Structural Stability Design

Overview

In this 60-minute session, Year 5 students will develop and construct stands and connectors for their solar system planet models. Using cardboard and string, they will apply principles of structural stability and aesthetics, test their designs for balance and durability, and refine prototypes through peer feedback. This lesson builds on their knowledge of materials and 3D design, aligning with the National Curriculum for Art and Design and Design and Technology.

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National Curriculum Links

Art and Design - Key Stage 2

• Evaluate and Analyse:
  Pupils should be taught to critique and evaluate creative works using technical vocabulary (NC 2014: Art and Design).
• Use of Materials:
  Pupils should select and use materials and techniques, understanding their properties and aesthetic qualities.

Design and Technology - Key Stage 2

• Selecting and Using Materials:
  Understand the functional properties of materials and use them to create products that are functional and aesthetically pleasing. (NC 2014: Design and Technology)
• Technical Knowledge:
  Apply knowledge of stability and strength when designing and making (NC 2014: Design and Technology).
• Evaluate and Improve:
  Investigate and analyse existing products, evaluate their ideas and products against own design criteria and consider the views of others to improve their work.

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Learning Objectives

By the end of the lesson, pupils will:

• Apply their knowledge of structural stability to build stands and connectors using cardboard and string. (DT: Technical Knowledge)
• Demonstrate practical skills in cutting, folding, knotting and joining materials securely. (Art & DT: Use of Materials)
• Evaluate the strength and balance of their models through testing and peer feedback. (Art & DT: Evaluate)
• Refine and improve their prototypes based on constructive criticism. (DT: Evaluate and Improve)

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Resources

• Cardboard sheets (recycled where possible)
• String or twine
• Scissors
• Masking tape and glue sticks
• Rulers and pencils
• Sample stable stands and connector examples (prepared by teacher)
• Peer evaluation sheets with prompt questions
• Clipboards for writing

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Lesson Structure

1. Starter (10 minutes)

• Recap the previous lessons on model planets and challenge students to think about the importance of stands and connectors in making their models steady.
• Show examples of different stand designs – triangular base, cylindrical supports, tension from strings – discuss which appear most stable and why.
• Introduce learning objectives and success criteria, emphasising both function (stability) and form (aesthetics).

2. Main Activity - Design and Construction (35 minutes)

• Design Phase (10 minutes):
  Pupils sketch ideas for their stands and connectors, focusing on how to ensure their planet models will remain balanced and upright. Teacher circulates, asking questions about stability (e.g., “How will your stand prevent wobbling?”).

• Construct Phase (25 minutes):
  Using cardboard and string, students build prototypes of their stands and connectors. Encourage experimenting with folds (e.g., making triangular supports), cutting slots for interlocking parts, and using string for added tension or suspension.

• Teacher circulates, modelling safe cutting techniques and encouraging problem-solving (e.g., “What can you add if the model leans to one side?”).

3. Peer Testing & Feedback (10 minutes)

• In pairs or small groups, pupils test each other’s stands by placing planet models on them and gently nudging to assess stability.
• Using evaluation sheets with prompts (e.g., “Does the stand keep the planet steady? Why or why not?”, “What would improve the stand’s design?”), pupils give constructive feedback.

4. Plenary - Refinement Planning (5 minutes)

• Invite several students to share one improvement idea they will make based on the feedback.
• Emphasise the iterative design process: good products evolve through testing and refinement.
• Set a challenge for next lesson: refine and complete stands and connectors ready for final assembly.

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Assessment

• Formative: Teacher observations during designing and constructing phases assessing use of materials and understanding of stability principles.
• Peer assessment: Through structured feedback sheets during testing activity, focusing on practical outcomes and constructive critique.
• Self-assessment: Students reflect on how their design meets the success criteria of balance and strength.

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Differentiation

• Support: Provide pre-cut shapes or templates for students with fine motor difficulties; paired learning with mixed ability.
• Challenge: Encourage more complex stand designs using multiple connector types; ask pupils to consider aesthetic elements such as symmetry and colour decoration for their stands.

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Cross-Curricular Links

• Science: Discuss gravitational forces briefly to explain why planets need stable supports in models.
• Maths: Measurement and geometry skills are used when cutting and folding cardboard into shapes that contribute to stability.

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Teacher Reflection

• Were the success criteria understood and met by all pupils?
• Did students demonstrate an understanding of structural stability through their builds?
• How effective was peer feedback in prompting design improvements?
• How might next lesson be adapted to further assist those struggling with technical skills or conceptual understanding?

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This carefully structured lesson marries hands-on creativity with key National Curriculum goals, encouraging pupils to think like young engineers and artists as they bring their Solar System Challenge models closer to completion.