Fun, Functional Playground

8-10 yrs old

11-13 yrs old

Geography

Math & Economics

Science

Students examine their existing playground areas, survey students on what they would like to see in their enhanced playground and use maps of the area

Submitted By: Leonie Dufty

July 10, 2018

Lesson Plan
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Skills

Collaboration
Creativity
Critical Thinking

External References

Peer Assessment Rubric

Jointly created student peer assessment rubric.

Supporting Files

Blank school template

LPS blank school template with divided plots of ground.

LPS Fun, Functional Playground

This project was created by students at LPS during Tech Club in years 3 - 6.

Learning Objectives

NSW Syllabus Outcomes ST3-4WS - Investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence-based conclusions and develop explanations.
ST3-5WT - Plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identify constraints.
MA3-17MG - Locates and describes position on maps using a grid-reference system.
MA3-19SP - Uses appropriate methods to collect data and constructs, interprets and evaluates data.
GE3-2 - Explains interactions and connections between people, places and environments.
Learning Intentions: * Students use design thinking to plan, organise and manage a project to completion * Students explore appropriate resources and identify the benefits and potential risks of solutions * Students work collaboratively to generate, develop & communicate design ideas and information * Students plan and design an area of the school playground * Students identify necessary & unnecessary features of the playground * Students use data collected to drive changes in their areas

Guiding Ideas

Students are given the task of redesigning and/or enhancing their existing school playground areas. Students work collaboratively in pairs and are given an allocated plot of land based on the LPS school map template (attached). Students designs need to meet the following criteria and questions;

Who will be using this space?
What factors need to be considered when redesigning the school area?
Is your space functional?
Does it meet the desired plans/outcomes intended?
Is your space safe?
Is your space cost effective?
Is your space practical for a school playground?
Could your space be easily implemented into our school playground?

Student Activities

Lesson Sequence

Students conduct a tour of their school grounds with their Student Representative Council (SRC) leaders to discuss where changes will be implemented in the playground, based on data collected by students and the community.
In pairs students are allocated a plot of land from the LPS template (attached).
Students use their previous research, data collected and draft drawings to help redesign and enhance their existing school area and include attributes that meet the needs of the community.
Students describe ways their community interact with their allocated school area and consider how their design addresses its purpose:
- What are the main features in this area?
- What features need improving?
- What are the aesthetic features of this area?
- Are there any environmental factors to consider?
- What materials are being used?
- Are they natural?
In creative mode students are able to work together to create their areas. All areas of the school are being recreated with an emphasis on the playground design.
Students construct their area using skills, strategies and functions learnt previously in Minecraft Education lessons.
Students take photos and annotate their project, saving into their portfolios.
Extension: Students from film club, record the journey of students learning and using Minecraft Education.

Performance Expectations

Assessment

Teacher consistently records anecdotal records of students progress in creativity, collaboration and problem-solving.
Students jointly create a rubric to assess their peers final product and presentation (attached).
Students assess their own work and record regularly in their journals.