Strong Chair Build

Overview

In this Technology-focused lesson, students design and make a chair shape using sticks and blu tac, then test it to see if it can hold the weight of “Goldilocks” (a toy) without changing shape. They also link their design choices to fairness and respectful use of others’ things.

Learning intentions

• WALT design a chair that can hold Goldilocks safely.
• WALT build using sticks and blu tac, joining parts firmly.
• WALT test a chair by observing whether it keeps its shape after Goldilocks sits.
• WALT explain how materials and construction choices help strength, and discuss “using things without asking”.

Success criteria

• I can make a chair that stays standing and keeps its shape when Goldilocks sits.
• I can explain what I changed (or didn’t change) to make my chair stronger.
• I can give friendly, specific feedback about what worked and what to improve.

Curriculum links

• Technology (Materials and technologies): create and use simple materials and tools to build an object, and test it for how well it works.
• Materials and properties: materials can be combined to make objects.
• Testing and using evidence: observe outcomes from a test and use results to decide what to try next.
• Key competencies: Thinking (ideas and improvement), Participating and contributing (working safely and respectfully), Self-management (staying on task during build/testing).

Lesson structure (30 minutes)

1. 0–3 min · Hook & mission. Teacher shows the introduction slides and says, “Today you will build a strong chair for Goldilocks.” Students quickly predict: “Will your chair keep its shape when Goldilocks sits?”

2. 3–8 min · Watch, notice, and plan. Teacher plays the short video clip idea embedded in the introduction slides (or narrates it if audio-free) about building with sticks and testing strength; students discuss with a partner one thing the builders did that might make it stronger (e.g., joining well, spreading parts out).

3. 8–10 min · Safety & materials. Teacher demonstrates how to use blu tac (press small amounts, avoid getting it on hair/clothes, tidy hands) and how to keep Goldilocks placement gentle; students repeat the rules and place supplies in front of them.

4. 10–16 min · Build chair prototypes. Teacher circulates and prompts using the design cycle language: “What is your plan? Build, then we test.” Students build their chair using sticks and blu tac, aiming for a seat and legs that look stable.

5. 16–21 min · Hands-on test (Goldilocks sits). Teacher sets up the test spot on the desk/floor with clear “one at a time” rules; students test by gently placing Goldilocks on the chair and watching for shape change (legs bending, chair collapsing, seat sagging). Students record quickly using the “Kept shape / Did not keep shape” note space on the chair testing worksheet.

6. 21–24 min · Mitey connection: use responsibly. Teacher leads a quick class discussion: “Goldilocks uses things without asking—how would you feel? What does a baby bear do? What could Baby bear do to show better resilience?” Students answer using sentence starters on the introduction slides (e.g., “I would feel…”, “Baby bear could…”), linking respectful choices to “looking after the things we use”.

7. 24–28 min · Improve (tiny changes, then retest if time). Teacher gives improvement prompts: “Can you add blu tac at a joint? Can you spread the legs wider? Can you make a sturdier seat?” Students choose one change (not lots), then retest once more if their class schedule allows; they mark the result again on the chair testing worksheet.

8. 28–30 min · Plenary & share evidence. Teacher returns to the introduction slides final slide: “What helped your chair keep its shape?” Students give a 10-second share to a partner: one success and one next step. Teacher highlights a few chair-making strategies observed.

Resources

• the introduction slides
• the chair testing worksheet
• Sticks (enough for individual/groups of 2)
• Blu tac (small portions per group; extra available)
• “Goldilocks” toy (or safe small figure)
• Chairs/building base surface (desk mat or taped test area)
• Paper towels/wipes for sticky hands
• Timer (to keep builds and tests within 30 minutes)

Assessment

• During building: observe whether students join parts securely and can explain their plan (informal teacher notes).
• During testing: check if students correctly observe “kept shape” vs “did not keep shape” and can point to what happened.
• Worksheet check: review quick test results and the “what I changed” sentence (or single sentence prompt).

Differentiation

• Support: Provide a simple chair sketch model on the introduction slides for students who need visual guidance; offer sentence starters on the slide for explanations and mitey discussion.
• Support for hands: Pre-portion blu tac; offer a “joint helper” role for students who need steadier input.
• Extension: Challenge students to design a chair with wider legs or additional support sticks and predict how it will affect stability before retesting.
• EAL/SEN: Use short, repeated teacher phrases (“Build, test, change, test”) and allow oral responses recorded by teacher on the worksheet if needed.