Thrilling Fairground Rides

Overview

Age Group: Year 5 (9-10 years)
Duration: 90 minutes
Class Size: 1 student
Unit: Designing Thrilling Fairground Rides (Lesson 1 of 6)
Subject: Technology
Curriculum Reference: National Curriculum for England – Design and Technology

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Learning Objectives

By the end of this lesson, the student will be able to:

• Understand the historical development of fairground rides (NC Design and Technology: 2014 Programme of Study – Design, Make, Evaluate, Technical knowledge)
• Identify and categorise different types of fairground rides (e.g., roller coasters, carousel, ferris wheels)
• Explain basic physics concepts behind rides: motion, forces (gravity, centrifugal force), and energy that contribute to thrill factor (linked to Science: Physics aspects within Design and Technology)
• Generate creative ideas for their own fairground ride through brainstorming and visualisation

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National Curriculum Links

• Design and Technology – Key Stage 2 (Years 3-6):
  • Design: Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose.
  • Technical Knowledge: Understand and use the properties of materials and the operation of mechanical systems in their products.
  • Evaluate: Investigate and analyse a range of existing products.
• Science – KS2 Physical Processes:
  • Understand forces and motion relevant to ride dynamics (gravity, friction, centrifugal force).

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Success Criteria

• Accurately explain at least 3 types of fairground rides and their unique features.
• Describe 2 basic physics concepts that make rides thrilling.
• Develop a clear and imaginative initial concept for their own ride.
• Use key vocabulary: force, gravity, motion, energy, centrifugal force.

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Resources

• Visual aids: pictures/photos of historic and modern fairground rides
• Short video clip showing rides in motion (30-60 seconds)
• Simple physics demonstration props (e.g., ball on a ramp, string and weight)
• Brainstorming worksheet with graphical organisers
• Dyslexia-friendly fonts and coloured overlays for reading materials
• Pencil, paper, coloured pencils

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Lesson Structure

1. Introduction (10 mins)

• Welcome & contextualise the unit: Discuss “What makes fairgrounds fun and exciting?”
• Show images and a brief video of different rides (carousel, roller coaster, ferris wheel, pirate ship).
• Ask student what rides they know and like – build engagement with personal connection.

2. Historical Overview (15 mins)

• Mini storytelling: How fairground rides evolved from simple swings and carousels to complex machines.
• Highlight technological progress and why innovation mattered.
• Use timeline worksheet (dyslexia-friendly font + colour overlay) to support comprehension.

3. Exploring Types of Rides (15 mins)

• Categorise rides: spinning, swinging, dropping, racing etc.
• Display images grouped by type; discuss what makes each type exciting or different.
• Encourage student to verbalise ideas; note down key features they find thrilling.

4. Physics Behind the Fun (20 mins)

• Practical demonstrations for gravity, force & motion:
  • Ball rolling down slope (simulate gravity & acceleration)
  • Swinging weight on string (centrifugal force)
• Discuss how these forces affect riders’ sensations.
• Relate concepts to rides seen earlier.
• Use simple diagrams on paper to visualise forces.

5. Brainstorming Their Own Ride Idea (20 mins)

• Provide brainstorming worksheet with sections:
  • Name of ride
  • Type/category
  • What makes it thrilling? (forces, speed, movement)
  • Sketch space
• Use guiding questions to support ideation (e.g., “How will people move? Will it spin or drop?”).
• Encourage drawing and writing; use prompts and examples.

6. Review & Next Steps (10 mins)

• Reflect on learning: What ride fascinated them most? What did they learn about forces?
• Display their brainstorm and explain briefly their ideas to the teacher/record verbally.
• Set expectations for next lesson: Designing detailed concepts.

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Differentiation Strategies

Learner Profile	Strategy
Student with Dyslexia	Provide all reading materials in dyslexia-friendly fonts and colour overlays. Use audio support for explanation. Allow oral brainstorming recording instead of written if preferred.
Visual Learner	Use plenty of images, videos, and hands-on demonstrations. Encourage drawing.
Advanced Learner	Challenge to explain more complex physics concepts (e.g., inertia, acceleration) and relate them to ride design. Provide additional extension questions on forces.
Student Needing Extra Support	Provide sentence starters and word banks for concepts and brainstorm. Give step-by-step guided questions. Use multi-sensory methods (e.g., tactile props).

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Extension Activities (For Advanced Learners)

• Research a famous fairground ride and prepare a short oral presentation on how its design uses physics to thrill riders.
• Create a simple scale model using craft materials demonstrating the forces in their ride concept (to be pursued in future lessons).
• Write a ‘ride safety briefing’ explaining the physics behind why safety measures are important.

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Assessment

• Formative assessment through questioning during discussion and practical demos to check understanding of physics concepts and ride types.
• Review brainstorming worksheet for clarity, relevance and creativity of ideas.
• Reflection discussion to assess student’s ability to express what they learned and how the forces relate to the thrill of rides.

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Dyslexia-Friendly Reading Considerations

• Text size at least 14pt with Arial or Open Dyslexic font.
• Use coloured paper overlays or background on digital slides (e.g. pastel cream or blue).
• Break down information into short chunks with bullet points.
• Combine visuals with text explanations.
• Provide audio narration if possible or read instructions aloud.

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Teacher’s Notes

• Maintain a flexible pace tailored to the single student, encouraging curiosity and verbal feedback throughout.
• Use enthusiastic tone and relate technical terms back to everyday experiences (e.g., “Have you felt that push on a swing?”).
• Emphasise safety and responsible design in future lessons as the ride concept develops.
• Keep the session interactive to maintain engagement and allow for rephrasing or revisiting concepts as needed.

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This lesson is designed to spark imaginative and scientific thinking in a personalised way, laying the foundation for the next steps in engineering a thrilling, safe and creative fairground ride.