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While no materials is capable at being good at everything, all materials serve a purpose. The story of the three little pigs shows how important that choice of materials can be to the success of a design, however it would be wrong to think that straw and sticks could not be used for another purpose. In this sheet, students come up with alternate applications for these materials to demonstrate that idea.
Expand vocabulary by exploring a range of synonyms and antonyms, and using words encountered in a range of sources
Describe how forces and the properties of materials affect function in a product or system
Examine the properties of natural and made materials including fibres, metals, glass and plastics and consider how these properties influence their use
Acquire data for categorical and discrete numerical variables to address a question of interest or purpose using digital tools; represent data using many-to-one pictographs, column graphs and other displays or visualisations; interpret and discuss the information that has been created
Explore needs or opportunities for designing, and test materials, components, tools, equipment and processes needed to create designed solutions
Write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate
Pose questions to explore observed patterns and relationships and make predictions based on observations
Consider how people use scientific explanations to meet a need or solve a problem
Examine how people use data to develop scientific explanations
Listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information
Examine design and technologies occupations and factors including sustainability that impact on the design of products, services and environments to meet community needs
Use given or co-developed design criteria including sustainability to evaluate design ideas and solutions
Generate and communicate design ideas and decisions using appropriate attributions, technical terms and graphical representation techniques, including using digital tools
Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques
Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions
Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment
Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs
Natural and processed materials have a range of physical properties that can influence their use
Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information
Incorporate new vocabulary from a range of sources into studentsâ own texts including vocabulary encountered in research
Science involves making predictions and describing patterns and relationships
Science knowledge helps people to understand the effect of their actions
Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes
With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge
Represent and communicate observations, ideas and findings using formal and informal representations
Investigate how forces and the properties of materials affect the behaviour of a product or system
Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values
Describes how digital systems represent and transmit data
Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
Investigates regular changes caused by interactions between the Earth and the Sun, and changes to the Earthâs surface
Compares features and characteristics of living and non-living things
Describes how adding or removing heat causes a change of state
Communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts
Defines problems, describes and follows algorithms to develop solutions
Describes how agricultural processes are used to grow plants and raise animals for food, clothing and shelter
Investigates the suitability of natural and processed materials for a range of purposes
Selects and uses materials, tools and equipment to develop solutions for a need or opportunity
Uses appropriate terminology to describe, and symbols to represent, mathematical ideas
Selects and uses appropriate mental or written strategies, or technology, to solve problems
Checks the accuracy of a statement and explains the reasoning used
Selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data displays, including tables, picture graphs and column graphs
Questions, plans and conducts scientific investigations, collects and summarises data and communicates using scientific representations
Iinterprets data in tables, dot plots and column graphs
Collects discrete data and constructs graphs using a given scale
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words
Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques
Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment and communities
Natural and processed materials have a range of physical propertiesÍž these properties can influence their use
Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and use interaction skills
Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to create designed solutions
Science knowledge helps people to understand the effects of their actions
Incorporate new vocabulary from a range of sources, including vocabulary encountered in research, into own texts
With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge
Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes
Represent and communicate observations, ideas and findings to show patterns and relationships using formal and informal scientific language
Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values
Investigate how forces and the properties of materials affect the behaviour of a designed solution
Recognise the role of people in design and technologies occupations and explore factors, including sustainability, that impact on the design of solutions to meet community needs
Space has been left on the worksheet for students who might struggle with written explanations to draw their answers to the question.
For students who finish quickly, give them a design challenge, like the construction of a boat, that must include all three materials, and have them
complete an annotated diagram of their design on the back of the worksheet.