentsinafollowingtutorialon

Tinkercad.Thiswillbuildbasicknowledge

andoperationskillsfortheprogram.

Delegatecomponentstothecurrentgroups

ofstudents(1kitpergroup).

Demonstratethepracticalconstructionof

thecircuit.

Extension:ifcompletedthiswithtimeleft

over.GetstudentstohaveArduino

softwareoncomputerandbegincode

basics.

Concludingstrategy:Askyourself,‘HowcanIcapturethemainlearningpointsofthelesson?’EnsureallstudentsarehavecompletedacircuitonTinkercadandhavetheircomponents.

Checkforstudentsunderstanding,didallstudentsgetabasicideaofhowthecircuitworks?

Getstudentstoshowtheircircuits.


AssesstudentsTinkercadcircuits,allstudentsmusthavecompletedthetaskofcreatinga

basiccircuitwithaLED,ArduinoUno,breadboardandresistor.



Iftherearetechnicaldifficulties.Getstudentsstraightontothepracticalcircuitrybuilding.

Ifstudentsareunproductive.Givethemataskthatiseitherinanotherclassroomormove

awayfromgroup.

Ifstudentscompleteextensiontask,assignthemtostartworkingonacircuitthattheymay

wishtodesignontheirfootwear.


Subject:STEM Context:ProductionofFootwear YrLevel:10


Applications

Duration:90mins





Designandcreatealogoonillustratorforlasercutting.



(ACTDIP038)

- Designtheuserexperienceofadigitalsystembyevaluatingalternativedesignsagainst

criteriaincludingfunctionality,accessibility,usability,andaesthetics(ACTDIP039)


innovationandenterpriseskillsofincreasingsophistication(ACTDEP049




- Computerforeverystudent

- Illustrator

LessonOutline

Introduction:


Lookatlogodesignandidentifytheirproductname.

Firstsketchalogoontographpaperwithaminimumof3designs.

Transfertoillustratorwithdrinkcoastersizeconstraints100mmx100mm



Comeupwithabrandname.Producea

designeachfortheirlogo.Oneelementfrom

eachstudentmustbeusedinfinallogo

design.

Transfertoillustrator

Testrunonthelasercutter



assistance.

Provideillustratorguidance.



Concludingstrategy:Askyourself,‘HowcanIcapturethemainlearningpointsofthelesson?’Designscompleteandtransferredtoillustratorforlasercutting.Testrundone!


Students’abilitytoworkingroupsandcollaborate.

Creativeaspectsoflogodesign.

Illustratorknowledgeandapplication.

Finallogolasercut.






educationplan.


Subject:STEM Context:ProductionofFootwear

–Cont.

YrLevel:10


Applications

Duration:90mins





Designandcreatealogoonillustratorforlasercutting.Continueworkingonlogodesigns.



(ACTDIP038)

- Designtheuserexperienceofadigitalsystembyevaluatingalternativedesignsagainst

criteriaincludingfunctionality,accessibility,usability,andaesthetics(ACTDIP039)






- Computerforeverystudent

- Illustrator

LessonOutline

Introduction:


Lookatlogodesignandidentifytheirproductname.

Firstsketchalogoontographpaperwithaminimumof3designs.

Transfertoillustratorwithdrinkcoastersizeconstraints100mmx100mm



Comeupwithabrandname.Producea

designeachfortheirlogo.Oneelementfrom

eachstudentmustbeusedinfinallogo

design.

Transfertoillustrator

Testrunonthelasercutter



assistance.

Provideillustratorguidance.



Concludingstrategy:Askyourself,‘HowcanIcapturethemainlearningpointsofthelesson?’Designscompleteandtransferredtoillustratorforlasercutting.Testrundone!


Students’abilitytoworkingroupsandcollaborate.

Creativeaspectsoflogodesign.

Illustratorknowledgeandapplication.

Finallogolasercut.






educationplan.


Subject:STEM Context:ShoeMarketing YrLevel:10

LessonNumber:16 LessonTopic:Advertisingof

shoes

Duration:60Mins

(Singlelesson)


Tocreatea‘shoeofthefuture’andbeabletocreateanadvertisementonthisspecific

shoe.

LessonOutcome:(whatdoIwantthestudentstobeabletodo,knoworthinkattheendofthislesson?)Studentswillbeabletoshowanunderstandingonhowcertaintypesofshoesaremarketed

todifferentpeople.Theywillcomeupwithideasonhowtheywillmarkettheir‘shoeofthe

future’inthefollowinglessons.



- Criticallyanalyzefactors,includingsocial,ethicalandsustainabilityconsiderations,that



- Experimentwithideasandstoriesthatmanipulatemediaconventionsandgenresto

constructnewandalternativepointsofviewthroughimages,soundsand

text(ACAMAM073-Scootle)





(ACTDIP038)

Resources:(Listwhatyouwillneedtohaveonhandforyourlessonandorganisationalmatters)- Computers

- InternetAccess

- SmartBoard

LessonOutline

Introduction:


Brieflytouchuponwhatwaslearnedlastweekonindustry.Keypointsmightbethebrand

ofshoes,typesofshoesetc.

Abriefdiscussionaboutadvertisingwillthenbediscussed.Studentswillbeaskedto

respondtothefollowingquestionspromptedbytheteacher…

• Wheredoyouencounteradvertising?

• Whatadvertisementsstickinyourhead?

• Whatmakesanadvertisementmemorable



Studentswillthenlookatthefollowing

videosandimagesinsmallgroupsandwill

discussthingsofimportancethatthebrand

usesformarketingstrategies.

Showstudentsthefollowingvideosof:

https://www.youtube.com/watch?v=Fq2Cv

mgoO7I

• reflectonthesevideosandimages

givingtheirideasonwhatthe

companyistryingtoportrayand

marketto.isitkidsisitadults?What

typeofshoearetheyselling?etc.

Duringthisreflectionstudentswillbe

askedthefollowingquestions.

• Whodoesthisadcatertowards?

• Who‘stars’inthisadwhatistheir

purpose?

• Whatisseenintheadd?

• Whatmakesyouwanttobuythis

shoe?

Studentswillthenlooktowardplanning

theirownad.Theywillresearchthe

followingpointsbeforecreatingtheiradfor

theshoe.

-Howarepersuasivetechniquesused

-Whattypeofadwillbecreatedwhowill

youcatertowards?

-Whatwillmakeuserswanttopurchasethe

shoe?

-Whattypeofshoedesignisitfor?

Ensurestudentsareontaskandare

workingcollaboratively.Allstudentsmust

beparticipatinginthediscussion.

Ensurethatstudentsarebeingrespectful

andarekeepingontask.

Questionstudentswhentheybegin

planningtheirad.Whyhaveyouchosento

styletheadvertisementlikethis?Etc.

Givestudentsfreedomofexpressingtheir

ownideasintheiradvertisementsbutalso

suggestwaystoimprove.

Concludingstrategy:Askyourself,‘HowcanIcapturethemainlearningpointsofthelesson?’Wrappingupthelessontheteacherwillensurethatstudentsarepreparedforthe

followinglessonstobeginworkingonandproducingtheirvideo.Studentswillbegiven

theirassignmentsheettobepreparedforthenextlesson.

Assessment:(Whatwillbetheassessmenttask,tightlyrelatingittoyourlessonoutcome.thecriteria,andhowyouwillyourecordstudentprogress?

Studentprogresswillberecordedbytheirplanning/designingoftheirvideo.



Studentswhomayhavestruggleansweringquestionsmaybegivenpromptstohelpthem.

LessonPlanProforma-Week6:VideoMaking



shoes

Duration:120Mins

(doublelesson)



shoe.

LessonOutcome:(whatdoIwantthestudentstobeabletodo,knoworthinkattheendofthislesson?)Studentswillbeginandhopefullyfinalizetheir‘shoeofthefuture’advertisement.













(ACTDIP038)


- InternetAccess

- Props

- VideoCameras

- Videoeditingsoftware-FileMakerPro,MovieMaker

LessonOutline

Introduction:


Ashortdiscussiononadvertisingskillsthatwerelearntinthepreviouslessonwillbe

discussed.Studentswillbeaskedtolookattheirassignmentsheetforcreatingtheir

advertisementandtheteacherwillgothroughthiswithstudents.Thisiswherestudents

mayaskanyquestionstheyhaveregardingtheirplanningandfilmingoftheir

advertisement.


Askyourself‘WhatwillsupportthestudentstolearntheconceptsI’mtryingtoteachandtoreachtheoutcomesI’maimingfor?Whatwillstudentsbedoing?WhatwillIasteacherbedoing?’

Studentswill…… Teacherwill…

Beginworkingonthevideoboth

independentlyandcollaboratively.

Reportbacktotheassignmentsheetto

ensurestudentsarestayingontask.












Concludingstrategy:Askyourself,‘HowcanIcapturethemainlearningpointsofthelesson?’Iwillrecapwithstudentsattheendofthelessonandseewhichstageofthevideomaking

processaretheyat.


Assessmenttaskistheirfinaladvertisementstudentswillreflectontheassessmentsheet

toensuretheyareonthecorrectpathway.


(Considerstudentswithspecialneedsortheneedsofyourclassorschool)

Studentswithspecialneedsmayneedatripodtoholdthecamerassteady.

Studentwithvisualimpairmentsmayhavedifficultywhenitcomestoediting.Inthiscase

specialspeechtotexteditingformatswillbeusedaswellasmagnificationtoolsforthe

studenttocompletetheirtask.

LessonPlanProforma-Week7:EndingofVideoMaking

Subject:STEM Context:ShoeMarketing YearLevel:10


shoes

Duration:120Mins

(doublelesson)



shoe.

LessonOutcome:(whatdoIwantthestudentstobeabletodo,knoworthinkattheendofthislesson?)Studentswillfinalizetheir‘shoeofthefuture’advertisement.













(ACTDIP038)


- InternetAccess

- Props

- VideoCameras

- Videoeditingsoftware-FileMakerPro,MovieMaker

- -Tripod

LessonOutline

Introduction:


Studentswillbeaskedwheretheyarecurrentlyintheirshoeadvertisement.Anystudents

whoarestrugglingorneedingattentiontheteacherwillhelpsupport.



Continueworkingonthevideoboth

independentlyandcollaboratively.

Reportbacktotheassignmentsheetto

ensurestudentsarestayingontask.

Bytheendofthelessonhavetheirvideo

finalizedandreadyfornextlessons

presentations.












Supportstudentsfinalizingtheirvideos,

helpwithexportingandcollectthevideoin

afolderforpresentationsnextweek.

Concludingstrategy:Askyourself,‘HowcanIcapturethemainlearningpointsofthelesson?’Theteacherwillensurethatstudentshavecompletedtheirvideosandwillaskfortheir

filestobeuploadedbyUSB.






Studentswithspecialneedsmayneedatripodtoholdthecamerassteady.

Studentwithvisualimpairmentsmayhavedifficultywhenitcomestoediting.Inthiscase

specialspeechtotexteditingformatswillbeusedaswellasmagnificationtoolsforthe

studenttocompletetheirtask.

LessonPlanProforma-Week8:AdvertisementPresntations


LessonNumber:19 LessonTopic:Presentationof

advertisement

Duration:60Mins

(singlelesson)



shoe.

LessonOutcome:(whatdoIwantthestudentstobeabletodo,knoworthinkattheendofthislesson?)Studentswillwatchtheirpresentationsoftheirshoes.







(ACTDIP038)




Resources:(Listwhatyouwillneedtohaveonhandforyourlessonandorganisationalmatters)- Chairs

- Smartboard

- Paper

- Textas

LessonOutline

Introduction:


Studentswillhavefinishedtheirshoeadvertisementsandwillnowbeginwatchingthe

videosmadebytheirpeers.



Duringthelessonforeachvideostudents

willcreateaPMIchartonthevideosthat

havebeenobserved.


andquietduringpresentations.

Ensurethatallstudentsareparticipatingin

thediscussion.




Supportingandcongratulatingstudentson

finishedvideos.

Concludingstrategy:Askyourself,‘HowcanIcapturethemainlearningpointsofthelesson?’Teachertolookoverfinalpresentationstoensurestudentsmeetthecriteria.






TeachingResources

HistoricalshoeFactworksheet

Whoinventedthemodernshoelace?

Whoinventedthefirstrubbersole?

Whatwasthefirstsneakercalled?Andwhyaresneakerscalledsneakers?

Whatwastheoriginalreasonforhighheelsbeinginvented?

Whenwereleftandrightfootshoesinvented?

Whoinventedthecorkwedgeshoeandwhy?

LeatherMakingComprehensionQuestions:

1. Name5thingsthataremadefromLeather:

2. Howdotheyremovethehairfromthecowhides?

3. Whydothehidesturnblueafterthefirststageoftreatment?

4. Whentheleatheriscuttothicknesswhatistheoffcutsmadeinto?

5. Whatelementsdotheyuseinthesecondstageoftanning?

6. Whydotheypressthehideintoglass?

ArduinoUnoStartedPack–Amazon

TinkerCAD

EvaluationProforma

1. Howdidyourgroupgettothefinaldesignandproduct?Whatprocessesandmethodswere

usedtogettothisdecision?

2. Whatworkedwellbetweenthegroupmember’scohesion?

3. Whatwouldthegroupdodifferentlyiftheopportunitywasgivenagain?

4. Thegroupneedstocriticallyanalysethefinalproductoftheshoe,whatarethestrengthsand

weaknessesofthefinalproduct?(aesthetics,completion,materialsused).

5. Analysingthevideo,didtheadvertisingappropriatelyshowandreflectyourshoedesign?

develop their own futuristic shoe stem unit plan …...3- double materials 3 1- double research...

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