Drawing An Ideal Tree House

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					Lesson 3


   Drawing An Ideal Tree House


Lesson Description

This lesson is designed to help pupils to create an illustrated description of a
tree house using pupil’s imagination and the results of pupil’s questionnaire (if
available). To incorporate form/shape, ideas, and features and function that
makes it the most wonderful tree house for individuals. To imagine life living
or working in this type of tree house and what pupils think they would need to
include.


 Lesson Objectives


   •   Be able to apply geometry to a real project
   •   Be able to recognize how angles and shapes are used in the creation of
       buildings
   •   To produce a completed drawing with annotation and swatches of
       materials
   •   To use a range of materials to represent different ideas
   •   To be able to talk about their drawings/designs



 Teaching Strategy

Starter (5 minutes)
Description of task and introduction to materials available. Discuss and
demonstrate some examples and techniques they can use to make their
designs more imaginative and real.

Main Activity 1 (40 mins)
Working in groups, pupils will work together and be encouraged to be creative
in creating their tree house and also asked to discuss what they might want
their tree house to be and do.

Ask pupils to make rough designs of their tree houses and start work on a
final drawing paying particular attention to angles and weight.
Ask pupils to pay close attention to the interior of the tree house, and use the
different materials provided to represent textures or surfaces.
Ask pupils to try to incorporate items that may be in their tree house for
example a telescope can be used for science.

Plenary (10 minutes)
Ask pupils to come to talk about their design to the rest of the class, invite
comments from them about good design features and what they like. Ask
them whether the design is realistic and could be built. Take a vote on the
best design.

Teacher will record key points onto whiteboard.


 Homework

Look around your house and find three examples of 90 degree angles and
three examples of 45 degree angles. Try and draw at least one example of
each.


 National Primary Strategy

Mathematics Problem solving
Children play an active part in the problem solving and investigation by
answering questions, contributing points for discussion and explaining to the
identified audience.

Mathematics Unit 5b Angles
Pupils understand and use angle measurements
Pupils identify, estimate acute and obtuse angles

Art and Design KS2 Unit 2c Can buildings speak. Exploring ideas
Pupils discover differences and similarities in buildings. To ask and answer
questions about starting points. Try out tools and techniques and apply them
to materials and processes
By talking about their work they learn to review what they and others have
done and say what they think and feel about it.


 Resource Requirements

   •   cartridge Paper
   •   pencils and pens
   •   coloured pencils and pens
   •   material swatches
   •   magazine clippings
 Assessment Criteria

Pupils will be assessed by their ability to;

   •   Actively play a part in problem solving
   •   Use of tools and materials
   •   Annotation of the diagram
   •   Use of colour, shape, and angles
   •   Use their experience to review work


 Differentiation and Expectations

Most pupils will be able to discuss their ideas and ask some questions about
the start and end point of the design. They will be able to create a rough
sketch of their design and turn this into a completed drawing. They will have
annotated their work explaining how their design features work. They should
also be able to review their own design and others during the plenary using
basic terminology.

More able pupils will discuss the design in detail and be able to visualize the
design using their questioning of the teacher. They will show more
sophisticated ideas and thy will have used several different tools and
techniques best suited to this task. They will have detailed annotations and
they will thoroughly discuss their design pointing out good and bad design
features.

Less able pupils will be able to discuss some ideas and ask questions about
the task. They will create a rough sketch and will attempt to complete the
drawing. They will have some annotation in their work and will be able to
make some review points about their work and others.


 Teacher Guide: What you need to do

Introduce pupils to the lesson and show them examples of good drawing
designs of tree houses. Try to demonstrate wherever possible, especially for
new skills such as Mark Making.

Facilitate and encourage pupils to use different tools and techniques, point out
the use of angles used in the design of tree houses and the strength of acute
and obtuse angles. Show them shapes and textures your examples.

At the end of the less on ask pupils to review others work and check pupils
understanding of points they have learnt in the lesson.
 Reasons for the lesson

   •   To express a creative interpretation of their ideal tree house
   •   To explore the possibilities of designing a tree house using different
       tools and techniques
   •   To express problem solving skills in the form of diagrams, written
       annotation and speech


 Key Words

   Idea, sketch, function, object, mark making, acute and obtuse angles


 Grouping

Pupils will discuss the ideas first as a whole class and then refine their ideas
in smaller groups of 4 or 5 and work in pairs to complete the task.


 Pace of the Lesson

Set clear timescales and reminders of time left especially during main activity.
Make sure that pupils have sufficient time to complete the final drawing.
 Assessment Sheet

This sheet will give you an idea of the marks your teacher will give you
for your work.

What you have to do       Mark available        Your mark
Join in with discussion   5
Use new tools and         5
techniques
Rough design in pencil    5
Completed drawing         5
Incorporated ideas        5
using drawings, words
or swatches
Described their           5
drawing verbally

Total                     30

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