Technology
Grade 4
Create your own breakfast cereal
Module 5
Another problem and solution
THE PROBLEM AND THE SOLUTION
Activity 1
To investigate the effect of a problem on people [lo 1.1, 3.1, 3.2, 3.3]
The cause of a problematic solution
Read the comic strip and discuss the situation that is depicted
What is the problem? Write these words in the correct order to find out.
| breakfast | eat | healthy | He | not | cereal | for | does |
They ………………………………………………………………………………
…………………………………………………………………………………….
Discuss these questions in class:
- Why do some people suffer from starvation?
- What disadvantage s are caused by the problem?
- What kind of food do different cultures serve for breakfast?
Activity 2
To execute a design [lo 1.4]
A suggestion on how to solve their problem.
Design ……………………………………………………………….( what ) for
………………………………………………………………………….( whom ) to
eat healthier ……………………………………………………………( when ) at
………………………………………………………………..( where ).
Activity 3
To analyse different kinds of packaging [lo 1.2]
Collect many kinds of cereal and porridge containers in various shapes and sizes. Draw any three kinds of porridge or cereal of your choice.
Activity 4
To submit suggestions for new packaging [lo 1.5, 1.6]
These questions will help you to choose the best packaging:
- Which kind of container do you like most/least? Why?
- Which kind of porridge or cereal do you like most/least? Why?
- What influence do colours, style of lettering and pictures have on your choice?
- Who are you going to design the porridge or cereal for?
- What kind of porridge or cereal are you going to make?
- Why do you make this porridge or cereal?
YOUR CHOICE
Assessment
Learning outcome 1: technological processes and skills
The learner will be able to apply technological processes and skills ethically and responsibly using appropriate information and communication technologies.
Assessment standard
We know this when the learner:
1.1 finds out, with assistance, about the background context (e.g. people, environment) when given a problem, need or opportunity;
1.2 finds out about existing products relevant to a problem, need or opportunity, and identifies the main design aspect (e.g. who it is for, what is it for, what it looks like) that make them suitable as a solution;
1.4 writes or communicates, with assistance, a short and clear statement (design brief) for the development of a product for a given purpose;
1.5 suggests and records at least two possible solutions to the problem or need that link to the design brief and to given specifications or constraints (e.g. people, purpose, environment);
1.6 chooses one of these solutions, giving reasons for the choice.
Learning outcome 3: technology, society and the environment
The learner will be able to demonstrate an understanding of the interrelationships between science, technology, society and the environment.
Assessment standard
We know this when the learner:
3.1 describes how local indigenous cultures have used scientific principles or technological products for specific purposes;
3.2 expresses opinions about how technological products make people’s lives easier;
3.3 expresses reasons why certain groups of people might be disadvantaged when using technological products.