Canon Bolt Build

Overview

Today students work in groups of 6 to plan, design, and build a simple canon bolt based on a repeating, rhythmic pattern (a “canon” idea). They will make 2 canon bolts using the same base design, compare results, and improve using feedback.

Learning intentions

• WALT plan and make a canon bolt using a simple repeated process.
• WALT use tools safely and accurately when cutting, assembling, and testing.
• WALT describe how design choices affect how the canon bolt works.
• WALT organise tasks in a team and document what we changed after testing.

Success criteria

• I can follow a clear step-by-step plan to build a canon bolt.
• I can use safe tool routines (including correct posture, grip, and clean-up).
• I can test my canon bolt and explain at least one improvement I made.
• I can make 2 canon bolts and keep notes about changes between versions.

Curriculum links

• Technology (materials/components and structures): making functional designed solutions and testing them with criteria.
• Technology (planning for practice): selecting and using appropriate processes, then reflecting on improvements.
• Key competencies: managing self; participating and contributing in teams; using language/symbols to communicate steps and changes.

Lesson structure (60 minutes)

1. 0–5 min · Engage with purpose. Teacher shows a prepared example canon bolt (or a quick demo) and asks: “What makes it feel like a canon—what repeats?” Students share one observation in pairs.

2. 5–15 min · Direct teach: planning + safety. Teacher models a fast planning routine: (1) choose one repeating idea, (2) list parts, (3) steps, (4) test criteria for success. Teacher also rehearses safe tool use (how to carry, cut away from body, steady surface, tidy bench). Students look at the class checklist and tick off their understanding.

3. 15–20 min · Group planning: make a shared plan. In groups of 6, students decide roles (coordinator, tool user, measurer, tester, materials manager, recorder). They write a short plan for building Canon Bolt 1 and set team criteria, e.g., “repeats clearly,” “launches consistently,” “stays together during use.”

4. 20–35 min · Build Canon Bolt 1. Teacher circulates and checks tool safety and that steps match the plan. Students build using the team plan, with the recorder writing key notes: what worked, what didn’t, and one question for testing.

5. 35–43 min · Test + feedback. Each team tests Canon Bolt 1 against their simple criteria. Teacher prompts: “What changed the result?” Students record one improvement idea they can change quickly for the next build.

6. 43–55 min · Build Canon Bolt 2 (improve). Students rebuild using the same overall concept but apply at least one improvement. Teacher checks for iterative practice: students should be deliberately changing one thing and testing again. Recorder updates notes: “Before / After / Result.”

7. 55–60 min · Share-out + exit evidence. Groups do a 30-second share: one success, one improvement, one reason. Students complete an exit ticket: “Our canon bolt repeats because… / The best change was…”

Resources

• Prepared sample canon bolt (teacher-made) for demonstration
• Materials for each group (enough for 2 builds), including repeatable components (e.g., structured strips/shapes that can be assembled)
• Safe cutting tools appropriate for Year 4–5 (with teacher supervision as needed)
• Measuring tools (rulers/tapes) and pencils
• Team planning sheet (step-by-step) and recorder notes template
• Test area and clear “safe distance” markers
• Tool safety posters or quick reference cards
• Cleaning cloths and bins for offcuts

Assessment

• Teacher observation checklist during planning and building: tool safety, following steps, teamwork roles.
• Formative assessment through recorder notes: whether students identify a problem and propose a specific improvement.
• Exit ticket: evidence students can explain how design choices affect function and can describe iteration between Canon Bolt 1 and 2.

Differentiation

• Support: provide sentence starters for planning and reflection (e.g., “We chose ___ because…”, “Our improvement was…”, “This worked better because…”). Use a partially completed planning sheet.
• Support: assign clear roles and timed checkpoints; use a “must do / can do” list so all students contribute.
• Extension: challenge teams to try a second improvement that keeps the canon idea but alters one variable (e.g., attachment position or repetition spacing) and compare which change helped most.
• EAL/SEN: allow recorder to use visuals (arrows/labels) and sentence frames; keep instructions short and repeat key steps.

Extension (optional)

None.