BKN102 Assignmt

Question 1
1.1
The case study describes a technological exploration exercise for
Grade 2 that looks at animal housing from the perspective of the
technological design process. This is a critical evaluation of the
task:
Successes:
Hands-on Learning: By having students design and build their own
models of animal homes, this activity promotes hands-on learning.
This method encourages participation and develops a deeper
comprehension of the material.
Integration of Sustainability: The project raises students' knowledge

of environmental issues and sustainability by having them build
animal house models out of recycled materials. It instills in
children the value of conserving resources and protecting the
environment.
Issues/Challenges:
Evaluation of Learning: Although the activity concentrates on the

design and creative process, it could not have explicit assessment
criteria for gauging students' comprehension and learning objectives.
Assessment techniques that gauge students' ability to solve problems,
be creative, and comprehend the material are all necessary to include
in the curriculum.
Teacher's Role: Although it is stated that teachers should support

students when needed and foster their creativity, it may be difficult
to find the ideal balance between offering direction and letting
students conduct their own research. In the absence of explicit
instructions, certain students could find it difficult to stay
focused or might not get the help they need.
All in all, the exercise offers a fun and practical way to teach
students about animal shelters and environmentally friendly building
practices. Its efficacy in accomplishing learning objectives can be
further improved, nevertheless, by addressing the flaws that have
been discovered.
1.2
The requirement or problem that the students must address based on

the case study is to use recycled materials to design and build a
model of the animal habitat that they like.
Problem Statement: Using recycled materials, grade 2 students are to
design and build a model of an animal's home. Students' creativity,
problem-solving abilities, and environmental consciousness need to be
nurtured as they investigate the idea of sustainable design.
Specifications of the Product:
1. The model has to depict the dwelling of a selected animal.

For construction, only the recycled materials found in the classroom
may be utilised.
2. The materials utilised and the building procedure should be noted

or labelled on the design.
3. Students are urged to think of methods to make their models

stronger, more resilient, and more inventive.
4. The final creation should be aesthetically pleasing and

appropriately depict the environment of the selected animal.
5. During a reflection session, students should be able to describe

the materials they utilised, the design decisions they made, and how
their model depicts the animal's home.
1.3
The case study calls for a number of technological process abilities.

The following have been noted along with pertinent case study
excerpts:
Problem Identification: Problem identification is the ability to

identify a need or issue that calls for a technological
solution.Relevant passage: "Students will design and make a model of
their preferred animal home."
Designing: Designing is the process of coming up with concepts,

making plans, and designing technological solutions in great
detail.Relevant portion: "Instruct the students to sketch their
design ideas on paper, including labels or annotations that describe
the materials they plan to use and how their product will be made."
Creating/Building: Based on the design plans, this ability entails

employing tools and resources to produce technological
solutions.Relevant passage: Give each group the craft supplies and
recyclable resources they'll need to construct their recycled
creations. Using the available supplies and equipment, the groups
build their product prototypes under the instructor's direction."
Problem-Solving: Identifying and resolving obstacles or problems that

come up during the design and creation process is known as problem-
solving.Relevant passage: "Encourage them to collaborate, problem-
solve, and experiment with different construction techniques."
Thinking/Evaluating: This ability entails thinking critically about

the technology solution and the design process in order to pinpoint
areas that could use improvement.Relevant passage: "The students will
use their products to communicate both vocally and visually when the
pieces have dried up. Request that they consider any changes or
enhancements they might be able to make in light of their results."
The technological design process described in the case study requires

these technology process abilities as fundamental elements. When
students are building their animal home models, they mentor them
through the iterative process of creativity and problem-solving.
1.4
a)
The following technical process abilities were not highlighted or

specifically referenced in the case study that was provided:
Researching: In order to inform the design process, research entails

obtaining knowledge and data pertinent to the topic or design
challenge. The students observed animals on a nature walk, but no
mention was made of doing research on animal habitats or making
specific design decisions based on the results of the research.
Testing and Iterating: Testing and iterating entails assessing

solutions or prototypes, modifying the design in response to
criticism, and honing the final product to increase efficacy. There
was no discussion of an iterative design cycle or formal testing
procedure, despite the fact that students were invited to consider
their models and make suggestions for changes.
Communicating: Effectively communicating ideas, design concepts, and

solutions to others through a variety of media, including drawings,
diagrams, and spoken presentations, is the process of communicating.
There was less focus on the formal communication of design ideas
throughout the design process, even though students were encouraged
to reflect on their models and explain their design decisions.
Collaborating: Collaborating entails exchanging ideas, mobilising

resources, and operating as a cohesive team to accomplish shared
objectives. The case study discusses teamwork and collaboration when
building the models, but it doesn't focus much on the cooperative
parts of the design process, such coming up with ideas as a group or
allocating duties among team members effectively.
Though not specifically stated, these technology process abilities

are crucial parts of an all-encompassing technological design process
and have the potential to improve the activity's results and learning
process.
b)
The following tasks, which are connected to the case study, will
help build each technology process skill:
Investigating: Task: Examining Animal Habitats
Description: Students will conduct research to learn about diverse

animal habitats and the unique demands of various creatures before
creating their animal home models.
Scheme:
Give pupils access to resources that are appropriate for their age,
such as films, books, or websites that discuss animal habitats.
Give them the assignment of conducting research on an animal of their

choice to learn about its habits, environment, and adaptations.
Urge your students to record their results with notes and

illustrations.
Questions to Direct Students:

1. What animal have you chosen for your model, and what is its
natural habitat like?
2. What are some important features of the animal's habitat that you
need to consider when designing its home?
3. How can you incorporate elements of the animal's habitat into your
design to make it realistic and suitable for the animal?
Testing and Iterating:
Activity: Testing Animal Home Prototypes
Students will build their first animal home models and then test them
to find any problems with the design or potential areas for
improvement. After that, they would revise their designs in response
to criticism.
Plan:
Give students a set of evaluation criteria, such as comfort,
stability, and similarity to the animal's natural habitat, to use
while assessing their animal home prototypes.
Students should be given instructions on how to test their prototypes

by putting toy animals inside and seeing how well they fit and
interact.
Students should be encouraged to make notes on any problems they run

into and come up with potential fixes.
Allow students to make changes to their designs in light of their

testing findings.
Activity: Testing Animal Home Prototypes
Students will build their first animal home models and then test them
to find any problems with the design or potential areas for
improvement. After that, they would revise their designs in response
to criticism.
Plan:
Activity: Presenting Animal Home Designs
Give students a set of evaluation criteria, such as comfort,
stability, and similarity to the animal's natural habitat, to use
while assessing their animal home prototypes.
Students should be given instructions on how to test their prototypes

by putting toy animals inside and seeing how well they fit and
interact.
Students should be encouraged to make notes on any problems they run

into and come up with potential fixes.
Allow students to make changes to their designs in light of their

testing findings.

How well does your prototype animal housing fit the requirements we
spoke about?
What elements of your design were successful, and what might be made
better?
What adjustments to your design are you going to do in order to fix

the problems you found during testing?
Communicating:
Students will make presentations to share their ideas for animal

homes with their peers. In these presentations, they will discuss the
reasons behind their design decisions and how their models depict the
habitat of the selected species.
Plan:
What is the natural habitat of the animal you choose for your model?
What materials did you select to build your animal habitat out of,
and why?
How does the layout of your animal home suit the requirements and
tastes of the animal that lives there?
Working together:
Task: Joint Design Difficulty
Using a range of recycled materials, students will collaborate in
small groups to design and construct a larger-scale animal home.
Plan
Students should be divided into smaller groups and given specific
animal habitats to build, like a forest, an ocean, or a desert.
Give children a variety of tools, craft items, and repurposed

materials to incorporate into their ideas.
Give pupils the task of coming up with ideas and creating a

cooperative design plan for their habitat while taking the
requirements of the living things into account.
Encourage kids to collaborate to construct their habitat, giving each

group member duties and obligations to complete.
Lead students through problem-solving exercises and group discussions

to assist them in overcoming obstacles that arise during the design
and building phase.

How can you collaborate as a group to bring your unique concepts
together to create a seamless design?
What difficulties do you foresee facing the construction phase, and

how will you resolve them?
What concessions or changes might you have to make to make sure the
creatures who live there have everything they need from your habitat
design?
These exercises are intended to enhance critical technological

process skills while adhering to the case study's goals and setting.
1.8
1. Concrete Thinkers: Students in Grades 1-3 are typically concrete
thinkers who grasp things through practical application and visual
aids.
Curious Explorers: Naturally curious and ready to investigate their

surroundings, learners in this age range are known as Curious
Explorers. They take pleasure in researching new subjects and posing
queries.
Hands-on Creation: Students in the case study work using recyclable

materials to create and construct replicas of animal habitats. They
may practically use what they've learned about animal habitats and
sustainable design concepts thanks to this practical experience.
Research and Inquiry: As part of the case study's inquiry phase,

students gather information about animal habitats. This fosters their
innate curiosity and gives them the chance to learn more, ask
questions, and investigate novel ideas about animal habitats and
design principles.
1.9
To create a more comprehensive learning experience, the lesson on

creating and constructing animal habitat models out of recycled
materials can be integrated with other courses or disciplines like
science or environmental studies. This is how Science can incorporate
it:
Integration with Science:
Knowing Animal Habitats: The lesson's core objective is to teach

students about animal habitats, which ties in with science curriculum
objectives about ecosystems and ecology. Pupils gain knowledge of the
various kinds of animal habitats, their unique features, and the
adaptations animals need to live in those situations.
Problem-Solving and Creativity: To create a more comprehensive

learning experience, the lesson on creating and constructing animal
habitat models out of recycled materials can be integrated with other
courses or disciplines like science or environmental studies. This is
how Science can incorporate it:
Environmental Awareness: The lesson also fosters sustainability and

environmental awareness, two important ideas in environmental
science, by using recycled materials to construct the animal habitat
models. Pupils gain knowledge about the value of recycling, trash
reduction, and the effects of human activity on ecosystems and animal
habitats.
Combining Life Skills with Integration:
Problem-Solving and Creativity: As students plan and construct their

models of animal habitats, the lesson promotes critical and creative
thinking. In order to construct models that faithfully depict the
animal habitats they have selected, they must solve problems in order
to figure out how to use recycled materials efficiently.
Collaboration and Teamwork: Creating the animal habitat models in
groups helps to develop collaboration and teamwork abilities.
Students gain valuable life skills for success in school and beyond,
such as efficient communication, idea sharing, and teamwork towards a
common goal.
The lesson becomes more interdisciplinary and gives students a

greater comprehension of the material while also developing crucial
skills for their academic and personal growth by integrating with
other courses or disciplines like Science or Life Skills.

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Question 1

Integration of Sustainability: The project raises students' knowledge

Evaluation of Learning: Although the activity concentrates on the

Teacher's Role: Although it is stated that teachers should support

The requirement or problem that the students must address based on

Specifications of the Product:

1. The model has to depict the dwelling of a selected animal.

2. The materials utilised and the building procedure should be noted

3. Students are urged to think of methods to make their models

4. The final creation should be aesthetically pleasing and

5. During a reflection session, students should be able to describe

The case study calls for a number of technological process abilities.

Problem Identification: Problem identification is the ability to

Designing: Designing is the process of coming up with concepts,

Creating/Building: Based on the design plans, this ability entails

Problem-Solving: Identifying and resolving obstacles or problems that

Thinking/Evaluating: This ability entails thinking critically about

The technological design process described in the case study requires

The following technical process abilities were not highlighted or

Researching: In order to inform the design process, research entails

Testing and Iterating: Testing and iterating entails assessing

Communicating: Effectively communicating ideas, design concepts, and

Collaborating: Collaborating entails exchanging ideas, mobilising

Though not specifically stated, these technology process abilities

Investigating: Task: Examining Animal Habitats

Description: Students will conduct research to learn about diverse

Give them the assignment of conducting research on an animal of their

Urge your students to record their results with notes and

Questions to Direct Students:

Testing and Iterating:

Activity: Testing Animal Home Prototypes

Students should be given instructions on how to test their prototypes

Students should be encouraged to make notes on any problems they run

Allow students to make changes to their designs in light of their

Activity: Testing Animal Home Prototypes

Students should be given instructions on how to test their prototypes

Students should be encouraged to make notes on any problems they run

Allow students to make changes to their designs in light of their

Questions to Direct Students:

What adjustments to your design are you going to do in order to fix

Students will make presentations to share their ideas for animal

Give children a variety of tools, craft items, and repurposed

Give pupils the task of coming up with ideas and creating a

Encourage kids to collaborate to construct their habitat, giving each

Lead students through problem-solving exercises and group discussions

Questions to Direct Students:

What difficulties do you foresee facing the construction phase, and

These exercises are intended to enhance critical technological

Curious Explorers: Naturally curious and ready to investigate their

Hands-on Creation: Students in the case study work using recyclable

Research and Inquiry: As part of the case study's inquiry phase,

To create a more comprehensive learning experience, the lesson on

Integration with Science:

Knowing Animal Habitats: The lesson's core objective is to teach

Problem-Solving and Creativity: To create a more comprehensive

Environmental Awareness: The lesson also fosters sustainability and

Combining Life Skills with Integration:

Problem-Solving and Creativity: As students plan and construct their

The lesson becomes more interdisciplinary and gives students a