Creativity Learning Relationships Curiosity Strategic Awareness Resilience Meaning Making Changing...

Creativity

Learning Relationships

Curiosity

Strategic Awareness Resilience

Meaning Making

Changing

Brunelli is a unique collection of exciting lesson ideas, activities and resources designed especially for teachers wanting their children to become excited and intrigued by Isambard Kingdom Brunel and his remarkable achievements.

All of the teaching and learning activities have been created by Bristol based primary school teachers who have a shared belief that the best lessons are those which promote the seven learning dimensions which are collectively known as ELLI

Creativity


CuriosityStrategic Awareness

Resilience

Meaning Making

Changing

Over the last several years a number of schools across Bristol have adopted a teaching and learning model developed by educational researchers from Bristol University. This model - ELLI , consists of seven learning dimensions which we believe hold the key to the development of our children as effective or powerful lifelong learners.

Powerful learners know what to do next by having their own strategies which they are able to choose between.

Powerful learners understand that

they can become better learners

over timePowerful learners are great

at being able to connect what they have learnt from one lesson to another and

to their lives outside of school

Powerful learners love asking their own questions

to find out what’s really going on.

Powerful learners don’t give up easily when things start to get

difficult.

Powerful learners love playing with possibilities and using their imagination to solve problems in different ways.

Powerful learners love sharing their thoughts and ideas with others and working well together to solve problems.

What is

?

Contributors

Simon Gent @ Christ the King

David Millington @ Westbury Park

Tracy Hatton @ Victoria Park

Jo Stephens @ Christchurch

Irene Harrison @ Stoke Bishop

What is ELLI?

Brunelli History lessons Tracy Hatton and David Millington

Brunelli Geography lessons David Millington

Brunelli Science and DT lessons Jo Stephens

Brunelli Literacy and Drama lessons Irene Harrison

Brunelli Numeracy lessons

Simon Gent

Brunelli Art lessons Tracy Hatton

Brunelli PE lessons Simon Gent

Brunelli Music lessons David Millington

Brunelli KS1 lessons

1) Why was Brunel voted as one of the greatest Britains ever?

3) What was it like Being a passenger on board the SS Great Britain?

2) How creative a design was the SS Great Britain?

4,5) What was it like at the launch of the SS Great Britain?

6) What were Brunel’s learning strengths?

7) Why was Brunel famous?

8) In what way was Brunel resilient, when designing and building the Clifton Suspension Bridge?

9) What did Brunel do for the railways?

LESSONS:

Focus Question

Connecting Activity

Whole class teaching

Elli Based

Activity

Plenary/

Assessment

Resources

1) Why was Isambard Kingdom Brunel voted by the nation to be one of the greatest Britain’s ever?

2)Were can the brilliance of Brunel be found in Bristol?

Show photo montage of Brunel’s achievements. Ch. to identify which ones can be seen in Bristol and share existing knowledge/personal experiences of.

Explain that at the end of the lesson the ch. will be hot seated as Brunel and have to justify why they (IKB) should be voted as the greatest Britain ever.

Ch. to watch video about IKB exceptional engineering achievements

In pairs ch. to list down as many reasons as possible for IKB to be voted the greatest Britain ever. Ch. to order reasons in terms of importance.

Dressed in top hat and tail coat ch. to take turns being hot seated as Brunel. (NB) Encourage questioners to counter argue to tease out details about the scale and inventiveness of Brunel’s projects.

WT) Ch to write 3 wonder questions in books/post-its relating to one of Brunel’s Bristol based projects

1) Photo montage of Brunel’s achievements

2) Videos BBC

Clarkson’s Greatest Britains

3) Top hat

ELLICuriosity

Meaning Making

Changing Resilience Strategic Awareness

Creativity Learning Relationships

SUBJECT HISTORY

Focus Question

Connecting Activity


Elli Based

Activity

Plenary/

Assessment

Resources

1) Why have millions of pounds been spent on restoring the SS Great Britain?

2) In what way was the SS Great Britain different to ships of its time?

Show photo of SSGB. Ch to think of 3 things they already know about the ship and share knowledge.

Explain how the SSGB was designed in order to complete Brunel’s vision of transporting people from London to New York by using props (world map, model of SSGB, railway tracks)

Introduce photo showing wreck of SSGB being towed across Atlantic. Compare with recent photo of ship and discuss TLQ 1

In pairs, Ch to investigate a range of photographs which show various features of the ships design and which have contributed to the ships uniqueness. Ch. to locate each numbered photo on a large outline map of the SSGB and write a sentence explaining how they think the feature contributes to the ship’s uniqueness.

Extension: Ch. to compare and contrast the SS Great Britain with the Matthew and present ides in own way (mind map, similarities/differences chart)

Reveal what each photo actually shows and its historical importance (answers on back of photos)

WT) Explain that ch. will be visiting the SSGB next week. Ch to write 3 questions about the ship that they think they’ll be able to find out the answer to during the trip

1) SSGB photo

2) SSGB features photo pack

3) SSGB outline map

ELLICuriosity

Meaning Making



SUBJECT HISTORY

Focus Question

Connecting Activity


Elli Based

Activity

Plenary/

Assessment

Resources

1) What was it like being a passenger on board the SS Great Britain?

2)Were all passengers treated the same on board the SS Great Britain?

Ch to think/pair and share 3 questions about the ship that they think they’ll be able to find out the answer to during the trip

Trip to SS Great Britain.

Audio tour of the ship which gives a comprehensive insight into what life on board the ship would have been like for 1st class passengers, 2nd class passengers and steerage.

Museum walk. A historical timeline of the ship whereby ch. get to find out about the changing roles, voyages and difficulties encountered.

Workshop:

In groups of 5 or 6, ch. to study a range of artefacts, diary extracts and other primary resources (Provided by the SSGB Education Centre) Using the clues provided, ch to build up a character profile of a passenger on board the SSGB. The profile should include personal details (age, sex, occupation, class, appearance etc) aswell as any interesting experiences or difficulties the passenger encountered.

Ch. to reveal their passengers in a short presentation to the class.

(NB) Opportunities to further highlight the differences between 1st class passengers, 2nd class passengers and steerage

1) Organised trip to the SSGB

2) passenger artefacts, diaries and other primary resources

ELLICuriosity

Meaning Making



SUBJECT HISTORY

Focus Question

Connecting Activity


Elli Based

Activity

Plenary/

Assessment

Resources

1) What was it like at the launch of the SS Great Britain?

Display launch painting and ask ch. to list all the different people who would have been at the event (crew, mayor, Prince Albert, pickpockets etc)

Explain to ch. that over the next two lessons, they will be planning and writing an interview for a radio broadcast on the launch of the SS Great Britain.

Share reading of article “The day Brunel’s great …”

Discuss points of interest about the launch day ie The royal procession, the royal banquet and floating the ship out of the dock. Discuss who else attended the launch.

Activity 1) Having decided on a person from the list of whom they will become in the interview, ch. to develop their character through the creation of a Launch passport. The passport should give details about their DOB, occupation and reasons for being at the launch

Activity 2) Children to mind map through the senses what it would have been like to be at the launch of the SS Great Britain (Main branches: feelings, sights, sounds, smells

Ch. to share senses mind maps

NB) Encourage ch. to really develop their branches:

Q)What were people in the crowd shouting?

A)She’s Magnificent!

B) How can a thing of that size float?

1)SSGB launch painting

2) Launch article

ELLICuriosity

Meaning Making



SUBJECT HISTORY

Focus Question

Connecting Activity


Elli Based

Activity

Plenary/

Assessment

Resources

1) What was it like at the launch of the SS Great Britain?

Connecting Activity: Ch to reveal items from feely bag (cork screw, iron chain, flag, screw, lump of coal,) Think/pair/share: Ch to explain what each object has to do with the launch of the SS Great Britain.

Review children’s mind maps from previous lesson.

Explain to ch. that before writing their launch interviews it is important to think about the type of questions that could be asked.

Ch. to brainstorm possible reporter’s questions (books/post-its) Discuss which questions would interest a radio audience.

Display success criteria jigsaw for radio launch interview. jigsaw: historical facts about the launch, sense of time-Victorian era, detailed answers, interesting questions, development of character, a dusting of humour)

CC-Literacy

Ch. to construct senses mind maps to help in creative writing of launch interview radio scripts.

Ch. to use senses mind maps to develop their launch interview radio scripts

In pairs, ch. to read aloud radio scripts. Class to evaluate against success criteria

NB) Using projected image of the SS Great Britain launch painting, a GWR radio station banner and a microphone, the ch. can have great fun video recording their interviews

1) Feely bag and objects

2) Success criteria jigsaw

3) SSGB launch window, microphones, camcorder

ELLICuriosity

Meaning Making



SUBJECT HISTORY

Can you describe the atmosphere here in Bristol today?

Do you feel the police have done a good job today?

Do you think the ship will encounter any problems on its first transatlantic crossing?

Have you had anything stolen?

What was the highlight of your day?

Did you get a good view of the ship as she was launched from the dock?

Do you think the huge amount of money spent on the ship is justified?

Did you manage to get a glimpse of Prince Albert?

What does it feel like to be at the launch of the SS Great Britain?

Focus Questions

Connecting Activity


Elli Based

Activity

Plenary/

Assessment

Resources

1) In what ways did the seven learning dimensions lead to

Isambard Kingdom Brunel’s exceptional engineering achievements?

Reintroduce photo montage of Brunels achievements. In pairs ch. to talk for a minute about one of his achievements. Partner to record the number of facts told inside that minute

Discuss the fact that in order to achieve such incredible things, Brunel must have had strengths in some or all of the learning dimensions.

Share stories of how Brunel nearly killed himself 1)Thames tunnel incident 2) swallowed coin 3) suspension bridge basket

Ch. to discuss learning dimensions used by Brunel

Place seven large sheets of paper, each with a different learning dimension written in the middle, around the class.

Class to move freely from one dimension to another, recording examples of when Brunel demonstrated a strength in that dimension

Eg

Creative – the screw propeller

Meaning Making – understanding about the properties of materials such as iron

Display and discuss learning dimension evidence sheets

Discuss which of the dimensions Brunel was most powerful in?

WT) If Brunel were alive today, what three things would you like to ask him most?

1) Photo montage of Brunel’s achievements

2) Stories about Brunel and near death experiences

ELLICuriosity

Meaning Making



SUBJECT HISTORY

Focus Question

Connecting Activity


Elli Based

Activity

Plenary/

Assessment

Resources

1. What is Brunel famous for?

Discuss chn’s previous knowledge of Brunel – make a class concept map their ideas.

Explain to the chn that they are going to look at a selection of images of projects that Brunel designed. Ask chn to look out for any works that they recognise or that they have seen in Bristol.

Add any new items to concept map.

Time line group activity - Chn have 3 envelopes per group. One envelope has a set of dates from Brunel’s life. One envelope contains pictures of Brunel’s engineering accomplishments and the last envelope contains a paragraph of information about each picture. Using reference books / information sheets (SEN) chn to work in a team to match pictures and information together and then assemble each engineering project into date order.

This lesson could be delivered through ICT – chn record in ICT suite the correct time line of events and information. Print out and put into books.

Ask chn to evaluate how well they felt they worked as a team today Q- What aspects of this task were hard? Q- How did you overcome these?

Using IWB, taking feedback from groups arrange the events/ projects in date order on a Brunel Time line.

Thumbs up / down assessment

Q- Do you think you something that Brunel is famous for?

Q- Is there anything we should add to our Brunel concept map?

Brunel Reference books

Brunel Power point (attached)

Simplified reference sheet (attached)

ICT suite where applicable.

ELLICuriosity Changing Resilience Creativity


SUBJECT: History

Strategic AwarenessMeaning Making

Focus Question

Connecting Activity


Elli Based

Activity

Plenary/

Assessment

Resources

2. Do you think Brunel was a resilient person?

Clifton Suspension Bridge

Refer chn to concept map that children helped to construct last lesson.

Q- Which of these can we see in Bristol?

Q- Have you ever been to them?

Q- What was it like?

Q – Have you been over the suspension bridge?

Today we will be looking at the Clifton Suspension Bridge – introduce focus.

Using power point explain to the chn that when he was working on the Thames Tunnel Brunel sustained a serious injury. Whilst recuperating from this injury Brunel saw a competition to design a bridge to span the Avon Gorge. Introduce the story of the Clifton Suspension bridge showing other competition entries.

Stop your recount at the point that Thomas Telford’s design won the competition.

Q- If Brunel’s design lost the competition, how did his bridge get built?

Chn work in pairs using reference sheet / reference books to complete the bridge’s history.

1. Researching and answering key q’s

Q- What do you think Brunel would have thought of his finished bridge?

2. Give chn a poster advertising the bridge across the Avon Gorge competition.

3. Design your own competition entry. – chn have drawing of gorge without bridge – sketch on their own design.

Q- If Brunel’s design lost the competition, how did his bridge get built?

Q- Do you think Brunel was a resilient person? Why?

Ask chn to show and explain their designs for a bridge across the gorge.

Judge which bridge should win based on today’s entries and Brunel’s.

Images of suspension bridge (attached)

Other competition entries (attached)

Design bridge worksheet (attached)

Reference books

ELLI Curiosity Strategic Awareness

Changing Resilience Creativity Learning Relationships

SUBJECT: History

Meaning making

Focus Question

Connecting Activity


Elli Based

Activity

Plenary/

Assessment

Resources

3. What did Brunel do for the railways?

Show chn a small model train set and have a chn push a train around the track.

Explain that Brunel used all the Elli dimensions in his engineering. He had to be creative when solving lots of problems.

Split the track in 2 and say that there is now a river between the 2 tracks.

Q- How can the train get from one side to the other?

What if there was a large hill between the 2 tracks that the train cannot go up?

Show map of Brunel’s GWR with numbered key points of reference.

Q- What does this map show?

Q- How do you think this is related to Brunel?

Explain to the chn that Brunel is responsible for a piece of engineering at each of the numbered places.

They will be working in a group research one of the points. They will be given images, information sheets, books and will be expected to give a short presentation about their site to the class in 20 minutes.

Explain that in the plenary each group will present their findings to the class. When listening everyone will need to label their GWR map with each site.

Chn present their research into each site.

Chn complete their Brunel GWR site map.

Q- What did Brunel do for our railway system?

OPTIONAL -

Final assessment – give chn a blank Brunel concept map. Ask them to complete it with as much information as they can remember about Brunel and his achievements.

Map of Brunel’s GWR (attached)

Small model train track.

Blank Brunel Concept map (attached)

Images (attached)

Information sheets (attached)

Sugar paper + marker pens.

ELLI CuriosityStrategic AwarenessChanging Resilience Creativity


SUBJECT: History

Meaning making

Brunel Concept MapLesson 1

Images for envelopesLesson 1

Images for envelopes

Lesson 1

Images for envelope

Lesson 1

Information for envelopes:

Temple Meads train station - Bristol Temple Meads, opened in 1840 for journeys to Bath. Through trains to London started running on 30 June 1841

SS Great Britain -Brunel also designed three great ships, each the largest of its age, the Great Western, the Great Britain and the Great Eastern. The second of these was begun in 1839 and launched in 1843 finally entering service in 1846. It had a chequered career ending as a floating warehouse in the Falkland Islands where she was finally beached in 1937. She has now been restored and can be seen at Bristol Docks.

Clifton Suspension bridge – Brunel enters a competition to build a bridge over the Avon gorge at Clifton. Brunel wins the competition in1830 but due to local civil unrest the construction was delayed for five years only to be abandoned again due to lack of funds. The bridge was eventually completed in 1864, after Brunel's death,

Lesson 1

Paddington train station -In March 1833 Brunel was appointed engineer to the Great Western Railway. Plans were completed by March 1834. It then took another two years to go through Parliament. The first section from Paddington to Maidenhead was opened on 4 June1838.

SS Great Eastern - The SS Great Eastern was conceived as the biggest steamship yet to be built, one that would be capable of carrying 4,000 passengers at a time on a non-stop trip to Australia. The ship, originally called Leviathan, was to be nearly 700ft/213.36m long, six times the size of the largest ship built to date. Brunel designed her to be unsinkable, extending the watertight double plating to five ft/1.5m above the ship’s deepest load line.

Royal Albert Bridge - One of Brunel's most dramatic technical achievements is the Royal Albert Bridge over the River Tamar at Saltash in Cornwall. Begun in 1854, the two 465 foot cast iron spans were hoisted into position in September 1856 and July 1858 and the bridge was opened by the Prince Consort in May 1859.

Information for envelopesLesson 1

Dates for envelopes

Lesson 1

Here are some other entries to the competition to design a bridge to span the Avon Gorge.

Lesson 2

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Less

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http://en.wikipedia.org/wiki/1754

http://en.wikipedia.org/w/index.php?title=William_Vick&action=edit

http://en.wikipedia.org/wiki/Interest

http://en.wikipedia.org/wiki/Clifton_Down

http://en.wikipedia.org/wiki/Gloucestershire

http://en.wikipedia.org/wiki/Somerset

http://en.wikipedia.org/wiki/1829

http://en.wikipedia.org/wiki/Thomas_Telford

In 1829 Brunel entered a competition to design a bridge to span the Avon Gorge.

Imagine that you were alive in 1829, can you design a bridge to rival Brunel’s ?

Focus : Can you design an alternative Bridge to span the Avon Gorge?Name: _______________________

Lesson 2

Lesson 3

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?

Thames Tunnel

Paddington Station

Maidenhead Bridge

Box Tunnel

Temple Meads

Royal Albert Bridge

1) What geographical obstacles did Brunel have to overcome to fulfil his vision of luxurious travel from London to New York?

2) Where in the world did the SS Great Britain sail?

3) What major changes have taken place in Bristol since the death of Brunel?

LESSONS:

Focus Question

Connecting Activity


Elli Based

Activity

Plenary/

Assessment

Resources

What geographical obstacles did Brunel have to overcome to fulfil his vision of luxurious travel from London to New York?

Children to Think/Pair/Share

How did people travel long distances before the arrival of the railways and steamships?

Visually recreate using photographs, maps and models the journey that Brunel wanted his passengers to take from London Paddington to Bristol temple Meads on his wide gage track, stopping at the Great Western Hotel overnight before embarking on a transatlantic crossing aboard the SS Great Britain.

Discuss human and physical geographical problems Brunel would need to overcome. Share stories about the Box Tunnel and difficulties encountered

Children to study carefully the pictures locations and explanations of key Brunel landmarks along the route from Paddington to New York.

Working in pairs,Ch. to locate landmarks and plot route as accurately as possible with place names on a blank outline map of the UK and North America using their atlas skills.

Ch. to join up with a different pair to compare maps and discuss their accuracy.

Ch. self asses their own learning in the lesson with particular reference to the resilience learning dimensions and their own ways of overcoming any problems they had.

Photographs, maps and models to recreate journey (unattached)

Photograph and information on the Box Tunnel

(attached)

Atlases

Blank outline map of the UK and North America



SUBJECT: Geography

Meaning making

Focus Question

Connecting Activity


Elli Based

Activity

Plenary/

Assessment

Resources

Where in the world did the SS Great Britain sail?

Finger facts

In pairs, ch. to link fingers each time they can agree on a really interesting fact about the SS Great Britain

Introduce the time line and accompanying photographs of the important events and voyages which took place during the the life of the SS Great Britain. At each stage, children could quickly write down any feelings they may have about the voyage/event – imagining they were Brunel.

Ch. to study carefully individual copies of the time line and highlight places of departure and arrival

Using atlases, ch. to locate the different ports and places from were the ship departed and arrived and plot the routes of the voyages, ports and places on a blank outline map of the world. Using information from the timeline, a key can be included which explains why each voyage was made.

Ch. to join up with a different pair to compare maps and discuss their accuracy.

Wonder Time: Ch to record 3 wonder questions about any aspect of the voyages and places the SS Great Britain visited.

Timeline of the SS Great Britain and photographs

Atlases

Blank outline map of the world



SUBJECT: Geography

Meaning making

Focus Question

Connecting Activity


Elli Based

Activity

Plenary/

Assessment

Resources

What major changes have taken place in Bristol since the death of Brunel?

Which is the best city route to take to see Brunel’s landmarks?

Spot the difference

Ch. to compare and contrast two photographs of Bristol – 2006 and 1859, and identify as many differences as they can in 5 minutes. Ch. to share differences with class

Leading on from connecting activity, show children two maps of Bristol -2006 and 1859. Discuss major geographical changes: Urban growth, road network, services etc.

Explain to children that if you were a tourist in Bristol now your tour around the city would be very different to a tour in Victorian times. However, in both times you would expect to visit Brunel’s exciting landmarks.

In this activity the children will imagine that they are working for The Bristol Tourist Board and have been asked to design a a travel map for tourists wanting to take a tour of Brunel’s famous landmarks.

Using the maps of Bristol to assist, the children can choose to create a map for either the modern or the Victorian tourist.

Maps should include:• All key Brunel landmarks•Other key landmarks as points of reference•Main roads (names or numbers)•Any additional tourist attractions

Ch. to talk through maps as if they were working in a Tourist Information Centre to a customer

Customer may ask questions about any of the Brunel landmarks

Bristol 2006 and 1859 photographs and maps



SUBJECT: Geography

Meaning making

1)What forces need to be considered in bridge design? 2) Can you build a

bridge with only these resources?

3) Are you able to design a bridge using engineering principles? 4) Can you design a

gadget to perform a specialist task?

5) How would you solve a modern day transport problem if you were Brunel? 6)How could the

principles of a steam engine be used to make your life easier?6)How could the

principles of a steam engine be used to make your life easier?

7) In what ways are gears crucial to our transport network?

8) Can you design a workable model propeller?

LESSONS:

Focus Question

Connecting Activity


Elli Based

Activity

Plenary /Assessment

Resources

What forces need to be considered in bridge design?

Show a clip of ‘What the Victorians did for us’ which demonstrates the forces of a suspension bridge using people.

You could then go on to replicate this clip as a gym demonstration if you carry out a risk assessment first: The 2 pillar children hold onto a rope at either end which is well-secured into the ground. Another rope is used to span the distance between them. Another child is then used as a load on the bridge by sitting on the rope spanning between the two pillar children. The ‘pillar’ children should be able to experience the compressive force

pushing them down.

Contrast with what happens if the pillars are not connected to the anchored ropes (they’ll start to collapse in on each other).

*Health and safety consideration* make sure the load is light and ensure that the ropes either end are firmly secured to the ground.

Web-based demo

www.constructionawards.org.uk

KS2 Activity 6 – the force a load exerts on a bridge IWB demo

Using the following website:

www.pbs.org/wgbh/buildingbig/lab/forces.html

Demonstrate the forces of: compression (squeezing), tension (stretching), bending, shearing (sliding), torsion (twisting)

Children to experiment with building materials such as lego, mechano, art straws, balsa wood, natural materials from the school grounds etc.

As a group identify the different forces discussed in action – what are the consequences of these forces?

Storyboard in a digital photo sequence to display on wall for reference to during subsequent science work.

Drill key vocabulary of the different forces. Where else do you see these forces at work in daily life?

IWB

Web access

Construction materials

Digital camera

3 ropes (2 of which are securely fastened into the ground)

ELLI CuriosityMeaning Making Changing Resilience

Strategic Awareness Creativity


SUBJECT: Science / D.T.

http://www.constructionawards.org.uk/

http://www.constructionawards.org.uk/

Focus Question

Connecting Activity


Elli Based

Activity

Plenary /Assessment

Resources

Can you build a bridge that holds 100 pennies, using one sheet of paper and up to five paper clips?

[Adapted from http://newsweaver.co.uk/teachersnetwork/e_article000492812.cfm?x=b11,0,w#_4)_Design_your ]

Look at bridge designs – what are the fundamentals? How have the bridges been strengthened?

Discuss ways of strengthening and reinforcing the paper, e.g. fold the paper (like an accordion), roll the paper, or cut and weave the paper. Take suggestions for other ways.

The bridge must span 20cm; each end will rest on a book and cannot be taped or attached in any way. Work in pairs to complete the tasks.

Have a class showcase of the most successful bridges. Elicit what features made it a success. What other variables may have impacted upon the success of a certain design (e.g. how many times paper re-folded / way and location in which pennies were positioned)? How could we re-test the designs under ‘fair test’ conditions? If time, the test could be repeated – account for any differences on the results.

100 + pennies

Paper clips

A4 paper

Books

Ruler





Focus Question

Connecting Activity


Elli Based

Activity

Plenary /Assessment

Resources

Are you able to design a bridge using engineering principles and a bridge building design package?

Look at images of some of Brunel’s bridges – the Clifton Suspension Bridge and the Royal Albert Bridge (re: Brunel Information PowerPoint ). What patterns can you see in the construction? What materials have been used? Ask for each group to record a question on a post-it note re: if they could ask the photo a question what would it be?

Recap forces work and re-visit the website below to look at the advantages / disadvantages of different materials and shapes.

www.pbs.org/wgbh/buildingbig/lab/materials.html

Work through the introductory information of the West Point Bridge contest.

http://bridgecontest.usma.edu/download.htm

What learning from this week will help us to tackle this problem?

Downloadable programme from the web and runs without internet access.

Children attempt the challenge in 2’s or 3’s. Discuss clear need for ‘stickability’ at regular points in the activity.

How successful were you? At each stage when the design was tested and evaluated what did you learn? How helpful was this evaluation process to your learning? Did you learn something even if you didn’t complete the contest? What other lessons in life are like this? What would you do differently next time?

Computers 1:2

Photos

Web link

Display posters if available

Brunel Information PowerPoint

N.B. THIS ACITIVITY LINKS TO BRUNELLI HISTORY LESSON 2 AND COULD BE USED TO LEAD INTO THE BRISTOL UNIVERSITY BRIDGE CHALLENGE.

http://research.cen.bris.ac.uk/cc06/resources/primaryschoolsbriefpack.pdf





Focus Question

Connecting Activity


Elli Based

Activity

Plenary /Assessment

Resources

What mechanism would you design to perform an everyday task?

[Alternatively:

1) children could design a gadget to perform a specialist function – e.g. for fictional characters in the Alex Rider series by Anthony Horowitz

2) children could design and make an alternative, innovative use for Brunel’s stovepipe hat, re: www.brunel200.com for information on this competition]

What does engineering mean to you? What recent inventions have there been in the news recently? – consider what engineering principles they have used. Why do people invent – what is their motivation?

Watch a clip from a Wallace and Gromit DVD or view a invention from the website:

www.wallaceandgromit.com

With talk partners discuss what everyday tasks would they like to have automated. Mime to the class for them to guess –guessing should help the children to think of links with existing products and to analyse the type of movement made – what mechanisms can imitate that?

Share some examples of technical drawing and demonstrate the skills of measuring / scale / proportion…

In pairs or groups children decide on the task their mechanism will be for.

Children mind-map potential solutions / resources and carry out research to add to this.

Once ideas have been collated children need to agree on a potential design to take forward.

Individually, they take this idea and draw designs with their own slant.

With-in the groups children compare their plans – which one do they think would be most effective? Why?

As a whole class discuss how different people take an initial idea and develop it in different ways. Are any right / or wrong? Would the product be more successful if elements of each were integrated together? Why / why not?

Wallace and Gromit DVD / website

Examples of technical drawings

N.B. If you wanted to broaden this lesson focus you could look at the Great Victorian Achievements animation at:

www.bbc.co.uk/history/society_culture/society/launch_ani_victorian_achieve.shtml





Focus Question

Connecting Activity


Elli Based

Activity

Plenary /Assessment

Resources

How would you solve a modern-day transport issue if you were Brunel?

What could be improved about the transport system in Britain / Bristol? Consider both public transport and private transport with its related issue of parking, pollution and congestion. What would you like to be able to achieve on transport / what places should be accessible? Children to come up with ideals. Teacher to model how to phrase ideas as though part of a manifesto / proposal to send to investors. What persuasive devices would Brunel have had to use?

Introduce problem for which solutions are to be mooted. e.g. Bristol’s traffic problems – ‘What would you design if you were Brunel?’ / How could you get across the gorge if the bridge wasn’t there? / Rolls Royce competition – design a means to cross the Atlantic Ocean.

Team-based approach to the issue collectively decided upon by the class.

Produce an A3 poster illustrating their designs. Discuss the need for clear explanations so that others could work from your plans.

Create a class display for children to circulate around and make constructive comments on post-it notes. Children then return to their design and make adjustments as advised / clarify any issues which others were not sure of.

What might a passenger terminal look alike for a futuristic mode of transport? What key elements would be the same as Brunel’s time? What would be different? Why? Consider technology but also the social context of aesthetics etc.

A3 paper

Post-it notes





Focus

Question

Connecting Activity


Elli Based

Activity

Plenary /

Assessment

Resources

How could the principles of a steam engine be usefully employed today?

Robert Stephenson (best steam locomotive designer in Britain at the time with ‘The Rocket’) – what was his role in the Victorian times and how was it informed / competed with / duplicated by Brunel’s work?

Look at demonstration of how a steam engine works:

http://travel.howstuffworks.com/steam1.htm‘How do steam engines work? Fire heats the water, the water turns to steam, the steam pushes the piston and that motion is converted into the required movement - like turning a wheel. Did you know that steam power is not dead? Today 80 per cent of our electricity is generated by steam turbines. ‘ [taken from www.thinktank.ac]A simple diagram of a turbine is available at:http://www.txucorp.com/responsibility/education/generation/steam.aspx

Discuss the function of a turbine further and consider new and original ways of using turbines to power objects / transport.

Children are to discuss their ideas and record on whiteboards as they work. Every few minutes have a 30-second feedback session to share ideas along the way and help them to become more fully developed.

Set up a group project - to design a TV advert for the steam turbine – ‘20 things you could do with a steam turbine!’

Watch each groups adverts and discuss which ideas are already in use and what would still need to be tested? How valid an idea is it what process would need to be gone through to ascertain this?

Turbine demo clips

Diagram of turbine

Projector

Web access





Focus Question

Connecting Activity


Elli Based

Activity

Plenary /Assessment

Resources

In what ways are gears crucial to our transport network?

What is a gear? Which of Brunel’s designs would have used gears? Elicit suggestions by playing pictionary with the class, a child who knows a use comes up and draws it for the class to guess. This should allow other uses to be considered. Record all the suggestions and work through the role of gears on each. How are gears still used today – think of common vocabulary, e.g. in the car / on a bike.

As a class work way through the Gears file on http://www.ngfl-cymru.org.uk/vtc/ngfl/dandt/s_smith_isf/index.htm

Encourage children to ask questions, relate to real life examples and support one another with understanding.

To create an instant display get children to draw and cut out a simple gear or gear train, on which they write a use for it. Link different children’s gears up together to demonstrate how if we all work together we can get a greater end result.

Children could go on to experiment with Lego gears.

How many gears are in action in our class at the moment? Which could be replaced by other mechanisms / power sources? Encourage children to give examples.

Card with gear outlines on

IWB

Web access

Lego gears





Focus Question

Connecting Activity


Elli Based

Activity

Plenary /Assessment

Resources

Can you design a workable model propeller?

[Material adapted from Rolls Royce Brunel 200 pack]

What links Brunel and the propeller? The steam ship SS Great Britain was the first ship to have an iron hull and employ screw propellers prompted a new era of ship design and propulsion.

A history of Brunel’s ships is available at:

http://www.nmm.ac.uk/server/show/conWebDoc.146

Propeller: Blades mounted at the back of a ship underneath the water which drive an engine powered ship forward.

A very basic definition and diagram available at http://www.thefreedictionary.com/propeller

Demonstrate the principle of propulsion through a clip of a hovercraft (air propulsion)

http://www.isleofwightuk.co.uk/Isle%20of%20Wight%20Video%20Clips/page8a.html

Could go on to discuss/ investigate wind/tidal turbines which are propellers in reverse (used to generate electricity).

‘Scrapheap challenge’ type activity where the children use recycled materials to create a simple propeller to push air or water. Consider the choice of objects and their material properties (why were they used for their previous function? e.g. crisp packet / plastic bottle etc. How will they be useful to your propeller design?)

Consider health and safety issues and the tools available to complete the project.

What is the role of testing? Why would Brunel have done it and why do we continue to do it in our science lessons? Can the children give examples of when Brunel had to test and re-test. What ELLI skill does this demonstrate?

Can they think of any times when more tests would potentially have been useful?

The future of marine propulsion?

http://www.sciencenewsforkids.org/articles/20040915/Feature1.asp

Electricity kits for children interested in an electric motor

Recycled materials

Picture of propeller

Rolls Royce pack for reference

Glue

Scissors





1a) What would you like to find out from Brunel about his life and work?

1b) How can we write a biographical account of the life and work of Brunel?

2) How can I writing a diary entry about my experiences on board the SS Great Britain?

3a,b) How will we produce a radio interview to inform people in Bristol what is like travelling on the SS Great Britain?

4) How can we create a persuasive advertisement for the GWR or the SS Great Britain?

5)at would it have been like taking part in the construction of the Clifton Suspension Bridge?

LESSONS:

Focus Question

Connecting Activity


Elli Based

Activity

Plenary/

Assessment

Resources

BIOGRAPHY OF BRUNEL•What do you know

about Brunel’s

inventions?

DAY 1/2

1HOUR

• discuss with chn.

why Brunel’s work

had such an impact

on society

(travel, engineering

etc)

• discus the features

of biography• watch video/clips on

the life of Brunel• brainstorm, as a

class, questions

which they could use

to develop a profile

of Brunel. (birth,

death, nationality,

family, education,

achievevements etc)

• working in pairs

prepare questions to

be posed to Brunel

• share a selection of

questions with the

class• assess whether or

not thy have enough

coverage in their

questions

Espresso

Brunel PowerPoint presentation

(see previous slides)

Brunel 200.com.uk

ELLICuriosity

Meaning Making



SUBJECT: Literacy KS2 Lesson 1a

Focus Question

Connecting Activity


Elli Based

Activity

Plenary/

Assessment

Resources

BIOGRAPHY OF BRUNEL•What do you know

about Brunel’s

inventions?

DAY2/2

1HOUR

• resume of yesterday's

work on the features

of biography • discuss sources of

information• Relate to History –

primary

secondary

biased

unbiased etc

• explain to chn that

they are going to

interview an expert –

Brunel himself• explain that they

must be quite explicit

about what they want

to know• discuss the need for

their notes to be

clear and logical so

that they can use

them for their

biographies

• an “expert” dressed

as Brunel and taking

on his persona will

(could be child/adult)

be in the hot seat• Chn. will pose

questions, collecting

information and

evidence for their

biographical account• chn will produce a

biographical account

of Brunel

• Chn will share parts

of their accounts with

the class • accounts will be

made into a book

which can then be

as a resource• chn. To assess

whether or not thy

have included all the

required features of a

biographical account

and how they could

improve their work

Espresso



Brunel 200.com.uk

ELLICuriosity

Meaning Making



SUBJECT: Literacy KS2 Lesson 1b

Focus Question

Connecting Activity


Elli Based

Activity

Plenary/

Assessment

Resources

DIARY EXTRACT

Why might the people who travelled on the SS. Great Britain journey want to keep a record of their journey?

1 HOUR

1/1

• a record of events

(History)• a study of people’s

behaviour (Social

Science)• an account of • wildlife/environment

(Geography)• a personal reminder

• Read together the

diary extract of

Louise Bucha aged n

14 fro her voyage on

the SS Gt. Britain

from Adelaide to

Liverpool• Discuss with chn.the

features of a diary• Model a diary entry

of young

seaman/captain/a

first class passenger

• allocate roles to chn

and explain to them

that they have to

assume the

personality of their

character• chn. to compose a

diary entry which

was written on the

very first journey that

the SS Gt. Britain

ever made• make booklets into

which the entries can

be inserted

• chn. Share their

diary entries with the

class and chn. have

to guess in which role

each child has written

• each child to assess

their own entry and

to make notes about

how they could

improve their work

• Diary extract from “ The Great Reading

Adventure”• 8 page booklet made

from A4 sized paper

ELLICuriosity

Meaning Making

Changing Resilience Strategic Awareness Creativity


SUBJECT: Literacy KS2Lesson 2

Focus Question

Connecting Activity


Elli Based

Activity

Plenary/

Assessment

Resources

RADIO INTERVIEW

What would be a good way of allowing people in Bristol to find out first hand what was happening on a journey aboard the SS GT Britain?

(Radio, letters, telegrams)

1HOUR

DAY 1/2

• the incentive to

invent the radio

(history/technology)

• discuss with class

the different

categories of

people who it would

be useful to

interview• generate a list

• in groups chn. to

assign roles-

script writers,

interview, captain,

Ist class passenger,

steerage passenger,

crew member, cook

etc

• chn. report back to

the class how they

have allocated the

work and what props

and equipment they

will need

chn. assess how well

they have worked

together

Espresso



Brunel 200.com.uk

Local radio ???

ELLICuriosity

Meaning Making



SUBJECT: Literacy KS2 Lesson 3a

Focus Question

Connecting Activity


Elli Based

Activity

Plenary/

Assessment

Resources

RADIO INTERVIEW

What would make a

good radio

interview?

Discuss variety of

interviewees,

language etc (painting pictures with words)

1 HOUR

Day 2/2

• the incentive to

invent the radio

(history/technology)• possibly involve local

radio as experts or to

broadcast the best

interviews

•See Day 1 • chn. Work

collaboratively on

their assigned roles

and rehearse their

interviews

• Chn. Perform their

radio interviews to

the class• class rate the

performances

Espresso

Brunel Powerpoint presentation


Brunel 200.com.uk

Local radio ???

ELLICuriosity

Meaning Making Changing Resilience

Strategic Awareness


SUBJECT: Literacy Lesson 3b

Focus Question

Connecting Activity


Elli Based

Activity

Plenary/

Assessment

Resources

ADVERTISEMENT

London – Bristol

London – New York

Why would it be important to advertise the railway and the SS Great Britain?

1 HOUR

1/1

The impact of advertising on society

• show children a

variety of modern

advertisements• discuss the features

of the

advertisements• show children

advertisements from

the time of Brunel• model an

advertisement for a

trip from Bristol to

London

• working in a group

(4), chn. to divide up

the task of creating

an advertisement• use a variety of

media eg television,

radio, newspaper,

cinema• chn. create an

advertisement

• chn. Present their

advertisements to

the class

• chn assess the

power of their

advertisement – have

they managed to

persuade each other

that they are selling a

good product?

Espresso



Brunel 200.com.uk

ELLICuriosity

Meaning Making



SUBJECT: Literacy KS2 Lesson 4

Focus Question

Connecting Activity


Elli Based

Activity

Plenary/

Assessment

Resources

DRAMA -a scene from the building of the Suspension Bridge

What would it have been like to work on the building of the bridge?• conditions• different types of

work• moral • excitement

Comparing Victorian working conditions with today's

• discuss with the

class the dangers of

such a project at that

time and today• discuss that

nowadays there are

very strict Health and

Safety guidelines• discuss the fact that

Brunel never got to

see his project

completed• discuss the sense in

building a bridge that

was not going any

where

• in groups chn.

create short

scenario of workers

on the site of the

bridge• chn. Decide if they

are going to need

dialogue or if they are

going to create a

mime• chn. Rehearse their

drama

• perform to the class• chn. Assess each

others drama and

critically review

Espresso



Brunel 200.com.uk

ELLICuriosity

Meaning Making



SUBJECT: Literacy KS2 Lesson 5

1) How much money does the suspension bridge make each year?

2) Has every problem got at least one solution?

3) The train routes investigation

LESSONS:

4) Brunel vocabulary/value investigation

Focus Question

Mental Maths Whole class teaching

Elli Based

Activity

Plenary/

Assessment

Resources

How much money does the suspension bridge make each year?

Ask children to estimate certain things.

e.g. how long it takes to do certain things (Count to 100, say the alphabet backwards, etc.)

How many times you can do an activity within a certain time.

e.g. write your name down in a minute.

Discuss how Brunel’s design won a competition.

What do you think are the difficulties in building a bridge over a gorge?

When building the bridge, at first people travelled across the gorge in a basket attached to a wire. (Brunel was the first to go across!)

Pose problems.

Show children photo of Clifton suspension bridge.

Can they estimate:

How wide is it?

How tall is it?

How many cars would travel over it on a minute, an hour, a day, a year?

At 30p per car how much money do you think is made by the bridge each hour, day etc.?

Children need to make links between different time relationships.

What answers did the children get?

Check that children understand that as the time period increases so does the amount of cars and money.

If the suspension bridge makes the amount of money said, is it all profit? What costs would have to be taken away?

Children to suggest ideas

(Staff, light bulbs, electricity etc.)

How could we find out what the actual answers are? – Phone the bridge etc.

You can find many images of Clifton Suspension Bridge on

the Internet.

ELLICuriosity

Meaning Making

ChangingResilience

Strategic Awareness


SUBJECT - Numeracy

Focus Question


Elli Based

Activity

Plenary/

Assessment

Resources

Has every problem got at least one solution?

Discuss with children how units of measurement have changed over history.

Brainstorm some units with the children.

Tell children that 1inch is approx 2.5cm.

How long in cm would 5 inches be? Etc.

Tell children that an ounce is approx 28g.

In g what is 2, 4, 5 , 2½ ounces worth?

Repeat with other conversions appropriate to age and ability of children.

e.g. 1 pint is approx ½ a litre.

Discuss with children some sources of energy in Victorian

times.When electricity, gas and water eventually needed to be supplied to every house they needed to install pipes.

Show layout on board.

houses

G W E

Pose the problem

What skills will help us solve this investigation?

Children to explore Energy sources investigation.

Is it possible to connect Gas, water and electricity to all 3 of the houses without any pipes crossing over?

After about 10 mins ask what might help the investigation. Suggest moving the houses and energy sources about in a different layout.

Why not see if working with a partner helps?

Take feedback from children on the investigation.

If we carried on trying would we find a solution?

Reinforce the idea that some investigations cannot be solved.

However it took resilience to carry on trying and the answer that it wasn’t possible is acceptable.

Metric to Imperial conversion rates available at

http://convert.french-property.co.uk/

ELLICuriosity

Meaning Making



SUBJECT - Numeracy

Focus Question


Elli Based

Activity

Plenary/

Assessment

Resources

What do you think were the top 3 modes of transport in the times of Brunel?

Discuss how Brunel worked in many different countries around the world. He built railways in Australia and Italy and had ships sailing to New York.

Use time zone map (on IWB or paper copy) to discuss differences in time between these places.

If it is 3pm in London, what time is it in New York etc.?

(for younger children or less able limit it to a couple of locations. For these children it is also better to compare locations with London times)

Start by looking at Brunel’s greatest feats.

Refer to Great Western Railway and how trains were a popular way of travelling – no cars.

Pose the Train Routes investigation.

What information do we need to help us?

What skills do we need to have as learners to help us complete this investigation?

Train Routes investigation.

Give the children the Worksheet.

How many different routes can be taken on a round trip from Bristol? (you can only visit each location once!)

What is the cheapest fare for the round trip?

What is the most expensive fare for the round trip?

(Differentiation possible by reducing the amount of locations on the map)

Get children to check their answer in pairs (with a child from

another table).If their answers are different, why are they different?

Who is right?

Take feedback from whole class and share findings.

Ask children to answer focus question. Ask them to reason their answers and the order given.

Download FREE Time zone software from,

http://www.greyolltwit.com/wtime.html

ELLICuriosity

Meaning Making



SUBJECT - Numeracy

Six cities are connected by train routes.

The train goes from Bristol back to Bristol.

It visits each of the other cities once.

How many different possible train routes are there?

Bristol

Birmingham

Newcastle

LondonExeter

Nottingham

Newcastle to Nottingham

Nottingham to London

London to Exeter

Exeter to Bristol

Bristol to Birmingham

Birmingham to Newcastle

Nottingham to Exeter

Birmingham to

Nottingham

Birmingham to London

London to Bristol

£4 £3 £4 £5 £3 £4 £6 £5 £7 £5

This table shows the train fare for each direct route. Bristol to London is the same fare as London to Bristol and so on.

Which round trip from Bristol to Bristol is the cheapest/most expensive?

Focus Question


Elli Based

Activity

Plenary/

Assessment

Resources

Which letter appears most frequently in any words linked to Brunel?

Look at a Timeline about significant dates in Brunel’s lifetime.

What age was he when he…..?

How long before he died did he….?

What is the difference in time between ….. And …..?

(For older or more able children you might want to explore proportions of his lifetime??)

Give children alpha code.

A=£1, B=£2, C=£3…..

You can find the value of a word by adding up the value of each letter. What is the value of their own name?

Simon = 19+9+13+15+14.

From Brunel’s 3 names, which one has the highest value/least value?

Isambard? Kingdom?

Brunel?

Get children to mindmap/brainstorm as many words that they can link to Brunel as they can think of?

Ask children to see if they can suggest questions that they would like to find an answer to using the alpha code.

Which word to do with Brunel is worth £77?-Engineer-Which locality that we know Brunel went to is worth the most/least?

Etc.

Is there anyway of being able to predict which words are worth the most/least?-By seeing if the majority of letters are near the end/beginning of the alphabet.

Give the children 2 words. Without working it out can children predict which one is worth the most? Check it.

Are longer words always worth more than shorter words? Ask children to give examples to support their answers.

Alpha code cards (to save children time writing this out, however with younger children you might want them to write it!)

Differentiation

You might ask more able to try to calculate all of the answers mentally.

Less able children or younger children may need to use

Calculators

ELLICuriosity

Meaning Making



SUBJECT - Numeracy

1)How can I draw a portrait of Brunel?

2) How will I design the missing stamp for the Brunel 2000

2) How will we create a collaborative collage that depicts one or more of Brunel’s famous landmarks?

LESSONS:

Focus Question

Connecting Activity


Elli Based

Activity

Plenary /

Assessment

Resources

1. Can I draw a portrait of Brunel?

Show chn picture slide of Brunel.

Q- Who is this?

Q- Why is this person famous?

Demonstrate how to sketch dimensions of a human face. Model how to build up picture and how to do shading.

Chn to produce a portrait of IBK using their choice of drawing material.

EXTENSION – Brunel colouring activity.

Make frames out of gold / silver paper to frame Brunel portraits.

Make a Brunel portrait gallery in the class room.

Drawing resources – pencil, charcoal, pastels.

2. Can I design the missing stamp for the commemorative stamp collection?

Show chn the stamp collection issued to commemorate Brunel 200. Discuss what each stamp shows.

Explain to chn that when these stamps were unveiled some people in Bristol were upset by the absence of the SS Great Britain.

Chn to design the missing SS Great Britain stamp from the Brunel 200 stamp collection. Chn can work individually, in pairs or in a small group to design and draw their stamp.

If chn have particular desire to design a different Brunel stamp allow this

Chn to rotate around the classroom reviewing and appraising each others work.

Have work mounted and displayed in class.

Stamps slide

A4 paper

3. Can we work together to make a collage of a famous Brunel landmark?

Show slides of SS Great Britain, Temple Meads, Suspension Bridge. Q- What can you tell me about these structures?

Explain to the chn that today they will be working in groups to make 3 different collages of local Brunel projects.

Chn choose which collage they would like to design and work on:

SS Great Britain

Temple Meads

Clifton Suspension Bridge

Take collages to hall to mount on a hall display. Have chn design how they would like their work displayed.

Collage materials

Large sheets of paper.

ELLICuriosity Changing Resilience Creativity


SUBJECT: ART

Strategic AwarenessMeaning Making

Lesson 1

Lesson 2

Lesson 2 / 3

Lesson 3

Images of Temple Meads

Lesson 3

1)How can we perform a sea shanty?

LESSONS:

Focus Question

Connecting Activity


Elli Based

Activity

Plenary/

Assessment

Resources

How can we perform a sea shanty?

Play recording of “What shall we do with the drunken sailor?”

Children to sing along. Discuss vocab: scupper, bowline, hoist and brig. Children to consider who the lyrics were written and sung by

Leading on from connecting activity, explain that the song is a sea shanty which were sung by sailors on ships like the SS Great Britain and earlier sail ships. Explain that they were working songs and were sung with a very strong rhythmical beat.

Play recording of “The Fire Down Below”

Explain that this is a capston shanty and show picture of capston being turned to raise anchor.

Ch. to sing lyrics

Allocate each group of 5 or 6 a sea shanty

Ch. to familiarise themselves with shanties by reading through lyrics

Ch. to plan a performance of their sea shanty and rehearse

Each performance must include miming of jobs the sailors will be doing on board the SS Great Britain, a strong

rhythmic pulse using body or other untuned percussion and of course confidently sung or chanted lyrics

Ch. to perform sea shanties to whole class and record.

Ch. to listen to recordings and evaluate with two stars and a wish according to success criteria.

Children to reflect on their learning relationships within the group

Websites: www.contemplator.com

Untuned percussion

Photograph of capston being turned



SUBJECT: Music

Meaning making

1) Why did Brunel design and make bridges?

2) Why was Brunel so successful in what he did?

3) How could you change the design of the Clifton Suspension Bridge?

3) How could you change the design of the Clifton Suspension Bridge?

4) What shapes did Brunel use in the construction of his designs?

5) What do the photos tell us about the time Brunel lived in?

Focus Question

ELLI Focus Whole class teaching

Elli BasedActivity

Plenary /Assessment

Resources

Why did Brunel design and make bridges?

Creativity

Meaning makingCuriosity

Learning relationships

Resilience

Look at a picture of the Suspension Bridge. Discuss why and how it was built. Set a challenge to design and make own bridge to cross a given distance or object.

Foundation – Use construction kits and junk modelling.

Y1 – In pairs design bridge and list materials. Use junk modelling to create bridge. Test, modify and evaluate design.

Y2-Which is the longest, strongest bridge you can make?

Can you design a bridge which can hold a toy lorry carrying 2 bean bags across a given distance? Test modify and evaluate designs.

Additional DT activities:Puppet making to retell the life story of Brunel. Design a nd make own top hat.

Meaning making - Which design works best? Why?

What links can you make between your bridge and Brines?

How do you think Brunel developed his designs? What would he have had to think about and do to create the Suspension Bridge?

Construction kits

Junk modelling materials

Toy lorries

Bean bags

Pictures of the suspension bridge.




SUBJECT: DT




Focus Question


Elli BasedActivity

Plenary /Assessment

Resources

Who is Brunel? What did he do? Where did he come from? Why was he so successful? Which learning dimensions did Brunel use to be successful?

Making connections

Curiosity


creativity

Introduce Brunel using a variety of sources. Record a list of questions about him. Role play and hot seating activities.

Foundation – Group floor book. Act out scenarios. Puppet show of life story.Use musical instruments to create a musical story of his life.

Y1 – Create a fact file. Diary entry. Character profile.

Y2 – Newspaper report of the launch of SS Great Britain. Fact file on Brunel.

CuriosityWhat questions would you ask Brunel if you met him today? In groups children write interview questions. What learning animals did Brunel use the most?

Pictures & video of Brunel.

Musical instruments




SUBJECT: Literacy




Focus Question


Elli BasedActivity

Plenary /Assessment

Resources

How could you change the Suspension Bridge?

What do you like / dislike about it?

What does Brunel look like? What do pictures of him to you about him?

Creativity

Curiosity


Look at various pictures of bridges. Discuss designs and purposes. Compare them to the Suspension Bridge. List ideas of how the bridge could be changed.

Complete a sketch of the bridge using charcoal.

In pairs design a new bridge using collage.

Paint a black and white portrait of Brunel.

Focus on:Learning relationships – how did you and your partner work together?What was easier/ harder working with a partner? Which did you prefer and why?

Creativity – How many ideas did you have? Why did you choose the materials you used? Did you imagine your bridge before you created it?

Charcoal

Paint

Collage materials

Paper

Pictures of bridges




SUBJECT: Art




Focus Question


Elli BasedActivity

Plenary /Assessment

Resources

What shapes can you see in Brunels bridges, train stations and SS Great Britain?

Strategic awareness

Curiosity

Look at a range of pictures of Brunel’s designs and identify 2D and 3D shapes.

Foundation – match shapes to simple line pictures. Use 2D shapes and sticky paper to create own pictures of transport and buildings. Name and label shapes.

Y1 – Draw around “D shapes to create a picture of transport. Name and label shapes. Use 3D shapes to make a model of transport and buildings.

Y2-As above. Identify properties of shape. Give groups bird’s eye view pictures of transport and buildings. Can they identify the 3D shapes? Chn draw their own bird’s eye view of transport and buildings using 2D shapes.

Additional activities:Measuring the length of bridges made in DT and measuring the distance the bridge spans. Compare lengths and distances. Measuring the distance between two places linked to Brunel’s railway network.

3D problem solving eg ‘How many cuboids do you need to build a model train ?

Strategic awareness

Meaning making

Why did Brunel choose to use these shapes in his designs?

Which shapes connect together effectively?

Why have some shapes not been used?

2D & 3D shapes

Pictures of buildings and transport

Paper

Sticky paper

‘Bird’s eye view’ pictures

Rulers, metre sticks




SUBJECT: Maths




Focus Question


Elli BasedActivity

Plenary /Assessment

Resources

What do these photos tell us about Brunel and the time he lived in?

CuriosityMeaning makingStrategic awarenesscreativity

Look at two or three photos of Brunel and ask a range of questions………….What differences do you notice about these photos? Who do you think took the photos and why did they take them?How do we know these photos are from a different time?

Foundation – Order photographs on a timeline.Draw a picture of Brunel in today’s clothes.

Y1/2 – write a caption for each photo. Imagine you are in the photograph, act out a scene from a photo showing what happened before and after the photo was taken. Discuss Victorian clothing. Plot Brunel’s life on a timeline. Describe the launch of SS Great Britain or the winning of the Suspension Bridge competition from Brunel’s point of view.

Meaning making – compare sources now and then.

Curiosity – Hot seating /interviewing. What was Brunel’s most significant structure?

Photos of Brunel and his life.




SUBJECT: History




Creativity Learning Relationships Curiosity Strategic Awareness Resilience Meaning Making Changing...

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