Teaching Resources
4. A Presentation to Promote the Image of Hong Kong
Process Impact
(E) Lesson Sequence
1. Teacher and students discuss the significant contribution of the tourist industry to local Gross Domestic Product (GDP) and the need to promote the image of Hong Kong to potential overseas tourists.
2. Students investigate and identify Hong Kong's attractions for overseas tourists.
During the investigation, students take into account the cultural background of different target groups. Useful information can be collected from sources such as websites, magazines and also from interviewing tourists.
3. Students list the design and development plan for the multimedia presentation promoting Hong Kong.
4. Students are divided into groups to collect, select and organize multimedia resources.
Students should be able to:
• understand the
underlying concepts and principles of effective communication and presentation
• understand the
strategies, process and procedures used in the production,
communication and evaluation of a multimedia project
• understand the basic concept of marketing and the simple tools used in market research
Students should be able to:
• identify the needs of target audience / potential customers
• produce the proposed multimedia
presentation using the appropriate knowledge, skills and resources
• use the language in multimedia technology for effective
communication and documentation
• evaluate whether the finished product meets the requirements
Students should be able to:
• be aware of the beliefs, values and ethics of a target audience and of how this might affect the choice of
information to be presented
Knowledge Contexts
members.
6. Students evaluate the solution continuously during the process in the light of the requirements identified.
7. Each group prepares a presentation of its work to the class at the end of the project.
8. Teacher gives feedback to each group and supports the students throughout the process.
(F) Evaluation
At the beginning of the project, the teacher can evaluate the students' initial understanding of the needs and requirements of the project through asking questions or brainstorming.
During the project, students' language and manipulative skills can be assessed by observing what they say and do.
Understanding of the concepts and principles involved in a project can be evaluated through using a structured assessment task, such as presentation of a product or a written test.
Students' problem-solving skills, communication skills and collaboration skills can be evaluated through teacher observation of student performance, together with an examination of students' pieces of work kept in their portfolio.
Key Stage: 3
(A) Key Features
In this learning activity, students are expected to:
• identify key features of a commercial product;
• recognize customers' behaviour and interests;
• understand the use of a poster for advertising a commercial product;
• understand the basic concepts involved in poster design;
• generate a creative design idea for a poster of a commercial product;
• design and make a poster for a commercial product using computer graphic tools;
• share ideas with peers, and reflect.
(B) Task Definition
Students design and produce a poster of a selected commercial product of their own choice. In the process:
• Students select particular commercial products that they are interested in.
• They identify features of the products that will convince the target customers.
• Key messages are formulated for advertising purposes. Students then apply design concepts and skills in using computer graphic tools to produce a poster for the commercial products.
(C) Integrated Dimensions of Technology
In developing this learning activity, students will incorporate the following learning elements:
• Consumer Education - finding out the key features of a commercial product, conducting simple research to investigate the interests of the target customers and designing the key message of the poster;
• Design and Applications - understanding the basic concepts of poster design and applying them to the design of a poster to attract target customers to purchase a commercial product;
• Information Processing and Presentation - applying computer graphic skills to produce
Process Impact Knowledge Contexts
(E) Lesson Sequence
1. Teacher shows some posters of commercial products and discusses the features of the products and the key messages presented in the posters to convince target customers to buy them.
2. Students select a commercial product that they are interested in. They find out the features of the product.
3. Students discuss with their family, classmates or friends the image of a particular product and how and why they are attracted to it.
4. Students identify target customers for the product. They also design the key message and an eye-catching slogan to convince the target customers to buy.
5. Teacher shows some posters and discusses the basic concepts involved in each design.
6. Students formulate design details, such as background, diagrams, slogan, etc. for a poster.
7. Students discuss and comment on each design in groups. Teacher also gives feedback on their ideas.
8. Teacher supports students to acquire the necessary skills in using computer graphic tools for producing the posters.
9. Students generate the basic elements of the poster by taking photographs, scanning pictures, getting graphics from the Internet, drawing figures, etc. Students use computer graphic tools to produce a poster.
Students should be able to:
• understand the basic concepts of using posters to advertise a commercial product
• understand the basic concepts involved in poster design
Students should be able to:
• conduct a simple research to investigate the features of a commercial product and the behaviour and interest of customers
• generate creative ideas
• use basic skills in producing posters by using computer graphic tools
Students should be able to:
• appreciate the poster as a vehicle for visual representation and effective
communication
• appreciate others' works, and reflect
• value information technology tools as effective learning tools
(F) Evaluation
Various assessment tasks are arranged which will provide useful feedback on students' learning.
Manipulative skills and development of the language of technology
During the activity, the teacher observes students' progress. The teacher gives timely feedback on their use of technological language. Guided questions and clues for tackling problems and making improvements are provided whenever necessary. The teacher keeps a progress logbook for the students. When a student shows that he/she has acquired a specific manipulative skill, the teacher puts a "✓" on the logbook. A "*" is recorded when the manipulative skill is demonstrated with outstanding performance. The progress logbook gives the teacher an overview of students' progress and performance in mastering manipulative skills.
Integrating various learning elements
Students are requested to keep a portfolio of their work. They also discuss in groups and comment on each other's poster design. Feedback gathered from the teacher, peers and from self-evaluative reflection provides the basis for future improvement. Students present their posters to each other discussing their underlying ideas. The teacher can then evaluate the students' problem-solving skills and creativity. The teacher integrates what has emerged about their learning from examining their portfolio, looking at their posters and listening to their presentation.
Key Stage: 3 (Secondary 2)
(A) Key Features
In this learning activity, students are expected to:
• identify the characteristics of meat tissues;
• explain factors that cause some meat cuts to be tougher than other cuts;
• suggest different ways of tenderizing meat using natural resources;
• choose suitable methods of tenderizing meat in daily cooking based on factors such as available resources, volume of meat to be tendered, etc.;
• cooperate with team members in a group task;
• manage time and resources in completing the investigation;
• apply strategies in communicating, presenting and evaluating technological solutions.
(B) Task Definition
Through the understanding of connective tissues in meat and investigating different methods of tendering, students identify how meat can be tenderised. During the process, students develop their ability to make informed decisions on the appropriate method of meat tendering in their daily cooking. They also develop manipulative skills and observe safety measures when using tools and equipment.
Connective tissue is made up of long, thin threads that hold muscle tissues together in meat. It is very strong and can make meat tough. Less tender meat cuts contain more connective tissues and often cost less than more tender meat cuts. There are several methods one can use to break down connective tissues and tenderize meat.
(C) Integrated Dimensions of Technology
In developing this interactive learning activity, students will incorporate the following learning elements:
• Food Preparation and Processing
- Understand the principles involved in food preparation and processing - Apply skills in food preparation and processing
- Good housekeeping in the work area
• Tools and Equipment
- Choose and use appropriate tools and equipment
• Production Process
- Skills, procedures and resources for production process
(D) Intended Learning Objectives
Process Impact
Knowledge Contexts Students should be able to:
• recognize that the length of tissue affects the tenderness of the meat
• realize that acid helps to dissolve the
connective tissues
• recognize that meat tissues can be softened in liquid
Students should be able to:
• apply suitable and safe technology, materials, tools and processes in developing solutions
• manage time and resources in completing the investigation
• apply strategies in communicating, presenting and evaluating
technological solutions
Students should be able to:
• be aware that there are different methods of tenderizing meat
• apply suitable methods of tenderizing meat in daily cooking
• promote management and critical thinking skills among students
(E) Lesson Sequences
1. Teacher illustrates connective tissues of meat under the microscope.
2. Teacher introduces different cuts of meat, and explains the factors that cause some meat cuts to be tougher than others.
3. Students are divided into groups to investigate how meat can be tenderized.
Groups 2 and 4: tasks B & C
4. Each group reports on how meat can be tenderized.
Task A
Physical method - grinding, pounding or cutting
Reasons - this breaks the connective tissues into short pieces. The shorter the connective tissue, the more tender the meat will be.
Task B
Chemical method - marinating the meat in an acid, such as lemon juice or vinegar or sprinkling the meat with meat tenderizer
Reasons - this dissolves the connective tissues.
Task C
Ways of cooking - to fry or stew meat
Reasons - cooking causes the connective tissues to soften. The slower the cooking, the more time is needed for the connective tissues to become soft and tender. At high temperatures, meat cooks so quickly that connective tissues do not have enough time to soften. Cooking meat in liquid also softens the connective tissues and helps to make meat tender.
5. Conduct a taste test to compare the texture of the meat prepared by different groups.
6. Students' comment on different ways of tenderizing meat. They then suggest suitable methods of tenderizing meat in daily cooking.
Assessment of Processing Skills
Apply suitable tools and equipment Manage time and resources wisely Communicate and present ideas effectively
Cooperate with team members in completing the task
Observation Checklist Observation Checklist Observation Checklist
Observation Checklist and Rating Scale
Teacher Teacher Teacher
Teacher and Peer
Learning Expectation Assessment Assessor
Learning Expectation Assessment Assessor
Demonstrate ability in processing and interpreting issues in food technology
Evaluate the effectiveness of different ways of tenderizing meat
Students' presentation and report of findings
Students' presentation and report of findings
Teacher and Peer
Teacher and Peer Assessment of Knowledge, Concepts and Processing Skills
Key Stage: 3
(A) Key Features
In this learning activity, students are expected to:
• make use of easily available materials
• engage in hands-on activities to analyse the different materials available
• practise a problem-solving strategy to develop a product
(B) Task Definition
Students are divided into groups of 4 or 5 to build towers with materials such as blocks, Legos, paper cups, newspapers, straws, etc., to reach specified heights, and with various bases. They will continue their explorations of how to build taller and more elaborate towers by alternating the structures (e.g. rolled newspapers and tape, twisting different materials together, etc.) to find out the best solution. At the end of this project, students will share their solutions with their classmates, compare their results orally and match their products against modern tower architectures.
(C) Integrated Dimensions of Technology
This activity is intended to cover the following learning elements:
• Design and Applications - making and testing a product according to functional, aesthetic, and ergonomic standards.
• Material Processing - applying different processes for forming, assembling, and testing of materials.
• Structures and Mechanisms - designing and creating effective structures for specific objectives.
• Creativity - encouraging students to create their own shapes and structures.
• With a respect for the environment - making use of recycled materials as resources.
Process Impact Knowledge Contexts
Students should be able to:
• select appropriate materials for constructing or producing a tower
• develop a working model based on technical outlines or specifications
• identify the different tools used for product making
• refer to the design cycle (or other problem-solving model) for product making
Students should be able to:
• describe the physical properties of a given material
• describe the characteristics of a given structure
• join two pieces of materials with or without tools
• plan a project solution by applying the design cycle
• seek for the best possible solution
Students should be able to:
• test a product under different conditions
• make reference to existing architectures used for designing towers
• ensure personal safety in operating different tools
• evaluate the effectiveness of a particular problem-solving method
• evaluate own
performance and make improvements
(E) Activity Sequence In the first two lessons:
1. Brief students about the classroom activity.
2. Highlight the requirements or expectations.
3. Ask students to apply a design cycle for developing their towers.
4. Require students to hand in their design outlines.
5. Manage the class by attending to:
• time control,
• materials supplies and distribution,
• student grouping.
6. Collect the design outlines from each group.
7. Ask students to construct their towers as a home assignment.
11. Judge and comment on students' work.
12. Probe students with key questions.
13. Help students to summarize their findings.
(F) Evaluation
Possible assessment activities and the related assessors are suggested below:
Describe the physical properties of a given material
Describe the characteristics of a given structure
Identify the different tools used for product making
Refer to the design cycle (or other problem-solving model) for product making
Plan a project solution by applying the design cycle
Test the selected materials or structures under different conditions Evaluate the effectiveness of a particular problem-solving method Make reference to existing
architectures used for designing towers (or bridges)
Join two pieces of materials with or without tools
Operate different tools or devices for production
Communication skills, collaboration skills and learning attitude
Verbal / Written responses
Verbal / Written responses
Verbal / Written responses
Work report
Presentation / Peer evaluation Work report / Teacher
observation Peer evaluation
Work report
Presentation / Performance Presentation /
Performance Teacher observation/
Self-reflection / Peer evaluation
Teacher / Students
Teacher / Students
Teacher / Students
Teacher
Teacher / Students
Teacher
Students
Teacher
Teacher
Teacher
Teacher / Students
Learning Expectation Assessment Assessor
Key Stage: 3 (Secondary 3)
(A) Key Features
In this learning activity, students are expected to:
• understand the concepts of a balanced diet;
• identify the nutritional requirement of the target group and be able to plan a nutritive meal for the target group;
• prepare a meal to demonstrate the hygienic practices in food preparation and safe practices in the use of cooking tools and equipment;
• show a collaborative working attitude and demonstrate a sensible approach to solve a problem;
• appreciate the importance of a healthy diet;
• explore and appraise the benefits of labour-saving devices such as electrical appliances in the home.
(B) Task Definition
Working in groups of 2, students are assigned to plan and prepare a nutritive two-course lunch for a group of teenagers.
(C) Integrated Dimensions of Technology
In this learning activity, students will incorporate the concepts learned in the following topics:
• Food and Nutrition;
• Food Preparation and Processing;
• Home Management and Technology
Process Impact Knowledge Contexts
Students should be able to:
• show an understanding of a balanced intake of nutrients by selecting and using food from different food groups
• plan a nutritive two-course lunch for teenagers
Students should be able to:
• prepare the meal according to the plan made and showing sensible use of resources such as time, labour and food
• demonstrate hygienic practices in the process of preparing the meal
• show safety awareness in using sharp tools and specialized equipment
Students should be able to:
• appreciate the
importance of a healthy diet to teenagers
• value the benefits of labour-saving devices in food preparation
(E) Lesson Sequences
This unit will be completed in 5 lessons.
1. In the first 2 lessons, students plan a 2-course meal for a group of teenagers. The meal plan should include details such as:
Task
Dishes Chosen
Reasons for Choices
Ingredients
Plan and prepare a 2-course meal, which will be served as lunch for a group of four teenagers
Dish 1:
Dish 2:
(Nutritive value and cooking methods in relation to the needs of the target group)
(Use of a variety of ingredients and value for money)
(Time schedule)
(Food preparation process)
(Tools and equipment required, job division between the two team members, etc.)
2. In the next 3 consecutive lessons, students will prepare the meal according to the meal plan completed previously.
(F) Evaluation Written Assessment:
Assessing the "Meal Plan" and "Work Plan" made by the students against target criteria such as,
• to use a sensible approach in solving the meal planning problem;
• to state the nutritional needs of teenagers in relation to their growth and development, daily activities, etc.;
• to state the reasons for the choice of ingredients, cooking methods to fit the needs of teenagers and the taste and texture of the dishes prepared;
• to demonstrate a proper method for preparing the meal;
• to show a logical management of time and division of work between two members.
Observation of Students' Work:
A checklist to discuss the competency of students’ manipulative skills such as:
• preparing ingredients, e.g. by slicing, dicing, etc.;
• using the proper way of cooking food, e.g. by steaming, baking, etc.;
• adopting hygienic practices, e.g. storage of food, handling of raw and cooked food, washing up, etc.;
• observing safe practices, e.g. safe use of sharp tools, gas cookers, electrical appliances, etc.
Peer Assessment:
Students assess and rank the work of their classmates on the following:
• Choice of dishes
• Appropriateness of the cooking methods
• Taste, texture and presentation of the meal
In a S.2 Design and Technology lesson, the teacher sets a challenge to his class to design and make a concept model of a hand-held communication device. The concept model is to show accurately what the finished product might look like.
To be successful, students need to:
• examine a range of telephones to see how styles change over the years.
• develop ideas, test and modify them, using a variety of modelling techniques and interviewing potential users.
• use a computer design software to design and print the shape and form of the model.
• build an accurate 3D model that is of a high quality finish.
Assessment focuses:
• Designing skills (design folio): research, ideas generation, and presentation;
• Modelling and making skills (concept model): knowledge and understanding of the application of materials, computer graphics, and 3D model.
Scoring rubrics:
Distinction The design folio:
• shows evidence of comprehensive market research and analysis
• includes a full specification
• contains a variety of designs that are well drawn and explained
• includes a final design, chosen for reasons that refer to the specification
• includes evidence of testing and evaluation.
The finished concept-product is:
• finished to a high standard
• suitable for consumer testing
• ergonomically fit for use.
Student:
• works with a range of tools, materials, equipment,
components and processes and understands their
characteristics
• uses sophisticated computer techniques to model design.
Designing Making
• shows evidence that market research and analysis have been carried out
• includes a specification which takes account of key points in the market research
• includes some design proposals which are drawn and explained
• includes a final idea which is chosen with some reference to the specification
• contains some self-evaluation.
The design folio:
• includes a stated brief which may be derived from market research
• contains some ideas which are drawn and explained
• includes a chosen idea which may not be fully justified.
Student:
• displays incompetence in design
• fails to relate the ideas presented to the problem.
The problem is not attempted or the key aspects are not clearly defined or solved.
The information produced does not
• finished
• usable to obtain feedback from customers
Student:
• works with a range of tools, materials, equipment,
components and processes with some precision
• uses appropriate computer techniques to model design.
The finished concept-product:
• is modelled with some limited success
• completed but with little or no surface finish.
Student:
• selects and works with a range of tools and materials
• uses limited computer techniques to model design.
Concept-product is not completed.
Student:
• uses tools and equipment with low accuracy to cut and shape materials and to put together components
• selects materials with limited choice
• fails to produce a computer Pass
Fail