Year+1+D&T

D & T Year 1 || =Fruit and vegetables=

Information ||

Objectives
• To determine children’s preferences in relation to fruit • To record information and interpret results

Prior learning
To benefit from this lesson, children should: • have carried out an analysis/tasting of fruit available; • have asked other children in their group or class about their preferences; • have expressed their own preferences.

Vocabulary
pictogram, prefer, information

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • selection of fruit • laminated group lists to record on during tasting session • simple data handling software (in this Example, //Pictogram//) • Interactive whiteboard software (in this Example, //SMART Notebook//) • software to manipulate and display data (in this Example, Pictogram //SMART// file)

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • use simple data handling software.

Preparation for this lesson
Collect a selection of fruit for the tasting exercise. Design a data collection sheet on which children can record their preferences (e.g. a simple tick sheet). Refer to the yearly teaching programmes in the //Framework for teaching mathematics from Reception to Year 6// to identify the aspects of data handling that can be drawn out in this lesson. This will help to make sure that the teaching and learning of mathematics and design and technology are mutually reinforcing. Before the lesson, set up the relevant software on the shared area of the network or on the computers that the children are to use. Prepare the software on your own computer ready for display.

Lesson extract ||

Introduction
Remind the class that they are aiming to make a fruit salad that people will like. Remind them about their tasting exercise, and that different people liked different fruits. Remind them also of the records that they kept. Some children will have drawn a fruit symbol and some will have written a list. Both are good methods for the purpose of this lesson extract. Tell the class that because people like different things, it is important to find out which are the most popular fruits before children design their fruit salad. They are going to do that by using a data handling program. Tell children that the program will show them the things that they are counting and how many there are. Demonstrate the picture bank. Explain that this can be used for lots of things, such as toys, animals or car colours, but that they are going to use it to count fruit. Explain that by clicking on the fruit button on the screen they can have fruit pictures and names to work with. Demonstrate loading fruit images and words. Click on ‘Apples’. Explain that they can see how many times they have clicked on Apples from the number in the box. Say that every time that someone has said they liked apples I will click once. Q What happens when I do that? Go on to do the same with all of the other types of fruit.

Main activity
Tell the children it is now their turn. They should remember to help one another and to take turns so that everyone has a turn at using the mouse and at reading out the information. Organise the class to work in pairs or small groups at the computers to record in a pictogram the information they have collected. When completed, save the work. Print out some pictograms to display in the classroom.

Plenary
Tell the children that the charts made from their information have a special name. They are called pictograms because they show the information using pictures as well as numbers. Q What can you tell me about the information from your group? The information recorded will confirm what the next steps in the design process will need to be and which ingredients will be required to make the most popular fruit salad. Continue to discuss the information on the graphs. Draw out the children’s ideas for the ingredients with most appeal in their fruit salad recipes.

Notes ||

Links to QCA schemes of work
The lesson links to: QCA Design and Technology Unit 1C: Eat more fruit and vegetables

Context of this lesson
This lesson could follow a fruit tasting session as a means of recording the children’s preferences. It should be the culminating part of the investigative stage, where information is gathered and presented before the children begin to design their own fruit snacks and salads.

Subject links
Links can be made to work on handling data in mathematics. Pictograms also work well in science for recording eye/hair colour, pets and favourite toys. It is useful for planning a summer picnic to find out how many children like each type of sandwich, drink, and so on.

Why use ICT?
The advantages of using ICT are as follows. • A simple data handling program with graphing facilities takes much of the tedium out of sorting and presenting information. Data can be saved and then added to for further interpretation. • ICT allows children to extend their projects by including more data than they could reasonably manage otherwise. • The interactivity and immediacy of the software is motivating and stimulating.

D & T Year 1 || =Moving pictures=

Information ||

Objective
• To evaluate a product by discussing how well it works in relation to its purpose

Prior learning
To benefit from this lesson, children should: • be able to discuss their likes and dislikes and express an opinion; • have made some simple moving pictures.

Vocabulary
evaluate, background, image

Resources
• data projector or interactive whiteboard linked to a laptop • Internet access and web browser • interactive story downloaded from the Internet (in this Example, //Room 108 Stories ‘Don’t Eat Your Dinner’// [|http://www.netrover.com/~kingskid/eat0.html])

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • access and download information from the Internet • ability to use interactive whiteboard software

Preparation for this lesson
Before the lesson, set up the interactive story on your own computer.

Lesson extract ||

Main activity
Tell the class that you are going to show them an interactive story and that you want them to listen and watch very carefully. Q Look carefully at the pictures. What purpose do they have? Q Are they appropriate to the story? Do they work well? Q Do these pictures remind you of anything? Children should suggest the moving pictures that they have been making. Draw out similarities and differences between the pictures made by the children and those in the interactive story. Q What differences are there between these images and your pictures? Stress that the screen is like the background that they have made.

Notes ||

Links to QCA schemes of work
The lesson links to: QCA Design and Technology Unit 1A: Moving pictures

Context of this lesson
This extract takes place before the children evaluate their own moving pictures. It could also be used successfully to introduce the children to the idea of a picture with a moving image as part of the investigative stage of the unit.

Subject links
Links can be made to work in drama or to reading and writing activities in the literacy hour.

Why use ICT?
The advantages of using ICT are as follows. • The Internet gives access to a much wider range of information and resource material than is offered by the traditional print resources in a school. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion. Big books are expensive. A story from a website can be shared easily with the whole class. • The interactivity of the software is motivating and stimulating.