Moving Vehicle Models

Overview

Duration: 60 minutes
Class Size: 29 Students
Age Group: Year 2 (6-7 years old)
Subject: Design and Technology
Curriculum Link: National Curriculum for England – Design and Technology (Key Stage 1)

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Learning Objectives

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

• DT 1-2a: Understand and explain how simple mechanisms (wheels and axles) enable movement in vehicles.
• DT 1-2b: Use measuring and marking tools with increasing accuracy to prepare materials for a simple product.
• DT 1-2c: Demonstrate practical skills in assembling a moving vehicle model with safe use of tools and materials.
• DT 1-2d: Recognise the importance of accurate alignment when joining components to ensure functionality.
• DT 2-3a: Work collaboratively, demonstrating care and respect for tools, equipment, and peers.

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Curriculum Reference

Design and Technology – Key Stage 1
Pupils should design purposeful, functional, appealing products for themselves and others. They should explore and use mechanisms [wheels and axles] in their products. Develop practical skills such as cutting, shaping, joining and finishing, using appropriate tools safely and accurately.

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Resources

• Shoeboxes with pre-punched holes on lids
• Doweling sticks (pre-cut and some for cutting by pupils)
• Plastic tubing (for bushings)
• Wheels (plastic or wooden toy wheels)
• Velcro strips
• Scissors (child-safe)
• Pliers punch (teacher operated or supervised)
• Lolly sticks for measuring
• Rulers
• Sharpener or sandpaper (for doweling ends - teacher only)
• Toy cars or images of vehicles for demonstration
• Safety guidelines poster

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Lesson Structure

1. Introduction & Discussion (5 minutes)

• Gather children on carpet or at tables. Present toy cars and simple diagrams showing wheels and axles.
• Discuss: "What do wheels do? How do they help vehicles move?"
• Highlight that wheels and axles must be positioned carefully to move smoothly.
• Use questioning: “Can a car move without wheels? Why not?”

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2. Explain the Task & Safety Briefing (5 minutes)

• Share the plan: "Today we will make our own moving vehicle models using shoeboxes, wheels and axles."
• Show the pre-punched shoebox lids and explain the importance of accurate hole placement for the axles.
• Safety rules: Use scissors carefully, keep fingers away from punches, work slowly and ask for help when needed.
• Teacher models punching holes on an extra box and handling tools safely.

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3. Main Activity (45 minutes)

Step 1: Marking and Punching Holes (10 minutes)

• Pupils use lolly sticks to measure and draw a horizontal line one lolly stick wide from the bottom of the lid, on all four sides, forming crosses with vertical lines.
• Emphasise: “The holes need to line up perfectly to keep the wheels turning smoothly.”
• Pupils use plier punches to carefully make holes at each cross. Teacher circulates, checks accuracy and supports tool use.

Step 2: Preparing the Axles (10 minutes)

• Measure doweling to box width + ~4cm (two finger spaces each side).
• Pupils cut doweling to length using scissors (teacher supervises).
• Teacher demonstrates sharpening one end of dowel stick once for wheel insertion; assists children needing help or provides pre-sharpened dowels.
• Review hand safety: no extra sharpening by children.

Step 3: Assembling Wheels and Axles (15 minutes)

• Pupils insert two doweling axles through holes at top and bottom of the shoebox lid.
• Add plastic tubing on both sides of holes on each dowel to act as bushings — demonstrate placement.
• Push wheels onto doweling outside of tubing.
• Pupils test wheels turn freely and reposition tubing if wheels stick or wobble.
• Teacher circulates to check and support adjustments.

Step 4: Attaching the Lid to the Base (10 minutes)

• Align lid carefully onto shoebox base.
• Attach Velcro strips securely to join lid and base, allowing easy removal.
• Emphasise accuracy: “If the lid is not lined up correctly, it will come off or jam.”
• Pupils finish assembly and share their work with neighbours.

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4. Plenary & Assessment (5 minutes)

• Gather pupils to discuss key learning points:
  • How do wheels and axles help vehicles move?
  • Why is measuring and accuracy important?
  • What tools did we use safely?
• Ask targeted questions to check understanding.
• Encourage reflection: "What did you do well? What was tricky?"
• Informally assess practical skills through observation during assembly and questioning.

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Differentiation

• Support: Provide some pupils with pre-cut doweling or pre-attached wheels if fine motor skill challenges arise.
• Extension: Pupils who finish early can decorate their vehicles with paper and colours or test wheel rotations on different surfaces.

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Safety & Behaviour Management

• Emphasise calm, careful handling of tools.
• One tool station for punches to avoid accidents.
• Encourage sharing, patience and helping peers.

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Assessment Opportunities

• Observe correct use of measuring and marking tools (lolly sticks, rulers).
• Monitor accuracy in hole punching aligned with crosses.
• Evaluate safe and skillful assembly of wheels and axles.
• Question oral understanding of wheels, axles and movement.

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Teacher Reflection Notes

• Did pupils understand why accuracy matters?
• Were safety rules followed consistently?
• Did pupils have sufficient support during the sharpening and cutting steps?
• Are vehicles functional with wheels turning freely?

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This lesson plan provides a hands-on, scaffolded approach to design and technology that aligns with the National Curriculum for England at Key Stage 1, offering clear modelling and progressive pupil independence while embedding key practical skills and safety awareness.