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Grade 8* Term 2 Unit 1 - Coggle Diagram

- - - - In-class Activity 3B - Recyclable fashion.**
        Prior knowledge: What is fast fashion and substainable fashion?
        Intro: Tracing the changes in fashion is a way of looking at world history and engaging with our indigenous heritage. The way people dressed in the past was linked to their social and economic position in society. Garments and accessories were an indication of the status of the wearer.
        Mass production and fast fashion is becoming a world dilemma. Even though it is cheap, it leaves a bad carbon footprint. These clothing pieces are not made to stand the test of time and quickly goes out of fashion, and are quickly discarded piling up in landfills. Because of this, fast fashion garments are becoming an ethical and moral dilemma.
        The focus of the activity is based on the ethical and moral dilemmas of the fashion industry and finding a better way - explore designing clothing using recycled fashion.
        New knowledge: Fashion, then and now, careers in fashion, sustainable fashion, design, obtaining inspiration.
        Activity (Consolidation): Design and make clothing from recycled material.
        Step 1: Planning and preparation: collects resources (research recyclable material fashion/clothing), visual information (download pictures) and makes preliminary drawings and sketches in your visual diary and selection of tools and materials in preparation for final project.
        Step 2: Your sketches must be labeled to indicate which recycled materials you want to use. Please provide three labeled sketches in which one has to be approved by your teacher. You have to provide a full dress or skirt and top or short pants and top, with shoes.
        Step 3: Gather all the recyclable material you are going to need for your outfit.
        Step 4: Start by laying out the basic design of your outfit.
        Step 5: Use your stapler/glue to attach all the pieces. Make sure that your clothing fits and that it is wearable.
        Step 6: Take three good quality pictures of you or someone in your family wearing your clothing pieces.
        
        Continued:
        Topic 3: Is there a better way to do things? – 7 days
        Subjects: EMS, Visual Arts, Technology, ICT and Mathematics
        In-class Activity 3C;
        Technology: How can we do things better? (4 lessons)
        Packaging in businesses and the effect on ethical business practice.
        Intro: Packaging is a form of communicating company values, and messages. It is part of a company's branding and marketing strategy. In business, it is important to sell your product to make profit, but it is also important to build trust with your consumer, be responsible in using environmentally friendly materials.
        
        PK: Sourcing and using recycled and waste materials,
        
        NK: Learner reads and watches online videos on systems which can be used to help source waste and recycled materials on a mass collection scale and how can this materials be used in the creation of packaging. SWAY and research.
        
        CA, quiz activity: Learner investigates the impact of plastic shopping bags on the environment and report on effectiveness of using thicker, bio-degradable plastic shopping bags which shoppers must buy and reflect on the research by completing a Questionnaire/Form/Quiz activity.
        
        CA, sway activity: Learners collaborates and investigates how waste paper and cardboard are recycled to produce new products for the packaging industry by creating a group work SWAY.
        
        In-class Activity 3D;
        Classifying 2D and 3D shapes
        Mathematics and calculations
        The impact shapes has on packaging in businesses and fashion.
        Intro: Geometry is integral to all forms of design and fashion designers make use of it in decisions regarding shapes, patterns and prints. Angles play a role in determining necklines and hems, for instance, and sophisticated geometrical patterns are very often seen on garments.
        Mathematics activity 3D, Part 1 (1 lesson)
        
        PK: Previous grades on Properties of 2D shapes, lines and angles.
        
        NK: Learner studies properties of geometric lines, 2D shapes and angles from SWAY.
        
        CA: Learner is given the impact geometric lines and shapes have on fashion and design activity. Learner calculates, identifies and applies with properties of geometric lines, angles and 2D shapes to fashion and clothing.
        
        Mathematics activity 3D, Part 2 (1 lesson)
        Intro: The shape of your package can say a lot about your product if you use it to your advantage. For an example squared edges and angular lines speak to power for a masculine product while round and curved shapes speak to gentleness for feminine product.
        The learner is provided with a packaging activities that includes decision making applying shapes, angles, measurements, geometric lines and angles leading to design and creating business package.
        
        PK: Previous grades on 2D and 3D shapes.
        
        NK: N/A - Aim of activity is to revisit the topic's prior knowledge acquired from previous grades; Properties of geometric shapes and lines. Learner uses SWAY and online videos to revisit the content.
        
        CA: Learner identifies and defines 2D and 3D shapes properties; and learner applies the 2D and 3D shapes properties to packaging and business.
        i.e. Learner plans, calculates and makes decisions on the shapes they need to design their packaging, fashion and business designs.
        
        Topic 3 Continued
        Activtiy 3E: Impact of Technology/ Processing/Structures.
        Is there a better way to do things? (2 days)
        Subjects: Technology and ICT
        Packaging in businesses and the effect on ethical business practice.
        A clothing business requires packaging.
        PK: from In-class activity 3C: How waste paper and cardboard are recycled to produce new products for the packaging industry. Applying design process to create clothing package model.
        NK: Learner learns on the impact plastic bags and bio-degradable materials can have on environment. Learner has aquired new knowledge from Switched on activity task 3. Now needs to consolidate through PAT. Learners references using information unpacked from SWAY.
        CA: Learner applies knowledge of bio-degradable materials on creating clothing package for their Technology PAT as follows:
        
        Learner designs and make packaging for the purpose.
        
        Learner applies the design and graphic communication process. (Learner sketch free-hand sketches showing two possible solutions. Learner draw their chosen solution in 3D using isometric projection.
        
        Learner makes the model/prototype/product they have designed safely.
        
        The learner will create a logo for the packaging using Canva/Vectr application that will appear on the packaging.
        
        Activtiy 3F: Impact of Technology/ Processing/Structures.
        Subjects: Technology
        Packaging and the negative impact it can have in the environment. (2 days)
        Intro: When waste or discarded substances are disposed of in an improper manner in unwanted locations, the process is called littering. Littering can have disasterous consequences in the environment. The learner will therefore create a mechanical arm, that will behave as a robot that will help pick that up waste and substances disposed of in an improper manner and help create a cleaner environment.
        PK: Previous grades knowledge on pollution and littering. Revising and applying design process to create mechanical arm model.
        NK: Learner reads and unders Mechanical controls - hydraulics and pneumatics from SWAY.
        CA: Learner applies hydraulics and pneumatics by creating a mechanical robotic arm that is able to lift and move litter such as soda can.
        
        Learner designs and build a mechanical arm that lifts and moves litter using hydraulics for power.
        
        Learner applies the design and graphic communication process. (Learner sketch free-hand sketches showing two possible solutions. Learner draw their chosen solution in 3D using isometric projection.
        
        Learner makes the model/prototype/product they have designed safely.
        
        *Inclass Activity 3G
        Moral Business Ownership - Is it possible?:
        Guest Speaker Mr Kryut
        PK – The definition of a business and Moral Capitalism. - (unpacked in Sway)
        NK – How to make sound career decisions and ensuring moral capitalism takes place in my career field. (unpacked in Sway)
        CA – How to make sound career decisions.
        Part 1: Formulate questions for the interview with Mr Kryut.
        Start with:
        Factors of production:
        1) Why did you go into that business?
        2) How was capital aquired?
        3) Where did you source your labour force from?
        Moral business/Capitalism practices
        4) Where do you source your labour from?
        5) Have you ever encountered an issue that seemed like an unethical practice for your business? How did you deal with it?
        Students to formulate further questions.
        Part 2: The Interview
        Students will conduct an interview with CEO and multiple business owner Mr D. Kryut, using the questions formulated in Part 1.
        
        In-class Activity 3H
        Part 1
        Careers and career personalities
        PK: Subjects done at NSC level
        NK: Subjects related to career categories or personalities
        CA: Learners will read an article and watch a video on career personalities
        
        Leaners will read the article using the link below and take Cornel notes on career personalities https://www.careerkey.org/fit/personality/holland-personality-types
        
        Part 2
        1.Leaners will watch the video below on career personalities and categories.
        https://youtu.be/NI9tVEKXQdQ
        2..Leaners will classify NSC subjects under different career categories:
        Investigative, Enterprising, Realistic, Artistic, Conventional, Social
        Geography, Consumer Studies, Agricultural Sciences, Engineering Graphics and Design, Tourism, Life Orientation, History, Information Technology, Life Sciences, Dance Studies, Dramatic Arts, Visual Arts, Hospitality Studies, Religious Studies, Accounting, Business Studies, Computer Application Technology, Economics, Mathematical
        
        In- class Activity I : Career path choices.
        *PK: Learners are aware of different careers that are available
        NK: linking personalities to career categories.
        Consolidation: Leaners will take part in an aptitude test to discover their careers linked to their personalities.
        .Part 1:
        Aptitude Test:
        Learners will take an online aptitude test using the link below.
        https://www.mynextmove.org/explore/ip
        
        Once the results are received learners will answer the following questions:
        1) Were you surprised by the aptitude test results?
        
        Do you believe it to be a true reflection of a career path you believe you should pursue?
        3) In making a career path choice, should your decision take into account both ethical and moral aspects?
        
        Part 2
        
        Using the knowledge gained from the aptitude test, each leaner will design a Career personality poster depicting him/herself and the career of choice.
        
        The career personality poster must contain the following information:
        -a photo of yourself
        b. your personality traits
        c. career path choices as indicated by your career aptitude test
        d.Illustrations of your
        
        In-class Activity J
        Research on career category of interest.
        (Investigative, enterprising, realistic, artistic, conventional and social)
        PK:
        NK
        CA1. Learners will research on a career category that they would like to pursue using the following guidelines:
        a. Identify the career category that you would like to pursue.
        b.Identify both negative and positive social, economic and environmental effects of your career field or industry
        .-How does it affect biotic and abiotic components of an ecosystem?
        -Is your career category eco-friendly?
        -does it pause any threat to natural resources?
        -does it promote human dignity and respect the constitutional values of human dignity, equality and freedom?
        
        how will the immediate communities and workers benefit, social and economically?
        
        In class Activity 3 K
        )Prior knowledge:
        Knowledge of preferred career and personality type.
        New knowledge: Entry requirements for different fields
        Consolidation: Learners will research on a chosen career path of their choice following the given guidelines.
        Research on a chosen career.
        
        Choose a career of your choice and use following guidelines in your research.
        a. Name of career category or personality.
        b. Name of career
        c. What are some of the interest and abilities of people interested in your career?
        d. Three universities that provide training in that career.
        e. entry requirements for the career
        f. duration of the training
        g. qualification to be obtained
        h. How are the Job opportunities for your chosen career?
        i. Is it considered as a scarce skill in South Africa?
        j. Describe how the community and the country will benefit from your career?
        k. Looking at your career field or industry, identify one thing that you think it is not done right and suggest how you intend to improve it to be fair and benefit the community or the country as a whole.
        
        Resources:https://www.careerkey.org/fit/personality/holland-personality-types
        
        Topic 4: What is good business? (Reflection on the driving question). Subject: English Home Language.**
        
        In Class Activity 4A
        PK - Content taught and discussed throughout the UOS - Capitalism, What is good business? Moral and ethical issues faced by various industries. Are there better ways of doing things?(Unpacked in Sway, UOS and learner research)
        NK- What is good business? must be generated by learners through research. This will not be taught to learners. They must find the answer. (Unpacked in Sway, UOS and learner research).
        CA - learners are to present their findings in an oral presentation format.
        
        Learners will have a class discussion in which they will reflect on each topic of the unit.
        
        Using information gathered in this unit and all the other resources availed to them, learners will will individually come up with an oral presentation that answers the driving question.
        (The educator will guide and advise learners accordingly throughout as they prepare their presentations)
        
        Learners will be given three days to polish and practise their prepared speeches.
        
        Speeches will be presented on FLIPGRID.
        
        N.B. Particular attention will be paid to the flow of ideas and paragraph development in the prepared speeches.
        Learners will also be expected to exhibit evidence of research by referencing their sources of information.
        
        1 more item...
        
        Switched on Task 1A
        Prior knowledge: people have different interests
        new knowledge: discovering own personality.
        Learners will watch and take part in an activity in the video below.
        https://youtu.be/Z3jirshrbmM
        
        Resources
        Technology -recycle material i.e. (cardbox, plastic, etc), syringes, oil or water, glue, scissors, pop-sickles sticks, online video to create a mechanical arm
        ICT - Canva/Vectr application, printing
        
        Resources
        Mood board
        Sketch pad
        Pencil
        Scissors
        Hot glue
        Stapler
        Recyclable material