Strong Pig Houses

Overview

This is Lesson 2 of 10 in the unit “Creative Construction Challenges”. Students will use their design idea from the previous lesson to build a pig house that is stronger and closer to their plan, then test simple stability and shape integrity while the teacher documents progress with photographs.

Learning intentions

• Students will build a structure for a purpose (a pig house) using selected materials and safe tool handling.
• Students will follow an ordered making process and adjust their structure when it does not work as expected.
• Students will communicate and compare their design by using their plan and teacher-taken photos.
• Students will evaluate their structure using a simple “looks like my plan / feels strong” method.

Success criteria

• Students build a structure that resembles their plan.
• Students can explain (or point to) what they changed to improve strength or match their plan.
• Students show safe making practices while using materials and tools (as instructed).

Curriculum links

• AC9TDEFP01: Students generate, communicate and evaluate design ideas, and use materials, equipment and steps to safely make a solution for a purpose.
• AC9TDEFP01 (E2): Students explore and choose ideas by modelling/drawing, including using different views (plan vs building).
• AC9TDEFP01 (E5): Students practise technical skills safely using equipment to construct their solution.
• AC9TDEFP01 (E3): Students evaluate what they have made using personal preferences (e.g. simple rating).

Lesson structure (45 minutes)

1. 0–5 min · Hook: “Will it stand?”

• Teacher shows 2 finished examples (one stable, one wobbly) and asks: “What makes the strong one stay up?”
• Students share quick ideas with a partner and look at today’s success criteria.

2. 5–10 min · Design to build check

• Teacher briefly revisits each step on a class visual checklist: look at plan → choose materials → build base → test → improve.
• Students find their own plan and identify 1 feature to build first (e.g. strong base, walls, doorway mark).

3. 10–20 min · Choose materials & prepare

• Teacher introduces a material set and one safety reminder: how to carry and place blocks/cardboard; scissors/glue only with teacher permission.
• Students select from provided materials and set up their work space; teacher circulates to ensure students start with their base.

4. 20–30 min · Build + first test

• Teacher sets a simple stability test: “Gently push the walls” or “Lift one corner slightly” to see if the structure holds together.
• Students build their pig houses, then perform the first gentle test and note (by pointing or drawing) what happened.

5. 30–37 min · Improve to match plan

• Teacher prompts: “What can you change to make it closer to your plan or stronger?” and models 1 improvement strategy (add supports, connect layers, widen the base).
• Students adjust their structures and re-test once; teacher records quick photo evidence of each student’s build stage.

6. 37–42 min · Evaluate with personal choice

• Teacher gives a simple evaluation method: two faces or a 2–3 level smiley scale (looks like plan / feels strong / needs one more change).
• Students complete evaluation with minimal writing (tick, colour, circle, or oral response) and show it to the teacher.

7. 42–45 min · Clean up & photo wrap

• Teacher organises pack-up roles and confirms tomorrow’s continuation step (adding one improvement or feature).
• Students help pack materials away and wait for teacher photos of final “test-ready” structures.

Resources

• Pig house design plans from Lesson 1 (paper, visual supports, simple symbols)
• Duplo/blocks, cardboard sheets/strips, tape, glue sticks (as per classroom safety rules)
• Optional structure supports: paper straws, craft sticks, reusable skewers (teacher-controlled)
• Safety reminders poster (quiet voices, hands to yourself, teacher permission for scissors/glue)
• Simple test tools: flat cards to apply gentle pressure, rulers for “same amount” comparisons
• Smiley rating cards (looks like plan / feels strong / one change)
• Photo device/tablet for documenting builds
• Visual step checklist for making process
• Coloured markers/crayons for dyslexia-friendly marking
• Disposal bins and recycling trays for offcuts

Assessment

• Teacher observes during making: students follow the making process and use materials safely.
• Teacher checks for alignment to plan: can the student point to their intended feature and describe one change?
• Evaluation data: students complete the smiley rating (tick/circle) and show it before leaving.

Differentiation

• Provide material variety: some students receive more pre-cut cardboard shapes, while others get larger sheets to cut/create with guidance.
• Skill supports: offer “base first” templates (a pre-made rectangle base) for students who need a starting point.
• Sentence supports for communication: “My plan said ____.” “I changed ____.” (options shown as picture/word cards).
• Grouping: pair students for peer help (one builder, one photo-notes helper) to reduce cognitive load.
• Dyslexia-friendly reading options: use short instructions with icons only; provide a “visual-only” step checklist and smiley cards; allow oral responses instead of writing.
• For students who finish early: allow “extra supports” or “try a different wall shape” using the same materials.

Extension (advanced learners)

• Encourage adding additional features: a doorway opening, a simple roof, or a stronger internal support (e.g. diagonal brace).
• Challenge: “Make it stand up without wobbling after one gentle push” by adding one structural improvement and documenting the change with an extra photo.