Image making project – Bikes
Summer term 2013.
We have been looking at and
learning about bikes in our
project group. We thought about
what a bike looks like and then
drew our own. We looked at a
variety of bike parts, learning
what they were called and how
they made the bike work. We
turned the bike upside down so
we could look at it from
different angles. We represented
our own version of a bike by
placing and arranging with
different media... We did this
working individually and as a
group, enabling us to share our
knowledge with each other and
challenge our thinking .Finally we
talked about what we had learned
over this term and what we now
knew...we expressed this through
drawing.
What does a bike look like ?
Amber: They have things to make them
work ,the wheels and the pedals!
Lily: It has got wheels.
Arjun: It has got pedals and a seat.
Katy: It has bit at the bottom, the
chain and wheels and a bell, and
something that you sit on.
Enya: It’s got wheels and that thing
that attaches it together and the
pedals and a thing to sit on.
What are the parts called?
Katy
Ria
Amber
Arjun
Lily
Enya
Dave came to talk to us
and tell us all about the
different parts of a bike.
Then we chose one of
the parts to draw. We
chose the chain!
What does it look like from different
angles-upside down?
Amber: The pedals
have got bits on them,
and it looks like eyes
(wheels)
Enya: The wheels are
up there and the bell is
down there.
Ria: Wheels are up.
Katie: That’s where you
sit down there, the
saddle. A horse can have
a saddle.
Lily: The wheelbarrow’s
are up.
Arjun: It’s upside down
and the pedals make it
go.
Representing bikes in different media:
Placing & arranging.
A selection of items were
offered to the children to
enable them to create
their representation of a
bike.
This bike has no chain....so how does it work?
We compared the large adult bike with
a smaller child’s bike.
Amber: You just use the pedals or
push your feet on the floor.
Enya: You put your feet on the pedals
to make them go around.
Arjun: You just put your feet on the
floor and push it along.
Lily: Like this with pedals (places her
feet on the pedals)
Ria: Push it.
Shared placing and arranging – working together.
Arjun: We could use a
sponge to make a pedal,
it’s the same shape.
Lily: I use this, I made a
wheel (chooses a paper
plate)
Amber: We need two
wheels. I like this bike i’ll
use lot’s of things to
make it.
What have we learnt about bikes?
Look at our drawings now!
Arjun: You need handle
bars to hold on to so you
don’t fall off.
Lily: Have to have a seat
to sit on.
Katy: The wheels need to
have spokes, and it has a
seat and some pedals. It
needs a chain too to make
it work.
Amber: The wheels need
to be attached to the chain.
Enya: It’s got cogs.
Ria: It looks like my bike, I
got a bike at home.
Literacy - Writing: 40-60 months - Gives meaning to marks they make as
they draw.
Maths - Shape, space & measures: 30-50 months - Shows an interest in
shape and space by making arrangements with objects. Shows an awareness of
similarities of shapes in the environment. Uses shapes appropriately for tasks.
Physical development - Moving and handling: 30-50 months - Uses one
handed tools and equipment. Holds a pencil near point between first two fingers
and thumb and uses it with good control.
PSED - Making relationships: 40-60 months - explains own knowledge and
understanding and asks appropriate questions.
Knowledge & understanding - The world: 30-50 months - Talks about
why things happen and how things work.
Exploring art & design- Being imaginative: 40-60 months - Create simple
representations of objects.
C & L – Listening & attention: 30-50 months – Is able to follow directions.
Understanding: 30-50 months – Understands use of things. Beginning to
understand why and how questions.
Speaking: 30-50 months – Questions why things happen and can give an
explanation. Uses talk to connect ideas. Builds up vocabulary that reflects the
breadth of their experience.