Station 1

Title Cubby House construction.

Teacher
Description NotesStudent teams will be required to source out natural non-living items from the
natural environment in the schools forest. Once students have sourced out these
materials they are to build a cubby house.
Learning outcomes WALT: Identify living and non-living things by their features. Students will
identify the impacts of their actions on the environment and how they can meet
community needs.
WILF: Learning is evident when students can categorise materials based on
Dear Educators, living and non-living characteristics. Further learning will be evident when
learners can communicate how shelter meets the needs of some members in the
community (Aboriginal & Torres Strait Islanders).
TIB:
Firstly, thank you for taking theStudents
time towill
reviewdevelop
this aSTEM
range of skillsand
event thatlooking
will enable learners
through thetofollowing
categorise items based on their features. This is important because learners will
make
information. I hope that you sense
find of the world
it beneficial. The around them,
teacher identify
notes how different
provide thingsofimpact
an overview the activity
different environments and how this knowledge can help students come up with
innovative
and how the activity directly respondsideas
to to
thehelp their community.
desired learning outcomes for students outlined in the
Prior Knowledge Year 2 Science, students learn that observations can be organised to reveal
Australian Curriculum. patterns, and that these patterns can be used to make predictions about
phenomena. They observe patterns of growth and change in living things, and
describe patterns, make predictions and explore the use of resources from Earth.

F-2 Technology students describe the purpose of familiar products, services and
I have designed and produced six different rotations. Within the description of each rotation the
environments and how they meet a range of present needs. They list the features
of technologies that influence design decisions.
teacher may notice that curriculum links have been provided. These links have been directly taken
Students identify needs, opportunities or problems and describe them.
from the Australian Curriculum. It is important
They design solutions totosimple
be aware that using
problems the Technologies
a sequence ofstrand of the
steps and
decisions. Students produce designed solutions and they safely create solutions
Australian Curriculum caters for 2 Year levels,
and communicate ideas and in this event,
and information we have addressed
face-to-face and online the Year 3 and 4
Curriculum/STEM Technology
curriculum contents. MostKnowledge
rotations are
and Understanding Science content found in the Year 4
directly related to
Links
Recognise the role of people in design and technologies occupations and
curriculum, however, some rotations will cater for content found under the Year 3 Science curriculum.
explore factors, including sustainability that impact on the design of
products, services and environments to meet community
Furthermore, all activities have been designed using an engineering design process.
needs (ACTDEK010)
Investigate the suitability of materials, systems, components, tools
and equipment for a range of purposes (ACTDEK013)
Processors and Production Skills:
For examples of the learning worksheets and the engineering design process please refer to the
Critique needs or opportunities for designing and explore and test a
materials and resource documentsvariety
found of
onmaterials, components,
this website. tools and
For all other equipment
inquires pleaseand the h.martin-
email
techniques needed to produce designed solutions (ACTDEP014)
teale@cqumail.com. Generate, develop, and communicate design ideas and decisions using
appropriate technical terms and graphical representation
techniques (ACTDEP015)
Select and use materials, components, tools, equipment and techniques
Have a wonderful time exploring andSTEMuse with
safe work
yourpractices
learners,toitmake
trulydesigned solutions
is a rewarding (ACTDEP016)
journey.
Plan a sequence of production steps when making designed solutions
individually and collaboratively (ACTDEP018)

Kind regards, Science

Living things can be grouped on the basis of observable features and can
Hollie Martin-Teale be distinguished from non-living things (ACSSU044)
Science knowledge helps people to understand the effect of their
actions (ACSHE051)
With guidance, identify questions in familiar contexts that can be
investigated scientifically and make predictions based on prior
knowledge (ACSIS053)
With guidance, plan and conduct scientific investigations to find
answers to questions, considering the safe use of appropriate materials
and equipment (ACSIS054)
Consider the elements of fair tests and use formal measurements
and digital technologies as appropriate, to make and record observations
accurately (ACSIS055)
Use a range of methods including tables and simple column graphs to
Teacher Notes

Station 2
Title: Marshmallow and spaghetti towers
Description Student groups will build the tallest structure possible using only the
marshmallows and spaghetti.
Learning outcomes WALT: Students will learn how different materials can be used to create
structures and how different structures are used to create stability.
WILF: Student learning will be evident when students draw on their prior
knowledge to make predictions. Students will then explain the effects of their
choices.
TIB: There are many careers that require students to design and create stable
support structures in their community.
Prior Knowledge In year 3 students explored a range of different materials and made observations
about how these materials impacted the world around them. Students then used a
range of methods to communicate their ideas.
Curriculum Links Technology
STEM Connections Knowledge and Understanding
Recognise the role of people in design and technologies occupations and
explore factors, including sustainability that impact on the design of
products, services and environments to meet community
needs (ACTDEK010)
Investigate the suitability of materials, systems, components, tools
and equipment for a range of purposes (ACTDEK013)

Processors and Production Skills:

Critique needs or opportunities for designing and explore and test a
variety of materials, components, tools and equipment and the
techniques needed to produce designed solutions (ACTDEP014)
Generate, develop, and communicate design ideas and decisions using
appropriate technical terms and graphical representation
techniques (ACTDEP015)
Select and use materials, components, tools, equipment and techniques
and use safe work practices to make designed solutions (ACTDEP016)
Plan a sequence of production steps when making designed solutions
individually and collaboratively (ACTDEP018)

Science
Natural and processed materials have a range of physical properties that
can influence their use (ACSSU074)
Science knowledge helps people to understand the effect of their
actions (ACSHE062)
With guidance, identify questions in familiar contexts that can be
investigated scientifically and make predictions based on prior
knowledge (ACSIS053)
With guidance, plan and conduct scientific investigations to find
answers to questions, considering the safe use of appropriate materials
and equipment (ACSIS054)
Consider the elements of fair tests and use formal measurements
and digital technologiesas appropriate, to make and record observations
accurately (ACSIS055)
Use a range of methods including tables and simple column graphs to
represent data and to identify patterns and trends (ACSIS057)
Compare results with predictions, suggesting possible reasons for
findings (ACSIS215)
Reflect on investigations, including whether a test was fair or
Teacher Notes
not (ACSIS058)
Represent and communicate observations, ideas and findings using
formal and informal representations (ACSIS060)

Lesson Resources / Spaghetti

Materials Marshmallows
Task outline and 1. Student groups will have 2-3 students per group.
2. Hand the groups a challenge card.
differentiation
3. Give each group a design process template.
4. Explain to each group the expectations of the design process template.
Students are required to use the template to plan and record. These
templates will be collected and discussed as a group at the end of the
day.
5. Hand each group an iPad and give them a quick debrief on how to take a
photo and record information.
6. Inform students of their materials
7. Ask students to sit down and complete the first few sections of the
template up to construct. The students will have 2 minutes to finish
these first few sections.
8. Hand the groups a pack of spaghetti and a packet of marshmallows.
9. Inform students that they have 10 minutes to complete their structures.
10. Students have 2 minutes at the end of the lesson to complete their design
process plans.

Station 3
Title: BUOYANCY BOATS
Description Groups will create a boat using household alfoil. The students will then
see how many coins their boats can successfully carry before any water
gets in.
Learning outcomes WALT: Students will learn how different materials can be used to create
structures and how different structures are used to create stability.
WILF: Student learning will be evident when students draw on their prior
knowledge to make predictions. Students will then explain the effects of their
choices.
TIB: There are many careers that require students to design and create stable
support structures in their community.
Prior Knowledge In year 3 students explored a range of different materials and made observations
about how these materials impacted the world around them. Students then used a
range of methods to communicate their ideas.
Curriculum Links Technology
STEM Connections
Knowledge and Understanding
Recognise the role of people in design and technologies occupations and
explore factors, including sustainability that impact on the design of
products, services and environments to meet community
needs (ACTDEK010)
Investigate how forces and the properties of materials affect the
behaviour of a product or system (ACTDEK011)
Investigate the suitability of materials, systems, components, tools
and equipment for a range of purposes (ACTDEK013)

Processors and Production Skills:

Critique needs or opportunities for designing and explore and test a
variety of materials, components, tools and equipment and the
techniques needed to produce designed solutions (ACTDEP014)
Teacher Notes

Generate, develop, and communicate design ideas and decisions using

appropriate technical terms and graphical representation
techniques (ACTDEP015)
Select and use materials, components, tools, equipment and techniques
and use safe work practices to make designed solutions (ACTDEP016)
Plan a sequence of production steps when making designed solutions
individually and collaboratively (ACTDEP018)

Science
Natural and processed materials have a range of physical properties that
can influence their use (ACSSU074)
Science knowledge helps people to understand the effect of their
actions (ACSHE062)
With guidance, identify questions in familiar contexts that can be
investigated scientifically and make predictions based on prior
knowledge (ACSIS053)
With guidance, plan and conduct scientific investigations to find
answers to questions, considering the safe use of appropriate materials
and equipment (ACSIS054)
Consider the elements of fair tests and use formal measurements
and digital technologies as appropriate, to make and record observations
accurately (ACSIS055)
Use a range of methods including tables and simple column graphs to
represent data and to identify patterns and trends (ACSIS057)
Compare results with predictions, suggesting possible reasons for
findings (ACSIS215)
Reflect on investigations, including whether a test was fair or
not (ACSIS058)
Represent and communicate observations, ideas and findings using
formal and informal representations (ACSIS060)

Lesson Resources/ 12 x 12 foil square

Materials small pebbles

Task outline and 1. Student groups will have 2-3 students per group.
2. Hand the groups a challenge card.
differentiation
3. Give each group a design process template.
4. Explain to each group the expectations of the design process template.
Students are required to use the template to plan and record. These
templates will be collected and discussed as a group at the end of the
day.
5. Hand each group an iPad and give them a quick debrief on how to take a
photo and record information.
6. Inform students of their materials
7. Ask students to sit down and complete the first few sections of the
template up to construct. The students will have 2 minutes to finish
these first few sections.
8. Groups will create a boat out of alfoil.
9. Students will float their boats on the water and put pebbles into the boat.
10. Students will see how many pebbles their structure could withstand
before water was allowed in. The students have 10 minutes to complete
steps 8-9.
11. Groups will complete the rest of their template. Allow 2 minutes.
Station 4
Teacher Notes

Title: Bridges
Description Groups of students will use normal printing paper to create a bridge. This
bridge will then be tested to see how much weight it can withstand and the
stability of the structure.
Learning outcomes WALT: Students will learn how different materials can be used to create structures
and how different structures are used to create stability.
WILF: Student learning will be evident when students draw on their prior
knowledge to make predictions. Students will then explain the effects of their
choices.
TIB: There are many careers that require students to design and create stable
support structures in their community.
Prior Knowledge In year 3 students explored a range of different materials and made observations
about how these materials impacted the world around them. Students then used a
range of methods to communicate their ideas.
Curriculum Links Technology
STEM Connections Knowledge and Understanding
Recognise the role of people in design and technologies occupations and
explore factors, including sustainability that impact on the design of
products, services and environments to meet community
needs (ACTDEK010)
Investigate the suitability of materials, systems, components, tools
and equipment for a range of purposes (ACTDEK013)

Processors and Production Skills:

Critique needs or opportunities for designing and explore and test a
variety of materials, components, tools and equipment and the techniques
needed to produce designed solutions (ACTDEP014)
Generate, develop, and communicate design ideas and decisions using
appropriate technical terms and graphical representation
techniques (ACTDEP015)
Select and use materials, components, tools, equipment and techniques
and use safe work practices to make designed solutions (ACTDEP016)
Plan a sequence of production steps when making designed solutions
individually and collaboratively (ACTDEP018)
Science
Natural and processed materials have a range of physical properties that
can influence their use (ACSSU074)
With guidance, identify questions in familiar contexts that can be
investigated scientifically and make predictions based on prior
knowledge (ACSIS053)
Science knowledge helps people to understand the effect of their
actions (ACSHE062)
With guidance, plan and conduct scientific investigations to find answers
to questions, considering the safe use of appropriate materials and
equipment (ACSIS054)
Consider the elements of fair tests and use formal measurements
and digital technologies as appropriate, to make and record observations
accurately (ACSIS055)
Use a range of methods including tables and simple column graphs to
represent data and to identify patterns and trends (ACSIS057)
Compare results with predictions, suggesting possible reasons for
findings (ACSIS215)
Reflect on investigations, including whether a test was fair or
not (ACSIS058)
Teacher Notes

Represent and communicate observations, ideas and findings using formal

and informal representations (ACSIS060)

Lesson Resources Four thick books (such as school textbooks, cookbooks, etcetera) that
Materials are roughly the same thickness
At least six pieces of construction paper
Scotch tape
Ruler or measuring tape

Task outline and 1. Student groups will have 2-3 students per group.
2. Hand the groups a challenge card.
differentiation
3. Give each group a design process template.
4. Explain to each group the expectations of the design process template.
Students are required to use the template to plan and record. These
templates will be collected and discussed as a group at the end of the day.
5. Hand each group an iPad and give them a quick debrief on how to take a
photo and record information.
6. Inform students of their materials
7. Ask students to sit down and complete the first few sections of the
template up to construct. The students will have 2 minutes to finish these
first few sections.

Bonus Activity
Title: CD Rocket Engine Car
Description Student groups will design a rocket car using only the materials outlined below.
Once completed the students will test their rocket car on a runaway strip.
Learning outcomes WALT: Students will learn how different materials can be used to create
structures and how different structures are used to create stability.
WILF: Student learning will be evident when students draw on their prior
knowledge to make predictions. Students will then explain the effects of their
choices.
TIB: There are many careers that require students to design and create stable
support structures in their community.
Prior Knowledge In year 3 students explored a range of different materials and made observations
about how these materials impacted the world around them. Students then used a
range of methods to communicate their ideas.
Curriculum Links Technology
STEM Connections Knowledge and Understanding
Recognise the role of people in design and technologies occupations and
explore factors, including sustainability that impact on the design of
products, services and environments to meet community
needs (ACTDEK010)
Investigate how forces and the properties of materials affect the
behaviour of a product or system (ACTDEK011)
Investigate the suitability of materials, systems, components, tools
and equipment for a range of purposes (ACTDEK013)
Processors and Production Skills:
Critique needs or opportunities for designing and explore and test a
variety of materials, components, tools and equipment and the
techniques needed to produce designed solutions (ACTDEP014)
Generate, develop, and communicate design ideas and decisions using
appropriate technical terms and graphical representation
techniques (ACTDEP015)
Teacher Notes

Select and use materials, components, tools, equipment and techniques

and use safe work practices to make designed solutions (ACTDEP016)
Plan a sequence of production steps when making designed solutions
individually and collaboratively (ACTDEP018)

Science
Natural and processed materials have a range of physical properties that
can influence their use (ACSSU074)
Forces can be exerted by one object on another through direct contact or
from a distance (ACSSU076)
Science knowledge helps people to understand the effect of their
actions (ACSHE062)
With guidance, identify questions in familiar contexts that can be
investigated scientifically and make predictions based on prior
knowledge (ACSIS053)
With guidance, plan and conduct scientific investigations to find
answers to questions, considering the safe use of appropriate materials
and equipment (ACSIS054)
Consider the elements of fair tests and use formal measurements
and digital technologies as appropriate, to make and record observations
accurately (ACSIS055)
Use a range of methods including tables and simple column graphs to
represent data and to identify patterns and trends (ACSIS057)
Compare results with predictions, suggesting possible reasons for
findings (ACSIS215)
Reflect on investigations, including whether a test was fair or
not (ACSIS058)
Represent and communicate observations, ideas and findings using
formal and informal representations (ACSIS060)

Lesson Resources / 1 piece of Styrofoam (5 by 12 inches) or shoebox top

Materials 4 discarded CDs
I (9 inch) balloon
Hanging folder or light weight cardboard
Scrap paper
Tape

Task outline and 1. Student groups will have 2-3 students per group.
2. Hand the groups a challenge card.
differentiation
3. Give each group a design process template.
4. Explain to each group the expectations of the design process template.
Students are required to use the template to plan and record. These
templates will be collected and discussed as a group at the end of the
day.
5. Hand each group an iPad and give them a quick debrief on how to take a
photo and record information.
6. Inform students of their materials
7. Ask students to sit down and complete the first few sections of the
template up to construct. The students will have 2 minutes to finish
these first few sections.
8. Give students the materials and ask the learners to create a rocket car.
(10 minutes)
9. Get the students to test their rocket cars and record all information into
their templates.
Teacher Notes

Bonus Activity
Title: Paper Plane
Description Build a plane that can carry the coin cargo.
Learning outcomes WALT: Students will learn how different materials can be used to create
structures and how different structures are used to create stability.
WILF: Student learning will be evident when students draw on their prior
knowledge to make predictions. Students will then explain the effects of their
choices.
TIB: There are many careers that require students to design and create stable
support structures in their community.
Prior Knowledge In year 3 students explored a range of different materials and made observations
about how these materials impacted the world around them. Students then used a
range of methods to communicate their ideas.
Curriculum Links Technology
STEM Connections Knowledge and Understanding
Recognise the role of people in design and technologies occupations and
explore factors, including sustainability that impact on the design of
products, services and environments to meet community
needs (ACTDEK010)
Investigate how forces and the properties of materials affect the
behaviour of a product or system (ACTDEK011)
Investigate the suitability of materials, systems, components, tools
and equipment for a range of purposes (ACTDEK013)

Processors and Production Skills:

Critique needs or opportunities for designing and explore and test a
variety of materials, components, tools and equipment and the
techniques needed to produce designed solutions (ACTDEP014)
Generate, develop, and communicate design ideas and decisions using
appropriate technical terms and graphical representation
techniques (ACTDEP015)
Select and use materials, components, tools, equipment and techniques
and use safe work practices to make designed solutions (ACTDEP016)
Plan a sequence of production steps when making designed solutions
individually and collaboratively (ACTDEP018)

Science
Natural and processed materials have a range of physical properties that
can influence their use (ACSSU074)
Forces can be exerted by one object on another through direct contact or
from a distance (ACSSU076)
Science knowledge helps people to understand the effect of their
actions (ACSHE062)
With guidance, identify questions in familiar contexts that can be
investigated scientifically and make predictions based on prior
knowledge (ACSIS053)
With guidance, plan and conduct scientific investigations to find
answers to questions, considering the safe use of appropriate materials
and equipment (ACSIS054)
Consider the elements of fair tests and use formal measurements
and digital technologiesas appropriate, to make and record observations
accurately (ACSIS055)
Use a range of methods including tables and simple column graphs to
Teacher Notes
represent data and to identify patterns and trends (ACSIS057)
Compare results with predictions, suggesting possible reasons for
findings (ACSIS215)
Reflect on investigations, including whether a test was fair or
not (ACSIS058)
Represent and communicate observations, ideas and findings using
formal and informal representations (ACSIS060)

Lesson Resources White photocopying paper

Materials Pebbles
Task outline and 1. Student groups will have 2-3 students per group.
2. Hand the groups a challenge card.
differentiation
3. Give each group a design process template.
4. Explain to each group the expectations of the design process template.
Students are required to use the template to plan and record. These
templates will be collected and discussed as a group at the end of the
day.
5. Hand each group an iPad and give them a quick debrief on how to take a
photo and record information.
6. Inform students of their materials
7. Ask students to sit down and complete the first few sections of the
template up to construct. The students will have 2 minutes to finish
these first few sections.
8. Give the students some paper and instruct them to build a paper plan
that can carry cargo (pebbles). (10 minutes)
9. Ask the students to test their planes and record all information into their
templates.