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How To Haunt A House - STEM Activity
3 4 5 6 Pre & Primary Essentials Halloween STEAM Technologies 6 Pages

How To Haunt A House - STEM Activity

This spooky STEM challenge is a great way for students to celebrate Halloween. Using a step-by-step workbook, students will role play, design and plan a haunted house. This activity has been designed to fire up students' creative problem solving skills. Best of all, it requires minimal time, preparation and materials.

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Learning goals

  • We are learning to explore needs or opportunities for designing and test materials, components, tools, equipment and processes needed to create designed solutions.
  • We are learning to investigate the suitability of materials, systems, components, tools and equipment for a range of purposes.
  • We are learning to critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment needed to produce designed solutions.
  • We are learning to generate and communicate design ideas and decisions using appropriate attributions, technical terms and graphical representation techniques.
  • We are learning to generate, develop and communicate design ideas and decisions using appropriate technical terms and graphical representations.
  • We are learning to select and use materials, components, tools, equipment and techniques to safely make designed solutions.
  • We are learning to select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions.
  • We are learning to use design criteria to evaluate ideas and solutions.
  • We are learning to evaluate design ideas, processes and solutions based on success criteria.
  • We are learning to investigate needs or opportunities for designing and the materials, components, tools, equipment and processes needed to create designed solutions.
  • We are learning to critique needs or opportunities for designing and investigate materials, components, tools, equipment and processes to achieve intended designed solutions.
  • We are learning to negotiate design criteria to evaluate design ideas, processes and solutions.
  • We are learning to negotiate success criteria to evaluate design ideas, processes and solutions.
  • We are learning to develop project plans that include consideration of resources to individually and collaboratively make designed solutions.
  • We are learning to develop project plans that include consideration of resources when making designed solutions, both individually and collaboratively.

Curriculum alignment

AC9TDE6P05 9

Develop project plans that include consideration of resources to individually and collaboratively make designed solutions

 AC9TDE6P01 9

Investigate needs or opportunities for designing, and the materials, components, tools, equipment and processes needed to create designed solutions

 AC9TDE4P04 9

Use given or co-developed design criteria including sustainability to evaluate design ideas and solutions

 AC9TDE6P04 9

Negotiate design criteria including sustainability to evaluate design ideas, processes and solutions

 AC9TDE4P03 9

Select and use materials, components, tools, equipment and techniques to safely make designed solutions

 AC9TDE4P02 9

Generate and communicate design ideas and decisions using appropriate attributions, technical terms and graphical representation techniques, including using digital tools

 AC9TDE4P01 9

Explore needs or opportunities for designing, and test materials, components, tools, equipment and processes needed to create designed solutions

 ACTDEP024 8.4

Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions

 ACTDEP027 8.4

Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions

 ACTDEP028 8.4

Develop project plans that include consideration of resources when making designed solutions individually and collaboratively

 ACTDEP017 8.4

Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment

 ACTDEP016 8.4

Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions

 ACTDEP015 8.4

Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques

 ACTDEP014 8.4

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

 ACTDEK013 8.4

Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes
ST2-1WS-S old Questions, plans and conducts scientific investigations, collects and summarises data and communicates using scientific representations ST2-2DP-T old Selects and uses materials, tools and equipment to develop solutions for a need or opportunity ST2-7MW-T old Investigates the suitability of natural and processed materials for a range of purposes ST3-3DP-T old Defines problems, and designs, modifies and follows algorithms to develop solutions ST3-7MW-T old Explains how the properties of materials determines their use for a range of purposes ST2-5LW-T old Describes how agricultural processes are used to grow plants and raise animals for food, clothing and shelter ST2-3DP-T old Defines problems, describes and follows algorithms to develop solutions ST2-11DI-T old Describes how digital systems represent and transmit data ST3-1WS-S old Plans and conducts scientific investigations to answer testable questions, and collects and summarises data to communicate conclusions ST3-2DP-T old Plans and uses materials, tools and equipment to develop solutions for a need or opportunity ST3-11DI-T old Explains how digital systems represent data, connect together to form networks and transmit data
VCDSCD038 Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions VCDSCD031 Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment and communities VCDSCD030 Select and use materials, components, tools and equipment using safe work practices to produce designed solutions VCDSCD041 Negotiate criteria for success that include consideration of environmental and social sustainability to evaluate design ideas, processes and solutions VCDSCD029 Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques VCDSCD042 Develop project plans that include consideration of resources when making designed solutions VCDSCD028 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 VCDSTC027 Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

Differentiation

Extensions

This challenge can easily be extended to multiple learning areas. Other extension ideas could include: making miniature models of the cardboard plans, or building a diorama of a haunted house in a shoe box.

Teach it your way

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