Leprechaun Trap - Middle Primary St Patrick’s STEAM
In this STEAM activity, students create a leprechaun trap to try and gain 3 wishes. They will need to explore aspects of leprechaun lore, and move through the design process, from brainstorming, to a diagram, and finally a model, honing their idea at every step.
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 sequence steps to individually and collaboratively make designed solutions.
- We are learning to plan a sequence of production steps when making designed solutions, both individually and collaboratively.
Curriculum alignment
Explore needs or opportunities for designing, and test materials, components, tools, equipment and processes needed to create designed solutions
AC9TDE4P05 9Sequence steps to individually and collaboratively make designed solutions
AC9TDE4P04 9Use given or co-developed design criteria including sustainability to evaluate design ideas and solutions
AC9TDE4P02 9Generate and communicate design ideas and decisions using appropriate attributions, technical terms and graphical representation techniques, including using digital tools
AC9TDE4P03 9Select and use materials, components, tools, equipment and techniques to safely make designed solutions
ACTDEP018 8.4Plan a sequence of production steps when making designed solutions individually and collaboratively
ACTDEP017 8.4Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment
ACTDEP016 8.4Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions
ACTDEP015 8.4Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques
ACTDEP014 8.4Critique 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 8.4Investigate 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
The complexity of the final design task is completely at your description and it can be opened up to be done at home, or over the course of an afternoon in the classroom. On thing you can do to push your more creative students is to limit the materials on hand, or to give them some strange materials that they need to incorporate (for example, a pipe cleaner or milk bottle cap).