Creativity

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BRUNELLI
Strategic Awareness
Resilience
Curiosity
ELLI
Brunelli is a unique collection of exciting
lesson ideas, activities and resources designed
especially for teachers wanting their children to
become excited and intrigued by Isambard Kingdom
Brunel and his remarkable achievements.
Creativity
Changing
All of the teaching and learning activities have
been created by Bristol based primary school
teachers who have a shared belief that the best
lessons are those which promote the seven
learning dimensions which are collectively known
as ELLI
Learning Relationships
Meaning Making
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Over the last several years a number of schools
across Bristol have adopted a teaching and
learning model developed by educational
researchers from Bristol University. This model -
ELLI , consists of seven learning dimensions
which we believe hold the key to the development
of our children as effective or powerful lifelong
learners.
Powerful learners love asking their own questions
to find out whats really going on.
Powerful learners know what to do next by having
their own strategies which they are able to
choose between.
Curiosity
Strategic Awareness
Resilience
What is
ELLI
Powerful learners dont give up easily when
things start to get difficult.
Creativity
Powerful learners love playing with possibilities
and using their imagination to solve problems in
different ways.
?
Learning Relationships
Changing
Meaning Making
Powerful learners understand that they can become
better learners over time
Powerful learners love sharing their thoughts and
ideas with others and working well together to
solve problems.
Powerful learners are great at being able to
connect what they have learnt from one lesson to
another and to their lives outside of school
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What is ELLI? Brunelli
History lessons Tracy Hatton and
David Millington Brunelli Geography
lessons David Millington Brunelli Science
and DT lessons Jo Stephens Brunelli
Literacy and Drama lessons Irene
Harrison Brunelli Numeracy lessons Simon
Gent Brunelli Art lessons Tracy
Hatton Brunelli PE lessons Simon
Gent Brunelli Music lessons David
Millington Brunelli KS1 lessons
BRUNELLI
Contributors
contents
Irene Harrison _at_ Stoke Bishop
David Millington _at_ Westbury Park
Simon Gent _at_ Christ the King
Tracy Hatton _at_ Victoria Park
Jo Stephens _at_ Christchurch
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LESSONS
BRUNELLI
1) Why was Brunel voted as one of the greatest
Britains ever?
2) How creative a design was the SS Great Britain?
3) What was it like Being a passenger on board
the SS Great Britain?
4,5) What was it like at the launch of the SS
Great Britain?
6) What were Brunels learning strengths?
HISTORY
7) Why was Brunel famous?
8) In what way was Brunel resilient, when
designing and building the Clifton Suspension
Bridge?
9) What did Brunel do for the railways?
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BRUNELLI
SUBJECT HISTORY
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources
1) Why was Isambard Kingdom Brunel voted by the nation to be one of the greatest Britains ever? 2)Were can the brilliance of Brunel be found in Bristol? Show photo montage of Brunels achievements. Ch. to identify which ones can be seen in Bristol and share existing knowledge/personal experiences of. Explain that at the end of the lesson the ch. will be hot seated as Brunel and have to justify why they (IKB) should be voted as the greatest Britain ever. Ch. to watch video about IKB exceptional engineering achievements In pairs ch. to list down as many reasons as possible for IKB to be voted the greatest Britain ever. Ch. to order reasons in terms of importance. Dressed in top hat and tail coat ch. to take turns being hot seated as Brunel. (NB) Encourage questioners to counter argue to tease out details about the scale and inventiveness of Brunels projects. WT) Ch to write 3 wonder questions in books/post-its relating to one of Brunels Bristol based projects 1) Photo montage of Brunels achievements 2) Videos BBC Clarksons Greatest Britains 3) Top hat
Meaning Making
Resilience
Strategic Awareness
Creativity
Changing
Learning Relationships
ELLI
Curiosity
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BRUNELLI
SUBJECT HISTORY
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources
1) Why have millions of pounds been spent on restoring the SS Great Britain? 2) In what way was the SS Great Britain different to ships of its time? Show photo of SSGB. Ch to think of 3 things they already know about the ship and share knowledge. Explain how the SSGB was designed in order to complete Brunels vision of transporting people from London to New York by using props (world map, model of SSGB, railway tracks) Introduce photo showing wreck of SSGB being towed across Atlantic. Compare with recent photo of ship and discuss TLQ 1 In pairs, Ch to investigate a range of photographs which show various features of the ships design and which have contributed to the ships uniqueness. Ch. to locate each numbered photo on a large outline map of the SSGB and write a sentence explaining how they think the feature contributes to the ships uniqueness. Extension Ch. to compare and contrast the SS Great Britain with the Matthew and present ides in own way (mind map, similarities/differences chart) Reveal what each photo actually shows and its historical importance (answers on back of photos) WT) Explain that ch. will be visiting the SSGB next week. Ch to write 3 questions about the ship that they think theyll be able to find out the answer to during the trip SSGB photo SSGB features photo pack SSGB outline map
Meaning Making
Resilience
Strategic Awareness
Creativity
Changing
Learning Relationships
ELLI
Curiosity
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BRUNELLI
SUBJECT HISTORY
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources
1) What was it like being a passenger on board the SS Great Britain? 2)Were all passengers treated the same on board the SS Great Britain? Ch to think/pair and share 3 questions about the ship that they think theyll be able to find out the answer to during the trip Trip to SS Great Britain. Audio tour of the ship which gives a comprehensive insight into what life on board the ship would have been like for 1st class passengers, 2nd class passengers and steerage. Museum walk. A historical timeline of the ship whereby ch. get to find out about the changing roles, voyages and difficulties encountered. Workshop In groups of 5 or 6, ch. to study a range of artefacts, diary extracts and other primary resources (Provided by the SSGB Education Centre) Using the clues provided, ch to build up a character profile of a passenger on board the SSGB. The profile should include personal details (age, sex, occupation, class, appearance etc) aswell as any interesting experiences or difficulties the passenger encountered. Ch. to reveal their passengers in a short presentation to the class. (NB) Opportunities to further highlight the differences between 1st class passengers, 2nd class passengers and steerage Organised trip to the SSGB passenger artefacts, diaries and other primary resources
Meaning Making
Resilience
Strategic Awareness
Creativity
Changing
Learning Relationships
ELLI
Curiosity
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BRUNELLI
SUBJECT HISTORY
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources
1) What was it like at the launch of the SS Great Britain? Display launch painting and ask ch. to list all the different people who would have been at the event (crew, mayor, Prince Albert, pickpockets etc) Explain to ch. that over the next two lessons, they will be planning and writing an interview for a radio broadcast on the launch of the SS Great Britain. Share reading of article The day Brunels great Discuss points of interest about the launch day ie The royal procession, the royal banquet and floating the ship out of the dock. Discuss who else attended the launch. Activity 1) Having decided on a person from the list of whom they will become in the interview, ch. to develop their character through the creation of a Launch passport. The passport should give details about their DOB, occupation and reasons for being at the launch Activity 2) Children to mind map through the senses what it would have been like to be at the launch of the SS Great Britain (Main branches feelings, sights, sounds, smells Ch. to share senses mind maps NB) Encourage ch. to really develop their branches Q)What were people in the crowd shouting? Shes Magnificent! B) How can a thing of that size float? SSGB launch painting Launch article
Meaning Making
Resilience
Strategic Awareness
Creativity
Changing
Learning Relationships
ELLI
Curiosity
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BRUNELLI
SUBJECT HISTORY
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources
1) What was it like at the launch of the SS Great Britain? Connecting Activity Ch to reveal items from feely bag (cork screw, iron chain, flag, screw, lump of coal,) Think/pair/share Ch to explain what each object has to do with the launch of the SS Great Britain. Review childrens mind maps from previous lesson. Explain to ch. that before writing their launch interviews it is important to think about the type of questions that could be asked. Ch. to brainstorm possible reporters questions (books/post-its) Discuss which questions would interest a radio audience. Display success criteria jigsaw for radio launch interview. jigsaw historical facts about the launch, sense of time-Victorian era, detailed answers, interesting questions, development of character, a dusting of humour) CC-Literacy Ch. to construct senses mind maps to help in creative writing of launch interview radio scripts. Ch. to use senses mind maps to develop their launch interview radio scripts In pairs, ch. to read aloud radio scripts. Class to evaluate against success criteria NB) Using projected image of the SS Great Britain launch painting, a GWR radio station banner and a microphone, the ch. can have great fun video recording their interviews 1) Feely bag and objects 2) Success criteria jigsaw 3) SSGB launch window, microphones, camcorder
Meaning Making
Resilience
Strategic Awareness
Creativity
Changing
Learning Relationships
ELLI
Curiosity
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Have you had anything stolen?
What does it feel like to be at the launch of the
SS Great Britain?
Can you describe the atmosphere here in Bristol
today?
Did you manage to get a glimpse of Prince Albert?
Do you feel the police have done a good job today?
What was the highlight of your day?
Do you think the huge amount of money spent on
the ship is justified?
Did you get a good view of the ship as she was
launched from the dock?
Do you think the ship will encounter any problems
on its first transatlantic crossing?
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BRUNELLI
SUBJECT HISTORY
Focus Questions Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources
1) In what ways did the seven learning dimensions lead to Isambard Kingdom Brunels exceptional engineering achievements? Reintroduce photo montage of Brunels achievements. In pairs ch. to talk for a minute about one of his achievements. Partner to record the number of facts told inside that minute Discuss the fact that in order to achieve such incredible things, Brunel must have had strengths in some or all of the learning dimensions. Share stories of how Brunel nearly killed himself 1)Thames tunnel incident 2) swallowed coin 3) suspension bridge basket Ch. to discuss learning dimensions used by Brunel Place seven large sheets of paper, each with a different learning dimension written in the middle, around the class. Class to move freely from one dimension to another, recording examples of when Brunel demonstrated a strength in that dimension Eg Creative the screw propeller Meaning Making understanding about the properties of materials such as iron Display and discuss learning dimension evidence sheets Discuss which of the dimensions Brunel was most powerful in? WT) If Brunel were alive today, what three things would you like to ask him most? 1) Photo montage of Brunels achievements 2) Stories about Brunel and near death experiences
Meaning Making
Resilience
Strategic Awareness
Creativity
Changing
Learning Relationships
ELLI
Curiosity
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BRUNELLI
SUBJECT History
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources
1. What is Brunel famous for? Discuss chns previous knowledge of Brunel make a class concept map their ideas. Explain to the chn that they are going to look at a selection of images of projects that Brunel designed. Ask chn to look out for any works that they recognise or that they have seen in Bristol. Add any new items to concept map. Time line group activity - Chn have 3 envelopes per group. One envelope has a set of dates from Brunels life. One envelope contains pictures of Brunels engineering accomplishments and the last envelope contains a paragraph of information about each picture. Using reference books / information sheets (SEN) chn to work in a team to match pictures and information together and then assemble each engineering project into date order. This lesson could be delivered through ICT chn record in ICT suite the correct time line of events and information. Print out and put into books. Ask chn to evaluate how well they felt they worked as a team today Q- What aspects of this task were hard? Q- How did you overcome these? Using IWB, taking feedback from groups arrange the events/ projects in date order on a Brunel Time line. Thumbs up / down assessment Q- Do you think you something that Brunel is famous for? Q- Is there anything we should add to our Brunel concept map? Brunel Reference books Brunel Power point (attached) Simplified reference sheet (attached) ICT suite where applicable.
Learning Relationships
ELLI
Meaning Making
Curiosity
Changing
Resilience
Creativity
Strategic Awareness
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BRUNELLI
SUBJECT History
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources
2. Do you think Brunel was a resilient person? Clifton Suspension Bridge Refer chn to concept map that children helped to construct last lesson. Q- Which of these can we see in Bristol? Q- Have you ever been to them? Q- What was it like? Q Have you been over the suspension bridge? Today we will be looking at the Clifton Suspension Bridge introduce focus. Using power point explain to the chn that when he was working on the Thames Tunnel Brunel sustained a serious injury. Whilst recuperating from this injury Brunel saw a competition to design a bridge to span the Avon Gorge. Introduce the story of the Clifton Suspension bridge showing other competition entries. Stop your recount at the point that Thomas Telfords design won the competition. Q- If Brunels design lost the competition, how did his bridge get built? Chn work in pairs using reference sheet / reference books to complete the bridges history. 1. Researching and answering key qs Q- What do you think Brunel would have thought of his finished bridge? 2. Give chn a poster advertising the bridge across the Avon Gorge competition. 3. Design your own competition entry. chn have drawing of gorge without bridge sketch on their own design. Q- If Brunels design lost the competition, how did his bridge get built? Q- Do you think Brunel was a resilient person? Why? Ask chn to show and explain their designs for a bridge across the gorge. Judge which bridge should win based on todays entries and Brunels. Images of suspension bridge (attached) Other competition entries (attached) Design bridge worksheet (attached) Reference books
ELLI
Curiosity
Strategic Awareness
Learning Relationships
Meaning making
Changing
Resilience
Creativity
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BRUNELLI
SUBJECT History
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources
3. What did Brunel do for the railways? Show chn a small model train set and have a chn push a train around the track. Explain that Brunel used all the Elli dimensions in his engineering. He had to be creative when solving lots of problems. Split the track in 2 and say that there is now a river between the 2 tracks. Q- How can the train get from one side to the other? What if there was a large hill between the 2 tracks that the train cannot go up? Show map of Brunels GWR with numbered key points of reference. Q- What does this map show? Q- How do you think this is related to Brunel? Explain to the chn that Brunel is responsible for a piece of engineering at each of the numbered places. They will be working in a group research one of the points. They will be given images, information sheets, books and will be expected to give a short presentation about their site to the class in 20 minutes. Explain that in the plenary each group will present their findings to the class. When listening everyone will need to label their GWR map with each site. Chn present their research into each site. Chn complete their Brunel GWR site map. Q- What did Brunel do for our railway system? OPTIONAL - Final assessment give chn a blank Brunel concept map. Ask them to complete it with as much information as they can remember about Brunel and his achievements. Map of Brunels GWR (attached) Small model train track. Blank Brunel Concept map (attached) Images (attached) Information sheets (attached) Sugar paper marker pens.
Strategic Awareness
Learning Relationships
Changing
Resilience
Creativity
ELLI
Curiosity
Meaning making
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Brunel Concept Map
Lesson 1
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Lesson 1
Images for envelopes
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Lesson 1
Images for envelopes
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Lesson 1
Images for envelope
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Lesson 1
Information for envelopes Temple Meads train
station - Bristol Temple Meads, opened in 1840
for journeys to Bath. Through trains to London
started running on 30 June 1841 SS Great Britain
-Brunel also designed three great ships, each the
largest of its age, the Great Western, the Great
Britain and the Great Eastern. The second of
these was begun in 1839 and launched in 1843
finally entering service in 1846. It had a
chequered career ending as a floating warehouse
in the Falkland Islands where she was finally
beached in 1937. She has now been restored and
can be seen at Bristol Docks. Clifton Suspension
bridge Brunel enters a competition to build a
bridge over the Avon gorge at Clifton. Brunel
wins the competition in1830 but due to local
civil unrest the construction was delayed for
five years only to be abandoned again due to lack
of funds. The bridge was eventually completed in
1864, after Brunel's death,
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Lesson 1
Information for envelopes
Paddington train station -In March 1833 Brunel
was appointed engineer to the Great Western
Railway. Plans were completed by March 1834. It
then took another two years to go through
Parliament. The first section from Paddington to
Maidenhead was opened on 4 June1838. SS Great
Eastern - The SS Great Eastern was conceived as
the biggest steamship yet to be built, one that
would be capable of carrying 4,000 passengers at
a time on a non-stop trip to Australia. The ship,
originally called Leviathan, was to be nearly
700ft/213.36m long, six times the size of the
largest ship built to date. Brunel designed her
to be unsinkable, extending the watertight double
plating to five ft/1.5m above the ships deepest
load line. Royal Albert Bridge - One of
Brunel's most dramatic technical achievements is
the Royal Albert Bridge over the River Tamar at
Saltash in Cornwall. Begun in 1854, the two 465
foot cast iron spans were hoisted into position
in September 1856 and July 1858 and the bridge
was opened by the Prince Consort in May 1859.
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Lesson 1
Dates for envelopes

1829 1838 1840 1839 - 46 1859
1858
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Lesson 2
Here are some other entries to the competition to
design a bridge to span the Avon Gorge.
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Lesson 2
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Lesson 2
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Lesson 2
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The idea of building a bridge across the Avon
Gorge originated in 1754, with a bequest in the
will of Bristolian merchant William Vick, who
left 1,000 invested with instructions that when
the interest had accumulated to 10,000 it should
be used for the purpose of building a stone
bridge between Clifton Down (which was in
Gloucestershire, outside the City of Bristol,
until the 1830s) and Leigh Woods (then in
Somerset), both of which were barely populated at
the time. In 1829 a competition was held to find
a design for the bridge. The judge, Thomas
Telford, rejected all designs and tried to insist
on a hugely expensive design of his own. Q1 - If
Brunels design lost the competition, how did his
bridge get built? ________________________________
__________________________________________________
__________________________________________________
_________________________________ Q2 The Bridge
was started in 1831 but was brought to an abrupt
stop by what ? ___________________________________
____________________ Q3 Did Brunel see his
completed Bridge ? yes / no Q4 Where did the
chains for the Clifton Suspension Bridge come
from? ____________________________________________
__________________________________________________
__________________________________________________
_____________________ Q5 When was the Clifton
Suspension Bridge completed? ___________ Q6 -
What do you think Brunel would have thought of
his finished bridge? _____________________________
__________________________________________________
__________________________________________________
__________________________________________________
_________________________________________
Working in pairs, use the information books and
reference sheets provided to help you answer the
following questions.
Focus Do you think Brunel was a resilient man?
Lesson 2
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Focus Can you design an alternative Bridge to
span the Avon Gorge? Name _______________________
In 1829 Brunel entered a competition to design a bridge to span the Avon Gorge. Imagine that you were alive in 1829, can you design a bridge to rival Brunels ?
Design a Bridge Competition


Lesson 2
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Lesson 3
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Focus What are these Brunel GWR landmarks?
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Thames Tunnel
Paddington Station
Royal Albert Bridge
Maidenhead Bridge
Temple Meads
Box Tunnel
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LESSONS
BRUNELLI
1) What geographical obstacles did Brunel have to
overcome to fulfil his vision of luxurious
travel from London to New York?
2) Where in the world did the SS Great Britain
sail?
GEOGRAPHY
3) What major changes have taken place in Bristol
since the death of Brunel?
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BRUNELLI
SUBJECT Geography
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources
What geographical obstacles did Brunel have to overcome to fulfil his vision of luxurious travel from London to New York? Children to Think/Pair/Share How did people travel long distances before the arrival of the railways and steamships? Visually recreate using photographs, maps and models the journey that Brunel wanted his passengers to take from London Paddington to Bristol temple Meads on his wide gage track, stopping at the Great Western Hotel overnight before embarking on a transatlantic crossing aboard the SS Great Britain. Discuss human and physical geographical problems Brunel would need to overcome. Share stories about the Box Tunnel and difficulties encountered Children to study carefully the pictures locations and explanations of key Brunel landmarks along the route from Paddington to New York. Working in pairs,Ch. to locate landmarks and plot route as accurately as possible with place names on a blank outline map of the UK and North America using their atlas skills. Ch. to join up with a different pair to compare maps and discuss their accuracy. Ch. self asses their own learning in the lesson with particular reference to the resilience learning dimensions and their own ways of overcoming any problems they had. Photographs, maps and models to recreate journey (unattached) Photograph and information on the Box Tunnel (attached) Atlases Blank outline map of the UK and North America
ELLI
Curiosity
Strategic Awareness
Learning Relationships
Meaning making
Changing
Resilience
Creativity
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BRUNELLI
SUBJECT Geography
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources
Where in the world did the SS Great Britain sail? Finger facts In pairs, ch. to link fingers each time they can agree on a really interesting fact about the SS Great Britain Introduce the time line and accompanying photographs of the important events and voyages which took place during the the life of the SS Great Britain. At each stage, children could quickly write down any feelings they may have about the voyage/event imagining they were Brunel. Ch. to study carefully individual copies of the time line and highlight places of departure and arrival Using atlases, ch. to locate the different ports and places from were the ship departed and arrived and plot the routes of the voyages, ports and places on a blank outline map of the world. Using information from the timeline, a key can be included which explains why each voyage was made. Ch. to join up with a different pair to compare maps and discuss their accuracy. Wonder Time Ch to record 3 wonder questions about any aspect of the voyages and places the SS Great Britain visited. Timeline of the SS Great Britain and photographs Atlases Blank outline map of the world
ELLI
Curiosity
Strategic Awareness
Learning Relationships
Meaning making
Changing
Resilience
Creativity
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BRUNELLI
SUBJECT Geography
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources
What major changes have taken place in Bristol since the death of Brunel? Which is the best city route to take to see Brunels landmarks? Spot the difference Ch. to compare and contrast two photographs of Bristol 2006 and 1859, and identify as many differences as they can in 5 minutes. Ch. to share differences with class Leading on from connecting activity, show children two maps of Bristol -2006 and 1859. Discuss major geographical changes Urban growth, road network, services etc. Explain to children that if you were a tourist in Bristol now your tour around the city would be very different to a tour in Victorian times. However, in both times you would expect to visit Brunels exciting landmarks. In this activity the children will imagine that they are working for The Bristol Tourist Board and have been asked to design a a travel map for tourists wanting to take a tour of Brunels famous landmarks. Using the maps of Bristol to assist, the children can choose to create a map for either the modern or the Victorian tourist. Maps should include All key Brunel landmarks Other key landmarks as points of reference Main roads (names or numbers) Any additional tourist attractions Ch. to talk through maps as if they were working in a Tourist Information Centre to a customer Customer may ask questions about any of the Brunel landmarks Bristol 2006 and 1859 photographs and maps
ELLI
Curiosity
Strategic Awareness
Learning Relationships
Meaning making
Changing
Resilience
Creativity
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LESSONS
BRUNELLI
1)What forces need to be considered in bridge
design?
2) Can you build a bridge with only these
resources?
3) Are you able to design a bridge using
engineering principles?
4) Can you design a gadget to perform a
specialist task?
5) How would you solve a modern day transport
problem if you were Brunel?
SCIENCE
6)How could the principles of a steam engine be
used to make your life easier?
6)How could the principles of a steam engine be
used to make your life easier?
7) In what ways are gears crucial to our
transport network?
8) Can you design a workable model propeller?
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BRUNELLI
SUBJECT Science / D.T.
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary / Assessment Resources
What forces need to be considered in bridge design? Show a clip of What the Victorians did for us which demonstrates the forces of a suspension bridge using people. You could then go on to replicate this clip as a gym demonstration if you carry out a risk assessment first The 2 pillar children hold onto a rope at either end which is well-secured into the ground. Another rope is used to span the distance between them. Another child is then used as a load on the bridge by sitting on the rope spanning between the two pillar children. The pillar children should be able to experience the compressive force pushing them down. Contrast with what happens if the pillars are not connected to the anchored ropes (theyll start to collapse in on each other). Health and safety consideration make sure the load is light and ensure that the ropes either end are firmly secured to the ground. Web-based demo www.constructionawards.org.uk KS2 Activity 6 the force a load exerts on a bridge IWB demo Using the following website www.pbs.org/wgbh/buildingbig/lab/forces.html Demonstrate the forces of compression (squeezing), tension (stretching), bending, shearing (sliding), torsion (twisting) Children to experiment with building materials such as lego, mechano, art straws, balsa wood, natural materials from the school grounds etc. As a group identify the different forces discussed in action what are the consequences of these forces? Storyboard in a digital photo sequence to display on wall for reference to during subsequent science work. Drill key vocabulary of the different forces. Where else do you see these forces at work in daily life? IWB Web access Construction materials Digital camera 3 ropes (2 of which are securely fastened into the ground)
Meaning Making
Strategic Awareness
Learning Relationships
Curiosity
Changing
Resilience
Creativity
ELLI
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BRUNELLI
SUBJECT Science / D.T.
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary / Assessment Resources
Can you build a bridge that holds 100 pennies, using one sheet of paper and up to five paper clips? Adapted from http//newsweaver.co.uk/teachersnetwork/e_article000492812.cfm?xb11,0,w_4)_Design_your Look at bridge designs what are the fundamentals? How have the bridges been strengthened? Discuss ways of strengthening and reinforcing the paper, e.g. fold the paper (like an accordion), roll the paper, or cut and weave the paper. Take suggestions for other ways. The bridge must span 20cm each end will rest on a book and cannot be taped or attached in any way. Work in pairs to complete the tasks. Have a class showcase of the most successful bridges. Elicit what features made it a success. What other variables may have impacted upon the success of a certain design (e.g. how many times paper re-folded / way and location in which pennies were positioned)? How could we re-test the designs under fair test conditions? If time, the test could be repeated account for any differences on the results. 100 pennies Paper clips A4 paper Books Ruler
Meaning Making
Strategic Awareness
Learning Relationships
Curiosity
Changing
Resilience
Creativity
ELLI
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BRUNELLI
SUBJECT Science / D.T.
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary / Assessment Resources
Are you able to design a bridge using engineering principles and a bridge building design package? Look at images of some of Brunels bridges the Clifton Suspension Bridge and the Royal Albert Bridge (re Brunel Information PowerPoint ). What patterns can you see in the construction? What materials have been used? Ask for each group to record a question on a post-it note re if they could ask the photo a question what would it be? Recap forces work and re-visit the website below to look at the advantages / disadvantages of different materials and shapes. www.pbs.org/wgbh/buildingbig/lab/materials.html Work through the introductory information of the West Point Bridge contest. http//bridgecontest.usma.edu/download.htm What learning from this week will help us to tackle this problem? Downloadable programme from the web and runs without internet access. Children attempt the challenge in 2s or 3s. Discuss clear need for stickability at regular points in the activity. How successful were you? At each stage when the design was tested and evaluated what did you learn? How helpful was this evaluation process to your learning? Did you learn something even if you didnt complete the contest? What other lessons in life are like this? What would you do differently next time? Computers 12 Photos Web link Display posters if available Brunel Information PowerPoint N.B. THIS ACITIVITY LINKS TO BRUNELLI HISTORY LESSON 2 AND COULD BE USED TO LEAD INTO THE BRISTOL UNIVERSITY BRIDGE CHALLENGE. http//research.cen.bris.ac.uk/cc06/resources/primaryschoolsbriefpack.pdf
Meaning Making
Strategic Awareness
Learning Relationships
Curiosity
Changing
Resilience
Creativity
ELLI
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BRUNELLI
SUBJECT Science / D.T.
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary / Assessment Resources
What mechanism would you design to perform an everyday task? Alternatively 1) children could design a gadget to perform a specialist function e.g. for fictional characters in the Alex Rider series by Anthony Horowitz 2) children could design and make an alternative, innovative use for Brunels stovepipe hat, re www.brunel200.com for information on this competition What does engineering mean to you? What recent inventions have there been in the news recently? consider what engineering principles they have used. Why do people invent what is their motivation? Watch a clip from a Wallace and Gromit DVD or view a invention from the website www.wallaceandgromit.com With talk partners discuss what everyday tasks would they like to have automated. Mime to the class for them to guess guessing should help the children to think of links with existing products and to analyse the type of movement made what mechanisms can imitate that? Share some examples of technical drawing and demonstrate the skills of measuring / scale / proportion In pairs or groups children decide on the task their mechanism will be for. Children mind-map potential solutions / resources and carry out research to add to this. Once ideas have been collated children need to agree on a potential design to take forward. Individually, they take this idea and draw designs with their own slant. With-in the groups children compare their plans which one do they think would be most effective? Why? As a whole class discuss how different people take an initial idea and develop it in different ways. Are any right / or wrong? Would the product be more successful if elements of each were integrated together? Why / why not? Wallace and Gromit DVD / website Examples of technical drawings N.B. If you wanted to broaden this lesson focus you could look at the Great Victorian Achievements animation at www.bbc.co.uk/history/society_culture/society/launch_ani_victorian_achieve.shtml
Meaning Making
Strategic Awareness
Learning Relationships
Curiosity
Changing
Resilience
Creativity
ELLI
50
BRUNELLI
SUBJECT Science / D.T.
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary / Assessment Resources
How would you solve a modern-day transport issue if you were Brunel? What could be improved about the transport system in Britain / Bristol? Consider both public transport and private transport with its related issue of parking, pollution and congestion. What would you like to be able to achieve on transport / what places should be accessible? Children to come up with ideals. Teacher to model how to phrase ideas as though part of a manifesto / proposal to send to investors. What persuasive devices would Brunel have had to use? Introduce problem for which solutions are to be mooted. e.g. Bristols traffic problems What would you design if you were Brunel? / How could you get across the gorge if the bridge wasnt there? / Rolls Royce competition design a means to cross the Atlantic Ocean. Team-based approach to the issue collectively decided upon by the class. Produce an A3 poster illustrating their designs. Discuss the need for clear explanations so that others could work from your plans. Create a class display for children to circulate around and make constructive comments on post-it notes. Children then return to their design and make adjustments as advised / clarify any issues which others were not sure of. What might a passenger terminal look alike for a futuristic mode of transport? What key elements would be the same as Brunels time? What would be different? Why? Consider technology but also the social context of aesthetics etc. A3 paper Post-it notes
Meaning Making
Strategic Awareness
Learning Relationships
Curiosity
Changing
Resilience
Creativity
ELLI
51
BRUNELLI
SUBJECT Science / D.T.
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary / Assessment Resources
How could the principles of a steam engine be usefully employed today? Robert Stephenson (best steam locomotive designer in Britain at the time with The Rocket) what was his role in the Victorian times and how was it informed / competed with / duplicated by Brunels work? Look at demonstration of how a steam engine works http//travel.howstuffworks.com/steam1.htm How do steam engines work? Fire heats the water, the water turns to steam, the steam pushes the piston and that motion is converted into the required movement - like turning a wheel. Did you know that steam power is not dead? Today 80 per cent of our electricity is generated by steam turbines. taken from www.thinktank.ac A simple diagram of a turbine is available at http//www.txucorp.com/responsibility/education/generation/steam.aspx Discuss the function of a turbine further and consider new and original ways of using turbines to power objects / transport. Children are to discuss their ideas and record on whiteboards as they work. Every few minutes have a 30-second feedback session to share ideas along the way and help them to become more fully developed. Set up a group project - to design a TV advert for the steam turbine 20 things you could do with a steam turbine! Watch each groups adverts and discuss which ideas are already in use and what would still need to be tested? How valid an idea is it ? what process would need to be gone through to ascertain this? Turbine demo clips Diagram of turbine Projector Web access
Meaning Making
Strategic Awareness
Learning Relationships
Curiosity
Changing
Resilience
Creativity
ELLI
52
BRUNELLI
SUBJECT Science / D.T.
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary / Assessment Resources
In what ways are gears crucial to our transport network? What is a gear? Which of Brunels designs would have used gears? Elicit suggestions by playing pictionary with the class, a child who knows a use comes up and draws it for the class to guess. This should allow other uses to be considered. Record all the suggestions and work through the role of gears on each. How are gears still used today think of common vocabulary, e.g. in the car / on a bike. As a class work way through the Gears file on http//www.ngfl-cymru.org.uk/vtc/ngfl/dandt/s_smith_isf/index.htm Encourage children to ask questions, relate to real life examples and support one another with understanding. To create an instant display get children to draw and cut out a simple gear or gear train, on which they write a use for it. Link different childrens gears up together to demonstrate how if we all work together we can get a greater end result. Children could go on to experiment with Lego gears. How many gears are in action in our class at the moment? Which could be replaced by other mechanisms / power sources? Encourage children to give examples. Card with gear outlines on IWB Web access Lego gears
Meaning Making
Strategic Awareness
Learning Relationships
Curiosity
Changing
Resilience
Creativity
ELLI
53
BRUNELLI
SUBJECT Science / D.T.
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary / Assessment Resources
Can you design a workable model propeller? Material adapted from Rolls Royce Brunel 200 pack What links Brunel and the propeller? The steam ship SS Great Britain was the first ship to have an iron hull and employ screw propellers ? prompted a new era of ship design and propulsion. A history of Brunels ships is available at http//www.nmm.ac.uk/server/show/conWebDoc.146 Propeller Blades mounted at the back of a ship underneath the water which drive an engine powered ship forward. A very basic definition and diagram available at http//www.thefreedictionary.com/propeller Demonstrate the principle of propulsion through a clip of a hovercraft (air propulsion) http//www.isleofwightuk.co.uk/Isle20of20Wight20Video20Clips/page8a.html Could go on to discuss/ investigate wind/tidal turbines which are propellers in reverse (used to generate electricity). Scrapheap challenge type activity where the children use recycled materials to create a simple propeller to push air or water. Consider the choice of objects and their material properties (why were they used for their previous function? e.g. crisp packet / plastic bottle etc. ? How will they be useful to your propeller design?) Consider health and safety issues and the tools available to complete the project. What is the role of testing? Why would Brunel have done it and why do we continue to do it in our science lessons? Can the children give examples of when Brunel had to test and re-test. What ELLI skill does this demonstrate? Can they think of any times when more tests would potentially have been useful? The future of marine propulsion? http//www.sciencenewsforkids.org/articles/20040915/Feature1.asp Electricity kits for children interested in an electric motor Recycled materials Picture of propeller Rolls Royce pack for reference Glue Scissors
Meaning Making
Strategic Awareness
Learning Relationships
Curiosity
Changing
Resilience
Creativity
ELLI
54
LESSONS
BRUNELLI
1a) What would you like to find out from Brunel
about his life and work?
1b) How can we write a biographical account of
the life and work of Brunel?
2) How can I writing a diary entry about my
experiences on board the SS Great Britain?
3a,b) How will we produce a radio interview to
inform people in Bristol what is like travelling
on the SS Great Britain?
LITERACY
4) How can we create a persuasive advertisement
for the GWR or the SS Great Britain?
5)at would it have been like taking part in the
construction of the Clifton Suspension Bridge?
55
BRUNELLI
SUBJECT Literacy KS2
Lesson 1a
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources
BIOGRAPHY OF BRUNEL What do you know about Brunels inventions? DAY 1/2 1HOUR discuss with chn. why Brunels work had such an impact on society (travel, engineering etc) discus the features of biography watch video/clips on the life of Brunel brainstorm, as a class, questions which they could use to develop a profile of Brunel. (birth, death, nationality, family, education, achievevements etc) working in pairs prepare questions to be posed to Brunel share a selection of questions with the class assess whether or not thy have enough coverage in their questions Espresso Brunel PowerPoint presentation (see previous slides) Brunel 200.com.uk
Meaning Making
Resilience
Changing
Strategic Awareness
Creativity
Learning Relationships
ELLI
Curiosity
56
BRUNELLI
Lesson 1b
SUBJECT Literacy KS2
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources
BIOGRAPHY OF BRUNEL What do you know about Brunels inventions? DAY2/2 1HOUR resume of yesterday's work on the features of biography discuss sources of information Relate to History primary secondary biased unbiased etc explain to chn that they are going to interview an expert Brunel himself explain that they must be quite explicit about what they want to know discuss the need for their notes to be clear and logical so that they can use them for their biographies an expert dressed as Brunel and taking on his persona will (could be child/adult) be in the hot seat Chn. will pose questions, collecting information and evidence for their biographical account chn will produce a biographical account of Brunel Chn will share parts of their accounts with the class accounts will be made into a book which can then be as a resource chn. To assess whether or not thy have included all the required features of a biographical account and how they could improve their work Espresso Brunel PowerPoint presentation (see previous slides) Brunel 200.com.uk
Meaning Making
Resilience
Strategic Awareness
Changing
Creativity
Learning Relationships
ELLI
Curiosity
57
BRUNELLI
Lesson 2
SUBJECT Literacy KS2
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources
DIARY EXTRACT Why might the people who travelled on the SS. Great Britain journey want to keep a record of their journey? 1 HOUR 1/1 a record of events (History) a study of peoples behaviour (Social Science) an account of wildlife/environment (Geography) a personal reminder Read together the diary extract of Louise Bucha aged n 14 fro her voyage on the SS Gt. Britain from Adelaide to Liverpool Discuss with chn.the features of a diary Model a diary entry of young seaman/captain/a first class passenger allocate roles to chn and explain to them that they have to assume the personality of their character chn. to compose a diary entry which was written on the very first journey that the SS Gt. Britain ever made make booklets into which the entries can be inserted chn. Share their diary entries with the class and chn. have to guess in which role each child has written each child to assess their own entry and to make notes about how they could improve their work Diary extract from The Great Reading Adventure 8 page booklet made from A4 sized paper
Meaning Making
Resilience
Strategic Awareness
Changing
Learning Relationships
ELLI
Curiosity
Creativity
58
BRUNELLI
Lesson 3a
SUBJECT Literacy KS2
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources
RADIO INTERVIEW What would be a good way of allowing people in Bristol to find out first hand what was happening on a journey aboard the SS GT Britain? (Radio, letters, telegrams) 1HOUR DAY 1/2 the incentive to invent the radio (history/technology) discuss with class the different categories of people who it would be useful to interview generate a list in groups chn. to assign roles- script writers, interview, captain, Ist class passenger, steerage passenger, crew member, cook etc chn. report back to the class how they have allocated the work and what props and equipment they will need chn. assess how well they have worked together Espresso Brunel PowerPoint presentation (see previous slides) Brunel 200.com.uk Local radio ???
Meaning Making
Resilience
Creativity
Changing
Strategic Awareness
Learning Relationships
ELLI
Curiosity
59
BRUNELLI
Lesson 3b
SUBJECT Literacy
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources
RADIO INTERVIEW What would make a good radio interview? Discuss variety of interviewees, language etc (painting pictures with words) 1 HOUR Day 2/2 the incentive to invent the radio (history/technology) possibly involve local radio as experts or to broadcast the best interviews See Day 1 chn. Work collaboratively on their assigned roles and rehearse their interviews Chn. Perform their radio interviews to the class class rate the performances Espresso Brunel Powerpoint presentation (see previous slides) Brunel 200.com.uk Local radio ???
Meaning Making
Strategic Awareness
Creativity
Learning Relationships
ELLI
Curiosity
Changing
Resilience
60
BRUNELLI
Lesson 4
SUBJECT Literacy KS2
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources
ADVERTISEMENT London Bristol London New York Why would it be important to advertise the railway and the SS Great Britain? 1 HOUR 1/1 The impact of advertising on society show children a variety of modern advertisements discuss the features of the advertisements show children advertisements from the time of Brunel model an advertisement for a trip from Bristol to London working in a group (4), chn. to divide up the task of creating an advertisement use a variety of media eg television, radio, newspaper, cinema chn. create an advertisement chn. Present their advertisements to the class chn assess the power of their advertisement have they managed to persuade each other that they are selling a good product? Espresso Brunel PowerPoint presentation (see previous slides) Brunel 200.com.uk
Meaning Making
Resilience
Creativity
Changing
Strategic Awareness
Learning Relationships
ELLI
Curiosity
61
BRUNELLI
Lesson 5
SUBJECT Literacy KS2
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources
DRAMA -a scene from the building of the Suspension Bridge What would it have been like to work on the building of the bridge? conditions different types of work moral excitement Comparing Victorian working conditions with today's discuss with the class the dangers of such a project at that time and today discuss that nowadays there are very strict Health and Safety guidelines discuss the fact that Brunel never got to see his project completed discuss the sense in building a bridge that was not going any where in groups chn. create short scenario of workers on the site of the bridge chn. Decide if they are going to need dialogue or if they are going to create a mime chn. Rehearse their drama perform to the class chn. Assess each others drama and critically review Espresso Brunel PowerPoint presentation (see previous slides) Brunel 200.com.uk
Creativity
Meaning Making
Resilience
Strategic Awareness
Changing
Learning Relationships
ELLI
Curiosity
62
LESSONS
BRUNELLI
1) How much money does the suspension bridge make
each year?
2) Has every problem got at least one solution?
3) The train routes investigation
NUMERACY
4) Brunel vocabulary/value investigation
63
BRUNELLI
SUBJECT - Numeracy
Focus Question Mental Maths Whole class teaching Elli Based Activity Plenary/ Assessment Resources
How much money does the suspension bridge make each year? Ask children to estimate certain things. e.g. how long it takes to do certain things (Count to 100, say the alphabet backwards, etc.) How many times you can do an activity within a certain time. e.g. write your name down in a minute. Discuss how Brunels design won a competition. What do you think are the difficulties in building a bridge over a gorge? When building the bridge, at first people travelled across the gorge in a basket attached to a wire. (Brunel was the first to go across!) Pose problems. Show children photo of Clifton suspension bridge. Can they estimate How wide is it? How tall is it? How many cars would travel over it on a minute, an hour, a day, a year? At 30p per car how much money do you think is made by the bridge each hour, day etc.? Children need to make links between different time relationships. What answers did the children get? Check that children understand that as the time period increases so does the amount of cars and money. If the suspension bridge makes the amount of money said, is it all profit? What costs would have to be taken away? Children to suggest ideas (Staff, light bulbs, electricity etc.) How could we find out what the actual answers are? Phone the bridge etc. You can find many images of Clifton Suspension Bridge on the Internet.
Strategic Awareness
Creativity
Meaning Making
Changing
Learning Relationships
ELLI
Curiosity
Resilience
64
BRUNELLI
SUBJECT - Numeracy
Focus Question Mental Maths Whole class teaching Elli Based Activity Plenary/ Assessment Resources
Has every problem got at least one solution? Discuss with children how units of measurement have changed over history. Brainstorm some units with the children. Tell children that 1inch is approx 2.5cm. How long in cm would 5 inches be? Etc. Tell children that an ounce is approx 28g. In g what is 2, 4, 5 , 2½ ounces worth? Repeat with other conversions appropriate to age and ability of children. e.g. 1 pint is approx ½ a litre. Discuss with children some sources of energy in Victorian times. When electricity, gas and water eventually needed to be supplied to every house they needed to install pipes. Show layout on board. houses G W E Pose the problem What skills will help us solve this investigation? Children to explore Energy sources investigation. Is it possible to connect Gas, water and electricity to all 3 of the houses without any pipes crossing over? After about 10 mins ask what might help the investigation. Suggest moving the houses and energy sources about in a different layout. Why not see if working with a partner helps? Take feedback from children on the investigation. If we carried on trying would we find a solution? Reinforce the idea that some investigations cannot be solved. However it took resilience to carry on trying and the answer that it wasnt possible is acceptable. Metric to Imperial conversion rates available at http//convert.french-property.co.uk/
Meaning Making
Resilience
Strategic Awareness
Creativity
Changing
Learning Relationships
ELLI
Curiosity
65
BRUNELLI
SUBJECT - Numeracy
Focus Question Mental Maths Whole class teaching Elli Based Activity Plenary/ Assessment Resources
What do you think were the top 3 modes of transport in the times of Brunel? Discuss how Brunel worked in many different countries around the world. He built railways in Australia and Italy and had ships sailing to New York. Use time zone map (on IWB or paper copy) to discuss differences in time between these places. If it is 3pm in London, what time is it in New York etc.? (for younger children or less able limit it to a couple of locations. For these children it is also better to compare locations with London times) Start by looking at Brunels greatest feats. Refer to Great Western Railway and how trains were a popular way of travelling no cars. Pose the Train Routes investigation. What information do we need to help us? What skills do we need to have as learners to help us complete this investigation? Train Routes investigation. Give the children the Worksheet. How many different routes can be taken on a round trip from Bristol? (you can only visit each location once!) What is the cheapest fare for the round trip? What is the most expensive fare for the round trip? (Differentiation possible by reducing the amount of locations on the map) Get children to check their answer in pairs (with a child from another table). If their answers are different, why are they different? Who is right? Take feedback from whole class and share findings. Ask children to answer focus question. Ask them to reason their answers and the order given. Download FREE Time zone software from, http//www.greyolltwit.com/wtime.html
Meaning Making
Resilience
Strategic Awareness
Creativity
Changing
Learning Relationships
ELLI
Curiosity
66
Newcastle
Birmingham
Nottingham
Six cities are connected by train routes. The
train goes from Bristol back to Bristol. It
visits each of the other cities once. How many
different possible train routes are there?
Bristol
London
Exeter
This table shows the train fare for each direct
route. Bristol to London is the same fare as
London to Bristol and so on.
Newcastle to Nottingham Nottingham to London London to Exeter Exeter to Bristol Bristol to Birmingham Birmingham to Newcastle Nottingham to Exeter Birmingham to Nottingham Birmingham to London London to Bristol
4 3 4 5 3 4 6 5 7 5
Which round trip from Bristol to Bristol is the
cheapest/most expensive?
67
BRUNELLI
SUBJECT - Numeracy
Focus Question Mental Maths Whole class teaching Elli Based Activity Plenary/ Assessment Resources
Which letter appears most frequently in any words linked to Brunel? Look at a Timeline about significant dates in Brunels lifetime. What age was he when he..? How long before he died did he.? What is the difference in time between .. And ..? (For older or more able children you might want to explore proportions of his lifetime??) Give children alpha code. A1, B2, C3.. You can find the value of a word by adding up the value of each letter. What is the value of their own name? Simon 199131514. From Brunels 3 names, which one has the highest value/least value? Isambard? Kingdom? Brunel? Get children to mindmap/brainstorm as many words that they can link to Brunel as they can think of? Ask children to see if they can suggest questions that they would like to find an answer to using the alpha code. Which word to do with Brunel is worth 77? Engineer Which locality that we know Brunel went to is worth the most/least? Etc. Is there anyway of being able to predict which words are worth the most/least? By seeing if the majority of letters are near the end/beginning of the alphabet. Give the children 2 words. Without working it out can children predict which one is worth the most? Check it. Are longer words always worth more than shorter words? Ask children to give examples to support their answers. Alpha code cards (to save children time writing this out, however with younger children you might want them to write it!) Differentiation You might ask more able to try to calculate all of the answers mentally. Less able children or younger children may need to use Calculators
Meaning Making
Resilience
Strategic Awareness
Creativity
Changing
Learning Relationships
ELLI
Curiosity
68
LESSONS
BRUNELLI
1)How can I draw a portrait of Brunel?
2) How will I design the missing stamp for the
Brunel 2000
2) How will we create a collaborative collage
that depicts one or more of Brunels famous
landmarks?
ART
69
BRUNELLI
SUBJECT ART
Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary / Assessment Resources
1. Can I draw a portrait of Brunel? Show chn picture slide of Brunel. Q- Who is this? Q- Why is this person famous? Demonstrate how to sketch dimensions of a human face. Model how to build up picture and how to do shading. Chn to produce a portrait of IBK using their choice of drawing material. EXTENSION Brunel colouring activity. Make frames out of gold / silver paper to frame Brunel portraits. Make a Brunel portrait gallery in the class room. Drawing resources pencil, charcoal, pastels.
2. Can I design the missing stamp for the commemorative stamp collection? Show chn the stamp collection issued to commemorate Brunel 200. Discuss what each stamp shows. Explain to chn that when these stamps were unveiled some people in Bristol were upset by the absence of the SS Great Britain. Chn to design the missing SS Great Britain stamp from the Brunel 200 stamp collection. Chn can work individually, in pairs or in a small group to design and draw their stamp. If chn have particular desire to design a different Brunel stamp allow this Chn to rotate around the classroom reviewing and appraising each others work. Have work mounted and displayed in class. Stamps slide A4 paper
3. Can we work together to make a collage of a famous Brunel landmark? Show slides of SS Great Britain, Temple Meads, Suspension Bridge. Q- What can you tell me about these structures? Explain to the chn that today they will be working in groups to make 3 different collages of local Brunel projects. Chn choose which collage they would like to design and work on SS Great Britain Temple Meads Clifton Suspension Bridge Take collages to hall to mount on a hall display. Have c