Tmccann

Prior Learning

It ishelpful if the children have:

  learnthow materials can be joined to allow movement

  generated andcommunicated ideas in a variety of ways

  joinedand combined materials using simple hand tools

  evaluated their workas it progresses and at the end

Thisunit builds on Units 1A Moving pictures, 2C Winding up and 3APackaging.

It alsobuilds on Science Units 1E Pushes and pulls, 2D Grouping andchanging materials and 2E Forces and movement.

Vocabulary for the Unit

In thisunit, children will use words and phrases relating to:

  designingeg brainstorm, suggestion, evaluate, ideas, constraints,appropriate, graph, data, sort, order, set, label, title, list,probable, possible, impossible

  makingeg planning, storyboard, components, fixing, tubing,syringe, attaching, finishing

knowledge andunderstanding eg control, pneumatic system, pressure,inflate, deflate, input, output, pump, hinge, fastest, slowest,often, always, sometimes, never

Week

Objectives

Activities

Assessment

Resources

1

Investigative,disassembly and evaluative activities (Ideas) (1)

  howair pressure can be used to produce and control movement

  techniques formaking simple pneumatic systems

  to useappropriate vocabulary to describe how things work

Show the childrenfamiliar objects that use air to make them workeg recorder, whistle, bicycle pump, balloon, inflatableswimming aids, foot pump for inflating an air bed, coiled partyblowers. What does the air do? How has it been used in the designof these products?

Construct a simplepneumatic system by joining a balloon to 5mm tubing and then to awashing-up liquid bottle. Encourage the children toinvestigate:

What happens to theair when you squeeze the bottle?

What happens whenyou let go?

What happens if youput fabric over the balloon and then squeeze thebottle?

Can you lift a bookwith the balloon?

Make a classcollection of images of monsters for the children to refer to real, fictional, scary or friendly, human, animal oralien.

Are the childrenable to:

  explain how simplepneumatic systems work using appropriate vocabulary

  arefamiliar with techniques for making simple pneumaticsystems

  demonstrate goodspeaking and listening skills

  discuss theirinvestigations using the vocabulary of the unit

recorder, whistle,bicycle pump, balloon, inflatable swimming aids, foot pump forinflating an air bed, coiled party blowers. washing-up liquidbottle, fabric, book

2

Investigative,disassembly and evaluative activities (Ideas) (2)

  tocompare the effectiveness of different systems

  to useappropriate vocabulary to describe how things work

Construct analternative pneumatic system by joining two syringes with a pieceof plastic tubing. Ask questions to help children investigateeg What happens when the plunger of one syringe is pressedin? Compare the two systems and discuss their similarities anddifferences. (Note: take care as the plunger may come out withforce!)

Collect toy or modelanimals and creatures. Discuss how they have been made, inparticular, how the colouring, markings and texture of the bodyparts have been replicated.

Are the childrenable to:

  explain how analternative pneumatic system work using appropriatevocabulary

  compare the twosystems and discuss similarities and differences

  discuss how productshave been made, and how models replicate real-lifefeatures

Pictures ofdinosaurs, syringes, plastic tubing, balloon, toy or modeldinosaurs, dragons etc (Crocodiles)

3

Exploring anddeveloping ideas (3)

  how toassemble simple pneumatic systems

  waysof fixing components

  waysof using pneumatic systems in conjunction with simple levers tocontrol movement

  designteam monster

Demonstratetechniques for assembling the two pneumatic systems used in theIDEAs.

Show children howballoons or syringes can be used in conjunction with simple leversto control movement eg

place the balloon ina small box with a lid so that when inflated it raises thelid

use a card hinge toattach one of the syringes to a lever so that it can raise andlower the lever

explore the effectof moving the syringe closer to or further from the pivotpoint

Are the childrenable to:

  construct effectivepneumatic systems

  knowof techniques for fixing components

  investigate ways ofusing their pneumatic systems with other materials to controlmovement

  workcollaboratively together to design a team monster (groups of 2 or3)

syringes, plastictubing, balloon, small box, cardboard, masking tape

4

Investigatingand making

  stepby step guide to making a moving monster (storyboard)

  toexplore ideas through 3D modeling

  tothink about their ideas as they make progress and be willing tochange things if this helps them to improve their work

  toplan through discussion

Explain to thechildren the task, including constraints eg time, size andmaterials and the individual childrens design input on aspectsof the monster.

Discuss with thechildren who the monster is for. What does it have todo?

Discuss with thechildren possible ideas for moving parts eg moving wings,opening and closing mouth and for ways of makingeg using reclaimed materials for thestructure.

Organise thechildren into small teams and ask them to brainstorm ideas,recording them in words and sketches. What could you do? Howcould you do this? What do you need to know? What does this productneed to do?

Ask each team toevaluate their ideas, choose one and explain how they are going tomake it. How could you do this? What could you use? What will itlook like?

Ask each team toproduce a list of the materials and tools they expect to use.What will you need? Where will you work? Who will do what? Whatwill you need to do first?

At certain stages,gather the children together to talk about their work so far, whatthey need to do next and share successful techniques and goodideas.

Are the childrenable to:

  applywhat they have learnt through IDEAs/FPTs in their designing andmaking

  worktogether on an appropriate idea generated through brainstorming anddiscussion of the constraints

  planthe stages of their work and record these at the end of the projectin a storyboard

  worksafely and accurately with a range of simple hand tools

syringes, plastictubing, balloons, small boxes, cardboard, masking tape

egg boxes, wool,paint, buttons (other materials)

glue,scissors

5

Investigating andmaking

  towork as a team

  tochoose an idea according to logistical constraints of materials,time, size

  tothink about their ideas as they make progress and be willing tochange things if this helps them to improve their work

  toplan through discussion

  towork safely and accurately with a range of simple handtools

  to usea storyboard to record the sequence of their work

Continue as week 4and in addition

during the work, askthe children to evaluate how they went about their work and thestrengths and weaknesses of the finished product.

Ask them to recordtheir work in storyboard form showing how they made their monster(refer to step by step guide).

Are the childrenable to:

  applywhat they have learnt through IDEAs/FPTs in their designing andmaking

  worktogether on an appropriate idea generated through brainstorming anddiscussion of the constraints

  planthe stages of their work and record these at the end of the projectin a storyboard

  worksafely and accurately with a range of simple hand tools

syringes, plastictubing, balloons, small boxes, cardboard, masking tape

egg boxes, wool,paint, buttons (other materials)

glue,scissors

6

Evaluatingand developing work

  selfevaluate finished moving monster to original design

  toevaluate as a team the product and purpose of improvements

During the work, askthe children to evaluate how they went about their work and thestrengths and weaknesses of the finished product.

Ask them to recordtheir work in storyboard form showing how they made theirmonster.

Are the childrenable to:

  Knowhow to evaluate their moving monster creation as a team and suggestimprovements and on an individual level.

Out-of-schoolactivities and homework

Childrencould find out about other air-operated equipmenteg automatic doors, dentists drill.

Self evaluationsheet