- Square of coloured paper
- Push pin
- Pencil with eraser end
- Show the children some pictures of windmills and discuss the common design features: they must be light enough to turn in the breeze, the sail part should be big enough to catch the wind, the pivot must be able to turn freely etc.
- Explain to the children that they are going to make their own windmill following the steps you show them.
- Using the square of paper, the children should fold if on each diagonal as shown.
Teaching point: Remind the children to make their folding as accurate as possible.
- Now the children should cut from each corner all the way down to about 2cm short of the mid-point.
- Now fold each corner down to the middle of the square.
- Staple the windmill twice right in the centre to hold the sails in place.
- Push the pin through the middle of the paper and then into the eraser end of the pencil.
Ask the children to write a clear set of instructions for what they just made.
Set some research on windmills for homework – how many different kinds are there and what are their uses?
Explore different materials and how they affect the success of the windmill.
Curriculum Areas covered:
The national curriculum for design and technology aims to ensure that all pupils:
- build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users § critique, evaluate and test their ideas and products and the work of others
- design purposeful, functional, appealing products for themselves and other users based on design criteria
- generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
- select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
- select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
- explore and evaluate a range of existing products
- evaluate their ideas and products against design criteria Technical knowledge
- build structures, exploring how they can be made stronger, stiffer and more stable
§ explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.