Exploring past and present technologies. Students were given a range of different peripheral devices and components to look at and had to work out if they could identify them. We labelled their thinking for each and enjoyed a robust conversation about their purpose and when we thought they were made. We put their initial thinking into a timeline. Yes it was wrong but that is where the learning took place.
In the next lesson, students were asked to research a device or component of their choice to discover what is it used for, who invented it, when, and why. They had to explain how they think it might have helped improve our lives.
Students presented their findings and we then adjusted our timeline to show our new thinking.
Students choose the same or different device or component and explained what it would look like in the future. They drew pictures and gave reasons for its purpose and how it will improve our lives.