Structures and Forms

Overview

In this Technology-focused week, students explore structures by looking at examples in nature and in the world made by people. They begin to notice how structures help things stand, support, or protect, and they use this understanding to plan and build a simple structure.

Learning intentions

• WALT identify and describe what a structure is and give examples from nature and manmade places.
• WALT notice how structures can help by supporting weight, protecting, or holding shape.
• WALT plan and build a simple structure to meet a design goal.
• WALT explain our structure using simple terms (e.g., tall, strong, supports, shelter).

Success criteria

• I can name one natural structure and one manmade structure.
• I can describe what my structure does (supports, holds shape, protects/shelters).
• I can build my structure so it stays standing or stays together for a short test.
• I can tell someone what I changed and why (simple reasons).

Curriculum links

• Technology (NZ Curriculum refresh): Develop basic understanding of design ideas and how people create solutions; trial, test, and reflect on simple builds.
• Thinking and Communication: Use observations to ask questions and share ideas clearly with others.
• Competencies (NZC refresh): Relating to others (collaboration), Participating and contributing (sharing roles), Managing self (trying safely and persisting).

Lesson structure (30 minutes)

1. 0–4 min · Hook: What is a structure? Teacher shows 4 quick picture cards (nature and manmade) and says, “A structure is something built or formed to stand, hold together, or do a job.” Students Turn-and-Talk: “Which ones are structures?” and “What job might they do?”

2. 4–10 min · Structures in nature (view + notice) Teacher displays a small set of natural structure examples (e.g., bird nests, termite mounds, spider webs, icebergs, cactus, caves, sand dunes, waterfalls). Students point to one example and answer: “How does this structure help?” (support, protect, hold shape, or trap/collect water or air—keep language simple).

3. 10–16 min · Manmade structures (view + compare) Teacher shows manmade landmarks/structures (e.g., Eiffel Tower and Taj Mahal) and asks: “What job do people want it to do—stand tall, hold many things, be a shelter?” Students compare: “One way it’s similar to nature” and “One way it’s different.”

4. 16–19 min · Design goal briefing (tiny plan) Teacher gives STEM Challenge Cards: Structures in Nature (or an adapted card) and explains today’s goal: “Build a structure that stays standing or stays together when gently tested.” Students choose one natural-inspired idea (nest/web/mound/dune/waterfall shape) and draw a quick plan: shape + one material choice.

5. 19–27 min · Build and test (hands-on) Teacher sets up materials at stations (e.g., building mats, straws/paper tubes, cardboard strips, tape, blocks, string, cotton wool, leaves—only safe items). Students build in pairs using roles: Builder 1 and Tester. Teacher reminds: “Try, then test gently.” Test moments:

• Stand test: “Does it stay standing for 5 seconds?”
• Together test: “Does it stay in one piece when lifted lightly?”

6. 27–30 min · Share and reflect (quick explanation) Teacher calls for 3–4 shares using a sentence frame: “My structure is like a ____ because ____.” Students answer: “What did you change to make it better?”

Resources

• STEM Challenge Cards: Structures in Nature (print or card set)
• Picture cards showing natural structures (bird nests, termite mounds, spider webs, icebergs, caves, sand dunes, waterfalls, volcanoes/shelter ideas)
• Picture cards showing manmade structures (Eiffel Tower, Taj Mahal)
• Building mats or base sheets
• Construction materials: straws or paper tubes, cardboard strips, tape, glue sticks (as appropriate), blocks, string/yarn, cotton wool
• Safety rules display (gentle handling; keep small parts away from faces)
• Pencil crayons and scrap paper for quick planning drawings
• Timer for test intervals (5 seconds)

Assessment

• Teacher observation checklist during building: identifies structure examples; attempts build to meet goal; explains function using at least one supporting/protecting/holding-shape word.
• Quick questioning checks:
• “Is this a structure? Why?”
• “What job does it do?”
• Exit reflection (whole-class): “One thing my structure does” + “One change I made.”

Differentiation

• Support: Provide sentence starters on the board: “A structure helps by…”, “My structure is like…”, “I changed… because…”.
• Support: Offer 2–3 pre-chosen design ideas (e.g., web-style supports, nest-style shelter, mound-style strong base) so students can start quickly.
• Extension: Challenge a pair to add one feature (a “support leg” or “shelter roof”) and retest: “Does it work better now?”
• EAL/SEN: Use gestures and word banks with visuals (stand, hold together, protect/shelter, supports). Allow drawing instead of long verbal explanations.