Building and Evaluating

Lesson overview

This is the fifth and final lesson in the unit "Designing and Building Shelters". Students will build a physical model of their shelter design created in previous lessons and evaluate its effectiveness in meeting the design criteria. The lesson aligns with the NSW K-6 Design and Technologies syllabus for Years 3 and 4 and promotes hands-on learning, reflection, and presentation skills.

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Curriculum links

Subject: Design and Technologies Stage: Year 3 (also relevant to Year 4)

Relevant syllabus outcomes from NSW Technologies syllabus:

• ACTDEP021: Investigate how forces and materials are used in the construction of shelter structures.
• ACTDEP022: Generate, develop, and communicate design ideas through drawing and modelling.
• ACTDEP023: Select and use tools, materials, and equipment to produce designed solutions safely and effectively.
• ACTDEP024: Evaluate design processes and solutions against design criteria for particular purposes.

Achievement standard summary: By the end of Year 4, students describe how people design products and environments, select ideas against criteria, communicate ideas through models, and safely produce solutions. They plan, sequence steps, and evaluate their products for strengths and weaknesses.

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Lesson details

WALT (We Are Learning To)

Build a model of their shelter design and evaluate its effectiveness.

Success Criteria

• Complete a physical model of their shelter using appropriate materials.
• Describe the strengths and weaknesses of their shelter in relation to the design criteria.
• Discuss challenges faced during construction and how they solved them.

Duration

60 minutes (1 hour)

Class size

25 students

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Resources and Materials

• Student shelter design sketches/plans from previous lessons
• Various craft and building materials: cardboard, paper, Popsicle sticks, straws, glue, tape, scissors
• Evaluation sheets or templates
• Presentation space (classroom corner or table)
• Visual checklist of design criteria (e.g., shelter stability, protection from elements, creativity)

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Lesson sequence

1. Introduction and setup (10 minutes)

• Remind students of their shelter design and the purpose of building a 3D model.
• Revisit design criteria as a class (stability, protection, materials use, sustainability).
• Explain the building task and encourage teamwork if paired or small groups are allowed.
• Show examples or reminders of safe tool use and effective building strategies.

2. Building time (30 minutes)

• Students work on constructing a model of their designed shelter.
• Teacher circulates to provide support and scaffolding, particularly to those finding the physical construction challenging (differentiation).
• Encourage students to problem-solve design or construction challenges as they arise.

3. Evaluation and reflection (10 minutes)

• Students complete an evaluation sheet describing:
• What they liked best about their shelter.
• A strength or two related to the criteria.
• A weakness or difficulty encountered.
• Any changes they would make if they built again.
• Students can discuss their reflections in pairs or small groups.

4. Extension: Presentation (10 minutes)

• A few selected students (or volunteers) present their shelter model to the class.
• They explain design choices, challenges faced, and what they learned.
• Encourage peer questions and positive feedback.

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Differentiation strategies

• Additional Support: Provide some students with pre-cut materials or assistance in building parts of their shelters. Use step-by-step visual prompts for construction.
• Peer Support: Pair students for peer assistance in construction and evaluation.
• Extension: Encourage advanced students to think about sustainability features or real-world applications of their design and to integrate these ideas into their presentation. They may also sketch improvements or alternative models.

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Assessment Opportunities

Assessment is formative and based on:

• Observation of participation and engagement during building.
• Completed shelter model meeting basic design criteria.
• Completed evaluation reflecting on the product’s strengths and weaknesses.
• Presentation (for those who opt in for extension) demonstrating understanding of design decisions and challenges faced.

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Teacher reflection questions (post-lesson)

• Did students successfully translate their designs into three-dimensional models?
• Were the design criteria understood and applied?
• How effectively did students evaluate their shelters?
• Were the differentiation and extension activities suitable and engaging for all learners?
• What improvements can be made in future shelter design units?

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This lesson offers a practical, hands-on culmination to the unit on shelters, promoting design thinking, problem solving, and communication—all key competencies in the NSW Technologies curriculum for years 3 and 4. It encourages reflection on process and product, while catering to diverse learner needs through differentiated support and extension options.