Construction Phase II

Overview

In this lesson, students build and fit the interior components of their sustainable esky, focusing on recycled plastic inserts and safe, reliable fixing methods. They will analyse design requirements, select appropriate tools and fastening systems, and test the stability of interior setups.

Learning intentions

Students will:

• develop and apply safety-focused procedures when installing interior components
• justify material and fastening choices for recycled plastic interiors
• secure interior parts so they can withstand handling and transport
• evaluate the quality of their interior setup against design criteria, including sustainability considerations

Success criteria

Students can:

• explain why their fastening method suits the recycled plastic interior and esky structure
• fit interior inserts neatly, securely, and safely using appropriate tools
• perform a basic stress/fit test (wiggle, load simulation, water-resistance check plan)
• record evidence of meeting design criteria and identify at least one improvement

Curriculum links

• AC9TDE10P01: design briefs and investigating/selecting materials, systems, components, tools and equipment for designed solutions
• AC9TDE10K06: analysing and making judgements on how material properties are combined to create designed solutions
• AC9TDE10K03: analysing how materials and design choices work with forces and energy during engineered system use (handling, loads)
• AC9TDE10P04: developing design criteria and using them to evaluate design ideas, processes and solutions
• AC9TDE10K01: analysing how ethics, security and sustainability factors influence design decisions in occupations

Lesson structure (60 minutes)

1. 0–5 min · Warm-up: Safety + purpose Teacher displays the “Build Rules” (PPE, tool handling, correct order of steps) and reviews the lesson aim: interior setup using recycled plastic. Students quick-write one safety risk and one prevention step for working with plastic and fasteners.

2. 5–15 min · Mini-lesson: Fit, properties, and fastening Teacher demonstrates two fastening options suitable for recycled plastic interiors (e.g., threaded inserts/screws with washers; strong mechanical clips/rails; or waterproof-rated adhesive where appropriate) and links to material properties (flexibility/rigidity, cracking risk, heat sensitivity). Students complete a “Choice Justification” on their template: which fastening system they will use and why it matches their design criteria.

3. 15–25 min · Prep and measure (no build yet) Teacher circulates with a checklist: measure interior space, mark alignment points, confirm clearances for insulation and lids, and plan access for draining/cleaning (if included in the unit brief). Students mark cut lines/attachment points on their recycled plastic interior components and confirm measurements with a partner.

4. 25–40 min · Construct Interior II Teacher guides safe installation: pre-drill where needed, use correct screw size/washer spacing, ensure screws do not split plastic, and keep fasteners aligned. Students assemble and fix the interior inserts into the esky body using their chosen fastening method.

5. 40–48 min · Test: stability and basic load Teacher runs a short “station test”: gentle wiggle test, corner stress check, and a planned load simulation (e.g., weight placed briefly in a controlled manner or simulated item tray weight). Students record results: pass/fail against two criteria (secure fit; no flex/cracking/significant gaps) and add one improvement note.

6. 48–57 min · Iterate and improve Teacher prompts iteration: tighten/realign, add a support point, adjust spacing, or re-seat an insert to reduce movement and improve durability. Students make one improvement and re-check safety and fit.

7. 57–60 min · Exit ticket: criteria check Teacher collects an exit ticket linking the build to evaluation: “Which criteria did you meet? What evidence do you have? What will you do next?” Students submit the exit ticket and tidy workstations for the next lesson.

Resources

• Student design brief and current design criteria sheet
• Recycled plastic interior components (cut or pre-prepped as per earlier lessons)
• Fasteners: screws, washers, threaded inserts or clips (as selected by class scheme)
• Measuring tools: ruler/tape measure, square, marker/chalk
• Hand tools: drill/driver, pre-drill bits, screwdriver bits, file/sandpaper for edges
• PPE: safety glasses, gloves (as required), closed footwear reminder
• Water-resistant sealing materials (only if used in unit plan), cloths, wipes
• Tool safety posters and station checklist
• Test recording sheet / clipboards
• Waste bins for offcuts and packaging

Assessment

• Formative during construction: teacher checklist for tool safety, correct fastening placement, and evidence of using justified material choices
• Formative test data: students complete stability/load check and record results against design criteria
• Exit ticket: evaluates understanding of fastening rationale and criteria-based evaluation

Differentiation

• Support:
• Sentence starters for the “Choice Justification” (e.g., “I chose ___ because recycled plastic ___ under ___.”)
• A simplified fastening decision card with pros/risks for each method
• Measured templates or jigs for lining up attachment points
• Extension:
• Students add an extra fastening reinforcement point and compare test results to their first attempt
• Students evaluate sustainability trade-offs (re-use capability, durability, expected lifespan) and recommend one improvement
• EAL/SEN:
• Provide step-by-step written procedure cards with icons
• Pair students strategically for measurement verification and peer safety checks
• Safety accommodations:
• Offer an alternative task role (marking, documenting, tool readiness checks) if a student needs reduced tool handling time

Optional notes for teacher setup (quick prep)

• Confirm all students have matching fasteners and tool bits to reduce downtime.
• Prepare a clear test station so load simulation is consistent and safe.
• Display two or three final “ideal fit” photos/examples from previous cohort samples (no internet needed—use printed images if available).