🎯 Learning intentions
- I can read + understand every section of the Bridge It Assessment Task.
- I can choose a build partner and sign our pair agreement.
- I can write a Design Brief using APHS sentence starters — Workbook §1.
- I can write a Specification (separate from the brief) — Workbook §2.
✅ Success criteria
- I have signed the Assessment Task Acknowledgement.
- My pair has a signed pair agreement in our workbook.
- Workbook §1 Design Brief is complete — 3+ sentences answering Problem, Users, Constraints.
- Workbook §2 Specification is complete — 5+ rule-style requirements (size, material, weight, time, safety).
Do Now · 5 min
Silent 3-min read — open the Assessment Task on the hub. Write ONE question you have about the task in your workbook. Ms Gao will answer them together.
I Do · ~10 min Teacher demonstration
Task walk-through. Ms Gao projects each section:
- Task title, task number, weighting (50%)
- Three parts + due dates
- Each part's requirements
- Bridge specifications — 500 mm gorge, free-standing, supports only at ends (abutments), no middle piers
- APHS materials — 119 plain paddle-pop sticks + 16 with holes + stainless steel clothes pegs + PVA glue
- 10-criteria rubric (5 bands: Outstanding / High / Sound / Basic / Limited)
- AI policy — grammar check only, no AI sketches or evaluations
Workbook §1 — Design Brief sentence starters (I model each one):
- Problem / Need: "The challenge I am addressing is… because…"
- Audience / Users: "The bridge is designed for… who need…"
- Constraints: "The bridge must… while still…"
Workbook §2 — Specification sentence starters:
- Function: "The bridge must be able to…"
- Materials: "It will be made from… (list APHS-supplied materials)"
- Size: "The bridge must fit… / be no bigger than…"
- Limits: "It cannot use more than… / must be completed in…"
We Do · ~15 min Guided practice
Together we write a class-example Design Brief + Specification on the board using the sentence starters:
"The challenge I am addressing is the 500 mm gorge on the walking track, because people need a safe crossing. The bridge is designed for hikers and families who need a stable free-standing structure. The bridge must span 500 mm while still supporting a hanging load — and we cannot use any middle piers."
Class example — Specification:
"The bridge must be able to hold at least 1 kg load. It will be made from 119 plain paddle-pop sticks, 16 sticks with holes, stainless-steel clothes pegs and PVA glue. The bridge must fit within 500 mm span. It cannot use more than the materials supplied. It should be completed in 8 build lessons."
You Do · ~35 min Independent pair work
Pair up + write YOUR Brief + Specification (35 min).
- Pair formation — Ms Gao facilitates. You may request a partner; teacher has final say.
- Sign the pair agreement — read all clauses, both sign.
- Choose your truss type — from L04 (Pratt / Howe / Warren / K).
- Write Workbook §1 Design Brief — 3+ sentences using the Problem / Users / Constraints sentence starters.
- Write Workbook §2 Specification — 5+ requirement statements using the Function / Materials / Size / Limits sentence starters.
- Paste both into your shared Google Doc folio named
Y7TECH-Bridge-[Your surnames].doc.
Differentiation
🪜Support
Pre-filled Starter Design Brief template (circle-the-option format). Pair paired with Core student. Teacher reads Task sections aloud. Specification word bank provided.
🎯Core
Use sentence starters to write from scratch. All 3+5 items completed.
🚀Extension
Add a user persona (age, mobility, environmental conditions). Add 2 extra constraints beyond the APHS minimum (e.g. aesthetic, sustainability).
Exit Ticket · 5 min
Ticket out the door (Google Form or workbook exit box):
- My partner is ___.
- Our truss type is ___.
- What is the difference between a Design Brief and a Specification? (1 sentence)
📚 Resources for this lesson
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