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Boxing clever lesson plan 7-11

In this activity, children consider the design criteria for three popular food products: orange juice, breakfast cereal and pizza.

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  • Age groups: 7-11s
  • Subjects: Design & technology, Mathematics, Science, PSE
  • Topics: Waste

England

Maths

Number – number and place value

Pupils should be taught to:

·         round any whole number to a required degree of accuracy

 

Number – addition and subtraction

Pupils should be taught to:

·         add and subtract numbers mentally, including:

o   a three-digit number and ones

o   a three-digit number and tens

o   a three-digit number and hundreds

·         add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction

·         add and subtract numbers mentally with increasingly large numbers

·         use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy

 

Number – fractions (including decimals and percentages)

Pupils should be taught to:

·         read, write, order and compare numbers with up to three decimal places

·         recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal

 

Ratio and proportion

Pupils should be taught to:

·         solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparison

 

Measurement

Pupils should be taught to:

·         measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)

·         convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)

 

Geometry – properties of shapes

Pupils should be taught to:

·         draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them

·         compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes

·         distinguish between regular and irregular polygons based on reasoning about equal sides and angles.

 

Science

Working scientifically

·         asking relevant questions and using different types of scientific enquiries to answer them

·         gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

·         recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

·         reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

·         taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

·         reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

 

Properties and changes of materials

Pupils should be taught to:

·         compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets

 

Design and Technology

When designing and making, pupils should be taught to:

Design
·         use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

Evaluate
·         investigate and analyse a range of existing products

·         evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

 

Scotland

Mathematics

Number, money and measure

Number and number processes including addition, subtraction, multiplication, division and negative numbers

Having determined which calculations are needed, I can solve problems involving whole numbers using a range of methods, sharing my approaches and solutions with others. MNU 2-03a

 

Fractions, decimal fractions and percentages

I have investigated the everyday contexts in which simple fractions, percentages or decimal fractions are used and can carry out the necessary calculations to solve related problems. MNU 2-07a

 

Measurement

I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems. MNU 2-11b

 

Shape, position and movement

Properties of 2D shapes and 3D objects

Having explored a range of 3D objects and 2D shapes, I can use mathematical language to describe their properties, and through investigation can discuss where and why particular shapes are used in the environment. MTH 2-16a

I can draw 2D shapes and make representations of 3D objects using an appropriate range of methods and efficient use of resources. MTH 2-16c

 

Information handling

Data and analysis

I have carried out investigations and surveys, devising and using a variety of methods to gather information and have worked with others to collate, organise and communicate the results in an appropriate way. MNU 2-20b

 

Expressive Arts – Art and design

I can create and present work that shows developing skill in using the visual elements and concepts. EXA 2-03a

Through observing and recording from my experiences across the curriculum, I can create images and objects which show my awareness and recognition of detail. EXA 2-04a

Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. EXA 2-05a

I can develop and communicate my ideas, demonstrating imagination and presenting at least one possible solution to a design problem. EXA 2-06a

I can give and accept constructive comment on my own and others’ work. EXA 2-07a

I can give and accept constructive comment on my own and others’ work. EXA 2-07a

 

Social studies

People, place and environment

I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally-responsible way. SOC 2-08a

 

Technologies

Technological developments in society and business

Impact, contribution, and relationship of technologies on business, the economy, politics, and the environment.

I can analyse how lifestyles can impact on the environment and Earth’s resources and can make suggestions about how to live in a more sustainable way. TCH 2-06a

I can make suggestions as to how individuals and organisations may use technologies to support sustainability and reduce the impact on our environment. TCH 2-07a

 

Awareness of technological developments (Past, Present and Future), including how they work

I can investigate how product design and development have been influenced by changing lifestyles. TCH 2-05a

 

Craft, design, engineering and graphics

Exploring uses of materials

I can recognise basic properties and uses for a variety of materials and can discuss which ones are most suitable for a given task. TCH 2-10a

 

Representing ideas, concepts and products through a variety of graphic media

I can use a range of graphic techniques, manually and digitally, to communicate ideas, concepts or products, experimenting with the use of shape, colour and texture to enhance my work. TCH 2-11a

 

Wales

Design and Technology

Skills

Designing

Pupils should be given opportunities to:

1.    use a range of information sources to generate ideas for products

2.    investigate how existing products look and function as a source of ideas for their own products

6.   consider the safety, reliability and sustainability of their activities/products

7.   evaluate their design ideas as they develop, considering the needs of the user.

 

Range

Pupils should be given opportunities to develop their design and technology capability through:

·         tasks in which they explore and investigate simple products in order to acquire technological knowledge and understanding that can be applied in their designing

·         tasks in which they learn about the responsible use of materials, considering issues of sustainability

·         tasks in which they design and make products, focusing on different contexts and materials

 

They should be given opportunities to:

·         be creative

·         be innovative

·         work independently and in groups.

 

Mathematics

Developing numerical reasoning

Identify processes and connections

Learners are able to:

·         transfer mathematical skills to a variety of contexts and everyday situations

·         select appropriate mathematics and techniques to use

·         select and use suitable instruments and units of measurement

Represent and communicate

·         explain results and procedures clearly using mathematical language

 

Using number skills

Fractions, decimals, percentages and ratios

Learners are able to:

·         calculate percentage quantities based on 10%

 

Using measuring skills

Length, weight/mass, capacity

Learners are able to:

·         select and use appropriate standard units to estimate and measure length, weight/mass and capacity

·         measure on a ruler

·         use weighing scales

·         measure capacities

·         record measurements in different ways

 

Using geometry skills

Shape

Learners are able to:

·         Recognise, classify and sketch polygons with up to eight sides, including irregular shapes

·         Recognise 3D shapes

·         Explore the tessellation of different shapes

·          

Movement

Learners are able to:

·         Identify rotational symmetry of shapes

·         identify symmetrical properties of regular polygons

 

Using data skills

Collect and record data / Present and analyse data / Interpret results

Learners are able to:

·         Represent data using

o   Lists, tally charts, tables, diagrams and frequency tables

o   Extract and interpret information from an increasing range of diagrams, timetables and graphs (including pie charts)

 

Personal and social education

Sustainable development and global citizenship

Learners should be given opportunities to:

·         Take an active interest in varied aspects of life in school and the wider environment

And to understand:

·         how the environment can be affected by the decisions we make individually and collectively.

 

Science

Range

Interdependence of organisms

Pupils should use and develop their skills, knowledge and understanding by investigating how animals and plants are independent yet rely on each other for survival.

They should be given opportunities to study:

1.    How humans affect the local environment

 

The sustainable Earth

Pupils should use and develop their skills, knowledge and understanding by comparing the Earth with other planets, investigating materials around them and considering the importance of recycling.

They should be given opportunities to study:

4.   The properties of materials relating to their uses

5.   how some materials are formed or produced

6.   a consideration of what waste is and what happens to local waste that can be recycled and that which cannot be recycled.

 

Northern Ireland

Mathematics and Numeracy

Key stage 1

 

Processes in mathematics

Mathematical reasoning

Pupils should be enabled to:

·         Recognise simple patterns and relationships and make predictions;

·         Ask and respond to open-ended questions;

·         Explain their way of working;

·         Know ways to check their own work.

 

Number

Operations and their applications

Pupils should be enabled to:

·         Understand the operations of addition, subtraction, multiplication and division (without remainders) and use them to solve problems;

 

Measures

Pupils should be enabled to:

·         Understand and use the language associated with length, weight, capacity, area and time;

·         Know and use the most commonly used units to measure in purposeful contexts;

·         Choose and use simple measuring instruments, reading and interpreting them with reasonable accuracy

 

Shape and space

Exploration of shape

Pupils should be enabled to:

·         Sort 2D and 3D shapes in different ways

·         Name and describe 2D and 3D shapes; recognise reflective symmetry;

·         Explore simple tessellation through practical activities.

 

Handling data

Collecting, representing and interpreting data

Pupils should be enabled to:

·         Collect data, record and present it using real objects, drawings, tables, mapping diagrams, simple graphs and ICT software;

·         Discuss and interpret the data;

·         Extract information from a range of charts, diagrams and tables;

 

Key stage 2

 

Processes in mathematics

Mathematical reasoning

Pupils should be enabled to:

·         Recognise general patterns and relationships and make predictions about them;

·         Ask and respond to open-ended questions and explain their thinking;

·         Understand and make general statements;

 

Number

Operations and their applications

Pupils should be enabled to:

·         Develop strategies to add and subtract mentally;

 

Shape and Space

Exploration of Shape

Pupils should be enabled to:

·         Construct a range of regular and irregular 2D shapes, classify these through examination of angles and sides, recognise line and rotational symmetry, reflect shapes in a line, explore tessellations, name and describe common 2D shapes, begin to understand congruence in 2D shapes

 

Handling data

Collecting, representing and interpreting data

Pupils should be enabled to:

·         Collect, classify, record and present data drawn from a range of meaningful situations, using graphs, tables, diagrams and ICT software;

 

Art and Design

Key stage 1

Investigate and respond to direct sensory experience; including visual, verbal, spatial and tactile dimensions, memory and imagination, for example:

·         look at a range of natural and man-made objects, exploring and investigating the characteristics of what is seen by close observation, touch and recording

 

Explore the visual elements of colour, tone, line, shape, form, space, texture and pattern to express ideas

 

Talk about their own and others’ work, and how it was made, use observations to identify difficulties and suggestion modifications

 

Key stage 2

 

Engage with observing, investigating, and responding to first hand experiences, memory and imagination, for example:

·         look at a range of natural and man-made objects, exploring and investigating the characteristics of what is seen by close observation, touch and recording

 

Develop their understanding of the visual elements of colour, tone, line, shape, form, space, texture and pattern to communicate their ideas

 

Evaluate their own and others’ work and how it was made, explain and share their ideas, discuss difficulties and review and modify work to find solutions

 

The World Around Us

 

Key stage 1

 

Interdependence

Pupils should be enabled to explore:

·         the effect of people on the natural environment over time;

 

Change over time

Pupils should be enabled to explore:

·         positive change and how we have a responsibility to make an active contribution.

 

Science and technology

Place

·         The range of materials used in my area

 

Key stage 2

 

Interdependence

Pupils should be enabled to explore:

·         The effect of people on the natural and built environment over time.

 

Change over time

Pupils should be enabled to explore:

·         The effects of positive and negative changes globally and how we contribute to some of these changes.

 

Geography

Interdependence

·         Some of the ways people affect / conserve the environment both locally and globally.

 

History

Interdependence

·         Ways in which the use of natural resources through time has affected the local and global environment

·         Technological change and the impact of inventors and inventions over time

 

Science and technology

Place

·         Why materials are chosen for their use.

 • explore how waste can be reduced, reused or recycled and how this can be beneficial.

 

Personal development and mutual understanding

 

Key stage 1

 

Mutual understanding in the local and wider community

Relationships in the community

·         Understanding how their environment could be made better or worse to live in and what contribution they can make.

 

Key stage 2

 

Mutual understanding in the local and wider community

Pupils should be enabled to explore:

·         Playing an active and meaningful part in the life of the community and being concerned about the wider environment.