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Middle

by

Kerry Roberts and Sandy Smith Prim-Ed Publishing 0542IRE

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Foreword Technology Middle consists of six units of work on a highinterest theme. Each unit of work integrates a number of learning areas and allows pupils to design, make and evaluate a variety of projects using their own creativity. The units are tried, tested, challenging and fun. They are designed to be used as a portfolio presentation and evaluation.

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Pupils can work individually, in pairs or in small groups. The activities are ideally suited to encourage collaborative learning skills.

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The activities require access to basic technology tool kits and everyday consumable materials. Basic building materials will also be required for some activities.

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Each unit of work will take approximately 7 – 12 hours to complete. Teachers can present the units in hourly time slots or in afternoon or morning blocks, depending on their timetable requirements. The pupils will enjoy designing and making each of the six projects in the book. The activities incorporate sufficient direction to allow:

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• the pupils to successfully complete the project; and • to adapt the activity to suit their own situation and circumstances.

Contents

Teachers Notes ....................................................................................................................... ii Curriculum Links ........................................................................................................... iii – iv Mouse Exercise Yard .................................................................................................... 1 – 7 Bug Catcher ................................................................................................................... 8 – 14 Bookends ..................................................................................................................... 15 – 21 Wind Chime .............................................................................................................. 22 – 28 Treasure Map/Treasure Chest.......................................................................... 29 – 35 The Vehicle .................................................................................................................. 36 – 42

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Teachers Notes

An explanation of the sections of a unit is outlined below.

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Page 3 is for the teacher to distribute to the pupils at the start of the unit. The pupils are required to plan and draw their ideas.

Page 2 is for the teacher. Each unit of work has specific teachers notes explaining tools and materials needed, background information, helpful hints, time required and a suggested extension activity. Some units require teachers to teach specific skills before introducing the unit. For example, the Mouse Machine unit requires the pupils to have an understanding of basic graphing skills.

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Page 1 is a cover page designed for the pupils. The page can be glued into workbooks at the beginning of a unit or copied and attached to the completed copymaster at the end of the unit. The pupils can colour the title of the unit and the artwork on the page.

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Technology Middle contains six units. Each unit is made up of seven pages, designed to be used as a portfolio presentation and evaluation. Depending on the availability of technology tools and the experience of the teachers and the pupils, digital cameras, videos, PowerPoint presentations and other tools can be used to record the tasks and enhance the portfolio package. This will assist teachers to complete crosscurriculum programming, which will enable them to cover a variety of objectives in various learning areas.

Page 5 is for research and design. Pupils are guided to the type of information they need to find or think about.

Page 7 contains a pupils proforma for the teacher to use for assessment.

Page 6 is a self-evaluation sheet. Pupils test if their model has met the design brief by completing simple sentences and evaluating how they feel about their work. Prim-Ed Publishing

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Page 4 is given to the pupils as they are making their design.

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Curriculum Links Book

Subject

Strand/ Strand Unit

Class

Lower

Science

Designing and Making (Exploring)

1st/2nd

Designing and Making (Planning)

1st/2nd

Content Objectives

• • • • •

Science

Designing and Making (Exploring)

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Middle

• • • • •

make simple objects develop craft-handling skills use a variety of simple tools use a range of materials understand that materials can be linked in simple ways to allow movement

1st/2nd

evaluate design ideas as these develop in the making process evaluate own work and suggest possible modifications to the designing and making task

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Designing and Making (Evaluating)

1st/2nd

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Designing and Making (Making)

3rd/4th

• •

explore a wide range of everyday objects and how they work explore freely how a range of shapes, objects and other constructions could be made using a variety of materials explore how some objects might be improved or adapted

Designing and Making (Planning)

3rd/4th

• •

work collaboratively to create a design proposal communicate and evaluate the design plan using sketches, models and information and communication technologies

Designing and Making (Making)

3rd/4th

make a range of simple objects to solve practical problems, to fulfil a need or preference and to express creative ideas develop craft-handling skills and techniques use appropriate tools use a range of materials

• • • Designing and Making (Evaluating)

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identify a need for new or revised designs discuss, using appropriate vocabulary, what he/she would like to design or make clarify and communicate through pictures the materials and structures required to build the object choose materials, from a given range, to comply with the design idea talk about and communicate a plan

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handle and manipulate a range of materials and objects observe, investigate and describe familiar objects

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3rd/4th

• •

recognise that modifications to the plan may have to be made throughout the task evaluate the effectiveness of the new product and suggest modifications to the designing and making task

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Curriculum Links Book

Subject

Strand/ Strand Unit

Class

Upper

Science

Designing and Making (Exploring)

5th/6th

Content Objectives

• Designing and Making (Planning)

5th/6th

• •

Designing and Making (Making)

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• •

5th/6th

• •

• • •

5th/6th

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Designing and Making (Evaluating)

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communicate their design plan using sketches organise work, taking account of constraints and resources present design proposal on a ‘design sheet’ evaluate the feasibility of the design proposal and possible modifications to it, bearing in mind the resources available make objects, applying knowledge identify problems with, or undesirable effects of, a design during construction; propose and implement alterations as the object is made develop craft-handling skills and techniques use a range of tools use a range of materials

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explore a wide range of everyday objects and how they work explore freely how a range of shapes, objects and other constructions could be made using a variety of materials explore how some objects might be improved or adapted

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discuss stability and form of other made objects and evaluate the effectiveness of the group product in the light of this investigation justify the ideas, materials, joins, procedures and techniques used and indicate possible improvements discuss and justify modifications that would improve the overall quality and stability of the outcome appraise results against group’s initial plan and intentions

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Mouse Exercise Yard Teachers Notes Pupil Task In pairs, design, make and evaluate a mouse exercise yard. It must consist of four different pieces of exercise equipment. One of the pieces of equipment has to move when the mouse is on it. The mouse must not be able to escape from the yard.

Suggested Materials/Tools

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Background Information/Helpful Hints

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• Household items such as lids, cool drink containers, tins, ice-cream containers, plastic containers, boxes and cotton reels etc. • School materials such as paint, cardboard, scissors, glue, string, lolly sticks, straws, ruler, measuring tape and a computer with Internet access. • Tools such as hot glue gun, hand drill and handsaw etc.

Time Required

planning/materials/tools research design make and test evaluation/complete work package

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– – – – –

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1 hour 1 – 2 hours 1 hour 1 – 2 hours 1 hour

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• Pupils can use a wind-up toy mouse instead of a real mouse. If a real mouse is available, teachers can choose one pupil to place the mouse in the enclosure. Mice can be purchased or borrowed from a local pet store. • Pick up the mouse by the tail. • Provide mouse exercise equipment such as a wheel (cotton reel), a moving ladder or a lolly stick suspended bridge as examples.

Extension Activity Design and make an exercise enclosure for another pet; for example, a hermit crab, rabbit, cat, bird etc. Prim-Ed Publishing

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Mouse Exercise Yard Design

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You Can Use • Household items such as lids, cool drink containers, tins, ice-cream containers, plastic containers, boxes and cotton reels. • School materials such as paint, cardboard, scissors, glue, string, lolly sticks, straws, rulers, measuring tapes. • Tools your teacher allows. Write or draw in each box to show how you and your partner will complete each phase of the design process.

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Pupil Task In pairs, design, make and evaluate an exercise yard suitable for a mouse. It must have at least four different pieces of exercise equipment. One of the pieces has to move when the mouse is on it. The mouse should not be able to escape from your yard.

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Design

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Brainstorm

Plan

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Note: Teachers to distribute to pupils during ‘making’ phase.

Mouse Exercise Yard Pupil Information Mouse Exercise Yard – Making Collect all the materials and equipment you need to make your design. Follow your design plan and make your design with your partner. Modify any equipment that doesn’t work or doesn’t appeal to you or the mouse. If you are using a real mouse, pick it up by its tail and place it inside your exercise yard to test it. This will not hurt the mouse. If the mouse escapes from your exercise yard you will probably never see it again, so take care.

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Mouse Exercise Yard • • • •

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Pupil Information Mouse Exercise Yard – Making

Collect all the materials and equipment you need to make your design. Follow your design plan and make your design with your partner. Modify any equipment that doesn’t work or doesn’t appeal to you or the mouse. If you are using a real mouse, pick it up by its tail and place it inside your exercise yard to test it. This will not hurt the mouse. If the mouse escapes from your exercise yard you will probably never see it again, so take care.

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Mouse Exercise Yard Pupil Information Mouse Exercise Yard – Making

Collect all the materials and equipment you need to make your design. Follow your design plan and make your design with your partner. Modify any equipment that doesn’t work or doesn’t appeal to you or the mouse. If you are using a real mouse, pick it up by its tail and place it inside your exercise yard to test it. This will not hurt the mouse. If the mouse escapes from your exercise yard you will probably never see it again, so take care.

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• • • •

Mouse Exercise Yard Pupil Information Mouse Exercise Yard – Making

• • • •

Collect all the materials and equipment you need to make your design. Follow your design plan and make your design with your partner. Modify any equipment that doesn’t work or doesn’t appeal to you or the mouse. If you are using a real mouse, pick it up by its tail and place it inside your exercise yard to test it. This will not hurt the mouse. If the mouse escapes from your exercise yard you will probably never see it again, so take care.

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Mouse Exercise Yard

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Colours

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Research and Make 1. Research 2. Make You need to find out: With your partner, draw your design • the average size and in the box below and then make it. weight of a mouse; • Clearly label the equipment in your • the food, colours and design. materials mice are • Use a scale to show the size of the attracted to; and mouse exercise yard. • different mice products • Show the colours of the equipment. that pet stores sell. • Ensure your design will not allow You may use books, the Internet or the mouse to escape. visit pet stores to find out this On the back of this sheet: information. Make notes in the boxes • Write or draw how the moving below. piece of equipment moves. Food • Show what size mouse your yard is designed for.

Materials

Products

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Mouse Exercise Yard Evaluation 4. List any changes you made to your 1. Did the mouse escape from your original design. mouse exercise yard?

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3. Did any piece of exercise equipment move when the mouse was on it?

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2. Did your exercise yard contain four or more pieces of equipment?

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5. Did you enjoy working with a partner? Explain why or why not.

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6. How could you improve your mouse exercise yard? Make at least two suggestions.

7. Did you enjoy this activity? Explain why or why not.

8. Circle a number to show how you feel about your design and product.

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Mouse Exercise Yard Pupil Assessment Proforma Pupil Task In pairs, design, make and evaluate a mouse exercise yard. It must consist of four different pieces of exercise equipment. One of the pieces of equipment has to move when the mouse is on it. The mouse must not be able to escape from the yard.

Objective(s)

The pupil can:

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cooperatively design and make a mouse exercise yard. complete a planning sheet. complete a design with all the design features stated in the task outline. complete research to make a design. choose and use appropriate materials to meet a design brief. use basic tools safely and effectively. complete a detailed design of a proposed model.

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• • • • • • •

Achieving Developing

Teacher Comment

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Mouse Exercise Yard Pupil Assessment Proforma

Pupil Task

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In pairs, design, make and evaluate a mouse exercise yard. It must consist of four different pieces of exercise equipment. One of the pieces of equipment has to move when the mouse is on it. The mouse must not be able to escape from the yard.

Objective(s)

The pupil can: • • • • • • •

Achieving Developing

cooperatively design and make a mouse exercise yard. complete a planning sheet. complete a design with all the design features stated in the task outline. complete research to make a design. choose and use appropriate materials to meet a design brief. use basic tools safely and effectively. complete a detailed design of a proposed model.

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Teacher Comment

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Bug Catcher Teachers Notes Pupil Task Design and make a bug catcher using everyday materials. The bug catcher must attract or catch a bug or insect without harming it. The bug or insect has to stay alive for one day in the catcher.

Suggested Materials/Tools

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Household items such as drink containers, tins, plastic containers, boxes and lids etc. School materials such as glue and scissors. Tools such as a hot glue gun, handsaws and hand drills etc. A magnifying glass. Leaves, plants, water, soil etc. to keep the bug alive.

Background Information/Helpful Hints

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• Use the school grounds as a source for bugs and insects. • Help pupils find relevant information by: – showing them how to search the Internet and print information; – collecting books from the school library about a variety of insects; – bringing in or showing pictures of a variety of commercially-made bug catchers and discussing their design features (the pupils may have some at home they want to bring in). • This unit of work could be extended to focus on the natural environments of various living creatures. • Pupils can complete this unit of work individually, in pairs, or as a small group.

Time Required – – – – – –

planning/materials/tools research make catch bugs/evaluate intermittent observations complete and collate as a complete package.

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1 hour 1 – 2 hours 1 hour 1 hour 1 day 1 hour

Extension Activity Design and make a bug catcher board game using everyday materials.

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Bug Catcher

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Pupil Task Design and make a bug catcher using everyday materials. The bug catcher must attract or catch a bug or insect without harming it. The bug or insect has to stay alive for one day in the catcher. You Can Use • Household items such as drink containers, tins, plastic containers, boxes and lids etc. • School materials such as glue and scissors. • Tools your teacher allows. • A magnifying glass. • Leaves, plants, water, soil etc. to keep your bug alive for one day.

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Design

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Write or draw in each box to show how you and your partner will complete each phase of the design process. Brainstorm

Plan

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Bug Catcher Research and Make

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Natural habitat

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1. Research 2. Make • Use books or the Internet to find • Draw a design of your bug the following information about your catcher and then make it. bug or insect – what it eats; where Clearly label all the you might find it; what it needs to materials you will survive; and what its natural habitat be using. is. Make notes in the boxes below. • Label the food, water etc. My chosen bug/insect

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Food

What it needs to survive

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Note: Teachers to distribute to pupils during ‘catching/observing’ phase.

Bug Catcher Observations Bug Catcher – Observations • Catch your bug or insect in your bug catcher. • Use a magnifying glass to closely observe your bug or insect. • On the back of this sheet, draw what it looks like when seen through a magnifying glass. • Label its main features; e.g. eyes, legs etc.

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• Write any other general observations you make during the day. Hour 1:

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Hour 2: Hour 3: Hour 4: Hour 5:

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Bug Catcher Observations

Bug Catcher – Observations

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• Catch your bug or insect in your bug catcher. • Use a magnifying glass to closely observe your bug or insect. • On the back of this sheet, draw what it looks like when seen through a magnifying glass. • Label its main features; e.g. eyes, legs etc. • Write any other general observations you make during the day. Hour 1: Hour 2: Hour 3: Hour 4: Hour 5:

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Bug Catcher Evaluation 1. Could you catch the bug or insect in your bug catcher?

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6. List any changes you made to your original design.

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3. What other bugs or insects could you catch in your bug catcher?

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2. How long did it take to catch the bug?

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4. List the materials and tools you used.

7. Did you follow your planned production process?

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5. Did you have any problems making your design? What were they?

8. How did your research and planning help you?

9. What other materials could you use to make a bug catcher?

10. Circle a number to show how you feel about your design and product.

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Bug Catcher Pupil Assessment Proforma Pupil Task Design and make a bug catcher using everyday materials. The bug catcher must attract or catch a bug or insect without harming it. The bug or insect has to stay alive for one day in the catcher. Objective(s)

Achieving Developing

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The pupil can: • complete a set research assignment to help with a design plan. • design and make a bug catcher. • make general observations of a bug or insect. • create an environment a bug or insect can survive in for one day. • use basic tools and materials safely and effectively. • complete and follow a basic design and production process.

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Teacher Comment

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Bug Catcher

Pupil Assessment Proforma

Pupil Task

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Design and make a bug catcher using everyday materials. The bug catcher must attract or catch a bug or insect without harming it. The bug or insect has to stay alive for one day in the catcher. Objective(s)

The pupil can: • complete a set research assignment to help with a design plan. • design and make a bug catcher. • make general observations of a bug or insect. • create an environment a bug or insect can survive in for one day. • use basic tools and materials safely and effectively. • complete and follow a basic design and production process.

Achieving Developing

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Teacher Comment

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Bookends Teachers Notes Pupil Task Design and make two bookends that will hold 10 medium-sized books between them. They can be made of wood, plastic, metal or clay. They must be attractively decorated.

Suggested Materials/Tools

Background Information/Helpful Hints

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• Wood, clay, plastic or metal for the main structure. • School materials such as glue, scissors, card and paint for decoration etc. • Tools such as a hot glue gun, handsaws, hand drills, hammers, nails, screws and bolts etc.

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• Collect a variety of bookends or pictures of bookends. Discuss their weight, size and shape and the materials they are made from. Discuss how they were assembled and if they are functional. • Pupils can complete this unit of work individually, in pairs or in small groups. If working in a group, they can produce separate or group reports. • Pupils can give an oral report to their peers at the end of the unit of work, showing their finished bookends and explaining the process they followed to create them. This can be used as a formal assessment or as a general conclusion and sharing time.

Time Required – – – – –

planning/materials/tools research design make test/evaluation/oral report

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1 hour 1 hour 1 hour 1 – 2 hours 1 –2 hours

Extension Activity Design and make a book cover for a favourite book.

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Bookends Design Pupil Task Design and make two bookends that will hold 10 medium-sized books between them. They can be made of wood, plastic, metal or clay. They must be attractively decorated. You Can Use

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• Wood, clay, plastic or metal for the main structure.

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• School materials such as glue, scissors, card and paint. • Tools your teacher allows.

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Design

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Brainstorm

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Write or draw in each box to show how you and your partner will complete each phase of the design process.

Plan

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Bookends Research and Make

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2. Make • Draw a design of your bookends and then make them. Clearly label all the materials you will be using.

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1. Research • Use books, magazines or look at commercially-made bookends in shops to find out: – what materials will be strong enough to hold 10 books in an upright position? – what is the total weight of 10 medium-sized books? Make notes or draw in the boxes below.

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Useful materials

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Weight of 10 books

Sketch a bookend you have found

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• Describe how you will decorate your bookends and what your end product will look like.

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Note: Teachers to distribute to pupils after the ‘making’ phase.

Bookends After Making Bookends • If you are using a lightweight material, you may need to attach weights to make the bookends stable. • Test your bookends to see if they will hold 10 medium-sized books between them.

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• Write a list of suggestions that would make your bookends more decorative. Make the changes to your model.

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3. 4. 5.

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Bookends

After Making Bookends

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• If you are using a lightweight material, you may need to attach weights to make the bookends stable. • Test your bookends to see if they will hold 10 medium-sized books between them. • Write a list of suggestions that would make your bookends more decorative. Make the changes to your model. 1.

2. 3. 4. 5.

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Bookends Evaluation 1. Did your bookends stand up on a shelf? 5. List any changes you made to your original design.

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2. How many books could you place between your bookends before they fell over?

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6. How could you improve your bookends?

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3. What materials and tools did you use to complete your design?

7. What other materials could you use to make bookends?

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4. Did you have any problems making your design? What were they?

8. How did your research and planning help you?

9. Circle a number to show how you feel about your design and product.

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10 sizzling

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Bookends Pupil Assessment Proforma

Pupil Task Design and make two bookends that will hold 10 medium-sized books between them. They can be made of wood, plastic, metal or clay. They must be attractively decorated. Objective(s)

The pupil can:

Developing

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complete a set research assignment to help with a design plan. design and make two bookends that hold 10 books upright. select and use materials suitable for the task required. decorate his/her bookends creatively. use basic tools and materials safely and effectively. give a brief oral report to the class based on the process he/she followed to make the bookends.

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Achieving

Teacher Comment

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Bookends

Pupil Assessment Proforma

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Pupil Task Design and make two bookends that will hold 10 medium-sized books between them. They can be made of wood, plastic, metal or clay. They must be attractively decorated. Objective(s)

The pupil can:

• • • • • •

Achieving

complete a set research assignment to help with a design plan. design and make two bookends that hold 10 books upright. select and use materials suitable for the task required. decorate his/her bookends creatively. use basic tools and materials safely and effectively. give a brief oral report to the class based on the process he/she followed to make the bookends.

Developing

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Teacher Comment

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Wind Chime Teachers Notes Pupil Task In pairs, design, make and evaluate a wind chime to hang outside. The chime will make a pleasant sound and be attractive to look at.

Suggested Materials/Tools

Background Information/Helpful Hints

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• Steel strips, old forks and spoons, wood panels, bamboo, pipes, clay (to mould into shapes and fire), string, fishing line, wooden blocks, washers, shells etc. • Tools such as a hot glue gun, handsaws, hand drills, cutters, scissors, rulers, clamps (to hold the material when cutting) etc.

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For this project, pupils need to work together. • Investigate the force of wind and air movements. Look at the wind force that moves sailing boats and windmills. Test wind forces for strength and discuss what materials are moved by the wind. • Investigate sounds and how they are made; e.g. musical instruments. • The chimes may need to be weighted to hang properly before they can produce a sound. • Use pictures and examples of wind chimes to show the class. • Discuss the purpose of a wind chime with the class.

Time Required – – – – –

planning/materials/tools research design make test/evaluation/oral report

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1 hour 1 hour 1 hour 1 – 2 hours 1 – 2 hours

Extension Activity Design an attractive outdoor hanging ornament. Prim-Ed Publishing

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Wind Chime

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Pupil Task In pairs, design, make and evaluate a wind chime to hang outside. The chime will make a pleasant sound and be attractive to look at. You Can Use • Steel strips, old forks and spoons, wood panels, bamboo, pipes, clay (to mould into shapes and fire), string, fishing line, wooden blocks, washers, shells etc. • Tools your teacher allows. Write or draw in each box to show how you and your partner will complete each phase of the design process.

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Design

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Design

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Brainstorm

Plan

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Making Note: Teachers to distribute to pupils during ‘making’ phase. Pupils must work collaboratively; there are no specific individual tasks.

Wind Chime Think about how you and your partner will complete this activity. Checklist Together we will: • collect materials • refer to our design

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• make the wind chime

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• assist each other to solve problems

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• refer to our research

Wind Chime

Think about how you and your partner will complete this activity.

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Checklist Together we will: • collect materials • refer to our design

• refer to our research

• assist each other to solve problems

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• make the wind chime

Wind Chime

Think about how you and your partner will complete this activity.

Checklist Together we will: • collect materials

• refer to our design • refer to our research • assist each other to solve problems • make the wind chime Prim-Ed Publishing

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Wind Chime Research and Make

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1. Research Use books or the Internet to find out and test: • suitable unbreakable materials to use as chimes; • materials for chimes that make a pleasant sound. In the table below, list the materials you tested and tick if they were successful or unsuccessful in making a pleasant sound.

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2. Make With your partner, draw your design in the box and then make it. Clearly label the materials in your design.

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Wind Chime Evaluation 5. How did your planning and research help you?

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Explain why or why not.

6. What other materials could you use to make a wind chime?

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2. Did your wind chime make a pleasant sound?

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1. Did the wind chime hang correctly?

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3. Did you have any problems making your design? If so, what were they?

7. Did you and your partner have any problems working together?

4. How could you improve your design?

8. Circle the number to show how you feel about your design and product.

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Wind Chime Pupil Assessment Proforma Pupil Task In pairs, design, make and evaluate a wind chime to hang outside. The chime will make a pleasant sound and be attractive to look at. Objective(s)

The pupil can:

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❑ ❑ ❑ ❑ ❑ ❑ ❑

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work cooperatively with a partner. show evidence of research prior to designing the wind chime. create the end product to match the design. use the production process to complete the design. choose and use appropriate materials to meet the design brief. use basic tools and materials safely and effectively. effectively complete the evaluation process.

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• • • • • • •

Achieving Developing

Teacher Comment

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Wind Chime

Pupil Assessment Proforma

Pupil Task

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In pairs, design, make and evaluate a wind chime to hang outside. The chime will make a pleasant sound and be attractive to look at. Objective(s)

The pupil can: • • • • • • •

Achieving Developing

work cooperatively with a partner. show evidence of research prior to designing the wind chime. create the end product to match the design. use the production process to complete the design. choose and use appropriate materials to meet the design brief. use basic tools and materials safely and effectively. effectively complete the evaluation process.

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Teacher Comment

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e pl sa m in g Vi ew Name:

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Treasure Map/Treasure Chest Teachers Notes Pupil Task In a small group, design and make a treasure map of a section of the school grounds and a treasure chest containing treasure.

Suggested Materials/Tools

Background Information/Helpful Hints

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• Treasure map: paper, ruler, teabags (to stain the paper). • Treasure chest: card, cardboard boxes, plastic sheets, plastic containers, aluminium foil and sticky tape etc. • Tools such as scissors, compass, measuring wheel, ruler and a hot glue gun etc.

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• Pupils should make their maps cover no more than 50 square metres. • Explore mapping skills such as measuring to scale, gridwork and compass elements. • Look at various maps and their purposes; e.g. street directories, world maps, maps of your country. • Go on a treasure hunt. • Explore the treasure chest concept. Compare to time capsules and discuss how important the box is to prevent the goods inside from being damaged. • Investigate simple locking devices.

Time Required – – – – –

planning/materials, tools research designs make test/evaluation/oral report

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1 – 2 hours 1 hour 1 – 2 hours 2 – 3 hours 1 – 2 hours

Extension Activities Design and make treasure to be placed inside the treasure chest. Design a lock for the treasure chest.

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Treasure Map/Treasure Chest Design

Pupil Task In a small group, design and make a treasure map of a section of the school grounds and a treasure chest containing treasure. You Can Use

• Tools your teacher allows.

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Write or draw in each box to show how you and your partner will complete each phase of the design process.

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Brainstorm

Design

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• Treasure chest: card, cardboard boxes, plastic sheets, plastic containers, aluminium foil and sticky tape etc.

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• Treasure map: paper, ruler teabags (to stain the paper), pencils.

Plan

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Note: Teachers to distribute to pupils during ‘making’ phase.

Treasure Map/Treasure Chest

Making • Check that your treasure map is accurate. • Check that your measurements are accurate. • Decide whether the treasure chest will be buried, hidden or disguised.

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Making

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Treasure Map/Treasure Chest

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• Check that your treasure chest will not perish in poor weather conditions.

• Check that your treasure map is accurate.

• Check that your measurements are accurate.

• Decide whether the treasure chest will be buried, hidden or disguised.

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• Check that your treasure chest will not perish in poor weather conditions.

Treasure Map/Treasure Chest

Making

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• Check that your treasure map is accurate. • Check that your measurements are accurate. • Decide whether the treasure chest will be buried, hidden or disguised. • Check that your treasure chest will not perish in poor weather conditions.

Treasure Map/Treasure Chest

Making • Check that your treasure map is accurate. • Check that your measurements are accurate. • Decide whether the treasure chest will be buried, hidden or disguised. • Check that your treasure chest will not perish in poor weather conditions. Prim-Ed Publishing

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Treasure Map/Treasure Chest Research and Make

What symbols will be used? (e.g. trees, playground, field, benches, buildings). Use a trundle wheel to measure the area in metres.

2. Make • In your group, draw your designs in the boxes and then make them. • Clearly label the equipment needed. • Use a metre scale on the map.

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1. Research Research maps to assist with your own design. Look at compass directions – N, S, E, W.

Make notes or draw in the boxes below.

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List the types of maps you have found

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Map

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Compass directions

Treasure Chest

Symbols

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Treasure Map/Treasure Chest Evaluation 1. Did you use the trundle wheel to mark the map in metres?

4. Did you follow your original designs? Map – Chest–

2. Could other pupils follow your map to find the treasure chest?

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Explain.

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Explain.

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5. How could you improve the map?

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3. List the tests you used to determine whether your treasure chest would survive the weather.

6. How could you improve the treasure chest?

rain

wind

7. Circle the number to show how you felt about completing this unit of work.

heat

(a) Map

others

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Treasure Map/Treasure Chest Pupil Assessment Proforma

Pupil Task

In a small group, design and make a treasure map of a section of the school grounds and a treasure chest containing treasure. Objective(s)

The pupil can:

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❑ ❑ ❑ ❑ ❑ ❑

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show evidence of research prior to designing a map and treasure chest. create the end product to match the design. use the production process to complete the design. recognise the needs of the searching group. work cooperatively with a small group. complete the evaluation process effectively.

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• • • • • •

Achieving Developing

Teacher Comment

Pupil Task

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Treasure Map/Treasure Chest Pupil Assessment Proforma

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In a small group, design and make a treasure map of a section of the school grounds and a treasure chest containing treasure. Objective(s)

The pupil can: • • • • • •

Achieving Developing

show evidence of research prior to designing a map and treasure chest. create the end product to match the design. use the production process to complete the design. recognise the needs of the searching group. work cooperatively with a small group. complete the evaluation process effectively.

❑ ❑ ❑ ❑ ❑ ❑

❑ ❑ ❑ ❑ ❑ ❑

Teacher Comment

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e pl sa m in g Vi ew Name:

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The Vehicle Teachers Notes Pupil Task In pairs, design, make and evaluate a vehicle suitable to move a specific object a certain distance.

Suggested Materials/Tools

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• Household items such as ice-cream containers, wire, boxes, toy wheels, wheels, containers, plastic bottles, tins, cotton reels etc. • School materials such as, blocks, elastic bands, magnets, lolly sticks, balloons, plywood, wheels, tape measures, trundle wheels, recycled materials, batteries etc. • Tools such as glue guns, hand drills, saws, rulers etc. • The teacher needs to choose the object to be moved and the distance the vehicle has to travel.

Background Information

Research various ways vehicles move, such as rotation, pulley systems and air. Measuring skills need to be introduced to pupils prior to this activity. Explore various types of transportation. Ensure the pupils are aware the vehicle is to be made to suit the size of the object.

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• • • •

Time required

planning/materials/tools research design make evaluation/complete work package.

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– – – – –

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1 hour 1 hour 1 hour 1 – 2 hours 2 hours

Extension Activity Design a poster to advertise your new vehicle.

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The Vehicle Design Pupil Task In pairs, design, make and evaluate a vehicle suitable to move a specific object a certain distance.

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• Tools your teacher allows.

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• School materials such as, blocks, elastic bands, magnets, lolly sticks, balloons, plywood, wheels, tape measures, trundle wheels, recycled materials, batteries etc.

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You Can Use • Household items such as ice-cream containers, wire, boxes, toy wheels, wheels, containers, plastic bottles, tins, cotton reels etc.

Write or draw in each box to show how you and your partner will complete each phase of the design process.

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Design

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Brainstorm

Plan

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Note: Teachers to distribute to the pupils during ‘making’ phase.

The Vehicle

• •

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The Vehicle

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• • •

Making Collect the materials and the equipment you need to make your design. Follow your design plan and make your design with your partner. Change any equipment that doesn’t work and make note of these changes. Test how far your vehicle moves and make changes to increase the distance. Write how you made the vehicle move (wind, wheels, pulley system, propulsion etc.).

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Making • Collect the materials and the equipment you need to make your design. • Follow your design plan and make your design with your partner. • Change any equipment that doesn’t work and make note of these changes. • Test how far your vehicle moves and make changes to increase the distance. • Write how you made the vehicle move (wind, wheels, pulley system, propulsion etc.).

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The Vehicle

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Making • Collect the materials and the equipment you need to make your design. • Follow your design plan and make your design with your partner. • Change any equipment that doesn’t work and make note of these changes. • Test how far your vehicle moves and make changes to increase the distance. • Write how you made the vehicle move (wind, wheels, pulley system, propulsion etc.).

• • • • •

The Vehicle

Making Collect the materials and the equipment you need to make your design. Follow your design plan and make your design with your partner. Change any equipment that doesn’t work and make note of these changes. Test how far your vehicle moves and make changes to increase the distance. Write how you made the vehicle move (wind, wheels, pulley system, propulsion etc.).

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The Vehicle

Our chosen vehicle

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Explore various ways of transportation that are available. Make notes in the boxes below.

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• Consider the object that is to be moved.

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Research and Make 1. Research 2. Make Use books, magazines and pictures to Draw a design of find out about moving devices. your vehicle and make it. Clearly • What moves objects e.g. air, rotation, label all the pulley systems? materials you will • What materials will be suitable to be using build the vehicle?

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Useful materials

How it will move

The distance it will travel

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The Vehicle Evaluation 1. Did the vehicle move the object the required distance?

5. Did you enjoy working with your partner? Explain.

6. How did your research and planning help you complete the task?

7. After testing all class vehicles, which vehicle was the most successful?

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3. List the materials and tools you used.

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2. How far did your vehicle move the object?

Why?

4. List any changes made to your original design.

8. Circle the number to show how you feel about your design and product.

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The Vehicle Pupil Assessment Proforma Pupil Task In pairs, design, make and evaluate a vehicle to move a specific object a certain distance.

Objective(s)

Achieving

❑ ❑ ❑ ❑ ❑ ❑

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❑ ❑ ❑ ❑ ❑ ❑

Developing

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The pupil can: • complete a set research assignment to help with a design plan. • design and make a vehicle to move an object a certain distance. • select and use materials suitable to the task required. • use basic tools and materials safely and effectively. • work cooperatively with a partner. • effectively complete the evaluation process. Teacher comment

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The Vehicle

Pupil Assessment Proforma

Pupil Task

In pairs, design, make and evaluate a vehicle to move a specific object a certain distance.

Vi ew

Objective(s)

The pupil can: • complete a set research assignment to help with a design plan. • design and make a vehicle to move an object a certain distance. • select and use materials suitable to the task required. • use basic tools and materials safely and effectively. • work cooperatively with a partner. • effectively complete the evaluation process.

Achieving

❑ ❑ ❑ ❑ ❑ ❑

Developing

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Teacher comment

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