Brenden is Teaching


Namemountains shelters
TopicDesign Technology
Descriptiondesign and make a shelter either permanent or temp
File 1560_DT MTP autumn 2007 shelter.doc
File 2

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Cross curricular


Toknow how structures support things.


Torelate the way things work to their intended purpose.

Discuss what is a structure? What is a shelter?List on board. Look at pictures of various shelters, what materialshave been used? How has it been made? Why? What are the partscalled frame, canopy etc. what do the parts do? Who will use theshelter?


Dothey know that there are many different types of shelters built fora variety of purposes?

Pictures of shelters

Perhaps tent frame.

Geog - mountains

ICT L4 research products and users byusing the internet.


L5 use the Internet to thoroughly researchproducts and the environments in which they are used.

Tobe able to join materials and components together.

Discuss how the frame of a shelter would fittogether. Show how to roll a paper tube. Discuss how we could joinlots of paper tubes together, have them joined at an angle etc.give out paper, dowelling, pipe cleaners, pva glue, string andstraws (bendy). Tell children they need to find 3 or 4 differentways to join the tubes in a straight line and 3 or 4 ways to joinat an angle. Discuss ideas when finished. Show square framework,how can we make this stronger? Discuss. Ask children to try outdifferent methods. Ensure they understand that using card trianglesin corners or adding diagonals is helpful.

LAfind 2 ways to join together.


MAfind 5 ways to join together.

Are they able to use a variety of joiningtechniques?




Pva glue

Pipe cleaners


Bendy straws

Lolly sticks

Planning sheets


Science properties of material.

Learning and perform L3 carry outtests

before making improvements towork


L4 carry out thorough tests andsuggest

several alternatives beforemaking


Tobe able to join materials and components together.

Recap on last lesson, what ways could we jointhe paper? Why is this important when designing our shelter? Giveout sheets pg 111 and 112 from design and tech key stage 2, eachgroup make one of each design. What was easy/difficult about thedesign? How did they join parts together? Would these designs makegood shelters?discuss

Mixed ability groups

Are they able to follow instructionscarefully?


Are they able to measure accurately to ensurepaper triangles fit correctly?

Art straws

Pipe cleaners


Glue gun

Paper fasteners

Maths accurate measuring.


Todesign own shelter.

Give out copy from geog across curriculum mountains. Explain task is to design a shelter for someone stayingin the mountains. Could be a chalet in spring/winter or could be atent for hiker. What is important about design? What features willit need? What is the purpose of the shelter? What will it looklike? Will it be permanent (chalet) or be easily dismantled? Howwill the parts fit together? How will it be reinforced? Whatfinishing techniques will be used?



LAgive list of questions to answer or pre-prepared planningsheet.


MAtry to design on isometric paper

Can they apply what they have learned in thepractical tasks to their design?


Will the design fit the purpose?


Isthe design manageable?

Geog across curriculum

Planning sheets


Squared paper

Isometric paper

Geog mountain environments


Maths scale drawings

Comm. Skills L3 use words,labelled

sketches and models to communicatethe

details of designs

L4 communicate ideas, and alsoalternative ideas which show awareness of the constraints onideas.

Use text, labelled diagramsand

annotations to describeideas

L5 clarify ideas throughdiscussion,

drawing and modelling.

Use understanding of thecharacteristics

of familiar products whendeveloping

and communicating ideas.

Communicate a range ofdifferent

designs, aware of the limitsof

some ideas.

Problem solving L3 make realistic plans.think ahead and plan the order of work. L4 investigate theproperties of

materials and decide howthey

can best be used.

App of maths L3 clarify ideas

through discussion,drawingand


Use understanding of thecharacteristics

of familiar products whendeveloping

and communicatingideas.

Communicate a range ofdifferent

designs, aware of the limits ofsome ideas. use knowledge of shape to help

design lively products. L4use accurate

measurements and useknowledge

of ratio to draw scaledrawings

of design. use knowledge ofmeasurement, including area and

volume, to calculate the materialsneeded

for a project.

Tomake a shelter.

Begin by doing a mock up of their design usingpaper straws and masking tape. Do they need to alter their designin any way? Begin to make accurate design. Encourage children toevaluate regularly at different stages.

LAmay need extra adult help.

Are they able to evaluate regularly?


Can they make changes to their designs whennecessary?

Art straws

Masking tape


Thin wood

Selection of material

Hot glue guns

Science properties of material(waterproof)


Maths accurate measuring and cutting

Work with others L3 seek the viewsof

others about designs andproducts.L4 constantly evaluate product or design

to see what could beimproved.

Improve own learning L3 constantlyevaluate work.Can say where evaluation of design has led toimprovements. L4 refine the quality of finish of products. L5 workfrom own detailed plans,modifying them where witha range of tools, materials, equipment,

components and processes withprecision.

Prob solving L3 choose the appropriatetools, equipment,materials,components and techniques fordesign.

Toevaluate a shelter

Show an example of an evaluation sheet. Give outto children and ask them to complete according to their design.Does it look like they intended? Has it changed? Why? Is itsuitable for the purpose it was intended? Why? What would they dodifferently next time? Allow time to look at each others work.Discuss any good examples, look at designs, finish of productetc.

LApre-prepared evaluation sheet.

Can they be critically evaluative of their ownwork?


Are they able to suggest any changes to theirown and others work?

Evaluation sheets


Learning and performance L3 talk andwrite about the skills developed. L4 talk or write about Design andTechnology skills and know which good at and which

need to improve. L5 check work as it developsand modify approach in light of progress. test and evaluateproducts, with the intended use in mind.