Material Detectives

Year 5 Design and Technologies Unit Plan Design a Bird Feeder for the School Garden Length: 6 lessons × 60 minutes Year level: Year 5 Learning area: Design and Technologies Design context: Materials and technologies specialisations Students investigate the needs of local birds and the properties of materials before individually designing, making and evaluating a bird feeder for the school garden.

Curriculum alignment Content descriptor Unit application AC9TDE6K03 Students investigate the properties of materials and how they can be used to create a bird feeder. AC9TDE6K04 Students consider sustainable material choices, including reused and recycled materials. AC9TDE6P01 Students investigate and define the need for a bird feeder in a school garden. AC9TDE6P02 Students generate, communicate and justify bird feeder ideas using labelled sketches and diagrams. AC9TDE6P03 Students select and safely use tools, materials and processes to produce a bird feeder. AC9TDE6P04 Students test, evaluate and improve their bird feeder against design criteria. AC9TDE6P05 Students plan, manage and document their individual design project.

Unit overview Students explore how gardens can provide food and shelter for birds. They investigate which materials are strong, waterproof, safe and sustainable. Students then design and make an individual bird feeder using mostly reused or recycled materials. The bird feeder is tested using birdseed, rice or small counters before being displayed in the school garden.

Learning intentions Students will learn to: • identify a need in the school environment • investigate the properties of materials • consider sustainable design choices • generate and communicate design ideas • plan and safely make a product • test, evaluate and improve a product

Success criteria Students can: • explain why birds may need food sources in gardens • identify materials that are strong, waterproof and safe • create a labelled bird feeder design • select sustainable materials • safely make a bird feeder • test their bird feeder and make improvements • explain how their design meets the criteria

Resources • clean recycled plastic bottles • cardboard tubes • milk cartons • egg cartons • paper cups • small containers • string, wool or twine • craft sticks • fabric scraps • masking tape • glue • scissors • rulers • pencils • birdseed, rice or small counters for testing • design folio booklet

Lesson sequence Lesson 1: Identifying the need Learning intention We are learning to identify a design need and develop criteria for success. Introduction Discuss: • What birds do we see around our school? • What do birds need to survive? • How can gardens support birds? • What might make it difficult for birds to find food? Design challenge Design and make a sustainable bird feeder for the school garden. Class design criteria The bird feeder must: • hold birdseed or food safely • allow a bird to access the food • be able to hang or stand safely • use mostly reused, recycled or sustainable materials • be strong enough to hold food • be safe for birds and people Student activity Students complete a design brief: • The problem is … • The users are … • My bird feeder must … • My bird feeder should … • The materials I could use are … Assessment evidence • completed design brief • class discussion contributions

Lesson 2: Investigating materials Learning intention We are learning to test materials and decide which materials are suitable for a bird feeder. Learning activities

1. Introduce different materials, including cardboard, plastic bottles, fabric, paper cups, craft sticks and string.
2. Students investigate: • Which materials are strong? • Which materials can hold birdseed? • Which materials are waterproof? • Which materials can be reused? • Which materials are safe for birds?
3. Students complete a material investigation table. Material Strong? Waterproof? Can hold food? Sustainable? Best use Plastic bottle Cardboard tube Paper cup String Assessment evidence • material investigation table • use of design vocabulary

Lesson 3: Generating design ideas Learning intention We are learning to generate and communicate design ideas. Learning activities

1. Review the design criteria and material testing results.
2. Model how to create a labelled design drawing.
3. Students draw three different bird feeder ideas.
4. Each design should include: • a food holder • a place for birds to perch or access food • a hanging or standing feature • labels for materials • measurements • arrows showing where birdseed will go
5. Students choose their best design and create a final labelled plan. Design decision table Feature My choice Why I chose it Food container Hanging or standing feature Material choice Bird access point Sustainable feature Assessment evidence • three design ideas • final labelled design • design decision table

Lesson 4: Planning and making Learning intention We are learning to plan and safely make a bird feeder. Learning activities

1. Review safe use of scissors, glue and classroom materials.
2. Students complete a production plan. Step What I will do Materials/tools Safety consideration 1 2 3 4
3. Students gather materials.
4. Students begin constructing their bird feeder.
5. Teacher check-in questions: • Will your feeder hold enough food? • How will birds reach the food? • Is your feeder strong enough? • Are your materials safe and sustainable? Assessment evidence • production plan • safe use of tools • work-in-progress bird feeder

Lesson 5: Testing and improving Learning intention We are learning to test our bird feeder and improve it. Learning activities Students test their feeder using birdseed, rice or small counters. Testing checklist Test Yes Not yet Evidence My bird feeder holds food. My bird feeder does not spill easily. My bird feeder can hang or stand safely. A bird could reach the food. My bird feeder uses reused or sustainable materials. Students then complete a strength test: • add a small amount of birdseed • hang or place the feeder in its intended position • gently move it • check for spills or weak areas Students receive peer feedback and make at least one improvement. Assessment evidence • testing checklist • peer feedback • evidence of improvement

Lesson 6: Evaluate and present Learning intention We are learning to evaluate our bird feeder against design criteria. Learning activities

1. Students complete an individual evaluation.
2. Students present their bird feeder to a small group or class.
3. Students explain: • the problem their feeder solves • the materials they chose • how birds can access food • how their feeder is safe • how their feeder uses sustainable materials • what they changed after testing • what they would improve next time Evaluation questions
4. What problem does my bird feeder solve?
5. Which materials did I use and why?
6. How can a bird access the food?
7. How does my bird feeder stay strong?
8. How did I use sustainable materials?
9. What happened during testing?
10. What improvement did I make?
11. What would I change next time?

Individual assessment task Sustainable Bird Feeder Challenge Task Individually design, make and evaluate a bird feeder for the school garden. Product requirements Your bird feeder must:

1. hold birdseed, rice or counters
2. allow a bird to access the food
3. hang safely or stand independently
4. use at least two reused, recycled or sustainable materials
5. be strong enough to hold food
6. include a labelled design plan Students submit • design brief • material investigation table • three design ideas • final labelled design • production plan • completed bird feeder • testing checklist • written evaluation • short oral presentation

A–E marking rubric Criteria A B C D E Investigating the problem and materials Thoroughly explains the need for a bird feeder and develops detailed design criteria. Insightfully compares materials using evidence about properties, safety and sustainability. Clearly explains the need and develops relevant design criteria. Compares materials using evidence about properties, safety and sustainability. Explains the need and identifies suitable criteria and materials. Identifies some parts of the need or criteria and gives limited information about materials. Gives very limited information about the need, criteria or materials. Generating and communicating ideas Creates several highly detailed, creative and practical design ideas. Final design is exceptionally clear, accurately labelled and strongly justified. Creates several detailed and practical design ideas. Final design is clearly labelled and justified. Creates design ideas and a labelled final design that meets most criteria. Creates a simple design with some labels or limited detail. Creates an incomplete or unclear design. Planning and managing production Creates a highly organised plan and independently manages materials, time and production steps responsibly. Creates a clear plan and manages materials and production steps effectively. Creates a plan and follows most production steps with occasional support. Creates a basic plan but needs regular support to follow it. Needs significant support to plan or complete steps. Producing the bird feeder Produces a highly functional, strong and carefully finished bird feeder that holds food securely and allows bird access. Uses tools and materials skilfully and safely. Produces a functional, strong and well-finished bird feeder that holds food and allows bird access. Uses tools and materials safely. Produces a working bird feeder that meets most criteria and uses tools safely. Produces a partly working bird feeder and needs support with construction or safety. Produces an incomplete bird feeder or requires significant support. Testing, evaluating and improving Conducts detailed testing and provides an evidence-based evaluation. Clearly explains improvements made and highly relevant future improvements. Conducts clear testing and provides a detailed evaluation. Explains improvements and future changes. Tests and evaluates the bird feeder against some criteria and identifies an improvement. Gives a simple opinion about the bird feeder with limited testing or evaluation. Gives little or no testing or evaluation. Communication and presentation Communicates confidently and precisely using a wide range of design and technology vocabulary. Communicates clearly using relevant design and technology vocabulary. Communicates the main ideas using some relevant vocabulary. Communicates some ideas with limited vocabulary or detail. Communicates very limited ideas about the design.

Teacher judgement guide Grade Description A Thorough and sophisticated demonstration of the design process. B Clear and effective demonstration of the design process. C Sound demonstration of the expected Year 5 standard. D Partial demonstration of the expected standard. E Very limited demonstration of the expected standard.