Designing Fairground Models

Overview

This 60-minute lesson engages Year 5 students in the design and technology process through the exciting context of fairgrounds. Students will explore the stages of designing, planning, prototyping, and evaluating their own fairground-themed mechanical models or components. The lesson aligns closely with the National Curriculum for England, focusing specifically on design and technology skills related to mechanisms and the iterative design process.

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National Curriculum Links

Key Stage 2 – Design and Technology

• Design:

  • Use research and develop design criteria to inform the design of innovative, functional, appealing products that respond to needs and wants (NC 2014).
  • Generate, develop, model and communicate their ideas through annotated sketches, exploded diagrams, and prototypes (NC 2014).

• Make:

  • Select from and use a wider range of tools and equipment to perform practical tasks accurately (NC 2014).
  • Select from and use a wider range of materials and components, including construction materials, textiles and mechanical components, according to their functional properties and aesthetic qualities (NC 2014).

• Evaluate:

  • Investigate and analyse a range of existing products (NC 2014).
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work (NC 2014).

• Technical knowledge:

  • Understand and use mechanical systems in their products such as gears, pulleys, cams, and levers (NC 2014).

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Learning Objectives

By the end of the lesson, pupils will be able to:

1. Understand and explain the design process steps: research, planning, prototyping, and evaluation.
2. Investigate different fairground rides and identify key mechanical components used (e.g., levers, cams, pulleys).
3. Collaboratively plan and create simple models of fairground components using materials such as cardboard, paper fasteners, and string.
4. Evaluate their models according to a simple design criteria and suggest improvements.

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Resources and Materials Needed

• Example images and/or videos of different fairground rides (carousel, Ferris wheel, helter-skelter) - printed or digital.
• Cardboard sheets (A4 size), coloured paper, scissors, paper fasteners, brass split pins.
• Drinking straws, string or wool, plastic straws.
• Pencils, rulers, erasers, and glue sticks.
• Whiteboards or worksheets for drawing annotated sketches.
• Evaluation checklist based on simple design criteria (template provided).
• Camera or tablet for photographing models (optional).
• Space for group work (tables arranged for groups of 3-4).

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Lesson Structure

1. Introduction (10 minutes)

• Begin by showing images/videos of popular fairground rides and ask pupils to discuss what makes these rides exciting and how they might work mechanically.
• Explain the learning objective: “Today, we will design and make models inspired by fairground rides and learn how designers create and improve products.”
• Review the design process briefly, showing a simple flowchart: Research → Plan → Create → Evaluate. Emphasise that good designers try, test, and improve their ideas.

2. Research & Planning (15 minutes)

• In small groups, pupils choose one fairground ride to focus on (e.g., carousel, helter-skelter slide, swing ride).
• Provide printed images and prompt questions: What moving parts do you see? What shapes or supports might you need? How does the ride move?
• Pupils draw annotated sketches of their ideas on worksheets or whiteboards, labelling parts and noting which materials they will use.
• Teacher circulates, asking questions that prompt deeper thinking e.g., “What could make your ride move? How will you connect parts?”
• Groups agree on a simple design plan.

3. Creating Prototypes (20 minutes)

• Pupils use cardboard, paper fasteners, straws, and string to build their basic prototype models or components showing movement (e.g., a rotating platform, a sliding mechanism, or a swinging arm).
• Encourage experimentation with mechanical concepts learned: cams, levers, pulleys. For example, a cardboard disc with paper fasteners acting as a rotating carousel platform.
• Teacher supports technical difficulties, and reminds about safe cutting and careful joining.
• Groups test movement and functionality as they build.

4. Evaluation & Reflection (10 minutes)

• Groups use a simple checklist to evaluate their design against criteria such as:
  • Does it move as planned?
  • Is it sturdy and safe-looking?
  • Could it be improved? How?
• Groups share with the class, explaining one success and one challenge they faced.
• Optionally, photograph models for display or further design iterations in future lessons.

5. Plenary and Next Steps (5 minutes)

• Recap key learning points: how mechanical systems make rides move; importance of planning and improving designs.
• Prompt pupils to think about how their model could be developed into a full fairground ride model in future lessons with electronics or other materials.
• Explain homework or extension task (e.g., research another fairground ride and sketch a new idea).

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Differentiation

• Support: Provide templates for sketches; sentence starters for evaluation; adult support when using scissors or fasteners.
• Challenge: Encourage more complex mechanisms (e.g., incorporate a lever and pulley system together); suggest designing small details like seats or decorations.
• Additional challenge: Create a simple loading/unloading mechanism for their ride.

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Assessment

• Formative: Teacher observations during discussions and practical work, focusing on use of mechanical terms and design planning.
• Peer assessment: Group sharing and feedback to encourage constructive evaluation.
• Summative: Completed annotated sketches and prototype model evaluated with checklist; teacher assesses understanding of design process and mechanical systems.

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Safety Considerations

• Reinforce careful use of scissors and tools at the start of the lesson.
• Monitor for small parts (split pins) being used appropriately and safely.
• Maintain organised workspaces to avoid accidents.

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This lesson plan inspires students to bring fairgrounds to life through creative designing and mechanical understanding — merging imagination with practical skills and the core National Curriculum requirements.