Year+4+D&T

Year 4 || =Money containers 1=
 * D & T
 * D & T


 * Information ||

Objectives
• To learn that products are designed for different purposes for different users • To identify the commonest features of money containers • To use these features in their own designs

Prior learning
To benefit from this lesson, children should: • know how to create a database, using appropriate records, fields and data for the task; • understand that containers for money are designed for different purposes and users yet have common features.

Vocabulary
record, data, database, field, criteria, compare

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • a database software package (in this Example, //RM Information Magic//) • a selection of money containers

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • set up and interrogate a database.

Preparation for this lesson
In readiness for this and the next lesson, get children to decide the purpose of their data collection exercise and what questions it will help them to answer. They should have designed a data collection sheet and created a blank database template for use in this lesson. 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. 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 ||

Introduction
Explain the aim of the lesson and remind children of the purpose of the data collection exercise. Recap previous work on different types of money containers. Q What features are common to all of the money containers we have seen so far? (compartments, fasteners to keep the money safe, etc.) Q What features might vary depending on the user of the money container? (type of fastening, carrying handle, colour, material size, etc.) Remind children of the earlier lesson where they chose the titles for their fields and entered them into their databases. They need to be thinking about these titles so that they can begin to collect their data.

Main activity
Tell the children that in this lesson they are going to look at a range of money containers to collect information to put in their databases. Launch the database software and open a prepared database with fields corresponding to the different features of money containers (e.g. fastening, material). Ask children to suggest reasons why these titles were chosen. Ask them to think about the databases that they have created. Q What fields did you choose? Why? How many did you choose? Why? Use the database on screen as a model to complete with the children. Show the children a money container. Demonstrate how to enter data about this container. Ask questions such as: Q What type of fastening does it have? Why do you think the fastening is like that? Q Does the container have compartments? Q Who do you think it has been designed for? How do you know that? Q What material is it made from? Would you have chosen the same or different material? Why? This should elicit enough information to complete the record card. Repeat this modelling activity with a different money container. Organise the class to work in pairs or small groups at the computers. Ask the pairs to complete their database records. Give each pair one money container to examine in order for them to fill in a record card. Children can then pass around the selection of money containers at intervals. By the end of the lesson the children should have at least five records in their database.

Plenary
Ask the children a series of questions relating to the work they have just done. Q Why have you used a database to collate your information? Q How could you use this information to inform your designs? Q What features did you record? Why? Q What is the most popular material/type of fastening for your sample of money containers? Q How could we now investigate which are the most popular fastenings/types of materials, etc.?

Next steps
Children could now use a query tool in the software to elicit information on specific features such as the most/least popular fastening.


 * Notes ||

Links to QCA schemes of work
The lesson links to: QCA Design and Technology Unit 4A: Money containers

Context of this lesson
This lesson would come towards the beginning of Unit 4A. The children will need to have completed part of the activities listed in section 1 of this unit. These involve investigating, questioning and discussing different types of money containers and how they have been designed to meet their purpose.

Subject links
Possible links could be made to handling data in mathematics.

Why use ICT?
The advantages of using ICT are as follows. • ICT allows teachers to project the screen display for whole-class demonstration and discussion. • 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. Graphs and charts of the same data can quickly be compared to decide which is the most useful for their purpose. • ICT allows children to extend their projects by including more data than they could reasonably manage otherwise. D & T Year 4 = = = = = = =Money containers 2=


 * Information ||

Objectives
• To identify the commonest features of money containers • To use these features in their own designs

Prior learning
To benefit from this lesson, children should: • know how to create a table in a simple spreadsheet package.

Vocabulary
criteria, analyse, spreadsheet, most/least popular

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • a database / spreadsheet package (in this Example, //RM Information Magic//) • a selection of money containers • children’s data on money containers, e.g. database printouts from the Year 4 Design and Technology lesson Money containers 1 • a database printout prepared by the teacher

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • set up and interrogate a database; • use a simple spreadsheet.

Preparation for this lesson
In readiness for this lesson, get the children to decide the purpose of their data collection exercise. They should also have collected data about properties of money containers, e.g. types of fastener or material used, and entered this into a simple database. This information needs to be available to use in this lesson. Preferably, combine all the data collected by all the children and transfer this to one database. Use a printout from this database in this lesson. 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. 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 ||

Introduction
Explain the aim of the lesson and remind children of the purpose of the data collection exercise. Recap previous work on different types of money containers. Tell the children that they are going to use data they have already collected to influence their own designs for money containers. Ask the children what features of a money container would be essential. Q What features are key to all money containers? Q How could these features vary? (e.g. size, material used, type of fastening, number of compartments) Q How could you use a spreadsheet to show you what the most popular features are from the data that you have already collected?

Main activity
Tell the children that in this lesson they are going to use a spreadsheet to analyse the information they have already collected about money containers. Open up a blank spreadsheet. Q What types of different fastening can you think of which could be used on a money container? Q How could I use these to create a table on my spreadsheet? Demonstrate to the children how to create a table on the spreadsheet page using the criteria that they have suggested. Now, using the database records from another group, ask the children to look for money containers with specific types of fastening. Q How many money containers have hook and loop tape/poppers/a zip/a metal catch, etc.? Use this information to complete the spreadsheet table. Analyse the data within the table by asking a series of contextual questions. Q What is the most popular type of fastener? Q Why do you think it is the most popular? Q Which is the least popular? Why? Q What type of fastening might you use for your product? Why? Repeat for another criterion, for example, the type of material. Organise the class to work in pairs or small groups at the computers to create and interpret their own tables using a spreadsheet, building upon the data collected in the previous lesson. Remind children to save their work regularly.

Plenary
Get the children to identify criteria for features that would be suitable for their own designs. Q What was your most popular material? Q Was that the same for everyone? Q How will that influence your design? Q Are there any features that you won’t be using? Why not? Q What might happen if you used unpopular techniques on your design? Q What would that mean to a manufacturer of money containers?

Next steps
The children should now have identified criteria for a successful money container. The children could print this data and use it to inform their plans. Now they can begin to design their products, indicating the materials and design features to be used.


 * Notes ||

Links to QCA schemes of work
The lesson links to: QCA Design and Technology Unit 4A: Money containers

Context of this lesson
This lesson would come towards the beginning of Unit 4A. The children will need to have completed all of the activities listed in section 1 of this unit. These include investigating, questioning and discussing different types of money containers and how they have been designed to meet their purpose. They also involve collecting and collating information about money containers in a previous lesson.

Subject links
Possible links could be made to handling data in mathematics.

Why use ICT?
The advantages of using ICT are as follows. • ICT allows teachers to project the screen display for whole-class demonstration and discussion. • A simple spreadsheet 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. Graphs and charts of the same data can quickly be compared to decide which is the most useful for their purpose. • ICT allows children to extend their projects by including more data than they could reasonably manage otherwise.

D & T Year 4 || =Illustrating stories=

Information ||

Objective
• To use simple graphical communications to create pages for a book

Prior learning
To benefit from this lesson, children should: • have a basic working knowledge of a simple graphics program; • be able to insert an appropriate clip art image, reposition it on a page and change its size; • have seen different types of moving mechanisms in books and cards; • have an idea of the story that they would like to base their book around and have done some initial planning relating to it.

Vocabulary
clip art, graphics, mechanism, background

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • an animated story software package (in this Example, //Talking Stories//) • a simple image manipulation software package with clip art capabilities (in this Example, //Textease 2000//) • a link to the Internet to search for images

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • use a simple image manipulation software package with clip art capabilities; • perform an effective image search on the Internet • insert clip art into text.

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 ||

Introduction
Explain to the children that in this lesson they are going to begin to create a storybook with moving parts. Remind them about the books that they are planning. Q Who will use your book? Q What will the story-line be? Q Why will moving parts be useful in the story? Q What types of mechanism are you planning to include? Say that first they are to create a page for their book using the image manipulation software package with clip art capabilities Ask: Q How could you use the software to help you to design your page? What can it do easily? Explain that they are going to use clip art to produce the image for their moving mechanism. Q Why might you not use the software to draw the picture for your moving mechanism? (not accurate enough to produce a good quality finish) Discuss children’s ideas about what they want to see on their page. Tell the children that they need to keep their designs as simple as possible but that they should aim for a high quality finish.

Main activity
Either work around the computer with a group of less able children or model a sample page with the whole class. Open the software package. Tell the children that you are going to create a page for a storybook and a clip art image based on their suggestions. Q What might be a good theme for my book? Q What could I put on my page that is simple yet effective? Q How could I create a background? Ask the children to identify the appropriate tools to draw a background. These tools may include line drawing and the fill tool. The stamp tool could be used by less experienced children to insert background features such as vegetation and people. Complete the background with suggestions from the children, then save it. Now move on to working on the picture required for the moving mechanism. Q Which program can we use to insert a clip art picture? Demonstrate how to view the clip art alongside the background. Q Which picture would fit in best with our story? Ask a child to pick an image. Demonstrate how to insert it onto the blank page. Q How big does it need to be to fit with our background? Demonstrate how to enlarge or reduce the image if necessary. Print both pages to show children what the finished articles would look like. Organise the class to work in pairs or small groups at the computers. Ask them to create a background and insert a clip art image.

Plenary
Bring the class together. Ask: Q How do you think that your few pages would compare with those in a commercially produced storybook? Question the children in order to gain their opinions of the benefits of completing pages on the computer. Q What was the best tool for colouring a background effectively? Q Did you create detailed pictures as part of your background? How? Q What are the benefits of using software instead of pens and paper?

Next steps
The children can print out their work, making multiple copies if necessary, to aid them in making their finished moving storybook. The next activity could possibly involve making the actual moving mechanism and piecing it all together, or adding printed text to their backgrounds.

Notes ||

Links to QCA schemes of work
The lesson links to: QCA Design and Technology Unit 4B: Storybooks

Context of this lesson
This lesson would form part of a ‘design and make’ activity and would come towards the end of Unit 4B.

Subject links
Links can be made 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, for example clip art. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion. • ICT allows children to draft and present written and pictorial information in an attractive format. Their work can be saved, and refined or added to later. It does away with the need for practical resources that have to be thrown away when a mistake is made. Less experienced children can produce a high quality finished product with the minimum of fuss. • The interactivity of the software is motivating and stimulating.