Every Student

5WT5A

Working Technologically - Syllabus Outcome
Syllabus Outcomes
Syllabus Outcome: Ste-5WT Uses a simple design process to produce solutions with identified purposes.

Students develop ideas and produce solutions by:

Syllabus Indicator 5: Following a series of steps to draw or model ideas or construct solutions. 

Framework Indicators

5WT5A: Draws on a surface

5WT5B: Interacts with a product

5WT5C: Models ideas and constructs solutions around a product through trial and error  

Teacher Language

Give an instruction

SN, draw a (product).

SN, the car is moving smoothly.

SN, the car doesn’t move the same.

SN, how can we get the car to move smoothly again? Let’s put the wheels back on.

Look, we fixed it, the car is moving smoothly again.

Students will be able to meet this outcome with varying levels of support. Fade this support as the student works toward developing independence. 

Teaching Activities 

5WT5A: Draws on a surface

Students are given the opportunity to draw or make marks on a surface using a variety of tools including pencils, paint, and shaving cream. There is no structure to this activity and any marks that a student makes are acceptable. Teacher may encourage students to participate by stating:

‘SN, draw a Robot’

‘SN, what are you drawing?’ 

5WT5B: Interacts with a product

This activity is designed to provide students with opportunities to explore and play with a product. This product chosen for this activity is a toy car. Students are encouraged to use or play with the car in any way that they choose. It should be noted that the product chosen should be used consistently in the following indicator. 

5WT5C: Models ideas and constructs solutions around a product through trial and error

The activity below will need to be filmed as it links the teaching activities for indicator 5WT9A.

This activity would involve the teacher showing students a fully functional product and then manipulating it so that it no longer works. For this activity the product is a toy car. The teacher would demonstrate that the toy car moves smoothly on four wheels and state ‘SN, the car is moving’. Students would then be encouraged to move the car themselves. Two wheels would then be removed and the teacher would demonstrate that the car no longer moves in the same way stating, ‘SN, the car doesn’t move the same’. The teacher could also encourage students to move the car again with the wheels removed. The teacher would then state, ‘SN, how can we get the car to move smoothly again? Let’s put the wheels back on’. Modelling placing the wheels back onto the car or prompting the student to do so would then be necessary. The teacher would demonstrate or encourage students to move the car again. The teacher would state ‘Look, we fixed it. The car is moving smoothly again’. 




Websites that contain resources, games or activities that could be used to support this goal include:

Drawing for color pen, doodle, graffiti
ABA problem solving