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To Design and Create a Model Traction City. 2 Reeve’S Cities and Towns Are Pure Steampunk

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To Design and Create a Model Traction City. 2 Reeve’S Cities and Towns Are Pure Steampunk Andrews’ Endowed Primary Medium term topic planning English, Science, History/Geography, RE, ICT, The Arts, DT, PSHE, PE Topic 4 – Spring 2 Philosophical question: Topic Title: How do we determine what is truly “real” and what is not? Steampunkins Hook/ Stimulus: Outcome: To create a Mortal Engine Trailer. Steampunk animal and present this at a Steampunk Convention. Trips/ Visitors: Rich Texts: Skills covered and brief outline of activities Ongoing skills taught discretely: Section Watch the trailer for the Mortal Engines film which can be found at: https://youtu.be/fupYIggOq38. This clip shows PSHE - How can we keep safe in our local 1 mechanised London chasing down a smaller suburb. With no introduction, watch the short video clip together. What area? are the children’s first impressions? What is the genre? When is this set? How can it be London if it is moving? Does this story remind them of anything they have seen or read before? Read the first chapter of the book which shows the Sound same scene as the trailer. What does the title Mortal Engines actually mean and how can it be understood from what they know of the story already? Past or present? Steampunk blends modern and archaic styles and fashions. As the children read through the book, make a list of things that are old and modern. Please NB only the first chapter should be read. Section To design and create a model Traction City. 2 Reeve’s cities and towns are pure steampunk. Functional, bolted together and salvaged but also beautiful, stylish and well-designed. Provide construction equipment such as technical Lego ,Meccano or similar and, allow the children to experiment constructing a mechanical city on wheels. Ideal for encouraging collaborative experimentation. Children to build model Traction Cities. Children to have the following rules set: no electrical power, a maximum weight, only using junk modelling materials, minimum of four layers etc. Guide the children through designing and building a wheeled chassis to help their city move and to serve as a base to build their city on. This can be built with balsawood and axle and wheel kits available from educational suppliers. Let them experiment with wheel numbers–is 6 better then 4? When built, the children can move on to building their rolling city. In the book, the rolling cities are built in tiers like a wedding cake from salvaged parts of the old city. Let them choose a city to build, picking out features and buildings than can be included on their model. Then move onto construction. Foil food trays and plates of different sizes can be used to make the different layers. All sorts of junk can be used to create the buildings and features of the city. Also provide steampunk accessories (metal cogs, bolts, nuts etc) for them to use to give their city To design and create a model Traction City.docx some industrial glamour. See the ARTiculate Pinterest board for Mortal Engines for examples. Children to write a description of their models. Photograph it and annotate it with descriptive language: three ideas for each sense and be specific (plumes of acrid black smoke belched from the chimneys above London’s gut; the throbbing of the great Traction City’s mechanical heart etc). On the same page, add personifying verbs (growled, sulked, raged, scowled etc.) turning these into metaphors and similes. Then ask the children to write a description of their city, from the lowest level up to the building on the top tier just like Reeve does in Chapter 2. Set this aside, and work on a description of the Hunting Ground terrain. Details of this can be gleaned from Chapters 1 and 4. Again, look for specifics: giant track marks slash the landscape…the foul stench of stagnant water and mud, mud, mud etc. Section Make a link to great inventors of the Victorian era such as Isambard Kingdom Brunel, Louis Stevenson; 3 To investigate inventors of the Victorian Era. http://www.primaryhomeworkhelp.co.uk/victorians/inventions.htm To investigate inventors of the Victorian Era.docx Children to investigate the different inventions during Victorian times and to create a timeline showing these inventions. Ensure the children have the inventions in chronological order. Victorian_Invention Victorian_Invention details.doc factsheet.doc Children to research the following inventors: https://www.bbc.co.uk/teach/class-clips-video/ks2-isambard-kingdom-brunel-engineering-genius/zb9vhbk Show students a selection of pictures of products/ designs from different designers or design movements. Children to pick out features of each product and the differences between them. Children to give an explanation of why the products are different and yet have the same function? Different people have different ideas and /or experiment with different designs or want to give their products a different look to a previous style, which is how different design styles To analyse designers and design styles.docx have evolved. Children to evaluate the designs given to them. Children to see the features of a designer or a design movement. Sketch ideas using design styles individually. Use the Inspiration for Drawing Activity Sheet children draw ideas of products of their own choice. Children should reflect one particular design style or use a combination of styles. Encourage the children to use their own ideas as this is not a copying exercise. To create a design inspired by design ideas.docx Investigate the Victorian Era and how it influenced the Steampunk movement. To identify the comparisons between the Victorian era and Steampunk sub-culture. The Victorian era was one of the most important parts of the English history and it granted many innovations and elements in art and technology. It is considered by many one of the most interesting periods in history overall. There are many interesting technological innovations that happened in that period and this is why decorative elements like keys and locks are incorporated in the steampunk movement. There are also mechanical elements and steam engine parts that are a major aspect of steampunk. Children to plan a documentary about the comparisons that they have researched between the Victorian era and Steampunk sub-culture. To investigate Steampunk clothing and how other historical periods have influenced the designs. When it comes to clothing, the Victorian era had an obvious impact. For the ladies clothing the main elements in steampunk are the corsets and big dresses. Even today, steampunk ladies like to have beautiful corsets, just like in the Victorian era. The big dresses are a major element and true enthusiasts like to have their dresses made with the same techniques just like back then. The head pieces have a dual inspiration. We see that big hats are very trendy in steampunk and they often have mechanical and metallic elements. Men clothing are also inspired from the Victorian era. The tuxedos are very similar with the old ones and the colours remained the same. One big element in steampunk are the walking canes. They used to be very trendy back then and we see that in steampunk they have additional elements from the technological part of the Victorian era. The hats are also a big thing. Many steampunk enthusiasts adopted the exact same style that was fashionable back then. Another thing are the glasses. The monocular was a symbol of elegance back then and there are many modern steampunk enthusiasts that enjoy wearing then. Similarities in clothing.docx Children to complete the following after investigating the clothing from Victorian time period. Home challenge – To create a Steampunk costume. Section How do we determine what is truly “real” and what is not? 4 Children to create a Steampunk animal from cogs, key locks etc. Children to design their Steampunk animals and collect together different resources that they can use. Children to present their Steampunk animals at their own Steampunk conventions, where they will present their speeches of How do we determine what is truly ‘real’ and what is not. .
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