Technology unit 1 Lessons 1-5 for years 9-10 curriculum level 5 making jewellery



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Te Hiringa i te Mahara





TECHNOLOGY UNIT 1

Lessons 1-5
for
YEARS 9-10

CURRICULUM LEVEL 5

MAKING JEWELLERY


Context for Learning Making Jewellery (1)


Technological Areas

  • Materials Technology

  • Process and Production Technology




Curriculum Level 5

Years 9-10

Time >5 hours


Learning Outcomes.

Students will



  • Explain their understandings of indigenous jewellery and its importance in different cultures

  • Understand the developments on indigenous jewellery designs and manufacturing processes







Achievement Objectives

In any given unit of technology, the majority, if not all of the achievement objectives will feature. They are noted beside the assessment activity. For example (TC 6a) or (TKU 4)







He Aratohu - Integrating Kaupapa Maori into Mainstream Secondary School Teaching and Learning Programmes

Model 3 Tāhū Kōrero

This series of lessons builds its base on indigenous knowledge. It is not confined to Māori knowledge but encourages students to look at indigenous cultures outside of Aotearoa.


It also examines the impact of mining on the whenua (land) and students are encouraged to formulate opinions and think about ways of reducing this impact.
There are research elements in this plan that do not pertain specifically to a Māori theme. However, the final outcome is produced by using natural materials from the whenua. Students will be exposed to tikanga that pertain to the use of these materials.





Notes for Teachers

This unit of work has an initial focus on adornment of indigenous cultures in pre-european times. It is relevant and adaptable globally as all cultures adorned the body in some way. Focus on Māori culture is a natural starting point.

The impact of European technologies and viewpoints changed the development within cultures. This unit aims to explore that change while making use of past indigenous practices and materials to produce a product consistent with present values, needs and desires.

There is also a strong emphasis on the impact of diamond and gold mining on the earth. Students are encouraged to explore this and form their own opinions.


Sections of this unit can be used as separate stand-alone lessons. But the entire unit gives a much truer picture of technology education.

Tauaromahi Hangarau 2003 Ministry of Education, contains a level 5 exemplar called Toi Māori. The processes highlighted, and the development of the work, are the same as those presented here.








Brainstorming / Motivational Activities

  1. List all the reasons why people wear jewellery.

  2. Explore the reasons given above. Catergorise according to reason and commonalities in different cultures?

  3. List the types of jewellery that are common in each category.

  4. How did people enhance themselves, show identity, belief or other feelings prior to commercial manufacture?

  5. List types of jewellery/adornment in different indigenous cultures pre-european influence. (Aboriginal, Māori, African, Asian)



Assessment Focus
(TS 1)

Compare and explain how some indigenous cultures used technological practice in pre- European times.



Activity

Research Task


Select one pre-european jewellery ornament and describe how it was made/obtained. What processes and tools were used? How do you think the process affected the “value” of the jewellery?
Share your research findings to the class as either a

  • Power point presentation or




  • Chart with pictures and information



Assessment Focus

(TS 1)


Students are able to explain how beliefs and values of people are reflected in processes of indigenous cultures, in past times.
Students can share their findings in an appropriate format.

Activity

The removal and use of natural resources of indigenous cultures, such as plant, bone, feather, wood, and shell, impacts on the environment. What processes should be observed to ensure that these resources are available for future generations? Select one natural material and discuss resource management for sustainability.

Describe the properties of the material and its use in jewellery manufacture.



Assessment Focus

(TKU 2)


Students can suggest an appropriate strategy for resource management, based on research and knowledge.

Activity
Interview a maker of jewellery who uses one or more of these materials. Prepare the questions to find out how the material is collected, treated, used and the product manufactured.








Resources and Equipment

  • Internet access

  • Computer access for presentations

  • Library access

  • Jewellery manufacturer / designer

  • Various brochures for display and comparison






Context for Learning Jewellery Making (2)



Technological Areas

  • Materials Technology

  • Production and Process Technology

Curriculum Level 5
Year 9-10
Time 5 hours

Learning Outcomes:

Students will explain their understanding of



  • The source of diamonds and gold and the effect of extraction on the land.

  • Community issues that emerge as a result of large industry.




Achievement Objectives

In any given unit of technology, the majority, if not all of the achievement objectives will feature. They are noted beside the assessment activity. For example (TC 6a) or (TK 4)








Brainstorming / Motivational Activities
Use the internet to find information about diamond and gold mining in South Africa. (Google:De Beers, Kloof, or Diamond Mining) Study the images of the mines.

What effects does this mining have on



What processes should be in place to reduce the environmental impacts?

(TS 8)






Activity
Write a letter to the Operations Manager / Managing Director of a large diamond or gold mine. Express your concerns and suggest ways/processes the mine could use to minimize the impact.

(TS 7/8)









Resources

  • Internet access

  • Computer use for presentations

  • www.mining-technology.com



Context for Learning Jewellery Making (3)


Technological Areas

  • Materials Technology

  • Production and Process Technology




Curriculum Level 5
Years 9-10



Learning Outcomes Students will understand

  • Processes used in commercial jewellery manufacture

  • Marketing strategies and how they are best used to meet client needs

  • The importance of specific and original design







Achievement Objectives

In any given unit of technology, the majority, if not all of the achievement objectives will feature. They are noted beside the assessment activity. For example (TC 6a) or (TK 4)








Activity

Jewellery containing “precious” stones has been common in England for many generations. Where do these “stones” and “precious metals” come from? How are they obtained? What treatment/processes do they go through before being used to fashion jewellery?

Draw a flow chart that shows the processes involved from extraction to sale as an article of jewellery.

(TK 1)
Research some of the world’s most well known jewels. (ie. the Crown Jewels). What makes them so valuable? Who owns them? What is the history of them? Where are they now?





Assessment Focus
(TKU 1)

Students demonstrate the ability to research, and sequence information about technological processes.



Activity

Design a brochure for Michael Hill Jeweller advertising a new design in jewellery. Think about who will read your brochure and how you might capture the attention of a potential buyer.


Study some advertisements for jewellery for ideas on layout and presentation.

Consider the techniques designers use to draw attention to the brochure.

(TS 8 / TK 6c)


Assessment Focus
Present design concepts and communicate them to an audience.




Resources and Equipment

  • Library access

  • Internet access Google: Michael Hill Jeweller

  • Advertising brochures as samples

  • Materials for designing brochures






Context for Learning Jewellery Making (4)


Technological Areas

  • Materials Technology




  • Process and Production Technology

Curriculum Level 5
Years 9-10
This plan must be followed by Plan 5 in sequence.


Learning Outcomes

Students will understand






Achievement Objectives

In any given unit of technology, the majority, if not all of the achievement objectives will feature. They are noted beside the assessment activity. For example (TC 6a) or (TK 4)










Brainstorming / Motivational Activities
Think about one person who is special to you. Presentation of a hand made gift to that person is one way of conveying your appreciation or thoughts to them.
Who are the important people in your life?

Why are they special / important?

How do they impact on your life?





Activity
Explore materials from the natural environment that can be used to create a piece of jewellery. E.g shells, flax, bone, wood, feather, stone.
How can these materials be accessed? Show that you have thought about consultation with other stakeholders.
Design simple tests to determine the properties of the material and make a conclusion statement about these findings.

For example, flax can be stripped of its green coating. It is durable and difficult to break. It can be dried, coloured, softened. It can be cut and shaped with various instruments. Flax is hard wearing, is not affected by immersion in water.)


Present your findings in a wall chart.





Activity

Using a combination of 2 or more natural materials, design a piece of jewellery for a special person. Your design should show initial conceptual drawings and include



  • Shape and size

  • Materials to be used

  • The source of the materials

  • Changes made to natural materials

  • Ways of joining parts

  • How the piece is to be worn

It should also reflect the needs or likes of the person who will wear it. Consider this person and their preferences and needs.




Assessment Focus

(TC 6 a/c)


Examples of planning and design that meet the needs of an individual, and take account of the special features of the selected materials.

Activity

Make a single model of your jewellery piece from polystyrene or cardboard.


Evaluate it according to the design, record and explain any differentials. Amend your design if necessary.


Assessment Focus

(TC 6 b/d)


The ability to develop a solution within given times frames and resources.




Resources






Context for Learning Jewellery Making (5)


Technological Areas

  • Materials Technology




  • Process and Production Technology




Curriculum Level 5
Years 9-10
This unit follows the previous plan 4

Learning Outcomes

  • The importance of client needs in design and production

  • The steps involved in mass production

  • The importance of clear processes in production







Achievement Objectives

In any given unit of technology, the majority, if not all of the achievement objectives will feature. They are noted beside the assessment activity. For example (TC 6a) or (TK 4)










Note

This plan builds on the designs created in the previous plan.







Activity

Rework your design so that it can be mass produced. Aim to produce at least 20. What similarities and differences can each have? What are the acceptable standards for quality control?


Produce a time line that shows estimated time for each task.
Outline the production steps in an illustrated flow chart. Consider

  • How many people will be required to produce the work?

  • What will each person do?

  • How much of each raw material will be required?

  • Are there any time gaps in the process? eg for drying of glue. If so, what happens during this time?







Activity

Working with your team, produce 20 of the jewellery pieces designed in plan 4.


On completion evaluate any difficulties in your process and write a statement showing how these could be overcome in future production.





Activity
Select one of the completed pieces to give to the person nominated in plan 4. Consider the message you will deliver with the product and prepare a small card to accompany the gift.








Resources

  • Natural materials as per plan 4

  • Clear working space

  • Glue gun, other tools required by the team

  • Card, gift card







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