Designing Force-Driven Systems

Year Level

Year 5

Duration

45 minutes

Class Size

22 students

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WALT (We Are Learning To)

• Apply our understanding of forces to design simple products or systems that use forces to control motion, sound, or light.
• Collaborate as a team to brainstorm, prototype, and share our design ideas.
• Use the engineering design process to develop and improve our solutions.

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Success Criteria

I know I am successful when:

• I can work cooperatively within a group to brainstorm ideas.
• I create a simple prototype that demonstrates how forces control motion, sound, or light.
• I can clearly explain my group’s design and how it uses forces.
• I listen respectfully to other groups’ presentations and ask questions.

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Curriculum Links (Western Australian Curriculum: Technologies - Design and Technologies, Years 5 and 6)

• AC9TDE4K02: Describe how forces and the properties of materials affect function in a product or system
• AC9TDE6P04: Negotiate design criteria including sustainability to evaluate design ideas, processes and solutions
• AC9TDE6P05: Develop project plans including consideration of resources for collaborative designed solutions
• AC9TDE6P03: Select and use suitable materials, components, tools, and techniques to safely make designed solutions

These links ensure that students design and make products/systems employing an understanding of forces and materials while applying safe, collaborative, and sustainable design practices .

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Lesson Breakdown

1. Starter: Introduction & Recap (5 minutes)

• Brief recap of previous lessons on forces and motion.
• Pose a challenge: "Design a simple system or product that uses forces to control motion, sound, or light."
• Show quick examples (e.g., rubber band-powered car, a simple bell that rings when pushed).

Differentiation:
Provide visual diagrams and simple written key words to support students who are dyslexic or need reading support.

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2. Group Brainstorming (10 minutes)

• Divide the class into 4 groups (5-6 students per group).
• Each group brainstorms and sketches ideas for their force-driven system using paper and coloured pencils.
• Teacher circulates to facilitate, prompting with questions about forces, materials, and design criteria including sustainability (e.g., "How can we use forces to make something move or create sound?").

Success Criteria:
Groups should produce at least one clear idea with notes on how forces are used.

Differentiation:

• Provide idea prompts or question cards for students needing extra support.
• Allow more advanced learners to consider multiple design criteria including safety and environmental impact.

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3. Prototyping (15 minutes)

• Using simple classroom materials (cardboard, rubber bands, string, paper clips, straws), groups build a rough prototype that demonstrates their concept.
• Encourage safe tool use and cooperation.

Success Criteria:
Prototype should clearly show how forces are applied to produce motion, sound, or light.

Differentiation:

• Provide dyslexia-friendly instruction cards with simple, step-by-step images showing prototype ideas.
• Offer extension options like incorporating a pulley, lever or creating a simple sound-producing element with materials.

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4. Present and Reflect (10 minutes)

• Each group presents their prototype, explains how it works, and how forces control it.
• Other students listen, ask questions, and give positive feedback.

Success Criteria:
Students use clear language to explain their design and demonstrate understanding of forces.

Differentiation:

• Allow students with speech difficulties to present using drawings or a digital voice recording.
• Advanced learners discuss challenges and possible improvements.

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5. Review & Next Steps (5 minutes)

• Summarise the importance of forces in designing products and systems.
• Reflect on teamwork and the engineering design process.
• Encourage students to think about how their designs could be improved or used in real life.

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Resources Required

• Paper and coloured pencils for brainstorming
• Various recycled and craft materials (cardboard, rubber bands, string, paper clips, straws)
• Safety scissors, rulers
• Visual aids and instruction cards (dyslexia-friendly)

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Differentiation Strategies

• For Diverse Learners:

  • Use clear, dyslexia-friendly fonts and coloured backgrounds on printed materials.
  • Provide verbal and visual instructions.
  • Pair students strategically for peer support.
  • Give extra time for tasks if needed.

• For Advanced Learners:

  • Challenge them to incorporate multiple forces or sustainable materials.
  • Encourage evaluation of design efficiency and improvements.
  • Include a component where they consider real-world applications of their system.

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Assessment

Formative assessment through:

• Observation of participation in brainstorming and prototype building.
• Group presentations demonstrating understanding of forces and application in design.
• Teacher notes on individual contributions and collaboration skills.

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This lesson plan fully aligns with the Western Australian Technologies Curriculum for Years 5 and 6, focusing on forces in practical design contexts, sustainability, safe work practices, collaboration, and communication skills in line with ACARA standards for Design and Technologies 【4:4†AC9TDE6P04.md