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Let It Roll Presentation
F 1 2 Primary + Unit Plans Presentations Technologies Design and Technology 49 Pages

Let It Roll Presentation

This five-lesson presentation supports a hands-on Technologies unit where students explore how toys are designed to move. Through observation, experimentation, group planning and reflection, students learn how material choice and surface type impact movement — then apply their knowledge to design, build and test their own rolling toy.

Each slide is packed with visuals, teacher prompts and scaffolded activities, making it ideal for guiding students through the engineering design process. Aligned with Years 1–2 Engineering Principles & Systems outcomes, this unit emphasises teamwork, sustainability and creative problem-solving.

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Learning goals

  • We are learning to identify how familiar products, services and environments are designed and produced.
  • We are learning to explore how technologies including materials affect movement in products.
  • We are learning to generate and communicate design ideas through describing, drawing, or modelling.
  • We are learning to use materials, components, tools, equipment and techniques to safely make designed solutions.
  • We are learning to evaluate the success of design ideas and solutions.
  • We are learning to sequence steps for making designed solutions cooperatively.
  • We are learning to identify how people design and produce familiar products, services and environments to meet personal and community needs.
  • We are learning to explore how technologies use forces to create movement in products.
  • We are learning to explore the characteristics and properties of materials and components used to produce designed solutions.
  • We are learning to generate, develop and record design ideas through describing, drawing and modelling.
  • We are learning to use personal preferences to evaluate the success of design ideas, processes and solutions, including their care for the environment.
  • We are learning to explore needs or opportunities for designing and the technologies needed to realise designed solutions.
  • We are learning to sequence steps for making designed solutions and work collaboratively.

Curriculum alignment

AC9TDE2K02 9

Explore how technologies including materials affect movement in products

 AC9TDE2K01 9

Identify how familiar products, services and environments are designed and produced by people to meet personal or local community needs and sustainability

 AC9TDE2P01 9

Generate and communicate design ideas through describing, drawing or modelling, including using digital tools

 AC9TDE2P04 9

Sequence steps for making designed solutions cooperatively

 AC9TDE2P03 9

Evaluate the success of design ideas and solutions based on personal preferences and including sustainability

 AC9TDE2P02 9

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

 ACTDEP007 8.4

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

 ACTDEP009 8.4

Sequence steps for making designed solutions and working collaboratively

 ACTDEP005 8.4

Explore needs or opportunities for designing, and the technologies needed to realise designed solutions

 ACTDEP008 8.4

Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment

 ACTDEP006 8.4

Generate, develop and record design ideas through describing, drawing and modelling

 ACTDEK004 8.4

Explore the characteristics and properties of materials and components that are used to produce designed solutions

 ACTDEK002 8.4

Explore how technologies use forces to create movement in products

 ACTDEK001 8.4

Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs
ST1-11DI-T old Identifies the components of digital systems and explores how data is represented ST1-3DP-T old Describes, follows and represents algorithms to solve problems ST1-7MW-T old Describes how the properties of materials determine their use ST1-9PW-ST old Investigates how forces and energy are used in products ST1-2DP-T old Uses materials, tools and equipment to develop solutions for a need or opportunity ST1-1WS-S old Observes, questions and collects data to communicate and compare ideas STe-2DP-T old Develops solutions to an identified need STe-1WS-S old Observes, questions and collects data to communicate ideas
VCDSCD019 Visualise, generate, and communicate design ideas through describing, drawing and modelling VCDSTS013 Identify how people create familiar designed solutions and consider sustainability to meet personal and local community needs VCDSCD020 Use materials, components, tools, equipment and techniques to produce designed solutions safely VCDSTC017 Explore the characteristics and properties of materials and components that are used to create designed solutions VCDSCD021 Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment VCDSCD018 Explore needs or opportunities for designing, and the technologies needed to realise designed solutions VCDSTC014 Explore how technologies use forces to create movement in designed solutions VCDSCD022 Sequence steps for making designed solutions

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

Differentiation

Modifications

•    Use sentence starters or icons for students with developing literacy.
•    Allow students to work in pairs instead of groups for simplified collaboration.
•    Provide visual examples of materials for students who need additional support with planning.

Extensions

•    Ask students to test their toy outdoors and compare results to classroom testing.
•    Challenge early finishers to redesign their toy with improvements.
•    Create a class display with photos, reflections and toy models as a ‘Toy Design Showcase’.

Teach it your way

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