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Design |
Analysing what you found out |
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Each person creates a card with one element (which may be in the design) and list all the potential inputs on one side and outputs on the other side. See if you can join up outputs from one element to make an input to another element. Is there a way to place them to enable these connections to be made? |
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Design |
Analysing what you found out |
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Become familiar with vocabulary such as analysis, tool box, input, output. |
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Design |
Analysing what you found out |
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Experience or observe other people doing an analysis process and help as far as possible. |
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Design |
Analysing what you found out |
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Collate (pull together) information gathered in the survey stage, draw into mindmaps, diagrams, or lists with different headings. |
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Design |
Analysing what you found out |
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Chose two elements, which may be in the design, to dramatise. Children are split into four even-sized groups - inputs and outputs for each element. Each child becomes either an input or output of their element. Dramatise to show how an output from one element can become an input to another element. |
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Design |
Analysing what you found out |
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Play with 'random assembly' with cards (each person has a card with an element drawn on it) move around the room putting different elements (identified in your survey) together in unusual ways (using different prepositions) to see if something new can emerge (e.g. wormery +in+raised bed = worm tower in raised bed). |
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Design |
Analysing what you found out |
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Work out your 'limiting factors': list all the things which might limit your design (what problems might you encounter e.g. summer holidays, money, skills). |
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Design |
Analysing what you found out |
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Discuss the functions of different types of patterns (e.g. branching pattern for collection and distribution) |
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Design |
Analysing what you found out |
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Celebrate the gathering and integration of information. |
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Design |
Analysing what you found out |
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Express how each person in the group feels throughout each stage of the design process. |
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Design |
Analysing what you found out |
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Discuss what you would like to achieve from the design (the main functions of the design). |
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The animal, fungus and bacteria kingdoms |
Animal families, homes, names, footprints and other signs |
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Collect and make use of an animal product (manure, eggs, feathers etc.) |
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The animal, fungus and bacteria kingdoms |
Animal families, homes, names, footprints and other signs |
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Visit a farm and learn about how the farmers care for different animals and what the animals contribute to the farm. |
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The animal, fungus and bacteria kingdoms |
Animal families, homes, names, footprints and other signs |
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Learn about the functions of some animals in a garden (e.g. worms building soil/ birds eating insects). |
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The animal, fungus and bacteria kingdoms |
Animal families, homes, names, footprints and other signs |
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Look after an animal for several weeks (e.g. worms, fish, chickens) with the help of an adult. |
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The animal, fungus and bacteria kingdoms |
Animal families, homes, names, footprints and other signs |
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Be confident to touch animals, and not to harm them. |
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The animal, fungus and bacteria kingdoms |
Animal families, homes, names, footprints and other signs |
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See, touch, smell, hear different signs of animals, such as feathers, bones, skulls, fur, footprints, poo, bird song. |
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The animal, fungus and bacteria kingdoms |
Animal families, homes, names, footprints and other signs |
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Think about the feelings of animals and discuss how you know when they are happy, sad, afraid etc. |
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The animal, fungus and bacteria kingdoms |
Animal families, homes, names, footprints and other signs |
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Listen to different birdsong in the forest and garden. |
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The animal, fungus and bacteria kingdoms |
Animal families, homes, names, footprints and other signs |
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Identify very common animal tracks (e.g. dog, person, horse). |
