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2 How to incorporate LEGO Technic into the curriculum Key Stage 1 and 2 Building automata You may already have a lesson in your scheme of work on automata. Typically, this will involve making a wooden box with two sides open, a dowel through the centre of the solid sides and an offset cam moving a pushrod up and down. A shape such as an animal or person is then mounted on the pushrod. I already have my lessons planned. Why should I incorporate LEGO Technic? Children can experiment with different sized cams or offsets using a LEGO Technic cross axle with a corresponding gear or pulley wheel. The cross axle means different cams can be attached easily without the need for adhesive. Additional cams can also be attached quickly. You ll need a hole in the correct place on top of the frame to act as the cam follower. To further enhance the activity, different shaped cams can be made out of card with small cross-shaped slits in the centre. Unit 5C: Moving toys Children learn about controlling movement using a cam mechanism as part of a simple toy. Objectives To recognise the movement of a mechanism in a toy or model To understand that a cam will change rotary motion into linear motion To understand that different shaped cams produce different movements To learn about the relationship between a cam and a follower Unit 6C: Fairground This unit enables children to understand belt and pulley mechanisms, and to learn more about electricity and using an electric motor as a control. Objectives Learn how to include an electric motor in a simple circuit Learn how the direction of rotation and speed of an electric motor can be controlled Learn how rotation can be transferred from one part of a model to another by using pulleys and a belt Learn how a belt and pulley system can reverse the direction of rotation (by twisting the belt through 180 degrees) Learn how a belt and pulley system can turn the plane of rotation through 90 degrees (by twisting the belt through 90 degrees) Learn how a belt and pulley system can increase or decrease the speed of rotation (by using different sized pulleys) Building a fairground ride This project is ideally suited to using LEGO Technic. Unit 6D: Controllable vehicles Section 1: Investigative, disassembly and evaluative activities (IDEAs) Objectives Learn how a vehicle moves using wheels and axles Investigate and disassemble products in order to learn how they are made and how they work Learn to communicate through labelled drawings Learn that there are different sorts of switches

3 How to incorporate LEGO Technic into the curriculum Design and technology at Key Stage 3 Unit 07d: Using control to control a display Focus: Control and structures Unit 07aii: Understanding materials Focus: Overview: Resistant materials This unit is designed to develop pupils understanding of the properties of materials and how to apply this understanding when designing with resistant materials. In this unit, pupils tackle a design and make assignment (DMA) on the theme Carry it all, in which they design and make a carrying device for someone in the local community. They must use materials appropriately to meet a specific technical purpose. Objectives: Classify materials by their properties and sources, e.g. hard/soft, ferrous/non-ferrous metal, thermoplastic/ thermosetting plastic Consider basic surface finishes, e.g. edge polishing acrylic, sealing wood, primer, undercoat and gloss paint on mild steel Consider physical properties, e.g. the grain of wood, brittleness of acrylic, elasticity of PVC, malleability of aluminium Become aware how the extraction, use and eventual disposal of some materials affect the natural environment Unit 07d: Using control to control a display Focus: Control and structures Overview: The main aim of this unit is for pupils to learn how to apply and combine their understanding of electrical and mechanical control and structures when designing and making. They can also develop and practice graphic communication techniques. In this unit, pupils tackle a design and make assignment (DMA) on the theme Point-of-sale display, in which they produce an eye-catching display that communicates clearly and uses simple control of movement, light or sound. Objectives: Model, design and construct simple electrical control circuits that include switches and outputs in parallel and series, protection of LEDs and reversing control of motors Classify motion into four kinds and describe mechanisms that can be used to change one kind of motion into another Use cams and linkages to create a particular kind of motion Design and carry out fair tests to compare the strength of frame and sheet structures Design and make structures that are strong, using their knowledge of structural strength Consider different approaches to product marketing

4 How to incorporate LEGO Technic into the curriculum Design and technology at Key Stage 3 Unit 08d: Using control for security Focus: Overview: Control The main aim of this unit is for pupils to learn how to apply and combine their understanding of mechanisms, pneumatics and computer control when designing and making. In this unit, pupils tackle a design and make assignment (DMA) on the theme Safe and sound, in which they produce a computer-controlled security system that includes interlocking and alarms. Objectives: Design computer-controlled systems that control a range of output devices and monitor a range of input signals Implement designed computer-controlled systems so that they respond to real signals and control real devices Model a range of locking and opening/closing mechanisms, and include these in their own designs Use a modelling system to create strong and stable structures for testing security devices Integrate the structural and mechanical elements of a modelling system to create complex working models. Unit 09d: Using control for electronic monitoring Focus: Control Overview: The main aim of this unit is for pupils to learn how to apply and combine their understanding of electronic control and product design control when designing and making. In this unit, pupils tackle a design and make assignment (DMA) on the theme Taking care, in which they bring together their knowledge and understanding of electronics, product design and modelling to meet a specific and appropriate purpose and produce an electronically controlled sensing device that includes feedback. Objectives: Understand the design features and operation of electronic control sub-systems Identify the need for and constraints on the development of electronic systems Design, model and test simple electronic circuits Design printed circuit board (PCB) masks and use them to create a PCB, if appropriate Combine circuit and product design to produce a highquality electronic product Design and model potential products to show what they will look like and to confirm that they are appropriate for their intended purpose

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6 Lesson plan 1 Year: 6 Lesson: 1 Resources: Subject: Design & Technology Examples of a variety of controllable toy vehicles Unit: Unit 6D Controllable vehicles LEGO Technic construction kits Pen, paper, rubber, ruler etc, to record designs Time: 1 hour Teacher: Date: Class: Lesson objectives: Children should learn: how a vehicle moves using wheels and axles to investigate and disassemble products in order to learn how they work and how they are made to communicate through labelled drawings that there are different sorts of switches Outcomes: By the end of this lesson, children should be able to: describe accurately how toy vehicles work using appropriate vocabulary identify component parts and their functions make clear and accurate drawings of toy vehicles identify different sorts of switches and explain how they work Vocabulary: Designing, e.g. design proposal, criteria, exploded diagrams, labelled drawings, improvements, construction kits, modify Making, e.g. cutting jig, cladding, finishing technique, assembling, components Knowledge and understanding, e.g. circuit, series and parallel circuits, control, motor, chassis, secure connections, switch/short circuit, pressure switch, speed, motor spindle, pulley, wheel, axle, motor mounting clip Prior learning experience: It is helpful if the children have: produced labelled drawings used tools safely and accurately made simple electrical circuits built a framework from square section wood fixed wheels and axles to a chassis Class management: Some children might need extra support for the work with circuits This project may have cost implications so teachers may need to organise the resources and teach the children to use them carefully Assessment: Mainly by outcome and observation Evidence and Recording: Children s work

7 The Lesson Introduction: Introduce the unit to the children. Explain that in small groups they will be looking at how a vehicle moves using wheels and axles. They will need to investigate and disassemble products in order to learn how they work and how they are made. They will be asked to produce labelled drawings that there are different sorts of switches. Provide some examples of controllable toy vehicles for children to investigate, e.g. models made from construction kits. This could also be done by looking at the LEGO Technic website. Ask questions about how the models work, e.g. Where does the power come from? How are the wheels driven? What are their similarities and differences? Discuss new vocabulary. Ask the children to observe carefully how the model is constructed, how it works and how the components are joined together. Talk through health and safety implications of working with electricity. Pupil Activity: Having talked about construction, ask the children to record their findings through labelled drawings, e.g. drawings from different views, exploded diagrams. The children could investigate examples of switches and how they work and record their findings. Plenary: Teacher to share children s work and correct any misconceptions. Check that the designs are finished and if not ask it to be done for homework. Remind the children that the designs will be needed for Lesson 2. Learning activities and differentiation: Thought mixed ability groups. In an ideal lesson there should be no more than 3 or 4 children per group which would include (relating to D&T) one AA and one BA child.

8 Additional Notes Where these lessons fit in: (Taken from QCA: Unit 6D Controllable vehicles. Focus control: electrical) In these lessons, children develop their understanding of how products can be driven by electricity. They learn how to use motors within their models and how to control the speed and direction of movement. They develop their designing skills by using their own ideas and experiences to produce clearly labelled drawings. They use construction kits such as LEGO Technic and a range of materials and components to develop their skills, knowledge and understanding. The children will produce a framework structure that will be controlled by an electrical circuit. The children will develop this structure with cladding and appropriate finishing techniques to create a quality product. The vehicles made in this unit could be linked to the computer using appropriate equipment and software to enable children to experience writing procedures to control the movement and direction of their vehicles. This unit could be adapted by focusing on a particular type of vehicle, e.g. a circus vehicle, a carnival float, a moon buggy or a vehicle for transporting a particular load. This unit is an appropriate alternative to Unit 6C Fairground. Context (including previous lessons)/links to this unit: This unit builds on Units 2A Vehicles, 3C Moving monsters, 4C Torches, 4D Alarms and 5C Moving toys. It also builds on Science Units 2F Using electricity, 4F Circuits and conductors and on IT Unit 5E Controlling devices. Health and safety: When carrying out a risk assessment for this activity, teachers will need to consider the materials, tools and equipment being used. In addition, the following points should be noted: Explain to children that they should not experiment with mains electricity and should only use batteries in commercially available appliances unless supervised by an adult It is not advisable to use rechargeable batteries for home-made circuits in the event of a short circuit they could get very hot and cause injury Children should not investigate the rotating parts of mechanisms in machines without adult supervision and only when there is no chance of a sudden rotation Points to note: Links to this unit: Science: Unit 6G Changing circuits (short unit) Information technology: Unit 6C Control and monitoring - What happens when...? Literacy: Teach children to use the most appropriate form for communicating their ideas about their vehicle and to recognise that this is dependent on the stage of the process. Link this to their knowledge of different sorts of text Speaking and listening: Teach strategies for talking in groups, e.g. a procedure for dealing with different ideas or disagreement at the evaluation stage

9 Lesson plan 2 Year: 6 Lesson: 2 Resources: Subject: Design & Technology Examples of a variety of controllable toy vehicles Unit: Unit 6D Controllable vehicles LEGO Technic construction kits Pen, paper, rubber, ruler etc, to record designs Time: 1 hour Teacher: Date: Class: Lesson objectives: Children should learn: FOCUSED PRACTICAL TASKS (FPTs) to assemble components to make working models how to control the speed and direction of movement using pulleys and/or gears how electrical circuits with switches can be used to achieve functional results to use tools safely and accurately DESIGN AND MAKE ASSIGNMENT (DMA) to generate and model ideas through discussion and drawing to design and make as part of a team to select appropriate tools, materials, components and techniques to plan the main stages of making to evaluate their work according to their design criteria and to suggest improvements Outcomes: By the end of this lesson, the children should be able to: apply what they have learnt through IDEAs/FPTs in their designing and making work together to discuss and evaluate ideas use drawing as a way of modelling ideas select appropriate tools, materials, components and techniques for the task while considering constraints, e.g. time or availability of resources identify the main stages of making work together to make a quality product, evaluate their vehicle according to the design criteria and suggest improvements Vocabulary: Designing, e.g. design proposal, criteria, exploded diagrams, labelled drawings, improvements, construction kits, modify Making, e.g. cutting jig, cladding, finishing technique, assembling, components Knowledge and understanding, e.g. circuit, series and parallel circuits, control, motor, chassis, secure connections, switch/short circuit, pressure switch, speed, motor spindle, pulley, wheel, axle, motor mounting clip Prior learning experience: It is helpful if the children have: produced labelled drawings used tools safely and accurately made simple electrical circuits built a framework from square section wood fixed wheels and axles to a chassis Class management: Some children might need extra support for the work with circuits This project may have cost implications so teachers may need to organise the resources and teach the children to use them carefully Assessment: Outcome and observation Evidence and Recording: Children s work

10 The Lesson Introduction: Ask the children to use construction kits to make models of vehicles incorporating motors. How can the attached axle be made to turn faster or slower? Give the children a series of practical activities related to circuits: Revise circuits, ensure children understand the need for a complete circuit Incorporate a motor into the circuit Which way does it turn? How can the direction be changed? Add a small pulley to the motor spindle. Use an elastic band to make a belt drive. Place the belt around another pulley fixed to an axle secured in a box. Is the belt turning quickly or slowly? What happens if you change the size of the pulley? Ask the children to add switches to control the circuit. Use the results of their investigations to make their own circuits and switches. Pupil Activity: Discuss with the children the possibilities for different sorts of toy vehicles, e.g. moon buggies, lorries, circus vehicles. Discuss how these might be made from a basic chassis with cladding. What could you do? How could you do this? What does the vehicle need to do? What will it look like? What need does the vehicle meet? Discuss how the design should reflect the needs and/or style of the person who will use it. Who are you designing for? How will you make the vehicle appear to say I belong to...? Ask the children to work in pairs to discuss their ideas, to set criteria and then to make labelled drawings to show how they would construct their toy vehicle, including how the electrical components would be incorporated. Are there different ways of making this? Which could give the best results? What could we use? Ask the children to list the materials and components, and tools and equipment they would need and to identify their main stages of making. What tools would be best for this? What do you need to do first? What else could you do if it doesn t work? Check the children s design proposals before starting to make Encourage the children to test their models during development and to adapt where necessary. What do the users think about it? What could you do to make it better? Plenary: Ask the children to evaluate their finished models against their design criteria and to suggest improvements. Then use the finished model designs as the entry for LEGO Technic competition (see below) Learning activities and differentiation: Thought mixed ability groups. In an ideal lesson there should be no more than 3 or 4 children per group which would include (relating to D&T) one AA and one BA child.

11 Additional Notes Context (including previous lessons)/links to this unit: This unit builds on Units 2A Vehicles, 3C Moving monsters, 4C Torches, 4D Alarms and 5C Moving toys. It also builds on Science Units 2F Using electricity, 4F Circuits and conductors and on IT Unit 5E Controlling devices. Children will have looked at different designs and produced one of their own. Health and safety: When carrying out a risk assessment for this activity, teachers will need to consider the materials, tools and equipment being used. In addition, the following points should be noted: Explain to children that they should not experiment with mains electricity and should only use batteries in commercially available appliances unless supervised by an adult It is not advisable to use rechargeable batteries for home-made circuits - in the event of a short circuit they could get very hot and cause injury Children should not investigate the rotating parts of mechanisms in machines without adult supervision and only when there is no chance of a sudden rotation Points to note: Links to this unit: Science: Unit 6G Changing circuits (short unit) Information technology: Unit 6C Control and monitoring What happens when...? Literacy: Teach children to use the most appropriate form for communicating their ideas about their vehicle and to recognise that this is dependent on the stage of the process. Link this to their knowledge of different sorts of text Speaking and listening: Teach strategies for talking in groups, e.g. a procedure for dealing with different ideas or disagreement at the evaluation stage