Xiros_Olympia_16498662_EDP323_Backward Design Unit Plan Template

Backward Design - UNIT PLAN TEMPLATE

Title: Form vs. Function: What makes a great design look good and work well?
Year Level: Year 5

Teacher: Olympia Xiros

Focus Curriculum Area (s): Design and Technologies; Arts, Science, Mathematics and English
over 4 weeks

Duration: 8 lessons

STAGE 1: Curriculum Links

We want students to learn how designers:

apply science, mathematics, arts and technology to create functional, sustainable and attractive designs;

must often use persuasive language to gain support and understanding for their design ideas; and

work collaboratively with others to plan and build their designed structures.

General
Capabilities
(GP)

Ethical Behaviour

Personal and Social

ICT
Intercultural

Crosscurriculum
Priorities
(CCP)

Aboriginal and TSI

Asia and Australias

Sustainability

Year Level
Content
Descriptors

Design and Technologies / Processes and

Production Skills / ACTDEP024

Literacy

Histories and
Culture

Numeracy

Engagement with Asia

Critique needs or opportunities for designing,

and investigate materials, components, tools,
equipment and processes to achieve intended
designed solutions
Design and Technologies Knowledge and
Understanding / ACTDEK019
Examine how people in design and technologies
occupations address competing considerations,
including sustainability in the design of
products, services, and environments for
current and future use
Design and Technologies Processes and

Critical and Creative Thinking

Understanding

Year Level
Achievement
Standards

Design and Technologies

Years 5 and 6 Achievement
Standard:
By the end of Year 6: students
describe competing considerations
in the design of products, services
and environments, taking into
account sustainability; describe
how design and technologies
contribute to meeting present and
future needs; explain how the
features of technologies impact on
designed solutions for each of the
prescribed technologies contexts;
create designed solutions for each
of the prescribed technologies
contexts suitable for identified
needs or opportunities; suggest
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Production Skills / ACTDEP025

Generate, develop and communicate design
ideas and processes for audiences using
appropriate technical terms and graphical
representation techniques
Design and Technologies Processes and
Production Skills / ACTDEP028
Develop project plans that include consideration
of resources when making designed solutions
individually and collaboratively

Arts / Visual Arts / ACAVAM114

Explore ideas and practices used by artists,
including practices of Aboriginal and Torres
Strait Islander artists, to represent different
views, beliefs and opinions
Arts / Visual Arts / ACAVAM115
Develop and apply techniques and processes
when making their artworks

Science / Science Understanding / Earth and

space sciences / ACSSU078
The Earth is part of a system of planets orbiting
around a star (the sun)
Science / Science Understanding / Physical
sciences / ACSSU080
Light from a source forms shadows and can be
absorbed, reflected and refracted

criteria for success, including

sustainability considerations, and
use these to evaluate their ideas
and designed solutions; can
combine design ideas and
communicate these to audiences
using graphical representation
techniques and technical terms.
Students record project plans
including production processes.
They select and use appropriate
technologies and techniques
correctly and safely to produce
designed solutions.
Arts
Years 5 and 6 Achievement
Standard:
By the end of Year 6, students
explain how ideas are represented
in artworks they make and view.
They describe the influences of
artworks and practices from
different cultures, times and places
on their art making.
Students use visual conventions
and visual arts practices to express
a personal view in their artworks.
They demonstrate different
techniques and processes in
planning and making artworks.
They describe how the display of
artworks enhances meaning for an
audience.
Science
By the end of Year 5, students
classify substances according to
their observable properties and
behaviours. They explain everyday
phenomena associated with the
transfer of light. They describe the
key features of our solar system.
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Mathematics / Measurement and Geometry /

Geometric reasoning / ACMMG112
Estimate, measure and compare angles using
degrees. Construct angles using a protractor

They analyse how the form of living

things enables them to function in
their environments. Students
discuss how scientific
developments have affected
peoples lives, help us solve
problems and how science
knowledge develops from many
peoples contributions.
Students follow instructions to pose
questions for investigation and
predict the effect of changing
variables when planning an
investigation. They use equipment
in ways that are safe and improve
the accuracy of their observations.
Students construct tables and
graphs to organise data and
identify patterns in the data. They
compare patterns in their data with
predictions when suggesting
explanations. They describe ways
to improve the fairness of their
investigations, and communicate
their ideas and findings using
multimodal texts.
Mathematics
By the end of Year 5, students solve
simple problems involving the four
operations using a range of
strategies. They check the
reasonableness of answers using
estimation and rounding. Students
identify and describe factors and
multiples. They identify and explain
strategies for finding unknown
quantities in number sentences
involving the four operations. They
explain plans for simple budgets.
Students connect threedimensional objects with their twodimensional representations. They
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English / Literacy / Creating texts / ACELY1704

Plan, draft and publish imaginative, informative
and persuasive print and multimodal texts,
choosing text structures, language features,
images and sound appropriate to purpose and
audience

describe transformations of twodimensional shapes and identify

line and rotational symmetry.
Students interpret different data
sets.
Students order decimals and unit
fractions and locate them on
number lines. They add and
subtract fractions with the same
denominator. Students continue
patterns by adding and subtracting
fractions and decimals. They use
appropriate units of measurement
for length, area, volume, capacity
and mass, and calculate perimeter
and area of rectangles. They
convert between 12- and 24-hour
time. Students use a grid reference
system to locate landmarks. They
measure and construct different
angles. Students list outcomes of
chance experiments with equally
likely outcomes and assign
probabilities between 0 and 1.
Students pose questions to gather
data, and construct data displays
appropriate for the data.
English
Productive modes (speaking,
writing and creating)
Students use language features to
show how ideas can be extended.
They develop and explain a point of
view about a text, selecting
information, ideas and images from
a range of resources.
Students create imaginative,
informative and persuasive texts
for different purposes and
audiences. They make
presentations which include
multimodal elements for defined
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Xiros_Olympia_16498662_EDP323_Backward Design Unit Plan Template

purposes. They contribute actively

to class and group discussions,
taking into account other
perspectives. When writing, they
demonstrate understanding of
grammar using a variety of
sentence types. They select
specific vocabulary and use
accurate spelling and punctuation.
They edit their work for cohesive
structure and meaning.

Knowledge

Skills

Through this unit of work, students are expected to learn that:

Through this unit of work, students will be able to:

Designs are often a solution to a problem

Function and form play roles in a designed solution
Sun, seasons, and angles can impact a designs function
Artistic elements and principles can influence design
Planning and building a designed solution requires
collaborative effort
Language choices vary depending on audience and
intentions

Evaluate the effectiveness of a structure to solve a known

problem
Use scientific and mathematical knowledge of the sun, seasons
and shadows to create functional designed solutions
Apply artistic literacy to make a designed solution visually
appealing to its users
Design and build models of structures that thoughtfully
incorporate aesthetics, practicality and sustainability
Work independently and with others to create and implement
project plans
Justify their aesthetic, practicality and sustainability choices
using subject-specific terminology and persuasive language

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Xiros_Olympia_16498662_EDP323_Backward Design Unit Plan Template

LEARNING OUTCOMES:
By the end of this unit of work, students will be able to explain and demonstrate why:

Successful designed solutions need to consider function (practicality), form (attractiveness) and sustainability
The Earth and the Sun create challenges that building designers can address
A working knowledge of angles can affect the usefulness of a designed structure
Combining scientific and mathematical understandings with persuasive language can influence others to adopt a proposed
designed solution
Working in collaboration with others can result in successful solutions to design problems

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

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Xiros_Olympia_16498662_EDP323_Backward Design Unit Plan Template

Task description:
The Summative assessment task takes place over the final two lessons of the unit of work (weeks 3 and 4). It is the culmination of the
students work throughout the unit. Students work in mixed-ability groups of five to design a shade structure for one of five options (bus
stop, light rail platform, infants playground, public barbecue area, and backyard deck). Each option has dimensions and cardinal
directions that can help guide their design decisions. Students have control over how the design is created and presented. Suggestions
include drawing it on paper, using an online drawing tool such as www.tinkercad.com, designing it in Minecraft, or any other method
students believe will clearly show the success of their design. The design is accompanied by a 200 word rationale to persuade the
council (teacher) of its merits. This can be written, spoken (shared by all members of the group where appropriate), presented using
ICT, or in any format that the group members feel is most effective. The design and rationale components are due on Thursday of the
third week of the unit. Following submission of the design and rationale (and the provision of peer and teacher feedback to students) the
groups build models of their designed structures. Children are expected to consider, and where necessary adopt, the peer and student
feedback prior to construction. Once again the students choose how they will build their models. They can use, for example, cardboard,
recycled materials, clay, Lego, matchsticks or any other materials they believe will best represent their structure. The model is due on
Friday of the fourth week of the unit.
Assessment Criteria:
The task is broken into two parts: the design and rationale, and the model construction.
The first part (design and rationale) is assessed against a formative rubric which is made available to, and discussed with, students prior
to commencement of the task. The criteria are: design; creativity; function; sustainability; collaboration; problem-solving; and
persuasion. The assessment links to Design and Technologies processes and production skills (ACTDEP025, Australian Curriculum,
Assessment and Reporting Authority [ACARA], 2016a) and English literacy and creating texts (ACELY1704, ACARA, 2016b).
While the children have the freedom to choose from among five options, their designed solution must meet specified design criteria, as
this reflects real-world practice. All designs must provide users with: protection from the rain; protection from the summer sun at
12.00pm on 22 December; and full sun at 12.00pm (in Sydney). Each design must be imaginative and creative, capture and store
rainfall, and offer a sustainable power source for lighting.
The second part (model construction) is assessed against a summative rubric. This is also made available to the students and discussed
with the class prior to commencing the model construction. This assessment links to Design and Technologies processes and production
skills (ACTDEP028, ACARA, 2016a) and Visual Arts (ACAVAM115, ACARA, 2016c). Importantly, students are encouraged to utilise
feedback from the previous task to guide their decisions about the model. The criteria for this task are: feedback; design; creativity;
function; sustainability; collaboration; and problem-solving. Most of the criteria are deliberately the same in the first and second parts, as
the first part influences the second.
Assessment recording template:
In both parts, a rubric is used. The rubric for the first part (design and rationale) differs slightly to that used in the second part (model
construction) because the first part includes a persuasive text, and the second part expects students to incorporate peer and student
feedback into their final construction. The first part will show how the student groups performed against clearly-explained criteria, but
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there will be no marks recorded. Each group shares its design and rationale with another group for written feedback. The teacher then
adds feedback which is specific to the criteria. The rubric for the second part provides for the teacher to award marks for each of the
criteria, plus written feedback.
Feedback:
Following completion and submission of the first part of the assessment (design and rationale), students receive written feedback from a
group of their peers. Peers are encouraged to be specific with their feedback and relate their suggestions to the criteria in the rubric.
Further, peer groups are asked to identify at least two areas of the design and/or rationale that are successful, and to encourage and
support the group they are assessing. With the peer feedback completed, the design and rationale are evaluated by the teacher, who
highlights the groups performance against the criteria. Written suggestions and encouragement are then added to support the groups
learning progress. Importantly, following the peer and teacher feedback, each group responds to the feedback in writing (on the rubric)
and explains how it will or will not be used in the constructions of the model. The second part (model construction) is then assessed by
the teacher who awards marks for each of the criteria, plus written descriptive feedback to each group, and as necessary, to each
student within the group. The teacher then provides descriptive feedback about each of the students that is then forwarded, together
with copies of their work, including photographs of the completed models, to the students parents or caregivers.
Self-assessment:
Between completion of the first part (design and rationale) and commencement of the second part (model construction) of the task, the
children receive descriptive feedback, linked directly to the assessment criteria, from a peer group and their teacher. Students cannot
proceed to the model construction until they have reflected upon the feedback and considered how they can improve upon their work to
that point. Students, in their groups, must contemplate and state in writing how they will incorporate suggested design modifications
into their model. If the students in the group do not feel that any modifications are warranted, they must say so in writing and give
reasons for their answers. Before commencing model construction, the students written reflections and decisions are shared with the
teacher, who is then able to provide immediate feedback about the students thoughts and plan of action. The summative assessment
rubric is shared and discussed with the class before model construction, so that all students are aware of the marking criteria. Notes,
including reflections, kept in the students Group Journals allow for ongoing reflection throughout the task and are examined by the
teacher at the completion of the first and second parts of the task.

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UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

What

events will help students:

Experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
Achieve the desired results identified in Stage 1?
Equip students to complete the assessment tasks identified in Stage 2?
Learning Experiences

Title: Functions in design (function)

Question: What is the purpose of a shelter?
Engage children by referring to next Februarys school sports
carnival. Ask open questions about Sydneys February weather,
likely temperatures and the need to be protected from the sun
and how we can achieve that. Link to shade shelters. Why do we
need them? Children work independently, then in pairs, to define
the function of a shade shelter. They view photographs of shade
shelters and relate their definition to the photos. Do any or all the
shelters meet the design brief for function? Why or why not?
What role does purpose (function) play in good design? Whole
class discussions, notes and reflections identify any
misconceptions prior to the next lesson.
Title: Elements and principles in design (form)
Question: What role does appearance play in design?
Is design only about how well something works, or does
appearance have a role to play? Children view painted artworks,
including some by Indigenous Australians, and built structures to
explore design elements and design principles in art. What is the
artist/architect trying to say? How do you know? Children watch a
short explanatory video to introduce design terminology. Class
discussion follows in relation to the images and terminology.
Individually, students choose a hard copy of one of the artworks
or structures. The children:

Assessment For/As Learning

(Formative Assessment)
Assessment as learning:
Childrens reflections about the
function and effectiveness of
shade shelters show how they
will seek to clarify any
misunderstandings. Teacher
provides written and oral
feedback.

Resources
Interactive Whiteboard
Shade shelter
photographs

[Lesson 1 assessment Feedback]

Assessment for learning:

The written and drawn responses
to the task are completed in their
workbooks. There is flexibility in
the task as students are able to
use digital technologies for their
work such as Power Point or
Word. They can also use a
program such as Voki (Oddcast
Incorporated, 2016) for
explanations. Children can also

Images of artworks and

structures (multiple
copies of each)
Elements and principles
of design video:
https://youtu.be/rI0cHn1
F9B0
Tracing paper, bulldog
clips, crayons, paints,
pencils, markers
Class computers
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1. Explain (in writing or verbally) how the artist/architect has

used at least three elements and principles successfully.
2. Identify one element or principle that could be added or
modified to improve the artwork or structure. They do this
by drawing on the copied image, redrawing it themselves
on paper, or tracing the image.
3. Justify their decision using annotations on the drawing.
Title: Sun and Earth (seasons)
Question: Why is it hotter in summer and colder in winter?
The previous day the children started a K-W-L chart stating what
they understood about the cause of the seasons (K). As
homework they watched a short video explaining the seasons,
and took notes about what they learned, and what they still do
not understand (W). In this days lesson there is a whole class
discussion about seasons and what was understood from the
video. Children work in triads to prepare an explanation for the
seasons. Whole class discussion then formulates a class
explanation. In triads the children devise a way to demonstrate
seasonal changes using manipulatives. Demonstrations are video
recorded for feedback, modified, and then re-recorded for
uploading to the class blog.

describe their decisions to the

teacher if they prefer.
Teacher provides written
feedback to students in their
workbooks.
[Lesson 2 assessment - Checklist]
Diagnostic assessment:
Children provide the teacher with
the K component of their K-W-L
charts the day before the lesson.
This helps the teacher identify
misconceptions prior to the
lesson.
Assessment as learning:
Students watch their video
demonstrations and check them
for accuracy and clarity against
the class explanation. They make
any necessary modifications and
then upload them to the class
weebly.
Assessment for learning:
The teacher provides specific
feedback to the recorded
demonstrations, confirming
understandings and identifying
any misconceptions.

Internet connectivity
Dinham, J. (2014).
Delivering authentic arts
education (2nd ed.).
South Melbourne, VIC:
Cengage Learning
Homework video:
http://tinyurl.com/qc5v4j
9
K-W-L charts
Video recording devices
(ipads, cameras,
iphones)
Class computers/tablets
Internet connectivity
Manipulatives (tennis
balls, soccer balls,
torches, lamps, paper,
pencils)
Skamp, K. (Ed.). (2012).
Teaching primary
science constructively
(4th ed.). South
Melbourne, VIC:
Cengage Learning.

[Lesson 3 assessment - KWL]

4

Title: Sun and Earth (shadows)

Question: How do we maximise shade in summer and
warmth in winter?
Whole class views and discusses two photos: one home in the
tropics; the other in a cold climate. Which is which? How do you
know? What functional parts of the homes suggest their location?

Assessment for learning:

Childrens annotated drawings
are used by the teacher to check
for understanding. The drawings
relate to the function of both
homes. Specific written feedback

Two home photographs:

Tropical and Cold
climate homes
Class computers/tablets
Internet connectivity
Science journals
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Xiros_Olympia_16498662_EDP323_Backward Design Unit Plan Template

How has the designer thought about the heat of summer in the
tropical design? How has the designer thought about the cool of
winter in the cold climate design? Consider function and form.
Children work in triads and are encouraged to conduct internet
research to inform their work. They draw diagrams to show how
the tropical home is kept in the shade in summer (shadows), and
how the cold climate home is kept warm in winter (direct
sunlight). They also explore and explain (in writing or verbally)
how the element of colour has been used to improve each homes
functionality. Students record their working drawings, results and
explanations in their Science journals.

is provided to the children to

reflect upon when completing the
task in the following lesson.

Title: Angles and protractors

Question: How does the changing angle of the sun impact
shelter design choices?
How does the angle of the Sydney sun on the Winter Solstice
differ to the angle of the Sydney sun on the Summer Solstice?
How can we use this information to influence how we design a
structure that provides shelter? What role do angles play in
designing a shelter in Sydney? Children work in triads to conduct
internet research about sun angles on these two important
occasions. They use their research findings and employ their
knowledge of protractor use to complete the Sydney Sun
worksheets in their Maths journals that demonstrate their
understanding. The annotated drawings address the following:
the angle of the Sydney sun on the Winter Solstice; the angle of
the Sydney sun on the Summer Solstice; how the height of an
awning placed above a window can impact its function in winter
and summer; and how the depth of an awning placed over a
window can impact its function in winter and summer. Whole
class discussions conclude the lesson to confirm understandings.

Assessment as learning:
After completing parts 1 and 2 of
the task, each group shares its
findings with another group to
compare results. If there are
conflicts, the groups conduct
further research together to find
a solution. The groups then
proceed separately with the
remaining two tasks.

Title: Shade shelter functional analysis

Question: How does a proposed structure meet, or not
meet, the competing considerations of form and function?
A shade shelter has been proposed for the sports oval (to be
ready for the February school sports carnival). Will it do its job?
Children analyse/evaluate the form and function of the proposed

[Lesson 4 assessment Shadows]

Sydney sun worksheet

Protractors and rulers
Class computers/tablets
Internet connectivity
Kallidis, G. (2007). Not
just bricks and mortar:
The complete guide to
home building in
Australia. Chatswood,
Australia: New Holland
Publishers.

Assessment for learning:

The completed Sydney sun
worksheet confirms
understanding. The teacher
provides written feedback to the
students for reflection prior to the
next lesson.
[Lesson 5 assessment Sun
angles]
Assessment as learning:
Groups first check their
understanding of the task and
then compare their
understanding with one other
group before proceeding to the

Proposed shade shelter

diagrams
Internet connectivity
Class computers/tablets
Protractors and rulers
Kallidis, G. (2007). Not
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Xiros_Olympia_16498662_EDP323_Backward Design Unit Plan Template

shelter. Why is it, or why is it not, successful? How could the

design be changed (form, function or both) to make it more
successful? The children work in triads. They evaluate the design
and prepare a clear statement explaining why the shelter is or is
not effective. They prepare annotated drawings modifying the
proposal so that it meets the functional objectives of providing
shade to all spectators in summer and warmth to all spectators in
winter. Response formats are flexible.

Title: New shelter design

Question: How can you use your knowledge about form and
function to design a new shelter and meet design criteria?
Children work in mixed-ability groups of five to design a shelter
from a list of options. Each shelter must meet strict criteria for
form and function. The design can be hand-drawn or drawn using
an online drawing program, and needs to show how it meets the
brief. The children also submit a rationale (approximately 200
words) to accompany their proposal to council (teacher). The
rationale needs to convince the council of the merits of the
design, and explain how it meets the criteria. The rationale can be
hand-written, printed, completed in Power Point or recorded in
any other form that best demonstrates the effectiveness of the
proposal. Children will understand that they will use the design of
the shelter to build a model of the structure in the next
assessment task. The marking criteria (rubric) for the tasks are
shared with the students at the start of this lesson.

analysis.
Assessment for learning:
The teacher uses the childrens
completed responses to provide
specific oral and written feedback
to each group. The feedback
informs the students as they
progress to the final lessons.
[Lesson 6 assessment
Evaluation/Analysis]
Assessment for learning:
The designs are assessed by a
peer group and the teacher using
a rubric which clearly outlines the
criteria to the students. There is
also criterion for assessing the
persuasive text that accompanies
the design. No marks are
awarded on this rubric. Instead,
the peer group and teacher
provide written feedback, and the
students then decide how they
will use that feedback to make
improvements prior to
proceeding to the next
(summative assessment) task.

just bricks and mortar:

The complete guide to
home building in
Australia. Chatswood,
Australia: New Holland
Publishers.

Five shade shelter

design options
Internet connectivity
Kallidis, G. (2007). Not
just bricks and mortar:
The complete guide to
home building in
Australia. Chatswood,
Australia: New Holland
Publishers.
Dinham, J. (2014).
Delivering authentic arts
education (2nd ed.).
South Melbourne, VIC:
Cengage Learning

Assessment as learning:
The students in each group need
to reflect upon the feedback from
the peer group and their teacher.
They are encouraged to consider
the feedback that might help
them incorporate improvements
to their final product (model
construction). The students
reflections are shared with the
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Xiros_Olympia_16498662_EDP323_Backward Design Unit Plan Template

teacher prior to commencing the

model.
8

Title: New shelter model construction

Question: How will you build a model of your design to
show how it meets the criteria? What are the production
stages?
After receiving peer and teacher feedback to their design,
children make any necessary modifications, and then build their
model structure. Children are encouraged to be creative and
daring. They have one week to complete the models.
What modifications should be made to your original design, based
on feedback? How can you build your scale model to best
demonstrate its form and function? What could you do to show
how it keeps users in the shade in summer and in full sun in
winter? What materials and colours might work best? Can you
create a schedule of works to plan your model construction? How
will you make sure that everyone is making a contribution to the
project?

[Lesson 7 assessment Design]

Summative Assessment of
learning:
The childrens work is assessed
using the summative rubric,
which is based on the rubric used
in the previous task. The children
are strongly encouraged to
consider and apply the feedback
from the previous task to achieve
a strong result.
The teachers descriptive
feedback is also shared with
parents and caregivers at the
completion of the unit of work.

Feedback from the

previous task
Internet connectivity
Cardboard, paper, art
materials, paint, glue,
tape

[Lesson 8 assessment Model

construction]

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