Nuffield Design & Technologyworking in the curriculum

What should bestuck to yourfridge?four hours work

SECTION ONE

learning context

SECTION TWO

tasks for learning

SECTION THREE

children’s decisions

SECTION FOUR

teaching the unit

SECTION FIVE

resources and links

1

2

3

4

12

primaryyear

2solutions in design & technology

© The Nuffield Foundation, 2001

Young children like fridge magnets. Thesmall size, an apparent defying ofgravity, the sharp click when the magneticfield grasps onto the fridge and the lowprice all contribute to the appeal. And ofcourse the subject matter can be anythingfrom the latest craze to worthy dietaryexhortation. The shapes varyconsiderably but usually they are quiteflat and it is here that you can encourageyour children to make fridge magnetswith a difference – fridge magnets thatare a little bit 3D because they are madefrom layers. In this activity the childrenwill be working as part of a group indeciding the overall theme of a fridgemagnet set and as individuals in makingone of the fridge magnets in the set. Andthere is the added bonus that the fridgemagnet can be used to hold a spelling listand so help them get better at spelling.

SECTION 1

learning context

In this unit children will learn:

t to develop a product from the stimulusof a commercial idea; (Session 1)

t to conduct a simple survey of theirclass related to fridge magnets;

(Session 1)

t to explore a personal need in somedetail (consider what they can’t spell);

(Session 2)

t to work as a group; (Session 3)

t to think of an image in layers;(Session 4)

t techniques of cutting, joining andlayering paper; (Session 4)

t to use a template; (Session 5)

t to develop simple line images;(Session 5)

t to consider why an image might bepopular. (Session 6)

1

design context

learning purposes

SECTION 2

tasks for learning

1 Thinking about fridge magnets40 minutes

2 Identifying common spelling mistakes20 minutes

3 Developing ideas for fridge magnets30 minutes

4 Creating images in layers30 minutes

the small tasksthe focused practical tasks

The big task is to design a fridge magnetset that will appeal to young children.What’s different about these fridgemagnets is that each one is made fromlayers, which will add considerably totheir attractiveness. The fridge magnetwill be used to hold up a list of commonlymis-spelt words. Each table or group ofchildren will produce one set of fridgemagnets and within a group each childwill make just one.

60 minutes

The evaluation 30 minutes

Unit review 30 minutes

the big taskthe design and make task

2

the key is simplicity – most ofthe shapes are easy to cut out.Careful cutting so that theshapes fit together well gives aprofessional finish

The children can decide the following:

as a group –

t the theme of their fridge magnet set

required learning in Sessions 1 and 3,

design decision made in Session 5;

as individuals –

t an image for the theme

required learning in Sessions 1 and 3,

design decision made in Session 5;

t the size and proportions of the image

required learning in Session 4,

design decision made in Session 5;

t the parts of the image to form thedifferent layers

required learning in Session 4,

design decision made in Session 5.

SECTION 3

children’s decisions

design decisions

pets, wildanimals,flowers,

3

Teacher input

It would be a good idea to start thisactivity on a Friday afternoon. Show theclass a fridge magnet and ask them whatit is. If possible, have a large image of a“fridge” on the wall, made of paper.

Set the class the task of thinking why wehave fridge magnets at all. Tell them thatthey will be designing one for their ownfridges (or other metal objects) that will bea spelling helper. Divide the class intogroups. Give each group a copy of ‘Fridgemagnet brainstorming’ sheet, available asa ready-to-copy master, enlarged onto A3paper. The brainstorming activity shouldtake 10–15 minutes.

Pupil activity

Groups can fill in the ‘Fridge magnetbrainstorming’ sheet and pair up to shareideas and jot down any new ideas.

thinking about fridge magnets

Then each child should answer thefollowing questions in his/her book.

t Who uses them?

t Where do you get them?

t What are they for?

t What are they made from?

t How big are they?

There is a ready-to-copy sheet ‘Fridgemagnet check list’ available that you maywish to use with some children.

As homework for the weekend, ask theclass to list any fridge magnets they haveat home and make a drawing of one toput on the class fridge. Emphasise theimportance of getting the scale right –huge ones won’t fit.

Resources

Stimulus: an example of a fridge magnet; large image of a fridge on the wall,made of paper;

Consumables: paper or ‘Fridge magnet brainstorming’ sheets and ‘Fridge magnet check list’;

Tools: pencils.

Health and safety check

Discuss the hazards and risks involved in moving between tables into groups and how these riskscan be controlled by the way the children behave.

4

SECTION 4

teaching the unit

suggested timing40 mins

sessionone

5

Teacher input

Remind the class that they are going todesign a fridge magnet with a purpose –it will help them with their spelling.

Pupil activity

Give the class about 20 minutes toresearch in their groups/tables commonspelling mistakes that they make.

Each child should produce a list ofbetween 5 and 20 words that they needto learn. If a computer is available itwould be a good idea for the children touse the spell checker.

While this is going on you can collect thehomework and pin it to the class fridge.

At the end of the session collect in the listsso that they can be checked for accuracy.

identifying common spelling mistakes

A follow-up activity is for each child toproduce a neat, correct version using theclass computer and printer. They candecide on the font and layout of theirlists. They could make the tricky part ofeach word a different colour, or in italics.

Resources

Consumables: writing paper;

Tools: computer with simple word processing software and printer (optional),pencils.

Health and safety check

Discuss the hazards and risks involved in using computers and how the risks can be controlled bysitting properly at the correct height and not straining to see the screen.

suggested timing20 mins

sessiontwo

SECTION 4

teaching the unit

Teacher input

Tell the class that they must now thinkabout the appearance of their fridgemagnets. Explain that each group canbegin by trying to identify a theme fromthis list, for example:

t animal shapes;

t plant shapes;

t monster shapes.

You can make suggestions to groups thatare stuck.

“What about bird shapes, or insects, orreptiles? What about your pets at home?There are lots of different shapes offlowers. You could make up a monstershape. Remember – keep it simplebecause you will have to cut it out.”

Pupil activity

To help the group make its decision eachchild should then produce an A4 imageof a fridge magnet idea using posterpaints or other media to apply blocks ofsolid colour. Note that applying ofblocks of colour is best done with a thickor dense medium. Avoid watery paints asthese will take a long time to dry and bedifficult to control.

Put each group’s fridge magnet ideas ondisplay. This wall of images can be usedby each of the groups in deciding theirtheme and individual children’sdesigns.

suggested timing30 mins

developing ideas for fridge magnets

6

sessionsessionthree

SECTION 4

teaching the unit

ResourcesConsumables: drawing/painting paper, poster paints or equivalent;Tools: paint brushes, pencils, felt tip pens or equivalent.

Health and safety check

Discuss the hazards and risks involved in using paint, paint brushes and felt tip pens and how theserisks can be controlled by careful use and using the correct procedures.

7

Teacher input

Show the class a ready assembled‘Fridge magnet giant layer model’ of apig. (There is a ready-to-copy example atthe end of this unit.)

Have another one in pieces and showhow you can build up the image byputting one layer on top of another.

Explain that this is how they are going tomake their fridge magnets only muchsmaller.

Explain that they will need to practise thecutting out so they will each need to dothree drawings of their ideas. The firstdrawing will be the bottom layer and thebiggest drawing. The second drawing willbe the next layer and the third drawing thefinal layer. They will need to cut out eachdrawing and stick the second layer ontothe first layer and then the third layer ontothe second layer, just as you did with thegiant pig, only smaller. Tell the class thatthey can turn their results into badges.

Pupil activity

Each child then draws the layers, addscolour, cuts out and assembles.

To finish off, each child can stick theimage onto thin card, carefully cut outand use as a badge. Note that it isimportant to avoid using too much PVAglue as it makes paper go soggy. Usecocktail sticks or wooden spills asspreaders to apply small dots of glue thatcan be spread into a very thin film.

Use a treasury tag to attach to a buttonhole rather than a safety pin. Attach thetreasury tag to the back of the badgewith adhesive tape.

Resources

Stimulus: display of ideas from previous session;Consumables: thin white card, treasury tags, PVA glue, adhesive tape, cocktail

sticks or wooden spills, ‘Fridge magnet giant layer model’;Tools: sharp scissors, felt tip pens or equivalent.

Health and safety check

Discuss the hazards and risks involved in using scissors, adhesive tape, glue andsmall glue spreaders how these risks can be controlled by careful use and using thecorrect procedures.

suggested timing30 mins

sessionfour

creating images in layers

SECTION 4

teaching the unit

8

Teacher input

Tell the class that now each group has todecide on its theme. Explain that eachchild within the group has to decide onthe fridge magnet that they will make forthat theme. Tell the class that each childhas to make a suggestion that is agreedby the rest of the group as being part ofthe theme. There is a ready-to-copy‘Fridge magnet specification’ sheet thatthe children can use to record theirdecisions and then to evaluate theirfinished products at the end of this unit.

Pupil activity

Each child then draws the layers that willmake up his/her design onto corrugatedcard, adds the colour and cuts them outready to assemble. Some children willfind cutting the corrugated card difficult,so it is important to keep the shapes

required simple. The colouring should bedone with thick marker pens or nearly drypaint to prevent the card from goingsoggy. Detail can be added using fineline markers. Once the pieces are ready,they can be checked for size and shapeand any small adjustments made beforesticking together with PVA glue. When theglue has dried the child can give thewhole image a finish with a coat of PVAglue to act as a protective shiny seal.

Now each child can glue a small buttonmagnet onto the back when dry,using PVA glue.

Resources

Consumables: ‘Fridge magnet specification’ sheet, PVA glue,corrugated card, poster paints;

Tools: scissors, thick markers, fine markers, paint brushes, buttonmagnets, fridge magnets.

Health and safety check

Revisit the discussion about controlling risks when using scissors, adhesive tape, glue, small gluespreaders, paint, paint brushes and felt tip pens. Discuss the hazards and risks involved in using smallmagnets and how these risks can be controlled by careful use.

suggested timing60 mins

sessionfive

the big task: designing and making fridge magnets

SECTION 4

teaching the unit

9

sessionfive

extension work

Children who finish early or who need anextra challenge might be asked to do thefollowing.

t Produce another fridge magnet usingcorrugated card that has only one sidecovered in plain card. This allows thetexture of the corrugations to be usedto enhance the appearance of thefridge magnet.

t Produce another fridge magnet usingplastic corrugated sheet. This comes inbold colours and is stiff.

t Produce another fridge magnet usingfelt or Plastizote*. These come in boldcolours but are floppy so the child willneed to produce a card backing plate.

Resources

Consumables: card, corrugated plastic, single-sided corrugated card, felt, Plastizote;Tools: scissors, PVA glue, pencils, button magnets, fridge magnets.

Health and safety check

Revisit the discussion about controlling risks when using scissors and glue.

SECTION 4

teaching the unit

* You can obtain Plastizote from TEP and Hobbycraft.

Teacher input

Ask all the class to try their fridgemagnets on a metal sheet to see if itworks.

When all the fridge magnets are ondisplay tell the class to look at them to seehow they look, whether any areparticularly popular and to explain why.

Ask the children the following questions.

t Is it the choice of theme that makes itpopular?

t Is it the treatment of the image –serious, funny, ugly, pretty?

t Is it the colours?

t Is it to do with how well it is made?

Pupil activity

There is a ready-to-copy ‘Evaluating myfridge magnet’ sheet that the children canuse to record their evaluations.

In addition each child should try to writea sentence explaining why a particularfridge magnet is popular.

It will be useful for each group to talkabout how they researched theirdecisions.

All the children can then take home theirfridge magnets and use them with thespelling lists written out in Session 2 andyou can organise a spelling test in thefuture to check on the effectiveness oftheir products!

Resources

Stimulus: fridge panel or similar to act as metal sheet to display finished worke.g. radiator;

Consumables: writing paper, ‘Evaluating my fridge magnet’ sheet;Tools: pencils.

Health and safety check

Discuss the hazards and risks involved in using a fridge magnet and how the risks can be controlled.

10

suggested timing30 mins

sessionsix

evaluating the final product

SECTION 4

teaching the unit

suggested timing30 mins

sessionseven

unit review

SECTION 4

teaching the unit

Teacher input

Explain to the class that it is important tothink about how to get better at design &technology and that they can do this bydiscussing the following questions.

t What did you enjoy most?

t What did you find easy?

t What did you find difficult?

t What did you get better at?

t Did you help each other?

t What could have been done better?

t How could these be done better?

11

Pupil activity

The children should discuss the questionsin groups and when they have finishedyou should ask each group to make ashort report to the class. The class shouldagree a statement of improvement basedon these reports for their next design &technology unit.

Resources

None required.

Health and safety check

Discuss whether the class used hazard recognition, risk identification and risk control to design andmake safely.

12

Session 1 Session 3 Session 4 Session 5 Session 6

magnet, shape layer template, popularmagnetic finish

Stimulus materials Consumable materials Tools

Session 1 an example of fridge paper or ‘Fridge magnet pencilsmagnets, large image brainstorming’ sheets and ‘Fridgeof “fridge” on wall, magnet check list’made of paper

Session 2 writing paper pencils, computerwith simple word processingsoftware, printer (optional)

Session 3 drawing/painting paper, poster paint brushes, felt tippaints or equivalent pens or equivalent, pencils

Session 4 display of ideas from treasury tags, thin white card, sharp scissors felt tipprevious session ‘Fridge magnet giant layer model’, pens or equivalent

PVA glue, adhesive tape, cocktailsticks or wooden spills

Session 5 ‘Fridge magnet specification’ scissors, thick markers, finesheet, PVA glue, corrugated card, markers, paint brushes,poster paints button magnets, fridge magnets

Extension card, corrugated plastic, single-sided scissors, PVA glue, pencils, work corrugated card, felt, Plastizote* button magnets, fridge magnets

Session 6 fridge panel or similar writing paper, ‘Evaluating my pencilsto act as metal sheet to fridge magnet’ sheetdisplay finished magnets

SECTION 5

resources and links

vocabulary

resources summary

* You can obtain Plastizote from Hobbycraft, at www.hobbycraft.co.uk (7 Enterprise Way,Bournmouth International Airport, Christchurch, Dorset, BH23 6HG) and TEP (Technology EnhancementProgramme) at International Manufactoring Centre, University of Warwick, Coventry, CV4 7AL

13

Science

The children will enjoy investigating athome and school things that the fridgemagnet will stick to and making lists ofthings they do stick to and things theydon’t. The children could then have arange of materials and sort them into twogroups, those that their fridge magnetswill stick to and those that they won’t.

Literacy

There are plenty of opportunities forwriting in this module – turning notes intoa report, writing specifications anddrawing up lists. The making of the fridgemagnets could be linked to writinginstructions in term 1, or producingsimple flow charts and diagrams in term2 of the National Literacy Strategy.

links to other subjects

SECTION 5

resources and links

Art

The mixing and choice of colour for atheme or group will be important in orderto produce colours that are bright andattractive.

Mathematics

In reducing natural form to the simplestshapes children will begin to learn aboutgeometric shapes.

Fridge magnet brainstorming

The purpose of fridge magnets is

They can be bought from

and they are bought by

Fridge magnets are made out of

They work by

14

Fridge magnet check list

Who uses them?

Where do they get them?

What are they for?

What are they made from?

How big are they?

Fridge magnet giant layer model

Fridge magnet specification

My group is

The theme for our fridge magnets is

My fridge magnet will be a

The layers will be

1

2

3

My fridge magnet should stick to the fridge and hold my spelling list.

☺ LEvaluating my fridge magnet

Does the fridge magnet stick to thefridge?

Can the fridge magnet hold a spelling list?

Is the theme clear?

Does each fridge magnet fit in with thetheme?

Is the fridge magnet well drawn?

Is the fridge magnet well cut out?

Is the fridge magnet well made?

Is the fridge magnet well finished?

Evaluating my fridge magnet

Acknowledgements

Nuffield Curriculum Project Centre Team

David Barlex, Director Nuffield D&T Senior Lecturer Brunel University

Jane Mitra, Deputy Director and Educational Consultant

Nina Towndrow, Project Administrator

Authors and contributors

Eileen Birkenhead, Educational Consultant

Daniel Davies, Bath University

John Garvey, Brunel University

Rob Johnsey, Warwick University

Teresa Linton, Grasmere C of E Primary School

Lynne Orford, Holtspur School, Beaconsfield

Chris Purdie, Townsville Junior Grammar School, Queensland, Australia

Cy Roden, Educational Consultant

Marion Rutland, Roehampton Institute University of Surrey

Joy Simpson, Whipton Barton Middle School, Exeter

John Twyford, Exeter University

Design

Dave Mackerell, Studio Communications

Evaluation

Patricia Murphy and Marion Davidson of the Open University

Health and Safety guidance

Anna Wojtowicz and Caroline Reynolds from the Health and Safety Executive

Illustration and 2D/3D model making

Nathan Barlex

Proof reading

Joanne Jessop, Sue Byrne

The Project appreciates the efforts of all those teachers who taught trial units of work and provided valuablefeedback. The Project is grateful for all the support it has received from the Advisory Services.