Investigating Systems
This worksheet supports students in analysing traditional and modern systems with a focus on sustainability and First Nations knowledge. Students complete three parts:
- Part A: Identify a traditional First Nations fishing system and describe its environmental benefit.
- Part B: Compare a modern fishing system (e.g. trawling nets) with traditional methods by evaluating pros, cons, and key differences.
- Part C: Reflect on what makes a system sustainable by selecting key features.
Designed to promote critical thinking, cultural understanding, and environmental awareness in upper primary Technologies or HASS lessons.
Learning goals
- We are learning to select and use suitable materials, components, tools, equipment and techniques to safely make designed solutions.
- We are learning to negotiate design criteria to evaluate design ideas, processes and solutions.
- We are learning to develop project plans that include consideration of resources to individually and collaboratively make designed solutions.
- We are learning to explain how people in design and technologies occupations consider competing factors, including sustainability, in the design of products, services and environments.
- We are learning to explain how electrical energy can be transformed into movement, sound, or light in a product or system.
- We are learning to explain how characteristics and properties of materials, systems, components, tools and equipment affect their use when producing designed solutions.
- We are learning to investigate needs or opportunities for designing and the materials, components, tools, equipment and processes needed to create designed solutions.
- We are learning to generate, iterate and communicate design ideas, decisions and processes using technical terms and graphical representation techniques.
- We are learning to examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services and environments.
- We are learning to investigate how electrical energy can control movement, sound, or light in a designed product or system.
- We are learning to investigate the characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use.
- We are learning to critique needs or opportunities for designing and investigate materials, components, tools, equipment and processes to achieve intended designed solutions.
- We are learning to generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representations.
- We are learning to select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions.
- We are learning to negotiate success criteria to evaluate design ideas, processes and solutions.
- We are learning to develop project plans that include consideration of resources when making designed solutions, both individually and collaboratively.
Curriculum alignment
Negotiate design criteria including sustainability to evaluate design ideas, processes and solutions
AC9TDE6P01 9Investigate needs or opportunities for designing, and the materials, components, tools, equipment and processes needed to create designed solutions
AC9TDE6K05 9Explain how characteristics and properties of materials, systems, components, tools and equipment affect their use when producing designed solutions
AC9TDE6P05 9Develop project plans that include consideration of resources to individually and collaboratively make designed solutions
AC9TDE6K02 9Explain how electrical energy can be transformed into movement, sound or light in a product or system
AC9TDE6P03 9Select and use suitable materials, components, tools, equipment and techniques to safely make designed solutions
AC9TDE6K01 9Explain how people in design and technologies occupations consider competing factors including sustainability in the design of products, services and environments
AC9TDE6P02 9Generate, iterate and communicate design ideas, decisions and processes using technical terms and graphical representation techniques, including using digital tools
ACTDEP024 8.4Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions
ACTDEP028 8.4Develop project plans that include consideration of resources when making designed solutions individually and collaboratively
ACTDEP027 8.4Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions
ACTDEP026 8.4Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions
ACTDEP025 8.4Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques
ACTDEK023 8.4Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use
ACTDEK020 8.4Investigate how electrical energy can control movement, sound or light in a designed product or system
ACTDEK019 8.4Examine 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
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.