Year 2 Technology Learning Challenges

Y2 What’s so special about chocolate?

Children should use the basic principles of a healthy and varied diet to prepare dishes and understand where food comes from. Children will follow a recipe to make chocolate Easter nests using their mathematical and scientific knowledge.

Opening This will be a fun activity linked to the R.E. topic of ‘New Life’. Alternatively , this could be changed slightly and crispie cakes could be made within the ‘Materials’ topic in science.

Investigations How are we going to make chocolate nests?

Mathematics Weighing – Reading Scales Counting Multiplication / Division Doubling / Halving Science

How do we weigh the ingredients?

Healthy Diet Materials Reversible Processes – Melting / Cooling Dangers / Uses of Electricity

What are the dangers involved in cooking?

Other Curriculum Links

How do we prevent the chocolate from burning?

RE Easter Celebrations New Life

Why do we need a recipe?

What happens to the chocolate when it cools?

Discuss reversible processes – can you think of any other reversible materials?

Reflection Discuss the effects of heating and cooling on chocolate.

What other foods could be substituted or added to the recipe?

Y2 How far can my car travel?

During this Engineering Learning Challenge children will use all their skills to design, make and evaluate the vehicle they build. They will use their technical knowledge to use equipment and materials correctly. Throughout the learning challenge children will be applying their mathematical and scientific knowledge.

Opening The children will be shown a model of a toy car and will investigate how it is made (reverse engineering).

Investigations What is a chassis?

Can I make a rectangular chassis?

How do I make my axles parallel?

Mathematics Children will need to use knowledge of 2D shape and 3D shapes. They will practise measuring accurately in cm and complete charts.

Science Discussions about friction, speed and distance.

Comparing, measuring and testing vehicles.

Digital Literacy Why do the axles need to parallel?

How do I make the wheels run freely?

Do different sized wheels make a difference?

Does the shape of my vehicle make a difference to the speed / distance it will travel?

Whose vehicle will travel the furthest / fastest?

Reflection The children will analyse their car in relation to their design specification. What changes would they make next time and why?

Children will create graphs and presentations to explain the design process with their vehicle.

Y2 What should be stuck to your fridge?

The children will use their technology skills to design and produce a layered card fridge magnet. They will need to incorporate mathematical skills and language skills in this unit. Each table or group of children will produce one set of fridge magnets and within a group each child will make just one.

Opening The children will look at different commercially produced fridge magnets and deconstruct them, finding out how they are made. They can use laptops or ipads to research fridge magnets further. The class might use this activity as a means of making money for a charity.

Investigations What are fridge magnets? Who uses them?

Where do you get them?

What are they for?

What are they made from?

What design can you make for your fridge magnet?

How are you going to fix your magnet together?

What did you find easy? What did you find difficult?

What did you get better at? What could have been done better?

How could these be done better?

Reflection The children will analyse their fridge magnets against their design specification and discuss how successful they were. The children can say what changes they would make if they were to repeat the activity and why.

Mathematics Geometric Shapes Money Science Magnets Digital Literacy Photography Research

Y2 How will your puppet dance?

This unit gives the children an opportunity to cut and join pieces of fabric to make a simple puppet.

Opening The children will research and look at different commercially produced puppets and deconstruct them, finding out how they are made.

Mathematics Measuring Accurately to Nearest cm Symmetry Area

Investigations How is the puppet put together?

Which fabrics have been used?

Can you draw a design for your puppet?

Who is your puppet for?

How do you mark out, cut and join fabric pieces to make the main part of your puppet?

What appropriate finishing techniques can be used?

Did your plans work successfully?

What would you change next time?

Reflection The children will analyse their puppets against their design specification and discuss how successful they were. The children can say what changes they would make if they were to repeat the activity and why.

Science Properties of Materials Digital Literacy Research Designs Drawing Design

Can I make it move? understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions create and debug simple programs use logical reasoning to predict the behaviour of simple programs Opening Allow chn to play with Beebot toys. Can they make they Beebot move from ‘A to B’?

Activities talk about where programming is used in the school and the world around physically follow and give each other forward, backward and turn (right-angle) instructions articulate an algorithm to achieve a purpose plan and enter a sequence of instructions to achieve an algorithm, with a robot specifying distance and turn and drawing a trail predict what will happen and test results explore outcomes when giving instructions in a simple program watch a program execute using and debug any problems

Reflection talk about similarities and differences between floor robots and logo on screen

Mathematics Simple coordinates Directional language English Reading/writing instructions Art Following instructions to make a finished product

Why do I need to stay safe online?

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use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Opening Show the Lee and Kim video?

Activities

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begin to recognise the need to know who it is they are sharing their learning with online and recognise the difference between real and imaginary online experiences understand the need for a balance in how they spend their time talk about the choices they make about the games and activities they play online and with different devices

use a secure password independently and keep their passwords private add ideas to an online forum and begin to collaborate on simple tasks with their peers take part in a class Skype/video-conferencing project Reflection Use the school’s website e-Safety page for homework / sharing with parents

Literacy Producing leaflet/poster on how to stay safe PSE Circle time discussions

What is Google?

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understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration Opening Activities / concepts

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different search strategies are used with print media and digital information sources

• web pages have Unique Resource Locators (URLs) or addresses to identify them

•a range of information can be found on the World Wide Web •a web browser lets you look at web pages, with tools to navigate (e.g. back button) •certain ‘rules’ (or conventions) are applied when communicating and presenting information on a website (e.g. scrolling pages, non-linear structure means no page numbers etc.)

•the screen pointer will change when it is over a link or button (e.g. into a hand) •you can follow a hyperlink to another location on a website

• locate specific information on websites using navigable menus, indexes and keyword searches • type in a URL to locate a web page • use appropriate search techniques to find information on preselected websites Reflection (as in Y1) linked to e-Safety Use technology safely and respectfully - Use appropriate online etiquette, develop skills in using different tools, know what 'stranger' means and the associated online risks, know how to report inappropriate content to a responsible adult. Could be taught within the context of creating digital content.

Know where to go for help and support - Identify an appropriate adult to speak to and who this might be in school, at any out of school club or at home. It is also important for pupils to know that such information may be passed onto appropriate organisations.

Keeping personal information private - Use passwords for the school network, learning platform, website or other online/offline tools or content.

Using a ‘walled-garden’ online environment may provide the opportunity for pupils to explore the use of digital communication and which personal information they would not wish to share widely - and why it is not a good idea to share it widely. Personal information includes the obvious identifying information such as full name and address. It also includes less obvious information that enables inferences to be drawn, such as photographs with school uniform, membership of a club that meets at a particular time and place etc.

Can I design a leaflet for Skipton Castle?

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select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Opening Show the current leaflet for Skipton Castle?

Investigations

Show the Skipton Castle website.

List the main features of leaflets Choose a programme to use for designing a leaflet Chn to use facts and information to design, print and share their leaflets online!

Reflection Ask for feedback – we could blog the leaflets?

English Writing opportunities relating to castles History Looking at homes of the past.