Marble Making

Overview

Students are introduced to the idea that engineers design solutions to problems by planning, building, and testing. Today they will create a simple “marble trail” using everyday materials, then refine their design after testing.

Learning intentions

• WALT plan a marble trail that guides a marble from start to finish safely and effectively.
• WALT build a working prototype using simple engineering ideas (slopes, barriers, channels).
• WALT test our marble trail and make improvements based on observations.
• WALT communicate our design ideas clearly using simple steps and labels.

Success criteria

• I can choose and place materials to make the marble travel in a controlled path.
• I can test my design and describe what worked and what didn’t.
• I can improve my trail after testing (e.g., adjust slope, add supports, reduce gaps).
• I can explain my design using clear steps (start, build, test, improve).

Curriculum links

• Technology: engineering principles and designing solutions through building, testing, and improving prototypes.
• Thinking and problem-solving: ask questions, generate ideas, and make decisions based on evidence from testing.
• Key competencies: managing self (staying focused, working safely), contributing to a group (sharing roles), and communicating ideas (explaining steps and results).

Lesson structure (60 minutes)

1. 0–5 min · Hook (marble demo). Teacher demonstrates a quick marble drop on a board; pauses to ask what makes the marble move the way it does. Students share one idea for how to make the marble travel further/straighter.

2. 5–12 min · Direct teach (design basics). Teacher shows a simple diagram of a marble trail (start, path, finish) and points out design features: slopes, channels, barriers, and supports. Students turn-and-talk: name one feature they want to include and why.

3. 12–20 min · Plan (quick design sketch + steps). Teacher explains that today is a prototype—something we test, then improve. Models how to write 3–4 numbered steps and label “start/finish.” Students draw a plan in their books or on a template, then write short numbered steps for building and testing.

4. 20–35 min · Build (prototype). Teacher sets safety expectations for using scissors/tape/glue and managing materials. Circulates with guiding questions: “What is the marble’s path?” “Where might it get stuck?” Students build in pairs or small groups of 2–3 with shared roles (builder, tester, materials manager).

5. 35–45 min · Test 1 (controlled trials). Teacher demonstrates how to test: release from the same start point, watch for where it slows/stops, and record an observation. Students test their trail, then record one success and one problem (e.g., “marble fell off at the corner”).

6. 45–55 min · Improve (make one change). Teacher prompts: choose the most important fix first—adjust a slope, add a barrier, widen a channel, strengthen a weak spot. Students make one targeted improvement, then run a second short test.

7. 55–60 min · Share + tidy + quick check. Teacher asks each group to report using the sentence frame: “Our trail works because…, next we will…, because we saw….” Students tidy materials and complete a brief exit check (one sentence each).

Resources

• Marble(s) (class set), one per group where possible
• Recycled and craft materials: cardboard strips, foam offcuts, paper cups, bottle tops, straws, straws cut lengthways, iceblock sticks
• Tape (masking/clear), glue sticks or child-safe glue
• Scissors (supervised), craft knives not required
• Rulers and markers
• Cardboard bases or trays for mounting trails
• Observation recording sheet (Success / Problem / Improvement)
• Safety rules poster (simple and visual)

Assessment

• During planning: teacher checks that students identify start/finish and include at least one design feature (slope/channel/barrier).
• During building and testing: teacher uses short questioning to see if students can explain the cause of outcomes (“What change made the difference?”).
• Exit check: students write one sentence answering “What did you change and why?” plus a quick “green/red” confidence mark for meeting the success criteria.

Differentiation

• Support: provide a partially drawn trail template with labelled start/finish; sentence starters for observations (“I noticed…”, “It didn’t work when…”).
• Support for materials access: pre-sort materials by type and offer a “starter kit” group pack to reduce choice overload.
• Extension: challenge groups to add a new feature (e.g., a gentle curve or a two-step path) while keeping the marble under control; require two improvements instead of one.
• EAL/SEN: allow drawing/pointing to record observations; pair students strategically so roles are clear; encourage sharing with visual prompts rather than only spoken language.

Exit check prompt (for last 5 minutes)

• “I improved my marble trail by ______. It worked better because ______.”