Wolf-Proof Build

Overview

Today students complete the Week 10 challenge: design and test a wolf-proof house for the Three Little Pigs story using engineering design and basic 2D shapes. They also practise Health/Mitey connections—calm breathing and emotional control—so they can plan carefully, follow instructions, and test safely.

Learning intentions

• WALT design a simple wolf-proof house using a plan, 2D shapes, and strong construction choices.
• WALT sequence steps for making and testing (first, next, then, finally).
• WALT test our house strength using a hairdryer safely and record results.
• WALT practise calm breathing and emotional control strategies during challenges and waiting.

Success criteria

• I can use a clear plan and build a house with at least three 2D shapes.
• I can put my making/testing steps in the correct order.
• I can test my house safely and say what happened (stronger/weaker).
• I can use a calm breathing or emotional control strategy when I feel worried or excited.

Curriculum links

• Technology: develop ideas through planning, making, and testing; use engineering design thinking to solve a problem.
• Mathematics (support for this task): identify and use properties of 2D shapes and use them to create a design.
• English (support for this task): sequence ideas clearly and share observations using simple sentences and sentence starters.
• Health and wellbeing (Mitey connection): use strategies for emotional regulation and calm breathing during challenges.

Lesson structure (45 minutes)

1. 0–5 min · Hook and safety. Teacher shows the Three Little Pigs wolf-house problem picture or short video segment and states today’s goal; teacher models hairdryer safety (hands away, teacher controls power, safe distance). Students turn-and-talk: “What will help the wolf struggle—thicker walls, angled roof, supports?” then share one idea.

2. 5–12 min · Story reminder + design brief. Teacher briefly revisits the wolf blowing and what could make a house stronger; teacher introduces the “Build–Test–Improve” cycle using picture prompts. Students listen and complete a quick oral plan: choose house shape style (small house/arch/triangle roof) and name two 2D shapes they expect to use (e.g., circle, rectangle, triangle).

3. 12–18 min · Direct teach: sequencing and planning. Teacher demonstrates sequencing with four picture cards: First plan, Next cut/assemble, Then test, Finally record and improve. Students practise with a shared example on the board, then sort their own four-step cards into the correct order.

4. 18–28 min · Make Phase: build the wolf-proof house. Teacher gives materials (as below) and checks groups can explain their plan; teacher circulates to coach construction choices (reinforce corners, overlap edges, stable base). Students build using their sequence cards as a checklist; they must include at least three different 2D shapes in their design.

5. 28–35 min · Wolf test (hairdryer) + calm breathing cue. Teacher runs the hairdryer test: each group tests one side at a time from the safe distance for a short burst; teacher reminds students to stop and breathe if they feel tense. Students use one calm breathing strategy: “Smell the flower… blow the candle” (two slow breaths) before testing, then record: “My house stayed / moved / broke.”

6. 35–42 min · Improve Phase: quick redesign. Teacher prompts improvement questions: “What did the wolf do? What change could help next time?” Students choose one improvement (add a support strip, strengthen a wall, adjust roof angle) and update their plan step cards if needed.

7. 42–45 min · Share + exit check. Teacher invites 2–3 quick shares: one sentence for design choice, one sentence for test result, one sentence for calm strategy used. Students complete an exit slip: circle one result (stayed/moved/broke) and write “First/Next/Then/Finally” with their step order.

Resources

• Three Little Pigs story video (teacher-selected segment) and visuals of the challenge
• Safety glasses (optional) and hairdryer (teacher-controlled)
• Hairdryer timer or simple count (e.g., “one short burst”)
• House-building materials: card templates, recycled cardboard, craft paper, glue sticks, tape (as appropriate), string or paper strips for supports
• Scissors and pre-cut 2D shape sets (circles, rectangles, triangles, squares) or shape stickers
• Sequencing picture cards (First/Next/Then/Finally)
• Recording sheet: Test results (Stayed / Moved / Broke) with a simple box for “What I improved”
• Calm breathing poster (simple pictorial prompts)

Assessment

• Teacher observation during making: students can explain their plan and identify which 2D shapes they used.
• Formative check on sequencing: students place cards in correct order and can say the steps using sentence starters.
• Test evidence: recording sheet shows whether the house stayed, moved, or broke and one improvement decision.
• Exit slip: quick confirmation of sequencing accuracy and use of at least one emotional control strategy.

Differentiation

• Support: provide sentence starters (“First I… Next I… Then… Finally…”; “My house… stayed/moved/broke.”) and a partially filled planning template.
• Support: pre-cut shape options and limited design choices (e.g., two roof options, three wall options) for students who need reduced cognitive load.
• Challenge/extension within the task: ask students to include two supports or a roof angle feature and predict which side they think will fail first before testing.
• EAL/SEN: allow oral responses for the exit slip (teacher writes student words), and use pictorial recording supports.
• Emotional regulation: model a calm routine at transitions; assign roles (Materials Manager, Builder, Tester Recorder) to reduce uncertainty and support control.