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Series lesson Plan Inquiry- stem challenges Aqueducts/catapults

Topic: Inquiry/ Social Studies Level: 2/3 Date:

Achievement objective: Full Class activity
- Level 2 Resources and equipment/ Prep:
Understand how time and change affect
people’s lives. - Materials
- Level 3 - plastic cups, construction paper,
Understand how groups make and implement straws, duct tape, popsicle sticks,
rules and laws. google doc on what does working
collaboratively mean/ require.
SNS Inquiry objectives: - Challenge document
Explorations of the past can be used to make
connections to present day
- Prep
Lines of Inquiry: - purchasing by SS of materials,
 Developing a sense of time through world reading over challenge, making
events and eras google doc on what does working
 Ancient Civilisations collaboratively mean/ require.
 How inventions reflect the needs of people
 The influence of the past on life today
Social Studies
 Continuity and Change
 Identity, Culture, and Organisation
 Technology
Learning objectives: Learning intentions:
- Students are to create an aqueduct - WALT- work collaboratively to
in small groups using the materials produce an aqueduct.
provided. - WALT- work collaboratively to
- Students are to create a catapult in produce a catapult.
small groups using the materials - WALT- trial and modify our
provided. aqueducts.
- Students are to track progress in a - WALT- make changes to our
digital journal. aqueducts.
- WALT- reflect on the inquiry

Cross curricular links: Success Criteria:

Links to the technology program - have worked collaboratively with
- Technological Practice- level 1 my group
- Planning for practice - - I have completed 3 trials for my
Outline a general plan to support the aqueduct
development of an outcome, - - I have considered challenges and
identifying appropriate steps and adapted
resources. - - I have completed making an
- Nature of Technology- level 1 aqueduct
- Characteristics of technological
- - I have used my prior knowledge
- Understand that technological of aqueducts to construct it.
outcomes are products or systems - Have completed at least one
developed by people and have a catapult
physical nature and a functional - Have tested how far it can launch
nature an item
Introduction to the lesson:
Week 8 and week 9 we are focusing on our stem challenges. In small groups we are going
to be making catapults and aqueducts using our knowledge of ancient Rome. Look back at
our Aqueduct information reports.
Lesson Plan
Learning experiences Assessment:

Learning experience 1: Planning

The google doc that they produce will be
Will introduce the first STEM challenge used a summative assessment of what
which is aqueducts. Go over expectations they have learnt from the process. Will
of collaboration and introduce the project. show whether students were able to
engage with their prior knowledge of
- What is collaboration? aqueducts to create on with a slope, three
- How do you think we should work main outputs etc.
collaboratively - Self- reflection on how they went,
- Get students ideas- put into google group reflection- how did they work
doc. together as a team, what could they
- Discuss what we expect of them.- work on text time, did they make
showing respect for others, kindness good choices about who they are in
etc. a group with.
Students will form themselves into groups
of 4 or 5 and start planning on a google Assessment
doc. - Students can take their google
- What is our prediction? document and present in whichever
- Brainstorm ideas? way they prefer in their groups
- What do we already know about - Must contain reflection, what went
aqueducts? well, successes and failures.
- How might we construct an - Presented as a google slides, movie,
aqueduct with the materials skit, oral presentation, book etc.
- What do we think might be any
obstacles? Teacher observation of how groups work
together- are they able to work
During this process bring students down to collaboratively in a group, contribute/
the mat to report back their predictions. participate in a group setting- KC needed
for reports.
After students have finished forming groups
to start the planning send groups who Were they successful in creating an
might need some more support a template aqueduct and/ or catapult
and exemplar doc that they can begin to fill
in. By giving them a template and exemplar,
I am able to present the information in a
visual way as well as an auditory way. For
my ESOL students this will increase their
access to the content as they can have the
instructions in front of them while they

Learning experience 2: Maths

Before we can start our project, we need to
split the equipment/ materials between our
7 groups. A quick full class maths session
on long division.
Have students come and sit down on the
mat and as a class work out how many
straws, popsicle sticks and cups each group
gets using long division. Teacher to write
on the board as we go.
1200 popsicle sticks
500 straws
40 cups
60m tinfoil
4 rolls of duct tape
- Ask can we easily split duct tape –
- Agree to share around

Once all of the materials have been

distributed we are ready to start making
our aqueducts.
At this time, we will separate materials into
packs for the groups.
- Remind students they will be
ultimately responsible for their

Separate the students into mixed ability
groups and have them spread out around
the classroom before posing the questions.
Have the students work out the problems in
these groups working collaboratively. From
this students’ who need support can learn
from the students who understand. For the
ESOL students this gives them an
opportunity to work with a range of other

Learning experience 3: Creating

Students will have roughly 4 afternoons to
work on creating their aqueduct.
T to move around the class monitoring and
helping students, asking questions.
- Are they documenting as they go?
- Asking prompting or leading
- Noise level
- getting them to talk about their
knowledge of what an aqueduct
needs to do- assessment

Encourage talk and discussion in groups.

As they go they should test their aqueducts
outside and make modifications to make
the most effective one.
- Focus on collaboration, working
- Link to key competencies

Encourage going around and discussing

ideas with other groups as well
- Viewing period
- Get all groups to stand up leave
their aqueduct and go and look at
the others around the classroom.

Remind them to clean up mess as they go

For some ESOL students such as student A
working in group of this size and on a
project like this can be difficult for him.
Instead he could work in a pair with a
classmate to complete the project focusing
on just physically making the aqueduct
rather than following the inquiry process
filling out the book. I believe in this case it is
most important to have student A
contributing and collaborating at some level
with the other students in the class rather
than doing a different activity. Photos can
be taken by the teacher instead to be used
in his writing later.

Learning experience 4: making Catapults

Continuing on with our STEM challenges we

will be making a catapult.
Start by discussing with the class what they
know about catapults, who used them,
what they were used for.
- Gage students current level of
- If needed show a short clip about
the use of catapults in ancient

Explain what we will be doing

- Students to get into groups of two
or three.
- Make another shared google doc as
they did with aqueducts
- Predictions, challenges, successes.
- Send off and give 10mins to write
the predictions.
Tell class you are going to show two videos
on how to construct a catapult but that you
will only show them once, so they need to
try and remember anything they want to try
and reuse. After that they can go off and
start creating. They have until the end of
the day to finish.
- Hand out materials
- Monitor as they create
- If struggling, get them to consider
how they can problem solve.

-outside with 15mins until the end of a day
have a competition to see who can launch
their projectile the furthest.

For Student A he will need more support in
the catapult building as he has no English
and is unable to understand instructions, so
we need to vary the amount of time he is
given with resources. We have noticed he is
quite visual and likes making things with his
hands. To aid in the creation of his catapult
he can have continued use of the video
throughout the process not just being able
to watch it once. Through the process of
being able to watch the video multiple
times he should be successful and be able
to participate in a full class activity.

After teaching:
- have students complete the worksheet on the skip counting in 5’s.
Assessment, Reflection and Evaluation of Lesson:
- To be completed after the lesson
-What went well/not so well?
- Did I achieve what I wanted/what students were supposed to achieve? o What can I do
next time? Where to next?