The Christchurch
Brick Show
Imagination
Station
LUG 4/2
Club


CBS
IS
LUG

Eco Powered Technic Contraptions



Batteries not required! This exciting session allows students to explore mechanics, electricity and renewable energy. Students work in pairs to build Technic contraptions powered by renewable energy sources. Wind power? Solar power? Muscle power? Where there’s energy, we’ll harness it!

Age range: 8-14 years old

Session Length: 90 minutes

Price: $5.50 per child per hour (Minimum $60 per hour) + GST

Capacity: 20 children.




  • - Machines can be powered by a variety of energy sources, including fuels and renewable energy sources such as wind, solar, gravity, and muscle power.
  • - Renewable energy sources are do not run out, and therefore are most likely to be the sources of power in the future.
  • - Pins, axles, beams, and gears can be used to create static and moving components in models.

     

 


In pairs, students work through pictorial instructions to complete one half each of an interesting eco-powered machine. Students are encouraged to improve on their eco-contraption once they have finished it. Builds available include solar-powered vehicles, a windmill, a gravity-powered car, and wind-up vehicles.

 


We are learning to:

  • - Follow pictorial instructions
  • - Work effectively in pairs
  • - Identify sources of energy
  • - Understand simple machines
  • - Use levers, pivots, and axles to create moving models
  • - Improve and expand on an existing design

 


Science:

  • Nature of Science/Investigating in Science (Levels 3-4):
  • - Build on prior experiences, working together to share and examine their own and others’ knowledge. (3)
  • - Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations. (3-4)

  • Physical World/Physical Inquiry and Physics Concepts (Levels 3-5)
  • - Explore, describe, and represent patterns and trends for everyday examples of physical phenomena, such as movement, forces, electricity and magnetism. For example, identify and describe the effect of forces (contact and non-contact) on the motion of objects. (3-4)
  • - Identify and describe the patterns associated with physical phenomena found in simple everyday situations involving movement, forces, electricity and magnetism, light, sound, waves, and heat. For example, identify and describe energy changes and conservation of energy, simple electrical circuits, and the effect of contact and non-contact on the motion of objects. (5)

Technology:

  • Nature of Technology/Characteristics of Technology (Levels 1-4)
  • - Understand that technology is purposeful intervention through design. (1)
  • - Understand that technology both reflects and changes society and the environment and increases people’s capability. (2)
  • - Understand how society and environments impact on and are influenced by technology in historical and contemporary contexts and that technological knowledge is validated by successful function. (3)
  • - Understand how technological development expands human possibilities and how technology draws on knowledge from a wide range of disciplines. (4)

  • Nature of Technology/Characteristics of Technological Outcomes (Levels 1-4)
  • - Understand that technological outcomes are products or systems developed by people and have a physical nature and a functional nature. (1)
  • - Understand that technological outcomes are developed through technological practice and have related physical and functional natures. (2)
  • - Understand that technological outcomes are recognisable as fit for purpose by the relationship between their physical and functional natures. (3)
  • - Understand that technological outcomes can be interpreted in terms of how they might be used and by whom and that each has a proper function as well as possible alternative functions. (4)


  • Thinking:
    Students consider how to improve their model, thinking creatively and critically to problem solve.

    Using language, symbols and text:
    Students follow pictorial and verbal instructions during the session.

    Managing Self:
    Students are expected to identify and use library-appropriate behaviours throughout the session.

    Relating to Others:
    Students consider the impacts of using renewable energy sources for themselves and others.

    Participating and contributing: 
    Students complete this session in pairs, with each student finishing one half of the model. Students must work collaboratively to put their model together and suggest and implement improvements to the simple design.

     


    More resources are coming soon, but in the meantime why not check out our free worksheets?

     



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