Boxing clever worksheet 11-14
- 11-14s
- Waste
This worksheet accompanies the Boxing Clever lesson plan
In this D&T activity, students examine the properties and design criteria of packaging for three everyday food items, and investigate whether they could be improved.
Download ()England
Mathematics
Ratio, proportion and rates of change
Pupils should be taught to:
· solve problems involving percentage change, including: percentage increase, decrease and original value problems and simple interest in financial mathematics
Design and technology
When designing and making, pupils should be taught to:
Design
· use research and exploration, such as the study of different cultures, to identify and understand user needs
· identify and solve their own design problems and understand how to reformulate problems given to them
· develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations
· use a variety of approaches [for example, biomimicry and user-centred design], to generate creative ideas and avoid stereotypical responses
Evaluate
· analyse the work of past and present professionals and others to develop and broaden their understanding
· understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists
Technical knowledge
· understand and use the properties of materials and the performance of structural elements to achieve functioning solutions
Citizenship
Pupils should be taught about:
· the roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities, including opportunities to participate in school-based activities
Scotland
Mathematics
Number, money and measure
Number and number processes including addition, subtraction, multiplication, division and negative numbers
I can use a variety of methods to solve number problems in familiar contexts, clearly communicating my processes and solutions. MNU 3-03a
I can continue to recall number facts quickly and use them accurately when making calculations. MNU 3-03b
Fractions, decimal fractions and percentages
I can solve problems by carrying out calculations with a wide range of fractions, decimal fractions and percentages, using my answers to make comparisons and informed choices for real-life situations. MNU 3-07a
Measurement
I can solve practical problems by applying my knowledge of measure, choosing the appropriate units and degree of accuracy for the task and using a formula to calculate area or volume when required. MNU 3-11a
Shape, position and movement
Properties of 2D shapes and 3D objects
Having investigated a range of methods, I can accurately draw 2D shapes using appropriate mathematical instruments and methods. MTH 3-16a
Expressive Arts – Art and design
I can use and combine the visual elements and concepts to convey ideas, thoughts and feelings in expressive and design work. EXA 3-03a
While working through a design process in response to a design brief, I can develop and communicate imaginative design solutions. EXA 3-06a
I can give and accept constructive comment on my own and others’ work. EXA 3-07a
Technologies
Technological developments in society and business
Impact, contribution, and relationship of technologies on business, the economy, politics, and the environment.
I can evaluate the implications for individuals and societies of the ethical issues arising from technological developments. TCH 3-06a
Awareness of technological developments (Past, Present and Future), including how they work
I understand how scientific and technological developments have contributed to changes in everyday products. TCH 3-05a
Craft, design, engineering and graphics
Exploring uses of materials
I can explore the properties and performance of materials before justifying the most appropriate material for a task. TCH 3-10a
Digital Literacy
Searching, processing and managing information responsibly
Having used digital technologies to search, access and retrieve information I can justify my selection in terms of validity, reliability and have an awareness of plagiarism. TCH 3-02a
Wales
Design and technology
Skills
Designing
Pupils should be given opportunities to:
1. use given design briefs, and where appropriate, develop their own to clarify their ideas for products
2. identify and use appropriate sources of information to help generate and develop their ideas for products
3. be creative and innovative in their thinking when generating ideas for their products
4. identify and apply knowledge and understanding about technological, sustainability and health and safety issues to develop ideas for products that are achievable and practical
Range
Pupils should be given opportunities to develop their design and technology capability through:
· activities in which they learn about the responsible use of materials considering issues of sustainability
· reflecting on the work of designers, inventors, architects and chefs, including those from Wales
They should be given opportunities to:
· be creative
· be innovative and enterprising
· work independently and in groups
Mathematics
Developing numerical reasoning
Identify processes and connections
Learners are able to:
· transfer mathematical skills across the curriculum in a variety of contexts and everyday situations
· select appropriate mathematics and techniques to use
Represent and communicate
Learners are able to:
· explain results and procedures precisely using appropriate mathematical language
· select and construct appropriate charts, diagrams and graphs with suitable scales
Review
Learners are able to:
· interpret answers within the context of the problem
· interpret mathematical information
· draw conclusions from data
Using number skills
Fractions, decimals, percentages and ratio
Learners are able to:
· calculate percentages of quantities using non-calculator methods where appropriate
· calculate a percentage increase or decrease
Using measuring skills
Length, weight/mass, capacity
Learners are able to:
· read and interpret scales on a range of measuring instruments
Personal and social education
Sustainable development and global citizenship
Learners should be given opportunities to:
· develop a sense of personal responsibility towards local and global issues
And to understand:
· the key issues of sustainable development and global citizenship
Science
Range
Interdependence of organisms
Pupils use and develop their skills, knowledge and understanding by investigating how humans are independent yet rely on other organisms for survival, applying this to life in countries with different levels of economic development.
They should be given opportunities to study:
6. how human activity affects the global environment
The sustainable Earth
Pupils use and develop their skills, knowledge and understanding by investigating the materials in the Earth and its atmosphere and how they can change, and apply this in contemporary contexts.
They should be given opportunities to study:
5. the properties of sustainable materials and how these are related to their uses in everyday life and the importance of sustainability
Northern Ireland
Mathematics with financial capability
Developing pupils’ knowledge, understanding and skills
· The application of mathematical skills to real life and work situations;
Developing pupils as contributors to the economy and the environment
Young people should have opportunities to:
· Explore issues related to education for sustainable development
Art and design
Developing pupils’ knowledge, understanding and skills
· Researching, gathering and interpreting information from direct experiences, observations, memory, imagination and a range of traditional and digital sources;
· Evaluating and appreciating their own and others’ work through discussion and reflection
Developing pupils as contributors to society
Pupils should have opportunities to:
· Make an informed and critical response to a social/environmental issue
Developing pupils as contributors to the economy and the environment
Pupils should have opportunities to:
· Explore issues related to education for sustainable development
o Explore ways of reusing waste materials in a creative context, for example
o Explore how Art and Design can help preserve and promote the environment, for example
Environment and Society: Geography
Developing pupils as contributors to the economy and the environment
Pupils should have opportunities to:
· Explore how we can exercise environmental stewardship and help promote a better quality of life for present and future generations, both locally and globally
Science and Technology: Science
Developing pupils as contributors to the economy and the environment
Pupils should have opportunities to:
· Investigate the effects of pollution… and specific measures to improve and protect the environment
Science and Technology: Technology and Design
Developing pupils’ knowledge, understanding and skills
Pupils should have opportunities to:
· Design – identifying problems; investigating, generating, developing, modelling and evaluating design proposals; giving consideration to form, function and safety;
Developing pupils as contributors to the economy and the environment
Pupils should have opportunities to:
· Pursue design solutions using environmental friendly materials and energy sources.