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 LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE CHILDREN SHOULD LEARN CHILDREN INVESTIGATIVE, DISASSEMBLY AND EVALUATIVE ACTIVITIES (IDEAs) that a winding mechanism has an axle that turns and a handle to observe carefully what happens when such a mechanism works to make simple drawings to show how the mechanism works Show the children toys that have winding mechanisms and/or construct a simple winding mechanism using a construction kit. Discuss with the children what the winding mechanism does and how it works. What might you need to wind up? Provide opportunities for children to explore making winding mechanisms in different ways using a selection of construction kits. How did they construct the winding mechanism? How did they attach the axle so it moves? How can they turn the axle? Ask them to use the mechanism to wind up something. Ask the children to draw a toy and label the different parts of the mechanism. talk about how the winding mechanisms are made and how they work make labelled drawings that show how the mechanisms work Links to this unit Design and technology: Units 3C ‘Moving monsters’, 4B ‘Storybooks’ Science: Units 1E ‘Pushes and pulls’, 2E ‘Forces and movement’, 4E ‘Friction’ Information technology: Unit 2D ‘Routes: controlling a floor turtle’ Mathematics: Measurement (distance) Literacy: Discuss and explore the term ‘synonym’ in relation to the different shades of meaning implied by the vocabulary in this unit eg ‘connecting’, ‘fixing’. Teach the vocabulary of sequence (first, next, then) and different ways of organising a sequential account as part of the planning   essential activities   optional activities   assignment stages (all are essential)

 LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE (cont.) CHILDREN SHOULD LEARN CHILDREN FOCUSED PRACTICAL TASKS (FPTs) techniques for making winding mechanisms to use tools accurately and safely to investigate and evaluate ways of making characters for the toy Remind the children of techniques for holding axles to enable them to turn eg punching holes in the side of a box, using clothes pegs or triangular pieces of card with holes punched. Demonstrate the techniques and discuss possible difficulties eg what happens when the axles are not parallel. Show the children how to cut, fix and use appropriate amounts of masking tape, or plastic tubing, to secure the cotton reels on the axle if there is a loose fit. Remind the children of the correct use of tools and, if necessary, demonstrate and give children the opportunity to practise using specific tools and equipment eg how to use a hacksaw and sawing jig to cut doweling. Ask the children to investigate ways of making the spider, sun and rain. Discuss the importance of the size of the drum on a ‘winder’. The bigger the drum the faster it winds up for a given winding speed. Explore using different drum sizes. understand techniques for making winding mechanisms from construction materials use tools accurately and safely talk about strengths and weaknesses of different ways of making characters Content The work in this unit is designed to build on previous experience of wheels and axles. The focused practical tasks may need to be developed further if children have not had this experience. One of the techniques described here uses a cotton reel, fixed tightly to a length of doweling or a paper stick. If the doweling is too thin then plastic tubing could be used to make it thicker or masking tape could be used to fix the cotton reel on to the doweling. Some children will be able to devise their own techniques for constructing a winding mechanism drawing from their experience of using the construction kits. Some children may need extra support with making the axle parallel. Some teachers may wish to use ‘Incy Wincy Spider’ as an example and then let children decide on a different idea or story eg Jack and Jill. Teachers may want to give a set of design criteria eg ‘Design and make a set of “winders” that will raise and lower the characters in the story, be easy to use and will not wear out or break easily.’ or ‘Design the characters for our story so that they look good, can be seen across the room and are easy to attach to the “winders”.’   essential activities   optional activities   assignment stages (all are essential)

  QCA 1998 Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk Ref: QCA/98/254W