Lesson Number Learning Objectives Activities Resources
1 To understand that we live in many different types of homes.To be able to recognise and name basic mathematical shapes in the context of houses and homes. Input: Introduce the topic and complete first page of assessment sheet. Using IWB, show the children pictures of different types of homes from around the world e.g. nomadic tents, igloos, wooden huts, concrete flats etc. Introduce today’s investigation: Do we live in different types of homes? Main Activity: Take the children on a walk into Melbourne. Children to observe and sketch the different types of homes they see. Look for shapes within the buildings. Take digital camera and photograph different buildings.Plenary: Look at the children’s sketches and photographs. Discuss the similarities and differences between the homes. Ask the children to identify the different shapes they could see in the buildings e.g. rectangles, squares etc. Assessment sheetPictures of homesParent helpersFirst aid kitBibsMini white boardsPlain paper and pencilsDigital camera
2 To be able to name different buildings and their main features.To observe carefully and draw simple shapes. Input: Using IWB, show the children pictures of different types of homes, e.g. detached, semi-detached, bungalow, flats, terrace houses, cottages etc. What are the similarities and differences between them? What are their features? What are they made from? Why are they made like this? Main Activity: Display a photograph of a house on IWB. Identify the type of house and its features e.g. doors, windows, chimney, roof, walls etc. Model drawing it, looking carefully at the different shapes. How many windows? Where is the door? Is the roof flat or pointed? Label the features of the building. Children to bring in a photograph of their own house to draw.Plenary: Children to exchange their drawing and photograph with a partner. Evaluate each other’s work. Does the drawing look like the photograph? Have they put the features in the right places? Are the features the right shapes? Could they change anything to improve their drawing? Pictures of different types of homesPhotographs of housesChildren’s photographsDrawing paperPencils
3 To be able to make simple hinges.To know basic joining techniques for 3D modelling, using masking tape and different glues. Input: Ask the children to look at the door. How does it open and close? It has a ‘hinge’. Explain that the children will be investigating different ways of making hinges. Discuss and model different methods of making hinges. Main Activity - Part 1:Children cut out wall and door sections from the card template. Practise a variety of joining techniques i.e. cut and fold door (hinge created by scoring and bending card); tapped door (join made with masking tape or cello-tape); glued door (door made by cutting a piece of card larger than the doorway and attaching it to one side of the doorway with glue.Main Activity - Part 2:Bring children back together to explain second investigation. Discuss making a chimney. Children to cut slits into the top of a toilet roll. Bend them back and stick the ‘chimney’ on to a piece of card. What works best – glue or tape? Plenary: Discuss the techniques used to make hinges. Look at the hinges produced by the children. Which technique worked best? Why? Was it easy or difficult to make? Repeat with toilet roll ‘chimney’s’. What happened if you used too much glue? Card wall/door templatesExtra cardScissorsGlueCello-tapeMasking tapeToilet roll sectionsSquares of card (for chimney base)
4 To be able to make structures more stable.To use construction kits to aid modelling. Input: Show the children a square and a cube. Children to identify the shapes. What are the differences between the shapes? Does the square/cube stand up on its own? Why/why not?...flat square….solid cube…the cube has four walls like a house which help to hold each other up.Main Activity 1: Children to use construction kits to develop their ideas about building a house. How can you make the building strong? What features will it have?Main Activity 2: (Teacher led activity) Show children how to use straws and tape to construct a square frame. Will it stand up? How can we make it stand up? Children to investigate ways of making the shape stable by adding other materials such as additional straws, paper or card. (Groups swap activities half way through the afternoon)Plenary: Look at the straw/card structures. Discuss ways in which the children were able to make their structures stand up on their own. A plastic square and cubeStrawsCardPaperCello-tapeMasking tapeConstruction kits e.g. Lego
5 To be able to use their own experiences when developing ideas.To clarify their ideas through discussion.To make suggestions as to how to proceed. Input: Show the children a letter from Santa explaining that he wants the children to design a new home for him in Lapland. Discuss the different features that Santa might need e.g. a big house as he needs a workshop and room for the elves to stay, a stable for his reindeer, a garage to keep the sled in, a big fire place (i.e. a chimney) to keep him warm, big doors so he can easily carry the toy sacks outside etc. List the possible features on the board. Explain that they will be building a model of their design.Main Activity: Children to design Santa’s house and describe the criteria e.g. It will have 1 big door. My house will have 4 windows etc. Children to label features.Plenary: Children to show the class their designs. Encourage children to discuss the reasons why particular features have been included e.g. I designed a house with two chimneys so Santa can have two big fires to keep him warm. Letter from SantaDesign sheetsColoured pencils
6 To use basic tools safely.To be able to assemble, join and combine 2D and 3D materials into a model. Input: Show the children a selection of the reclaimed materials available e.g. cardboard boxes, toilet rolls, yogurt pots etc. Discuss how we can use these to build our models. Children to recall skills used to join materials and make hinges. Main Activity: Children build their models using reclaimed materials and apply the skills learnt in the focused practical tasks. Plenary: Discussion - Have you had any problems with building your model? How did you solve them? Have you made any changes to your design? Why? A large selection of reclaimed materialsGlueMasking tapeCello-tapeScissorsCardStraws
7 To be able to evaluate products they have made, commenting on the main features. Input: Discuss how the children can improve their models by adding details.Main activity: Children complete the construction of their models and add finishing details using paint or collage materials. Plenary: Encourage the children to discuss their finished homes. What features do they have? Why did you choose those materials? Discuss what worked well and what you could improve. Complete assessment sheets. Assessment sheetsA large selection of reclaimed materialsGlueMasking tapeCello-tape, Scissors, Card, StrawsTissue paperPaints
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