Year+3+D&T

Year 3 || = Packaging: making labels =
 * D & T


 * Information ||

Objective
• To evaluate design ideas as they develop and to indicate how the ideas could be improved

Prior learning
To benefit from this lesson, children should: • have examined commercial packages, identified and counted the different faces and opened out packages to examine the nets from which they have been made; • considered how the design and shape of a package relates to its purpose; • constructed 3-D shapes from 2-D shapes made from thin plastic (e.g. Polydron) and from thin card joined with masking tape; • used simple computer-aided design software to design a net; • have discussed graphics on packaging – colours chosen, impact of style and size of font.

Vocabulary
font, highlight, select, rotate, copy, paste, multiple, graphics, resize, edit, group, ungroup, bring forward, send back

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • simple drawing software (in this Example, //Granada Draw//) • packaging

ICT skills needed by teachers
T o teach this unit, teachers need to know how to: • use simple drawing software.

Preparation for this lesson
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. Prepare a set of help cards, or prompts and diagrams, to help children to remember what to do when they are using the software.


 * Lesson extract ||

Starter
Tell the children that in this lesson they are going to learn how to change text and graphics and incorporate them into their designs. Remind the class about graphics on packaging, and how the colour, size and font help to create impact. Launch the software to be used. Choose a package label to copy. On the interactive whiteboard, show the children how to select text and ask a child to type in a product name on the label. Q Does this have the same impact as the lettering on the package? Q How is the package different? What changes need to be made to my lettering? Show children how to change font style, size and colour. Select children to come to the board to do this. Q What else can I do to my lettering to give more impact? Children may indicate that the lettering is on a coloured background. It may not be horizontal or evenly spaced, the letters may be slanted rather than upright, or the letters may be superimposed or uneven. Show the class how to create some of these effects. First demonstrate how to draw a filled rectangle and superimpose the lettering. It may be necessary to use the ordering facilities to push the rectangle to the back if the lettering is hidden by the rectangle. A sample of different coloured rectangles can be drawn for children to experiment with the colour and font style, so that they can compare the combinations and make choices. Next, demonstrate how to select the lettering and rotate it by slowly dragging the handle. This requires good mouse control and needs practice.

Main activity
Ask children to work at the computers in pairs or small groups. Ask them to use the drawing program and to experiment with changing font style, size, colour and orientation. Remind them how to copy and paste. Tell them they should begin by making six rectangles. They should then type in their text. They should discuss and make decisions together as to which colours and font style to use. When children are ready for more advanced work, bring the class together. Demonstrate on the interactive whiteboard how to create more dynamic text. Type a word, highlight it, then get the program to convert the text to a path. The computer will now treat the text as a group of objects. Next, with the word highlighted, ungroup the word to separate it into individual letters. Click anywhere away from the text then select one of the letters. This can then be resized, reoriented, positioned away from or superimposed on the other letters. Colour can be changed, but not the font, as the letter is now an object, not text. When satisfied with the new arrangement and colours, select all the letters, either one at a time with shift-click or control-click or by using a selection rectangle. Group the selection so it will be treated as a single object: the letters can now be resized and moved as a group. Give children some time to experiment with the new commands involved. They should continue to adapt and refine their designs, considering the effect of their changes.

Plenary
Bring the whole class together. Get one or two of the groups to show their work to the rest of the class. Invite the class to identify two good points in each piece of work and one aspect for improvement.

Next steps
The children could go on to add the chosen font and colour combination to their net (saved from a previous lesson). They will need to learn how to copy and paste from one document to another. Alternatively, they could open the saved net and manipulate text directly onto chosen parts of the net. Shapes and clip art can be added to the net to increase the impact of the finished package.


 * Notes ||

Links to QCA schemes of work
The lesson links to: QCA Design and Technology Unit 3A: Packaging

Subject links
Possible links could be made to work on patterns and decorations in art and design.

Why use ICT?
The advantages of using ICT are as follows. • ICT allows children to draft and present an accurate drawing. Their work can be saved, and refined or added to later. • ICT allows teachers to project enlarged drawings for whole-class demonstration and discussion.

Year 3 || = Packaging: drawing a net =
 * D & T


 * Information ||

Objectives
• To construct 3-D shapes from nets • To know that that the final 3-D shape depends on the shape of the net • To visualise 3-D shapes from 2-D drawings //Note:// This work is part of the yearly teaching programme for Years 5/6 in the primary mathematics Framework.

Prior learning
To benefit from this lesson, children should have: • examined commercial packages, identified and counted the different faces, and opened out packages to examine the nets from which they have been made; • considered how the design and shape of a package relates to its purpose; • constructed 3-D shapes from 2-D shapes made from thin plastic (e.g. Polydron) and from thin card joined with masking tape; • used simple computer-aided design software.

Vocabulary
net, face, edge, cube, cuboid

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • 3-D shapes made from Polydron or similar, e.g. a cube, cuboid, triangular prism • packaging in various shapes that can be opened out to show nets • 2-D shapes made from plastic or thin card • masking tape • simple drawing software (in this Example, //Granada Draw//)

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

Preparation for this lesson
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. Prepare a set of help cards, or prompts and diagrams, to help children to remember what to do when they are using the software.


 * Lesson extract ||

Starter
Tell children that in this lesson they are going to use the computer to produce a net for a box or package. Remind children of previous activities in which they made a box by joining shapes together. Show some examples. Open out the examples to display their nets.

Main activity
Launch the drawing program. Q I am going to draw the net for a cube. Which shape will I need? Select a grid background. Make sure that the drawing program’s alignment grid is visible and that the drawing mode has snap to grid switched on. Demonstrate drawing a square, beginning at one point on the grid, and dragging out diagonally to another point on the grid. Select a child to draw another square in the same way, anywhere on the grid. Q How many squares will I need to make a cube? (6) Q What can you tell me about the size of the squares? (they are all the same size) Show the class how to copy and paste the square until enough identical squares are drawn, dragging each one away from the original. Discuss with the children where the squares need to be placed to make the net (refer to the example net) and drag them into position. Zoom out to view the whole page. The size of the squares may need adjusting to fit the page, or the page layout may need adjusting to landscape. If so, demonstrate this with the example net and a piece of A4 paper. Select children to identify which part of the finished box each square will be, for example front, bottom, back, left side, right side, top. Q How could I fold up this net to make a cube? Which edges would join together? Move one side face to a position that will collide with another face when folded. Q Could I put the side face here? Why not? Use card squares and masking tape to show how this would prevent the sides from folding up into a 3-D shape. Move the side face back. When the net is completed, ask: Q Is this the only way a net for a cube can be arranged? Discuss alternatives and model them with concrete examples. Discuss making the net for a cuboid. Q Which shapes do we need? Are all the shapes the same? Q How many of each shape do we need? Select a new drawing page. Remind children to use a grid. Q Who can come and begin making the net of a cuboid? Choose children to draw, copy and paste rectangles and squares. Organise the class to work in pairs or small groups at the computers. Ask them to design their own net of a cube or cuboid.

Plenary
Show children the net of packaging. Indicate the flaps. Q What are these extra pieces of card for? (to make sure that when the net is folded up the box or package will hold together) Indicate the net of a cube drawn on the interactive whiteboard. Q Where do we need flaps on this net? Q Do all the faces need flaps? Demonstrate how to draw a rectangle along one edge of a face to create a flap.

Next steps
Children can add flaps to their nets, print them on paper, photocopy them onto thin card, score and assemble them. The shapes are then ready for decoration. Children could follow up this work by designing a box for a specific purpose, e.g. designing a lunchbox or a container to hold sandwiches or sweets, designing a pencil case, or designing a money box.


 * Notes ||

Links to QCA schemes of work
The lesson links to: QCA Design and Technology Unit 3A: Packaging

Subject links
Possible links can be made to mathematics in Year 5.

Why use ICT?
The advantages of using ICT are as follows. • ICT allows children to draft and present an accurate drawing. Their work can be saved, and refined or added to later. • ICT allows teachers to project enlarged drawings for whole-class demonstration and discussion.

D & T Year 3 || =Making a monster=

Information ||

Objectives
• To use digital photographs to record the sequence of their work • To evaluate the product and suggest improvements

Prior learning
To benefit from this lesson, children should: • have designed and made a moving monster; • have taken digital photographs of their moving monster at various stages of its development.

Vocabulary
pneumatic system, movement, evaluation, select, copy, paste

Resources
• interactive whiteboard linked to a laptop • individual design sheets for moving monsters • completed models • digital photographs taken of the steps in the process • children’s original designs • presentation software that can display images and allows for the annotation of diagrams and photographs (in this Example //Textease//)

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • use an interactive whiteboard.

Preparation for this lesson
Prepare a story board page for the interactive whiteboard (see Main activity). Before the lesson, set up the interactive whiteboard ready to use. Download children’s photographs of their making process into the computers they will use.

Lesson extract ||

Introduction
Explain to the children that they are going to evaluate their moving monsters and compare their finished product with their original design. They will need to consider the skills, techniques and knowledge used when designing and making their monsters. They will also need to evaluate the strengths and weaknesses of their finished product. Discuss the process of making their monster. Q What did you do first? Q What tools and equipment did you use? Q Did some tasks have to be done before other tasks? Ask the children to work in pairs or small groups to record the skills, techniques and equipment used in making their monsters. Q Did you have to change anything when making your moving monster compared with your original design? Collect and discuss children’s answers. Say that you are now going to use the photographs they took during the making process to help in comparing their finished products with their designs.

Main activity
Bring the class together to discuss the introductory activity. Explain to the children that they are going to review the process of making their moving monster. They will use the interactive whiteboard to create a story board showing how their monster was made and the decisions they took while making it. Display pictures of the moving monster made by one of the children at various stages in the making process. With the children, read the original design and compare the plan with the actual monster. Together with the children, annotate the original design. Use the photographs of the making process to make comparisons. Q Where did you change details of your monster compared with your design? Q Why did you have to make the changes? Ask children to work in pairs and to consider how well they performed each step in the process of making of their own monster using the photographs they had taken of the process. They should then label each photograph in the story board with what problem was being faced or action was being carried out at that point and what they decided to do. For example: • //The syringe mechanism wouldn’t attach so I decided I needed to use a glue gun.// • //Here I was cutting out the features of the face neatly to match my design.//

Plenary
Ask individual children to present the photographs of their moving monster and explain what they show. Q If you were making a moving monster again, what would you do differently? Q How could these photographs and labels help other people to make a better moving monster?

Next steps
Children could print out a record of their work and use it during an instructions unit in Literacy. A printout of the story board would provide a good written record of work done for assessment and/or display.

Notes ||

Links to QCA schemes of work
The lesson links to: QCA Design and Technology Unit 3C: Moving monsters

Context of this lesson
This lesson comes at the end of Unit 3C. In this extract, as part of evaluating their finished products, they produce a story board commenting on the processes, techniques and skills used in their design and make project.

Subject links
Links can be made to writing instructions and creating a story board in the literacy hour. Other links can be made to work in art and design.

Why use ICT?
The advantages of using ICT are as follows. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion. Ideas can be presented quickly and clearly on an interactive whiteboard. They can be moved around the screen so that similar ideas are grouped together. • ICT enables pupils to make a story board recording the design project from start to finish which can incorporate digital photographs quickly and easily. This can then be used for evaluation.