This resource was created for the Year 3/4 Design and Technologies part of the Australian Curriculum.  Students will work in co-operative learning groups (Kagan & Kagan, 2009) to design and build three marble runs of the same height and width but each run must travel at a different speed.  By experimenting with different materials and inclines in the runs, students have to compete with other groups to design the fastest and slowest marble run.  Students also have to decide who has the most environmentally friendly marble run in the class.  Although the tasks are completed as a group, students must individually complete their own design before making a group decision about which design to use and why.  Students must also individually blog their thoughts, ideas and decisions and give other team members feedback on their designs.  This allows teachers to use student's individual work as assessments and grade them against the marking rubric.

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This resource links to the following content descriptors from the Australian Curriculum Assessment and Reporting Authority (ACARA):

 

Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015) by

• exploring ways of joining, connecting and assembling components that ensure success

• generating a range of design ideas for intended products, services, environments

• identifying the properties of materials needed for the designed solution

• visualising and exploring innovative design ideas by producing thumbnail drawings, models and labelled drawings to explain features and modifications

• planning, sharing and documenting creative ideas and processes using digital tools such as a class blog or collaborative document

 

Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013) by

• conducting experiments and tests to understand the properties of materials, for example strength, durability, warmth, elasticity

• investigating the suitability of technologies − materials, systems, components, tools and equipment − when designing and making a product, service or environment, for example a toy for a young child, a composting system for household waste management, raised garden beds for improved access, weaving nets, bags or baskets

• comparing how different components interrelate and complement each other in a finished designed solution, for example investigating and playing with joining processes for a variety of materials in the production of common products

 

Other key skills are:

• Project Management

• Systems & Design Thinking

• Computational Thinking

• Assessing Safety

 

General Capabilities are:

• Literacy - blogging and designing

• Numeracy - taking measurements and timings and predicting

• Critical and Creative Thinking - designing, experimenting, sharing ideas and feedback

 

Cross-curriculum priorities

• Sustainability - students have to assess how environmentally friendly their designs are.

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Although this task is designed for students to work at their own speed, the task should take students approximately 5 x 1 hour lessons:

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Lesson 1 - Steps 1 - 3

Lesson 2 - Steps 4 - 7

Lesson 3 - Steps 8 - 10

Lesson 4 - Complete Steps 8 - 10

Lesson 5 - The Competition

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Before starting this task, students should have prior knowledge of:

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• Ipads and the creative design and blogging apps

• what constitutes an environmentally friendly product and an understanding of sustainability

• the characteristics and properties of materials will affect a design e.g. a marble with roll quicker across a flat surface than a spongy one.

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Students will work in multi-level co-operative learning groups to ensure that groups work at an evenly matched pace but also to encourage peer group learning and higher order thinking (Kagan & Kagan, 2009).  Students that have further difficulties with the use of the apps or blogging could have further assistance from a teacher aide or teacher.  Students that may finish quickly can be given the activity to complete on the Finished page.

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Australian Curriculum Assessment and Reporting Authority, [ACARA]. (2016). Australian Curriculum. Retrieved May 23, 2016, from http://www.australiancurriculum.edu.au/

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Kagan, S., & Kagan, M. (2009). Kagan Cooperative Learning. Victoria, Australia: Hawker Brownlow Education.

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VIDEOS

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Stationwagonfreak. (2012). Homemade Marble Run [Video]. Retrieved May 3, 2016, from https://www.youtube.com/watch?v=KXhw-b51lcE

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MerricksMama. (2011). Merrick's Homemade Marble Run [Video]. Retrieved May 3, 2016, from https://www.youtube.com/watch?v=eZ9r3-1KYs4

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Emmymade. (2015). How to Make a Cereal Box Marble Run [Video]. Retrieved May 3, 2016, from https://www.youtube.com/watch?v=03DiH1m6hvc

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ScottAdamSmith001. (2015). Amazing Kitchen Marble Run (#53) [Video]. Retrieved May 3, 2016, from https://www.youtube.com/watch?v=9GvO5xK_AAw

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Thefamilyhandyman. (2011). Amazing Marble Run [Video]. Retrieved May 3, 2016, from https://www.youtube.com/watch?v=6K4hy7ywVKM

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5MadMovieMakers. (2010). The Most Epic Marble Run Ever (Full Version) [Video]. Retrieved May 3, 2016, from https://www.youtube.com/watch?v=99vILPSUovM

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ScottAdamSmith001. (2013). Marble Run in the Swimming Pool (#26) [Video]. Retrieved May 3, 2016, from https://www.youtube.com/watch?v=aPAAIigWEnE

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