DT structures- rich kids play houses discuss use of money- what should we spend money on?

Transcription

1 Year 3/4 Key Skills to be covered, taken from Lancashire Key Learning Document pitching at the correct year group and differentiation within plan for different groups Be specific in the key skills, and make them more understandable for children. Consider what it is YOU feel the children should learn as well as the National Curriculum: Design: We will develop more than one design before choosing the one to take forward into planning of a sequence of actions to make our product We will use prototypes to trial our ideas and plans and consider the tools and materials we will need for our product Make: We will use a range of simple tools to mark out, cut and assemble our product based on our design, choosing specific materials for their properties Evaluate: We will draw and sketch ideas and share with others for comment and thoughts on improvement as well as use products already created for ideas We will identify throughout the process, any weaknesses that need addressing and any strengths of materials/actions that can be used We will identify how well the end product meets the needs of the user and suggest further improvements if appropriate Structures: We will create shell or frame structures and strengthen these with diagonal struts We will understand the need to give structures a wide base to make them more stable We will be able to measure, mark and cut square section wood, strip wood and dowel accurately to 1cm Possible Cross-curricular links, especially opportunities for English, Mathematics and Computing within teaching: English links Instructions Mathematics links Computing links Other links measurements research History- Viking longboats Possible Experiences including visits/visitors/other: Consider what could augment your planning to really enthuse the children in your class: each class will build a class boat then the big test race with carrying cargo Display/Resources ideas: Consider what resources could be brought into the classroom and what display work could be completed either before/during or after topic is taught: display boats in corridor- string up and make a water ceiling?!?!?

2 Session Key Objective from skills listed above (What is it that you want the children to learn?) Philosophy Year 34 A3 DT Medium term planner Structures Boats boat building Possible Activities including use of Computing and other technologies, and showing at least 3 differentiations DT structures- rich kids play houses discuss use of money- what should we spend money on? See plan below Outcomes/Evidence of what they have learnt (Where will this be found? Will it be in a book? Topic book? Display? Photographic evidence? Possible extension into homework if appropriate to enhance and deepen learning 1 We will draw and sketch ideas and share with others for comment and thoughts on improvement as well as use products already created for ideas WALT research features of boats including Viking long boats Our task is to create a class boat that floats, and that can carry an object a short distance the quickest. How do we make a boat? What do we need to find out? features of boats. Together look at different boats and discuss feature we already know. Discuss how the boats are similar/different and the materials used. (ferry, fishing boat, catamaran, yacht, canoe, rowing boat, Viking long boat, speed boat) Sketches and notes on different types of boats labelled using boat vocabulary What famous boats can you find out about? Today- 2 tasks HA research different boat types and comment on different features i.e. boom, sail, hull, materials (metal, wood, plastic, fabric), and why they have been used (speed, cargo, safety, type of use 1 person, many people etc) MA- using a list of boat features chn find out what each means and what it is for hull, deck, sail, boom LA research features of Viking long boat and draw- label parts from list of boat features 2 We will use prototypes to trial our ideas and plans and consider Review- what have we found out? go back to our images of boats- can the children use any boat vocabulary to describe them? Can the explain why different shapes or materials have been used. Which are for speed? Carrying cargo? People? Safety? WALT make and test a prototype Which shape of Hull is best? Record of testing tinfoil boats- table Can you make and test a tinfoil boat? (with permission)

3 the tools and materials we will need for our product We will develop more than one design before choosing the one to take forward into planning of a sequence of actions to make our product We will create shell or frame structures and strengthen these with diagonal struts We will understand the need to give structures a wide base to make them more stable Plenary: We will identify throughout the process, any weaknesses that need addressing and any strengths of materials/actions that can be used Year 34 A3 DT Medium term planner Structures Boats boat building Quick 1 min- draw 5 different boat shapes that we looked at last time (cargo, yacht, rowing, longboat etc) So we want our boat to move quickly and be able to hold something: Lets make some different boat shapes tinfoil boats/ plasticine Demonstrate making tinfoil boats in different shapes and testing for how much cargo they can hold (pennies?) and speed in a water tray. Example shapes: Activities- children work in teams HA- make 5 different boat shapes between them and test them for both speed and cargo (let them trial new shapes they think of) (do any shapes need support struts?) MA- make 5 different boat shapes and test them for how much cargo they can hold (do any shapes need support struts?) LA- with support make a few different boat shapes and test them for how much cargo they can hold 3 We will use prototypes to trial our ideas and plans and consider the tools and materials we will need for our product We will develop more than one design before choosing the one to take forward into planning of a sequence of actions to make our product We will be able to measure, mark and cut square section wood, strip wood and dowel accurately to 1cm Plenary: We will identify throughout the process, any Review strengths and weaknesses of different shapes and of using tinfoil- is there a final shape that was good at both? Did any shapes need support struts? How did they help? WALT make and test a prototype Which shape of sail helps our boat to move the fastest? 1 min draw 3 terrible sails and 3 good sail shapes and say why. Task today- create a yoghurt pot boat with a sail in groups children test different sail shapes. Make a yoghurt pot boat- cut down yoghurt pot slightly, measure 10cm on dowel and use goggle, saw to safely cut wood accurately for the mast, cut sail shape accurately from cardboard, use plasticine to weigh boat down and to affix mast into boat. Model making a boat including safe and supervised use of saws to make mast. Activities- children make a boat ensure different shapes of sail are tested (diamond, rectangle, circle, triangle etc) Record in books of the tests of their groups HA notes/ table on sail shapes and materials MA notes / table showing sail shapes LA group record Can you test sails from different materials? Or different sizes?

4 weaknesses that need addressing and any strengths of materials/actions that can be used Year 34 A3 DT Medium term planner Structures Boats boat building HA- make boats each but challenge the group to also test sails made from different materials (card, plastic bag, hard plastic, fabric- challenge keeping sail out wide to catch the wind- do they think to use a horizontal piece of doweling?) MA- make a boat each with different sail shapes LA make boats as a group supported or one between two 4 We will draw and sketch ideas and share with others for comment and thoughts on improvement as well as use products already created for ideas What will you do if your boat flops over? (trim sail, weigh boat down somehow?) Review- which shape of sail moved the boat the fastest? Teaching pointsbalance- did any flop over because they were too big? Or wrongly balanced? Did any need more weight?) WALT design a boat Review- what have a found out about boat design? Recap hull shapes for speed and cargo, sail shapes for speed, HA sail materials, LA lesson 1 Viking features Use to create design criteria together to create a class boat to win the challenge: Our task is to create a class boat that floats, and that can carry an object a short distance the quickest. e.g. might include floats moves quickly carries cargo supported structure supported flotation looks good : i.e. Viking style- head, tail and shields discuss design triangle to help them make decisions: Designs of boats with labels/ explanation notes

5 You can only have two points of the triangle at once (I.e if you want a fast product that looks good it won t come out good quality unless it costs you more money, if you want a product that looks good and is good quality it is going to take a long time) So designing and create a product is always about compromising between the 3 points. Ie.e a wooden boat would be great quality but do we have the time to learn how to do this and make it? NO do we have the money? NO- so let s choose from what we have. Activity- using design criteria chn design a boat HA design two possible designs and then choose one to develop label with notes that give reasons for the shape, materials etc. Could begin to plan the process/ suggest ideas for materials to collect MA- one design for boat label with notes that give reasons for the shape, materials etc. LA- as a group supported one deign with some labels Review- dragon s den pitch- pitch our idea to others on our table- giving reason for the decisions we have made- each table chooses one deign to put to the class Each table pitches one idea and as a class we choose one design to take forward. 5 We will use a range of simple tools to mark out, cut and assemble our product based on our design, choosing specific materials for their properties We will create shell or frame structures and strengthen these with diagonal struts We will identify throughout the process, any weaknesses that need addressing and any strengths of materials/actions that can be used WALT make a boat Split class into focus teams 1. HA: Hull base (might be a waterproof box) 2. HA: hull shape (add to base) 3. MA: sail including mast 4. MA- flotation support 5. LA- decoration Looking at collected /available materials chn create a plan as a team to create their part of the boat and choose appropriate materials (discuss which materials are appropriate for different parts of the boat waterproof hull, strong and sturdy mast) Model using simple tools to mark out/make templates, then cut and assemble their part of the boat. Model- strengthening parts of the boat with diagonal struts Refer to design triangle during making process to help make decisions: Class boat

6 Support where needed. Review- at the end of each session how far has each group got? How have we overcome any problems that have arisen? Do groups have any suggestions for other groups? What are the strengths and weaknesses of our boat so far? 6 We will identify how well the end product meets the needs of the user and suggest further improvements if appropriate WALT evaluate our boat. How well did our boat do? How well did we fulfil the design criteria? Floats- did it float? Did it leak? moves quickly how fast was it? How well did the sail hold up? carries cargo supported structure- could it be used again? supported flotation- did they help? Did they inhibit cargo carrying? Or speed? looks good : i.e. Viking style- head, tail and shields did the design change at all? How and why? What was good about our design? What would you do differently next time? What have you found out about HA- using questions to help write an evaluation paragraph including a labelled design of an improved boat. MA- independently answer evaluation questions LA- as a group evaluate using above questions and draw our final design with labels Written evaluations Plenary What have you learned about boat design? Can you name some parts of a boat? What different purposes do boats have?

7 Stage Details for facilitator 1. Getting set Intro 4cs- what should we work on? Play warm up game Build a story one line each 2. Stimulus

8 DT structures- rich kids play houses discuss use of money- what should we spend money on? 3. Thinking time (private then public) 4. Question making Individual reflection Paired reflection Tell chn to write a think it over question Show chn question words to help 5. Question airing Share all questions and group them

9 6. Question choosing Vote with one hand, two hands children can do multiple votes. 7. First thoughts Let the pair who wrote the question say why they have written it and what they think 8. Building/discus sion Guided by facilitator children discuss question DO NOT GIVE YOUR OPINION] Some questions that may help you to ask: How do you know that? Can you explain? Can you give an example of...? Why do you think that...? What are your reasons...? Is there another point of view..? Can you give me a counter example...? What would someone who disagreed with you say...? So are we saying...? Does everyone agree...? Are we any closer to answering the question...? 9. Last thoughts When discussion is coming to a close (or time is up) Ask children to share their last thoughts - go round and let each speak 10. Review Look at the 4c s what did we do well on? What do we need to improve?

10 Review with: make something out of playdough Year 34 A3 DT Medium term planner Structures Boats boat building