PRIMARY EDUCATION PACK
TECHNOLOGY
www.titanclydebank.com
TECHNOLOGY
TITAN PRIMARY EDUCATION PACK
Technology Curricular Area: Technology Suggested stage: Primary 4 – 7/ First or Second Level Lesson 1
Resources: Bank of images of crane Construction material Books for weights Possible use of website, see appendix.
Learning Intentions: • To make a frame stronger • To share resources Success Criteria: • Completed frame that stands alone and can support the weight of an object (e.g. school dictionary)
Tasks 1. Show pre prepared model of frame without supporting straps. Place heavy book on top to illustrate weakness. 2. What needs to be done to strengthen frame. 3. Study picture of crane and elicit shapes visible in the structure, (horizontal, vertical, diagonal lines, triangles, squares, rectangles and cross shapes. The shape of crane itself, broad base – narrower at top.) 4. Discuss why the crane has these shapes. 5. Children work in pairs to make frame and test it.
Assessment, (self, peer or teacher) Strategies: observation questioning Key questions: • What shapes have you used and why? • What was the most difficult/challenging part of this task? • What would you do differently next time?
Experiences/Outcomes When exploring technologies in the world around me, I can use what I learn to help to design or improve my ideas or products.
TCH 2-01a
Through discovery and imagination, I can develop and use problem-solving strategies to construct models.
TCH 1-14a / TCH 2-14a
Having evaluated my work, I can adapt and improve, where appropriate, through trial and error or by using feedback.
TCH 1-14b / TCH 2-14b
TECHNOLOGY
TITAN PRIMARY EDUCATION PACK
Technology Curricular Area: Technology Suggested stage: Primary 4 – 7/ First or Second Level Lesson 2
Resources: Construction material Junk materials (e.g. kitchen roll tubes, small biscuit boxes) Building blocks Paper Pencils Rulers
Learning Intentions: • To build a strong and stable tower • To share resources Success Criteria: • Completed tower that stands alone and can support the weight of an object (e.g. school dictionary)
Tasks 1. Allow the children to experiment with variety of materials to build a tower. 2. Test strength and stability of tower by placing weight on top and optional use of hairdryer. 3. Discuss which towers have been most stable/strong and why. 4. Draw picture of most stable structure and list important features.
Assessment, (self, peer or teacher) Strategies: observation questioning Key questions: • What shapes have you used and why do you think these are important? • What was the most difficult/challenging part of this task? • What would you do differently next time?
Experiences/Outcomes I explore materials, tools and software to discover what they can do and how I can use them to help solve problems and construct 3D objects which may have moving parts. During practical activities and design challenges, I can estimate and measure using appropriate instruments and units.
TCH 1-12a
TCH 1-13a / TCH 2-13a
TECHNOLOGY
TITAN PRIMARY EDUCATION PACK
Technology Curricular Area: Technology Suggested stage: Primary 4 – 7/ First or Second Level Lesson 3
Resources: Construction kit Geo Strips and fasteners or Card and paper fasteners
Learning Intentions: • To know that some shapes are stronger than others • To listen to each other Success Criteria: • The creation of strong shapes
Tasks 1. Sort different parts of construction kit. Discuss range of components and why they are required in the kit. 2. Make 2D shapes, with at least 4 sides, using geo strips or card and fasteners. 3. Describe shapes that they have made. 4. Ask children to see if sides of shapes can be moved. 5. Discuss why it is possible to move sides. 6. Elicit from children how shapes can be made rigid. 7. Test theories and see if children can make connection between number of sides and number of supports required.
Assessment, (self, peer or teacher) Strategies: observation questioning Key questions: • What have you done to make shapes stronger? • What was the most difficult/challenging part of this task? • What would you do differently next time?
Experiences/Outcomes I explore materials, tools and software to discover what they can do and how I can use them to help solve problems and construct 3D objects which may have moving parts.
TCH 1-12a
By applying my knowledge and skills of science and mathematics, I can engineer 3D objects which demonstrate strengthening, energy transfer and movement.
TCH 2-12a
TECHNOLOGY
TITAN PRIMARY EDUCATION PACK
Technology Curricular Area: Technology Suggested stage: Primary 4 – 7/ First or Second Level Lesson 4
Resources: Bank of images of crane Construction material Junk materials A3 Cartridge paper Pencils Rulers
Learning Intentions: • How to design and make a crane using previous skills and knowledge • Working cooperatively Success Criteria: • Completed crane that stands alone and we can see the shapes that add strength
Tasks 1. Assign children into groups of four. 2. Study picture of crane and elicit shapes visible in the structure, (horizontal, vertical, diagonal lines, triangles, squares, rectangles and cross shapes.) 3. Recap on lesson 3 regarding use of cross bars to strengthen. 4. Each child designs a crane on paper and children choose one design from the four to make. 5. Working collaboratively children decide what materials/resources that they need and record on task chart. 6. Make it!
Assessment, (self, peer or teacher) Strategies: observation questioning Key questions: • Is the crane stable and strong, why/why not? • What was the most difficult/challenging part of this task? • What would you do differently next time?
Experiences/Outcomes Through discovery and imagination, I can develop and use problem-solving strategies to construct models.
TCH 1-14a / TCH 2-14a
Having evaluated my work, I can adapt and improve, where appropriate, through trial and error or by using feedback.
TCH 1-14b / TCH 2-14b
TECHNOLOGY
TITAN PRIMARY EDUCATION PACK
Technology Curricular Area: Technology Suggested stage: Primary 4 – 7/ First or Second Level Lesson 5
Resources: Sets of objects of differing weight, shape and size to lift. Small bucket full of weights Narrow wooden dowelling/gardening cane String/shoelace Cotton reels Masking tape
Learning Intentions: • To understand the use of pulleys in lifting heavy loads • To make a simple fixed pulley system • Working cooperatively Success Criteria: • Children will know and be able to explain suitable ways of lifting a variety of objects including the use of a pulley Tasks 1. Draw up list on chalkboard to highlight the variety of ways of lifting things, (grabber, sliding under object or hook and line). 2. Select children to pick up a variety of items around the room and ask others to look carefully at how items were lifted and why they were lifted in this way, (to prompt thinking about the fact that weight and size determine how objects are lifted). 3. Direct discussion to establish that cranes use pulleys to lift heavy loads and that a pulley changes a downward pull on the end of the string/rope/cable into an upward pull at the other end. 4. Assign children into groups with necessary resources. 5. When children have completed first stage of investigation regroup to discuss what they saw in engine room of Titan, (pulley, cogs). 6. Give each group a cotton reel and advise children to carry out the investigation again but with the use of the cotton reel to act as pulley, (children need to establish where cotton reel goes and what difference it makes to lifting the bucket of weights). Assessment, (self, peer or teacher) Strategies: observation questioning Key questions: • In what ways were objects lifted? • How easy was lifting task before/after using cotton reel? • What would happen if heavier/larger objects had to be lifted?
Experiences/Outcomes During practical activities and design challenges, I can estimate and measure using appropriate instruments and units.
TCH 1-13a / TCH 2-13a
TITAN PRIMARY EDUCATION PACK
Technology Make a Pulley!
1.
Tape the dowelling between two chairs.
2.
Tie string on to handle of bucket with weights.
3.
Place string over dowelling.
4
Pull on the string to lift the full bucket.
Think about the movement of this. Think about what you saw in the engine room.
TECHNOLOGY
TECHNOLOGY
TITAN PRIMARY EDUCATION PACK
Technology Curricular Area: Technology Suggested stage: Primary 4 – 7/ First or Second Level Lesson 6
Resources: Pictures of Titan Crane Pictures of working cranes K’nex or similar construction material
Learning Intentions: • To make a fixed pulley system and consider its benefits in lifting heavy weights • To work cooperatively Success Criteria: • Children will understand that a single pulley system enables us to move heavy a weight
Tasks 1. Recap on use of pulley system to lift heavy weights. 2. Use K’nex or similar construction material to make a moveable pulley system. See instructions from K’nex, Education Division Super Set, Educator Guide, Pg 50 or check out their website, www.KNEX.com 3. Look at pictures of working cranes and discuss, (moveable pulley system in operation).
Assessment, (self, peer or teacher) Strategies: observation questioning Key questions: • How easy was the lifting task and why? • What would happen if heavier/larger objects had to be lifted? • How could you make the pulley system better?
Experiences/Outcomes Through discovery and imagination, I can develop and use problem-solving strategies to construct models.
TCH 1-14a / TCH 2-14a
Having evaluated my work, I can adapt and improve, where appropriate, through trial and error or by using feedback.
TCH 1-14b / TCH 2-14b
TECHNOLOGY
TITAN PRIMARY EDUCATION PACK
Technology Curricular Area: Technology Suggested stage: Primary 4 – 7/ First or Second Level Lesson 7
Resources: Pictures of Titan Crane Pictures of working cranes K’nex or similar construction material
Learning Intentions: • To make a moveable pulley system and consider its benefits • To work cooperatively Success Criteria: • Children will understand that a two pulley system enables weight to be lifted with less force
Tasks 1. Recap on use of pulley to lift heavy weights. 2. Use K’nex or similar construction material to make a moveable pulley system. See instructions from K’nex, Education Division Super Set, Educator Guide, page 51, or check out their website www.KNEX.com
Assessment, (self, peer or teacher) Strategies: observation questioning Key questions: • What difference has the use of the two pulley system made to the effort required to move the load? • How easy was it to make the pulley system? • What advice would you give to someone else making it? • How could you make your pulley system better?
Experiences/Outcomes When exploring technologies in the world around me, I can use what I learn to help to design or improve my ideas or products.
TCH 2-01a
Through discovery and imagination, I can develop and use problem-solving strategies to construct models.
TCH 1-14a / TCH 2-14a
During practical activities and design challenges, I can estimate and measure using appropriate instruments and units.
TCH 1-13a / TCH 2-13a
