DT - Shake things up – Year 5/6 Learning Objective Week 1 20/04/21 Week 2 27/04/21 Week 3 04/05/21 Week 4 11/04/21 Week 6 25/05/21 Week 5 18/05/21 To be able to construct a sugar cube arch. To be able to identify features of an arch and what makes them strong To be able create the tallest tower made from Tin foil. To be able to identify the features of a structure that make it sturdier. To be able create a paper chair. To be able to identify the features that will make a chair strong. I can create strong arches and openings. I can work as part of a team fairly to produce an arch. To use knowledge of structures to be able to construct a Tower. I can work as part of a team effectively to build the structure. I can analyse other structures to help me development my own structure. Structure, Weight, Angles, Sturdy To use knowledge of structures to be able to construct a paper chair. I can identify methods of stiffening and strengthening materials to construct a paper chair. I can work as a team player to construct the paper chair. Success Criteria Key Words Sequence Medium Term Plan Plan To be able to understand the characterises of a building which is earthquake proof. To be able to identify the best structure that can protect people from earthquakes. I will take part in the Shake it up Challenge I can work as part of a team to prdoce a structure. I can revise and understand the importance of strong stcutes during an earthquake. Earthquake, Faultline, Continental, Plate, Structure. The first part of this lesson will be about Earthquakes, children will see the word earthquake in the middle of the board and must identify as many features of one as possible. Once features of an earthquake have been discussed, building and construction will be considered as to the best way to protect people during an earthquake. A video showing earthquakes will be played, asking the children to focus their attention to building and to form questions around them. A short presentation will summarise the key points of the Earthquakes and their structures. The children will then be introduced a task where they much build a structure which will stand on paper which will be To be able to build a structure which is strong enough to protect from objects. To be able to understand what materials a structure is the strongest. I can use my knowledge of structures to build a strong building. I can work as part of a team efficiently to build a structure. Catapult, Missile, Strength, Fort. Arch, Roman, Weight, Load, Distribution, Following on from earthquakes, we will look at how buildings are constructed to protect people from danger as can be seen in the War with examples from the romans and the World Wars. Pieces over paper will be distributed around the world featuring different arches, children will be given several questions on the board to help them to evaluate each of the arches. Children will be shown images and will b asked how the structures have been designed to protect them from the enemy. Children will feedback to the class teacher where a small discussion will follow. Videos will be used to help children understand what the characteristics of such buildings are. Children will be asked what sort of materials will best protect them, thinking back to lessons like science and the properties of materials, they can be presented with certain scenarios where they will have to identify the best material for the structure. Once the children have good understanding, they will be present the activity. There will have to construct a building which will save a ‘stuffed animal, from enemy missiles. If the stuffed animal gets hit or falls on the floor, then the team is out of the game. After the activity, the children will have to identify the Children will BE shown a video which looks at roman arches, making notes throughout where they will feedback and can magpie facts and idea off other children. A power point presentation summarising the key points of archways will be used to consolidate the learning. A short-written task will be used to ensure the children have secure knowledge of aches. They will be introducing to the Sugar Cube arch challenge. On the board, Have two pictures of stools, a 4-legged stool and a 3-legged stool. Analysis the differences. Watch the video about triangles asking questions with a discussion afterwards. A short PowerPoint to summarise the key points. Children will be introduced to the task, Which team can build the tallest structure out of Tin foil. There will be a timer on the board, time depends on how much of the lesson there is remaining. Children will have one minute break halfway though and go and look at the other structures being built to gain inspiration for their own. To be able to create a bridge that can hold the wait of 5 cars. To be able to use all knowledge of structures to inform their construction idea I can use knowledge of Structures to be able to build bridge. Construct, build, invent, triangles, design Bridges, Construction, Suspension Children will look at pictures of different chairs and rank the chair in order of how strong they are and why they think that that will form the basis of task. Show them a picture of a bridge on th board which is supported with questions. How do you think it was built? What materials do you think were use to build this? How long did it take? Children will be asked to produce a piece of writing which shows they know all the features of strong structures; this should be based and the previous 5 lessons. Once this has been archived, children will be given the chance to create their own chair out of paper and masking tape to withstand their weight, If this is proving to be a hard task then they will be allowed to use some stronger materials to help build. If no group has formed a good chair, then weight will be gradually added to see how much weight each of the chairs can withstand. They will be shown a video on the construction of bridges which they ca make notes about and this will be supported after a PowerPoint presentation. Children will then be explained the ta of building a bridge, they will have all but the last 10 minutes of the lesson t complete the bridge, working in groups. The children will be kept bein brought back by asking questions about progress and what they have been working on to keep them on tas The last 10 minutes we will assess whether each of the bridges is strong enough to hold 5 cars and see which one can hold the strongest weight. shake, an animal be under the structure for effect. features of good protect and more protection. Children will be asked to assess after the task the structures which worked well and what could have been improved about some of the structures. Differentiation LOW: Lower ability children will be guided though the construction process. HIGH: Vey little prompts will be given when constructing their structure. Resources Assessment Opportunities Paper, Materials to make a structures. Questioning, Observations and the structure created will be used to form an assessment of the child. They will have 30 minutes and work in Groups of 4 to build the strongest Arch. After evaluating and comparing each of the arches, we will balance weights on the top to assess who has the strongest arch. Prize for the winning team. LOW: Will receive more guidance in completing their structure. Some final questions will be asked to the children to see what they have taken away from the lesson. LOW: The written task will be easier in difficulty. HIGH: The written task will be harder in difficulty. HIGH: Will complete their structure more independently, using their own ideas and knowledge to inform choices. A variety of different materials. (General craft items which can be combined) Questioning, Observations and the structure created will be used to form an assessment of the child. Because of the creativity involved, children will be working at there own abilities and the lower ability children will be helped and pushed by the higher ability children in their group. Sugar Cubes Frosting or PVA Glue Questioning, Observations and the structure created will be used to form an assessment of the child. After the time is up the structures will be measured and the tallest one will win, Children will be asked what they could have done to build better structures and what they did which benefited the structure. Children will have to evaluate each chair and write up features of a strong structure. LOW: Lower ability children will have more assistance from the TA and will have questions targeted to their own ability. LOW: Will be given more guidance what to do and have more assistance from the TA. HIGH: Will be encouraged to use more complex language in describing their structures and will use more techniques when building their structures. Tin Foil Questioning, Observations and the structure created will be used to form an assessment of the child. HIGH: Will work more independently and will use their knowledge to inform choices inform choices Short discussions will be held after th bring the lesson to its conclusion. LOW: Will have prompts with the written task and will have ore assistance throughout the activities in the lesson. HIGH: Will be have less input and wil be expected to have a more in depth account of building struts giving examples. Paper, Masking tape Paper and Masking tape Questioning, Observations and the structure created will be used to form an assessment of the child. Questioning, Observations and the structure created will be used to form an assessment of the child. https://www.youtube.com/watch?v=iGRLY08Kn2o https://www.youtube.com/watch?v=75okexRzWMk https://www.youtube.com/watch?v=HBuy176w9wY – Arch Ways https://www.youtube.com/watch?v=5I4jmRayDD4 – Sugar Cube Arch https://www.youtube.com/watch?v=jPyznEdFs5o – Tin Foil Challenge https://www.youtube.com/watch?v=mBHJtWbsiaA - Triangles https://www.youtube.com/watch?v=Yv3RM803bzw – How a bridge is built.
