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Rainforest Monsters (Lower Key Stage 2)

Design Brief: Design and make a rainforest monster toy that uses a pneumatic system to create movement.
Strand of Learning: Materials and Mechanical Systems
Overview: In this unit children extend their knowledge and understanding of mechanical systems by learning about pneumatic systems. They apply this knowledge to create a rainforest monster toy with a pneumatic moving mouth. They begin by learning about how air creates movement in a pneumatic system. Using this knowledge in a focused practical task, they create a simple pneumatic toy based on the story of the wide mouth frog. They further extend their knowledge of pneumatic systems using connected syringes to understand how pneumatic systems can change the direction and amount of movement in a system. They apply this knowledge to design and make a toy based on a rainforest animal. The toy uses a pneumatic system to control the opening and closing of its mouth.

Gallery

Images from the Lesson Presentation Slides

  • 6 x Lesson Presentation Slide

 

Medium Term Planning includes:

  • 6 x lesson overviews

  • Vocabulary List

  • Learning statements linked to Curriculum

  • Support and Challenge

  • Assessment - Keeping up with the curriculum

Teaching Pack

Curriculum Scope and Sequence

Substantive & Technical Knowledge

Children will know:

  • The difference between a design brief and design specifications.

  • Design specifications describe how a product should be made, how it works or what it should do.

  • Rules and procedures for keeping themselves safe when making products.

  • The properties of materials that they are working with and how these determine the tools and techniques that they use.

  • What different components of a system do and how these can be incorporated into their product to make them work.

  • That a list of the main stages of turning a design into a product will aid the making process.

  • When evaluating products, it is important to use the design brief and the design specifications as a guide.

  • Peer review of their product is useful in identifying ways in which it could be improved.

 

Materials

  • That products are made of materials that are chosen because of their properties.

 Structures

  • Whether a structure is a frame structure or a shell structure

 Mechanical Systems

  • Air in pneumatic systems creates movement.

Practical Knowledge (skills)

Children will know how to:

  • Generate ideas for a product, considering its purpose and who the client is.

  • Use design specifications as a guide to the making process.

  • List the design features that will appeal to the client.

Drawing Skills

  • Communicate and draw out their designs using three-dimensional techniques such as ‘crating’ and isometric drawing.

  • Select suitable tools, equipment, materials, and components for the task.

  • Measure, mark out, cut and shape materials with increasing accuracy.

  • Select and apply a finishing technique to create a quality product.

  • Evaluate their product using a range of sources including client review, peer review, design brief and the design criteria.

 

 Materials

  • Join and combine materials and components using a variety of methods.

  • Manipulate different materials to create different effects by cutting, creasing, and folding.

Structures

  • Choose suitable materials, techniques, and tools to construct or repair products.

Mechanical Systems

  • Combine a structure with a mechanism to create a product with motion/movement.

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