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Design &Technology Assignment
Transcript of Design &Technology Assignment
Pneumatics Project in 5 easy steps
This is a short guide to five steps of a Pneumatics project for children between Year One and Year Three.
The project could use something like the story 'The Gruffalo' as a starting point
o Is a great way to get children exploring pneumatics
o Previous learning: reading the story & 'The Gruffalo' related activities in other areas of the curriculum. Maybe other moving work in design and technology including pop up cards or looking at 'air' in science
o Explain to the children that they are going to create their own Gruffalo's or monsters using pneumatics.
o Therefore this leads you to the question
What is Pneumatics?
o Firstly state clear WALT- We are learning today & WILF -
What I'm looking for
o How air pressure can be used to produce and control movement
o Techniques for simple pneumatic systems
(This is a yr3 Scheme of Work but works well with younger children)
o Explain how simple pneumatics systems work using appropriate
vocab familiar with techniques for making simple pneumatics
The Eberly Center, for Teaching Excellence and Educational Innovation (2013) state that Teaching is more effective and children’s learning is enhanced when we, as practitioners, set clear learning objectives (the knowledge and skills that we expect children to demonstrate by the end of the task). Highlighting the importance of a clear objectives being set (WALTs & WILFs)
o Look at products that use air. (Research this beforehand and
prepare power point with them on for children to look at include;
balloons, armbands, whistle, bicycle pump and flute)
o TIP: Question the children. Example questions; What does the
air do here? How has it been used in the design of the product?
Allow them to discuss in pairs
Ofsted in Education for a technology advanced nation (2008) suggest that Direct and skilful questioning helps to ensure that
all members of the class participate, highlighting the importance of relevant questioning in the classroom to enhance learning.
o Ask the children to join a balloon to a piece of tubing
and a syringe LET THE CHILDREN EXPERIMENT
Step One: Exploring Pneumatics
o To design and make a Gruffalo or monster using pneumatics with at least one moving part.
o are familiar with techniques for making pneumatics systems and can use one
o can design & make the monster for a purpose/audience
o can think about materials that are needed
Step 2: Design and make
WALT: Build our monsters using pneumatics to move or control at least one part
WILF: You can build a moving monster and use pneumatics
o Show the children the examples again
o Allow them to begin the making process -
REMEMBER: Remind them to follow their designs/plans
Make sure you are aware of any health and safety issues that may be important such as;
Check for allergies beforehand- Rubber/Latex Balloons
Highlight to the children not to blow up the balloons from their mouth highlight the dangers; it may pop and the rubber can get into their mouth and down their throat.
Create a safe learning environment. Boyle (2006) suggests this can be done by; moving furniture – stacking chairs, establishing a separate area for displaying resources, protecting work surfaces using; newspaper, mats and plastic sheets.
Remind children of health & safety rules such as holding scissors correctly. – If you don’t yet have any he also suggests it works better when the children create these rules themselves... with some influences from yourself obviously.
o Ensure that by the end of the session the pneumatics involved in the project/ final piece are secured children may need support to do this.
Step Three: Begin the
o Have the children met the WILF and learnt what you wanted them to learn?
o Take Photos for evidence and for assessment purposes
o Comment on what they have achieved.
A Design & Technology Project:
Step Five: Teachers Assessment
the use of air pressure to control and create movement.
If your feeling daring why not try it with foundation stage, just work in larger groups and simplify the design process :) - REMEMBER: You know your class and what they can do!
Explain the task...
o Give children the 'brief'- what they have to create... A Gruffalo or monster designed and created by themselves or in pairs, made using pneumatics.
o Include the 'specifications' - what it needs to include ie. at least one moving part and pneumatics
o The pneumatics can either be inside the monster to make a head move or mouth open, or can be used for eyes etc
o Give the children the option to work in pairs - this may help with a better outcome as children will be less afraid to 'have a go' and it allows them to discuss ideas. Newton (2005) suggests that not all D&T learning happens through making, he states that children understand more than they can make. Highlighting the importance of talk during D&T for learning.
o Suggest that the children can use ICT to get ideas for their project
o Show children examples of monsters made with pneumatics
o Children can use a planning sheet to design their monster
including what they will need and the order of the process.
o TIP: Demonstrate this first with the class
Example: This is the Gruffalo I made,
This is how I did it
o Researched on the
internet for ideas
o Designed the
Gruffalo and which
parts I was going to
use pneumatics for
o Worked with my team
to draw and paint
o Created the
pneumatics from a
large syringe, tubing
orange for his eyes
and green for the
wart on the end of
o Fixed the pneumatics
in place by pushing it through a whole in the cardboard and tested it inflated correctly
o Took photos for
For more information for teachers/adults on pneumatics ....
Pneumatics From 1:24
The Gruffalo Story
o Plastic Tubing
o Coloured balloons
o Elastic bands or
sellotape to secure
TIP: Continue to
question the children
What happens to the
air when you squeeze
What happens when
you let go?
Could you lift a book
with the system? -
LET THEM TRY
Examples of pneumatic monsters ....
Maybe mute the audio- Whatever you think
And... this is the perfect size to hide behind when you activate the pneumatic systems
Step Four: Show, Peer Assessment & Evaluation
o Ask the children to show their
project to the class and talk about it
o Ask the children to peer assess each
others work. Verbally and on a sheet if possible
o Ask them to suggest one thing they really like or think is really good
and one thing they think maybe would
'make the monster even better'
Swain (2010) suggests that peer assessment is crucial to the learning process , it is introduced to the child before self assessment to allow them to practice the skills needed for this. She suggests peer assessment enables children to provide each other with valuable feedback, so that they can learn from and support each other. She also suggests that the opportunity to discuss, explain and challenge each other adds a valuable dimension to the learning.
o Encourage children to use an evaluation sheet to evaluate their work suggesting;
o What they thought they had done well, what they liked and
what was good,
o What they could improve/ what they would change
o Model this with the class first & support, some children won't know where to start with evaluation.
The Department for Education and Employment (as cited in Ritchie, 2001) states that in the area of Evaluating processes and products, children in Key Stage One should be taught to;
(a) talk about their ideas, saying what they like and dislike.
(b) Identify what they could have done differently or how they could improve their work in the future.
Ritchie (2001) suggests that evaluation requires children to make valued judgements about the quality of their own and others work and all children should have opportunities to practice the skills involved with evaluating as is it an important life skill. He also highlights that evaluation can take many forms such as evaluation sheets, informal chat or a show and tell session. He states that evaluation improves the quality of the outcomes and the quality of children’s learning.
EVALUATE - ITS IMPORTANT- DONT 'RUN OUT OF TIME' :)
What's important is the process not the end product :)
as long as the objectives have been met of course :)
The guide is complete,
Now go and show off what your class can do :)
Before you start.. Try to break any Design & Technology into clear sections ..
Ritchie (2001) suggests design and technology is a mixture of cognitive, communicative and manipulative skills, and processes and for this reason he breaks down design and technology into three areas; designing, making and evaluating. Therefore supporting the way this project is broken down into three parts the designing, the making and the evaluation and assessment.
TIP: Tip : Be clever with who works together, you know the children that would benefit from working with someone else. Ensure that everyone has a role for example: I completed a similar task on my recent school based learning, Child A had a physical disability, their skills allowed them only to cut in straight lines (with their own scissors) they became the designer, talked us through the design and drew the diagram using ICT. Ensuring every child has a role in this way can work well when there are children with special educational needs in your class.
Newton (2005) suggests assessment of D&T is difficult as you see the product but not always the process. This highlights the importance of evaluation sheets, photographs as they go along (they can do this themselves, maybe try Digi-Blu Camera’s) and questioning throughout and at the final stage, in order to understand their thought processes and enable the teacher to assess them.
TIP: Use the Children’s Interests
The D&T Association (2013) suggest that D&T provides great opportunities for working within a range of contexts and topics that can be easily adapted to suit individual interests and motivations.
For a child who may be particularly interested in a certain subject or topic – *USE THIS* For example; if a child had a fascination with dinosaurs or animals this project can be adapted to work alongside these interests and really engage the child and the class.
Tip: Ensure the materials available for making appeal to both boys and girls and children of different cultures. (Monster based on the Chinese dragon idea) to ensure everyone can access the learning.
The Design & Technology Association (2013) suggest that as a practical subject involving children in both thinking and doing, design and technology provides several opportunities for children to develop speaking, listening, reading and writing skills. They suggest that the benefits of linking literacy (language) to Design & Technology for children are that; D&T activities offer children a real purpose for using and developing their language skills when discussing ideas and evaluating each other’s work. They suggest that D&T is a useful tool to use with children who have English is an additional language, as language development can take place in meaningful contexts. They also state that enjoyment is an important factor – they state “There is a growing body of evidence which suggests that children reach higher levels in language through D&T (particularly in writing and speaking) as they are so well motivated.”
by Georgia Gibbon