Lesson Plan

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Lesson Plan
Grade: Date: 25/02/2026
Subject: Design and Technology
Lesson Topic: The working properties, stock forms and sizes, common uses and environmental impact of the following modelling materials: extruded polystyrene foam, e.g. Styrofoam™, balsa wood, polymorph, plaster of Paris.
Learning Objective/s:
  • Describe the working properties, stock forms, common uses, and environmental impacts of extruded polystyrene foam, balsa wood, polymorph, and plaster of Paris.
  • Compare the advantages and limitations of each material for modelling applications.
  • Select the most appropriate material for a given design brief based on performance and sustainability criteria.
  • Demonstrate safe handling and basic shaping techniques for each material.
Materials Needed:
  • Projector and screen
  • Printed fact sheets/handouts for each material
  • Samples of extruded polystyrene foam, balsa wood, polymorph granules, and plaster of Paris
  • Cutting tools (sharp blade, scissors, hobby knife)
  • Heat source for polymorph (hot water bath or heat gun)
  • Mixing containers and stirring sticks for plaster
  • Safety goggles and gloves
  • Worksheets for comparative analysis
 Introduction:
Begin with a quick visual of a detailed architectural model and ask students which materials might have been used. Recall previous lessons on material properties and sustainability. Today we will investigate four modelling materials, aiming to be able to describe their properties, compare their suitability, and choose the best option for a design brief.
Lesson Structure:
  1. Do‑now (5’) – Students list materials they have used in past projects and note perceived strengths/weaknesses.
  2. Mini‑lecture (15’) – Present key properties, stock forms, uses and environmental impacts of the four materials using slides and sample displays.
  3. Hands‑on exploration (20’) – In small groups, students handle each material, practice cutting, shaping, and for polymorph, heating; record observations on a worksheet.
  4. Comparative analysis activity (10’) – Groups fill a comparison table evaluating each material against criteria (density, strength, ease of use, sustainability).
  5. Whole‑class discussion (5’) – Share findings, clarify misconceptions, and discuss real‑world applications.
  6. Exit ticket (5’) – Individually write which material they would select for a given brief and justify in one sentence.
Conclusion:
Summarise the main properties and environmental considerations of each material, highlighting how they influence design decisions. Collect the exit tickets to check understanding. For homework, students research a real product that uses one of these materials and prepare a short summary.