Shelleymccuk

NC Programme

of Study

LearningObjectives

MainActivites

Resources

Links withICT

4ahow the workingcharacteristics of materials affect the ways they are used

4bhow materials canbe combined and mixed to create more useful properties (forexample, using cardboard triangles on the corners of a woodenframework to strengthen it)

5ainvestigating andevaluating a range of familiar products, thinking about how theywork, how they are used and the views of the people who usethem

* To know why itis necessary for structures to be stable

* To know how theexamples of free-standing structures have been made to stand up byexamining familiar or similar products

* To understandthe principles of triangulation in simple structures

Investigatingfree-standing items

* Explain to thechildren that over the next few weeks they will be evaluating,designing and making photograph frames. The frames will have tostand up on their own, so the children need to look carefully atthe design of objects that are free standing. Explain that you Ibrought in a collection of objects for the children to look at.Show the children some of the objects and talk through what theyare, what they do and why they need to be stable and strong. Howare different products designed to be strong and stable? What wouldhappen if the music stand had two legs instead of three? Highlightthe fact that some products are made stable by having a widebase.

* Show thechildren how to draw an annotated diagram to show the structureswhich support these items, writing about what factors make each onestrong and stable using a writing frame.

* Talk throughwhat the children have discovered. Teach that triangles are thestrongest structures, e.g. tripods, easels. Explain that trianglesmake stable structures because they have a wide base. Show thechildren that strips of reinforcement can make the triangle shapeeven stronger, thus more stable.

A range ofeveryday items that are free standing, e.g. plant holders, musicstand, tripod, easel, whiteboard, cookery book stand, mug tree,etc.

4ahow the workingcharacteristics of materials affect the ways they are used

4bhow materials canbe combined and mixed to create more useful properties (forexample, using cardboard triangles on the corners of a woodenframework to strengthen it)

5ainvestigating andevaluating a range of familiar products, thinking about how theywork, how they are used and the views of the people who usethem

* To identifycomponent parts of the photograph frames and describe what each isfor

* To comparephotograph frames by talking about their features

Investigatingphotograph frames

* Make acollection of photograph frames that differ in materials used,purpose and structure. Ask children to bring in a selection fromhome and allow time for them to talk about the different frames.Recap on the findings from last lesson about stable structures andshapes and check to see which frames use these principles.

* Ask the childrento work in pairs and look at a range of picture frames, consideringthe frame's decorative appeal and the structure by which it standsup. Ask them then to choose two frames that stand up verydifferently. Ask the children to compare the frames in terms ofdifferent features in how they are made, their purpose andstructure. Ask the children to think about how it stands up, how itlooks, how easy it is to put a photograph in, how well it displaysthe photograph. Who would use it? What kind of picture is it for?Where would it stand? Children to complete writing frame to showwhat each frame looks like and how it stands up.

* Children tocomplete questionnaire to evaluate the 'success' of each photographframe.

A range of pictureand photograph frames which stand up differently

'Investigatingphotograph frames' writing frame

'Investigatingphotograph frames questionnaire'

1agenerate ideasfor products after thinking about who will use them and what theywill be used for, using information from a number of sources,including ICT-based sources

1bdevelop ideas andexplain them clearly, putting together a list of what they wanttheir design to achieve

1cplan what theyhave to do, suggesting a sequence of actions and alternatives, ifneeded

1dcommunicatedesign ideas in different ways as these develop, bearing in mindaesthetic qualities, and the uses and purposes for which theproduct is intended

5bfocused practicaltasks that develop a range of techniques, skills, processes andknowledge

5cdesign and makeassignments using a range of materials, including electrical andmechanical components, food, mouldable materials, stiff andflexible sheet materials, and textiles

* To apply whatthey have learnt in their designing and making

* To show designideas through drawings with labels

Designinga photograph frame

* Throughdiscussion recap on ideas explored in the previous lessons. Talkabout the importance of audience and purpose for a frame as well asits structural stability. Discuss the photograph frames that scoredwell on the questionnaire and the factors that made this so. Talkabout ideas the children have - choosing a person to make a framefor and selecting an appropriate style for that person.

* Ask the childrento work with a partner and to choose someone to make the frame forand how they can make it relevant to them, e.g. My Grandma for hercat's photograph. Ask the children to talk and show each other howtheir design is related to this.

* Demonstrate howto make some simple photograph frames using paper and card. Showthem how to make different frame shapes, and work with them toexplore different ways of making the frame stand. Carefulexplanation of ideas will help children structure their ownplanning and 'encourage' them to choose a successful design.

* Show thechildren how to complete the planning frame to show their ideaswhen planning the front decoration for the frame and back showinghow it will stand up. Less able children could be helped to plan aframe already demonstrated. They need to decide what materials theyrequire and begin to collect any unusual items that may beneeded.

A range of pictureand photograph frames that are free-standing

Designsheet

Children couldsearch a photo CD-Rom, ClipArt CD or the Internet for anappropriate picture for their frame. This could then be printedoff ready.

Children couldtake their own photographs.

2bsuggestalternative ways of making their product, if first attemptsfail

2cexplore thesensory qualities of materials and how to use materials andprocesses

2dmeasure, markout, cut and shape a range of materials, and assemble, join andcombine components and materials accurately

3areflect on theprogress of their work as they design and make, identifying waysthey could improve their products

5bfocused practicaltasks that develop a range of techniques, skills, processes andknowledge

* To apply whatthey have learnt to their designing and making

* To show evidenceof their learning in making a strong and stable photographframe

* To show designideas through drawings with labels

Makingthe photograph frame

* Briefly reviseideas explored so far, i.e. The importance of audience and purposefor the frame as well as its structural stability. Help thechildren to think through any design difficulties they mayencounter. Encourage them to make changes if necessary.

* Talk through theimportance of the planning they have done and make it clear thatyou want children to follow their plan through. Model sometechniques that may help the children, such as ways of making ahinge or strengthening paper. Talk about what resources and toolsthe children have available to them. Remind children about theappropriate use of tools and safety rules.

* Children tofollow their plan to make their frame using the materials chosen.Encourage children to work to produce a quality finish. Allow timefor them to share with others the stage of design they are up to,any problems they are encountering and ideas for solvingthem.

Completed designsheet

Selection ofmaterials for making the frames

e.g. cardboard,felt pens, tissue paper, shiny paper, glue, sellotape, paperfasteners, paper clips, scissors, etc.

Children couldtake digital photographs of each stage of their making, to beannotated at the end of theproject.

NC Programme

of Study

LearningObjectives

MainActivites

Resources

Links withICT

3areflect on theprogress of their work as they design and make, identifying waysthey could improve their products

3crecognise thatthe quality of a product depends on how well it is made and howwell it meets its intended purpose

5bfocused practicaltasks that develop a range of techniques, skills, processes andknowledge

* To talk abouttheir work and evaluate their frame according to their designcriteria

Evaluatingthe photograph frame

* Make a displayof the frames produced. Children to look at design, stability,suitability for the chosen audience, use of materials, quality offinish and choice of picture. Allow time for children to discusstheir frame and plan with a partner explaining how the frame ismade stable and the purpose of the chosen decoration. Ask childrento offer this information to the class and lead a class discussion.Talk about those frames the children have noticed as beingparticularly successful and discuss aspects that have led to this -strong structure, original design, careful finish etc.

* Can the childrensuggest any ways the frames could be improved? Allow them to talkabout aspects of their design they would change if making the frameagain. Examine the childrens plans and compare it to the finishedproduct. Look for good examples of following the plan. Where planand product don't seem to match, talk through why the child madechanges.

* Ask the childrento complete an evaluation sheet by drawing and labelling their ownframe, and thinking about the questions. Response can be writtenor verbal, and can be recorded on the reverse of the sheet. Helpchildren to compare their evaluation sheet with the plan, anddecide how successful they were at following their plan andachieving their design.

Completedphotograph frames

Evaluationsheet