Marble Run Challenge

Lesson Focus and Learning Intentions

• Investigate and design a physical marble run using algorithmic thinking.
• Develop skills in modelling, prototyping, and iterative testing.
• Apply sequence and condition concepts to ensure a working marble run.
• Collaborate effectively within a group to build and refine a STEM project.
• Communicate design decisions and findings through a digital presentation showcase.

Australian Curriculum Alignment (Digital Technologies v9)

• ACPPS056: Plan, create, and communicate ideas and information independently and collaboratively using agreed protocols and digital solutions.
• ACTDIK014: Investigate how digital systems represent data using numbers.
• ACTDIP031: Design, modify, and follow simple algorithms, including branching (decisions).
• ACTDIP032: Plan, create, and communicate ideas and information, including collaboratively online, applying agreed ethical, social, and technical protocols.
• ACTDIP033: Collect, access, and present different types of data using simple software to create information and solve problems.

Success Criteria

Students will be able to:

• Plan and sketch a marble run illustrating the sequence and conditions of marble movement.
• Build a physical prototype of the marble run using available materials.
• Test and refine their design through systematic trial and error.
• Present their project by explaining the algorithmic thinking involved and results learnt.
• Demonstrate teamwork and clear communication during collaboration.

Materials and Safety

• Marbles (one or two per group)
• Cardboard tubes, ramps, paper, straws, tape, scissors, string, small boxes
• Timer or stopwatch (optional)
• Digital devices for creating presentation slides or recording results (tablet/laptop)
• Safety scissors, with use supervised by teacher
• Clear workspace with adequate room for all groups

Safety Note: Students should handle scissors carefully and always point marbles away from faces when releasing them.

Lesson Activities (60 minutes)

1. Engagement (10 mins)

• Brief introduction: Show a short demonstration video or live demo of a marble run.
• Discuss how real-world objects or games follow sequences and conditions like ‘if marble reaches a ramp, then it rolls down’.
• Introduce the design cycle: modelling, prototyping, algorithmic thinking, testing.

2. Explore and Build Prototype (20 mins)

• In groups of 4–5, students sketch their marble run designs including steps and decision points (e.g., branching paths).
• Emphasise simple algorithms (If marble hits slope → roll; if marble reaches fork → choose left/right).
• Students collect materials and build the marble run physically, following their design.

3. Test and Iterate (15 mins)

• Each group tests their marble run by rolling the marble through the track.
• Encourage them to observe failures or unexpected results and tweak their design accordingly (change angle, add supports).
• Encourage recording the results (e.g., time taken, successful runs) for presentation.

4. Showcase and Reflect (15 mins)

• Groups present their marble runs to the class, explaining:
• Their design process and any algorithms applied.
• Challenges and how they solved them.
• What worked and what they improved.
• Class peers ask questions or give feedback.

Formative Assessment and Evidence

• Teacher observes each group’s ability to plan and articulate algorithmic processes.
• Check sketches for inclusion of sequences and conditions.
• Evidence of iterative testing logged by students or teacher notes.
• Presentation quality—clear explanation of their design thinking and results.
• Peer feedback interaction.

Differentiation Strategies

• Supports:

• Provide simplified sentence starters and visual icons for explaining design steps.

• Use larger text printouts or audio recorded instructions for students with reading difficulties.

• Allow pairs instead of groups for students needing deeper scaffolding.

• Scaffolds:

• Offer partially completed design templates for those needing structure.

• Provide guided questioning prompts during testing to focus iteration efforts.

• Options:

• Use digital design apps for those who prefer virtual prototyping first.

Extension Activities for Advanced Learners

• Challenge to incorporate conditionals in their marble run (e.g., ‘if marble goes left → trap activates’).
• Experiment with timing marbles or designing a marble run that can simulate data collection (count number of runs in 1 minute).
• Create a simple coded representation of their marble run sequence using block-based programming (Scratch or similar).

Dyslexia-friendly Reading Supports

• Use chunked instructions separated by clear headings and visual icons (e.g., pencil for ‘design’, hammer for ‘build’).
• Short, simple sentences with key terms bolded.
• Provide audio recording of instructions and lesson objectives for playback.
• Use a dyslexia-friendly font (e.g., Arial, Comic Sans) on any printed resources or slides.
• Use coloured overlays or backgrounds to reduce visual stress where possible.

Assessment Rubric Checklist

Criteria	Emerging	Developing	Proficient	Excelling
Algorithmic Thinking	Attempts to include sequence	Includes simple sequences	Includes sequences & conditionals	Explains complex algorithmic decisions clearly
Design and Prototyping	Basic prototype with support	Functional prototype with minor issues	Well-constructed, mostly functional marble run	Innovative prototype with multiple features
Testing and Iteration	Tests once, limited changes	Tests & makes basic adjustments	Repeated tests improving design	Systematic testing with thorough refinement
Collaboration & Communication	Participates with help	Works well with group	Actively cooperates & supports others	Leads group and synthesises ideas clearly
Presentation of Findings	Shares simple observations	Explains design and challenges	Articulates design thinking and results	Presents with confidence and answers questions well

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Glossary

• Algorithm: A set of instructions or rules to solve a problem or perform a task.
• Prototyping: Creating a model or sample of a design to test ideas.
• Sequence: The order in which steps or events happen.
• Condition: A decision point where an action depends on a certain circumstance (e.g., if this happens, then do that).
• Iteration: Repeating a process to improve a design or solution.
• Modelling: Making a plan or representation of an idea before building it physically.

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This lesson is the first in a series designed to build foundational digital technology skills through hands-on maker activities, integrating problem-solving, computational thinking, and collaboration aligned with the Australian Curriculum. Teachers can adjust group sizes and extend the project to multiple sessions for deeper exploration or digital simulation integration.