Final Testing Studio

Overview

Lesson 14 of 18 in “Navigating Aotearoa's Oceans”: students complete their waka models by adding sails, rigging systems, and decorative details, then test stability and basic functionality in water trays. They reflect on what worked, what changed, and why, using evidence from their tests.

Learning intentions

• WALT complete functional waka models incorporating all design elements (sails, rigging, decoration).
• WALT test model seaworthiness for stability and simple movement/functionality.
• WALT communicate findings using clear, respectful historical/technical reasoning about design choices.
• WALT improve models using feedback and results from water testing.

Success criteria

• I can finish my waka with sails and rigging that stay secure during water testing.
• I can explain how my design choice helped (or did not help) stability.
• I can record observations from at least one test and suggest an adjustment.
• I can contribute positively in a peer partnership and show safe, careful handling of tools.

Curriculum links

• NZ History learning: understanding how communities shaped voyages and lifeways through technology, design, and practical navigation skills.
• Key competencies: thinking (testing/improving), managing self (safe tool use, meeting deadlines), relating to others (peer feedback), communicating (recording and explaining).
• Refreshed curriculum emphasis: inquiry through making and testing; using evidence to refine ideas.

Lesson structure (70 minutes)

1. 0–5 min: Setup and model goal Students collect tools, confirm parts needed (sail, rigging, decorative elements), and restate the day’s WALT. Quick safety reminder for water trays and craft tools.

2. 5–20 min: Sail and rigging assembly (build) Students follow their planned design from previous lessons, adding sails and creating a simple, reliable rigging method (e.g., tie points, loops, or mounted anchors). Teacher circulates using a “visual completion checklist” to check expected features.

3. 20–30 min: Decoration and final structural check Students add waka decorative details and labels (short, handwritten/printed notes). They do a “stability readiness check” by gently testing balance on the bench before water.

4. 30–42 min: Water container testing 1 In pre-set groups of 3–4, students test stability in a water tray. Each person completes an observation record: tilt/balance, leaks, sail/rigging staying secure, and any movement issues.

5. 42–52 min: Adjust and retest Students discuss results and adjust one variable only (tightness of rigging, anchor points, sail angle position, or adding small ballast if allowed). Retest quickly and record a second set of observations.

6. 52–60 min: Studio “explain your design” mini-conference Each student shares: one success from testing, one problem noticed, and one change they made or would make next time. Peers respond with “I noticed / I wonder / I suggest” to keep feedback respectful and actionable.

7. 60–70 min: Wrap-up reflection and tidy Students complete a short reflection: what the water test showed about stability, and how their evidence supports their next steps. Class tidies materials and returns water-tray stations for safe closure.

Resources

• Pre-made waka model bases and remaining materials (sails, string, straws/skewers for rigging supports, tape/glue, decorative craft materials)
• Water trays/bins, towels, paper towels, and drip mats
• Observation sheets or simple recording table (Test 1/Test 2: stable/tilted/leaked, rigging secure, sail secure, notes)
• Visual completion checklist (sails attached, rigging anchored, decoration added, model balanced)
• Safety goggles (if available), scissors/craft knives with supervision as required
• Teacher demo example of secure tie points and safe water handling
• Chromebooks with Google Classroom for submitting photos and reflections
• Dyslexia-friendly option: audio recording on Chromebook for reflection + colour-coded checklist

Assessment

• Formative assessment: teacher observes rigging stability during test 1 and verifies completion checklist items by the end of the build stage.
• Evidence of learning: student observation records (at least two tests) and a short explanation of design choice linked to results.
• Peer collaboration: students demonstrate safe teamwork and give one actionable feedback comment during mini-conference.

Differentiation

• Peer support partnerships: mix students by readiness so builders can share roles (stabilising tester, recorder, adjustment designer, materials manager).
• Visual completion checklists: use icons/colour blocks; students tick progress rather than relying on long reading.
• Dyslexia-friendly reading: provide audio instructions, printed large-font prompts, and exemplars of good observation notes; allow oral responses recorded on Chromebook.
• Extension for advanced builders: “innovation challenge” mini-task—add a feature that improves stability or sail positioning without changing the model’s main structure (e.g., adjustable rig tension, additional balance strategy, or a second sail attachment point).
• Low confidence: offer success roles (decorator, label writer, safety marshal for water tray) while still requiring them to speak during mini-conference or submit an audio reflection.
• ELL learners: sentence starters for mini-conference (“My model tilted because…”, “When I tightened…, it stayed…”, “Next I will…”), plus image-based recording sheets.

Extension (optional)

• For students who finish early: “Seaworthiness upgrade” attempt a third micro-test after one further controlled change, then add a short “data-to-decision” statement (e.g., “Because Test 2 showed…, I changed…”).