STEAM Unit: What is a Hovercraft?
This activity kit, designed to be used in conjunction with our ‘What is a Hovercraft Presentation’ teaches your students the story of the hovercraft. In this kit, your students will get the chance to make their own miniature model of a hovercraft, as well as do a small comprehension activity. The instructions are included to help you make this fun activity easy to bring to your classroom.
Learning goals
- We are learning to explore how familiar products, services and environments are designed by people.
- We are learning to identify how familiar products, services and environments are designed and produced.
- 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 including materials affect movement in products.
- We are learning to explore how technologies use forces to create movement in products.
- We are learning to evaluate the success of design ideas and solutions.
- We are learning to explore needs or opportunities for designing and the technologies needed to realise designed solutions.
- We are learning to generate, communicate and evaluate design ideas.
- We are learning to use materials, components, tools, equipment and techniques to safely make designed solutions.
- We are learning to examine design and technologies that impact the design of products, services and environments to meet community needs.
- We are learning to recognise the role of people in design and technologies occupations and explore how sustainability impacts product, service and environment design to meet community needs.
- We are learning to describe how forces and the properties of materials affect function in a product or system.
- We are learning to investigate how forces and the properties of materials affect the behaviour of a product or system.
- 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 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 explain how people in design and technologies occupations consider competing factors, including sustainability, in the design of products, services and environments.
- We are learning to examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services and environments.
- We are learning to explain how electrical energy can be transformed into movement, sound, or light in a product or system.
- We are learning to investigate how electrical energy can control movement, sound, or light in a designed product or system.
- We are learning to explain how characteristics and properties of materials, systems, components, tools and equipment affect their use when producing designed solutions.
- We are learning to investigate the characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use.
- We are learning to select and use suitable materials, components, tools, equipment and techniques to safely make designed solutions.
- We are learning to select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions.
Curriculum alignment
Explore how familiar products, services and environments are designed by people
AC9TDE2K01 9Identify how familiar products, services and environments are designed and produced by people to meet personal or local community needs and sustainability
AC9TDE2K02 9Explore how technologies including materials affect movement in products
AC9TDE2P03 9Evaluate the success of design ideas and solutions based on personal preferences and including sustainability
AC9TDEFP01 9Generate, communicate and evaluate design ideas, and use materials, equipment and steps to safely make a solution for a purpose
AC9TDE2P02 9Use materials, components, tools, equipment and techniques to safely make designed solutions
AC9S1H01 9 Describe how people use science in their daily lives, including using patterns to make scientific predictions AC9S1I01 9 Pose questions to explore observed simple patterns and relationships and make predictions based on experiences AC9S1I02 9 Suggest and follow safe procedures to investigate questions and test predictions AC9S2H01 9 Describe how people use science in their daily lives, including using patterns to make scientific predictions AC9S2I01 9 Pose questions to explore observed simple patterns and relationships and make predictions based on experiences AC9S2I02 9 Suggest and follow safe procedures to investigate questions and test predictions AC9S3H01 9 Examine how people use data to develop scientific explanations AC9S3I01 9 Pose questions to explore observed patterns and relationships and make predictions based on observations AC9S3I03 9 Follow procedures to make and record observations, including making formal measurements using familiar scaled instruments and using digital tools as appropriate AC9TDE4K01 9Examine design and technologies occupations and factors including sustainability that impact on the design of products, services and environments to meet community needs
AC9TDE4K02 9Describe how forces and the properties of materials affect function in a product or system
AC9TDE4P01 9Explore needs or opportunities for designing, and test materials, components, tools, equipment and processes needed to create designed solutions
AC9TDE4P03 9Select and use materials, components, tools, equipment and techniques to safely make designed solutions
AC9S4H01 9 Examine how people use data to develop scientific explanations AC9S4I01 9 Pose questions to explore observed patterns and relationships and make predictions based on observations AC9S4I06 9 Write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate AC9S5H01 9 Examine why advances in science are often the result of collaboration or build on the work of others AC9S5I01 9 Pose investigable questions to identify patterns and test relationships and make reasoned predictions AC9S5I06 9 Write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate AC9TDE6K01 9Explain how people in design and technologies occupations consider competing factors including sustainability in the design of products, services and environments
AC9TDE6K02 9Explain how electrical energy can be transformed into movement, sound or light in a product or system
AC9TDE6K05 9Explain how characteristics and properties of materials, systems, components, tools and equipment affect their use when producing designed solutions
AC9TDE6P03 9Select and use suitable materials, components, tools, equipment and techniques to safely make designed solutions
AC9S6H01 9 Examine why advances in science are often the result of collaboration or build on the work of others AC9S6I01 9 Pose investigable questions to identify patterns and test relationships and make reasoned predictions AC9S6I06 9 Write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate ACSHE013 8.4 Science involves observing, asking questions about, and describing changes in, objects and events ACSIS014 8.4 Pose and respond to questions about familiar objects and events ACTDEK001 8.4Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs
ACTDEK002 8.4Explore how technologies use forces to create movement in products
ACTDEP005 8.4Explore needs or opportunities for designing, and the technologies needed to realise designed solutions
ACTDEP007 8.4Use materials, components, tools, equipment and techniques to safely make designed solutions
ACSHE021 8.4 Science involves observing, asking questions about, and describing changes in, objects and events ACSIS024 8.4 Pose and respond to questions, and make predictions about familiar objects and events ACSIS025 8.4 Participate in guided investigations to explore and answer questions ACSHE034 8.4 Science involves observing, asking questions about, and describing changes in, objects and events ACSIS037 8.4 Pose and respond to questions, and make predictions about familiar objects and events ACSIS038 8.4 Participate in guided investigations to explore and answer questions ACSHE050 8.4 Science involves making predictions and describing patterns and relationships ACSIS053 8.4 With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge ACSIS054 8.4 With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment ACTDEK010 8.4Recognise 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
ACTDEK011 8.4Investigate how forces and the properties of materials affect the behaviour of a product or system
ACTDEK013 8.4Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes
ACTDEP016 8.4Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions
ACSHE061 8.4 Science involves making predictions and describing patterns and relationships ACSIS064 8.4 With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge ACSIS071 8.4 Represent and communicate observations, ideas and findings using formal and informal representations ACSHE081 8.4 Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions ACSIS231 8.4 With guidance, pose clarifying questions and make predictions about scientific investigations ACSIS093 8.4 Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts ACTDEK019 8.4Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use
ACTDEK020 8.4Investigate how electrical energy can control movement, sound or light in a designed product or system
ACTDEK023 8.4Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use
ACTDEP026 8.4Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions
ACSHE098 8.4 Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions ACSIS232 8.4 With guidance, pose clarifying questions and make predictions about scientific investigations ACSIS110 8.4 Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal textsAustralian Curriculum covers QLD / SA / WA / NT / TAS / ACT.