| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Design and technology |
| What topic | Design process |
| What length (min) | 40 |
| What age group | Year or Grade 6 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Design Process
Design and Technology
Year/Grade 6
40 minutes
20 students
This lesson aligns with the national standards for technology education, focusing on design, problem-solving, and collaboration skills.
| Step Number | Step Title | Length (min) | Details |
|---|---|---|---|
| 1 | Introduction to Design Process | 5 | Explain the design process and its importance. Discuss key steps: Define, Ideate, Prototype, Test. |
| 2 | Group Brainstorming | 10 | Divide students into groups of four. Each group brainstorms ideas for a simple design problem. |
| 3 | Printable Card Activity | 10 | Distribute printable cards. Students fill in sections related to the design process during their group activity. |
| 4 | Class Discussion | 5 | Groups share their ideas briefly, while the teacher highlights diverse design approaches. |
| 5 | Collecting Student Cards | 5 | Randomly check or collect filled cards to gauge understanding and completion of the task. |
| 6 | Conclusion and Homework Assignment | 5 | Summarize key points. Assign homework to further explore the design process. |
Complete a reflective writing assignment based on the design process discussed in class. This will be submitted in the following lesson and checked without individual presentations.
"Good morning, everyone! Today, we're going to dive into an exciting topic: the design process. Can anyone tell me what they think 'design process' means? [Pause for student responses.] Great thoughts! The design process is a series of steps that helps us create solutions to problems.
There are four key steps we'll focus on today: Define, Ideate, Prototype, and Test. Let's break these down:
Understanding these steps is crucial, especially as we work collaboratively in our activities today. Are you all ready to explore the design process together?"
"Now, I'll divide you into groups of four. Please find your group members and sit together. Each group will brainstorm ideas for a simple design problem I’ll present shortly.
[Pauses to organize groups and ensure they are settled.]
The design problem is: How can we improve the lunch experience at our school? Think about what makes lunch challenging or what could be more enjoyable or efficient. Discuss your ideas and write them down.
You have ten minutes for this activity, and I encourage everyone to contribute! Remember that all ideas are good ideas in brainstorming. Go ahead!"
"Time's up! I hope you had some great discussions. Now, I’m going to hand out printable cards to each of you. These cards have sections for each step of the design process.
As you reflect on your group brainstorming session, fill in the sections:
You have ten minutes to complete your cards. Make sure to be thoughtful as you write!"
"Alright, let’s come back together as a class! I’d like each group to share their defined problem and one idea they brainstormed. Let’s keep things brief—just a few sentences from each group.
[Calls on each group to share, moving around the classroom.]
Thank you all for sharing! It's fascinating to see the different ways you approached the same problem. Remember, diverse perspectives can lead to innovative solutions in design. Keep this in mind as we work together in the future!"
"Now, I need to collect your printable cards. Please pass them to the front. As I collect them, I’ll randomly check a few to see if you’ve captured the steps of the design process accurately.
You can leave any extra materials on your desk. Just make sure your cards are in and organized. I’ll review them and provide feedback on your understanding of the design process."
"To wrap up today’s lesson, let’s summarize what we’ve learned about the design process. Who can remind us of the four key steps? [Listens to responses.] Excellent! Remember, understanding these steps helps us tackle design challenges in a systematic way.
For homework, I want you to complete a reflective writing assignment. Think deeply about the design process we discussed today and write about your thoughts on how it can be applied in real-life situations or projects. This homework will be collected in our next lesson, and you won’t need to present it individually.
Thank you for your participation today! I’m excited to see your reflections. Have a great day!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A classroom with students} | - Introduction to the design process - Definition: a series of steps to create solutions - Four key steps: Define, Ideate, Prototype, Test |
| 2 | {Image: Students brainstorming} | - Group brainstorming activity - Design problem: Improve the lunch experience - Discuss challenges and enjoyable aspects - Record all ideas (all are good ideas) |
| 3 | {Image: Printable cards on a table} | - Printable card activity - Fill in sections: 1. Define: Problem identified 2. Ideate: Top three ideas 3. Prototype: Simple sketch 4. Test: Testing method or feedback |
| 4 | {Image: Students sharing ideas} | - Class discussion - Share defined problems and one brainstormed idea - Brief sharing (few sentences per group) - Importance of diverse perspectives in design |
| 5 | {Image: Teacher collecting papers} | - Collecting student cards - Check for understanding of design process steps - Any extra materials left on desks - Provide feedback on submitted cards - Homework: reflective writing assignment on the design process and real-life applications |
| Question | Answer |
|---------------------------------------------------------------------|--------|
| What does the design process help us do? | |
| Can you name the four key steps of the design process? | |
| What is the first step in the design process? | |
| Why is brainstorming important during the ideation stage? | |
| What should you write down during the 'Define' step? | |
| How many ideas should you list during the 'Ideate' stage? | |
| What is the purpose of creating a prototype? | |
| How can you test your design solution? | |
| What design problem did we brainstorm about in groups? | |
| Why is it beneficial to have diverse perspectives in design? | |
| What did you learn about the steps of the design process today? | |
| How can the design process be applied to real-life projects? | |What real-life problem do you think could benefit from the design process, and how would you approach it using the four key steps we discussed?
Can you share a personal experience where you had to define a problem and come up with a solution? How did you brainstorm ideas for that solution?
Think about a product or service that you use often. What steps do you think the designers went through to improve it, and why do you think those steps were effective?
If you could redesign any aspect of your school, which would it be and how would you follow the design process to make it happen?
In the context of our lunch experience problem, what would be your first step in testing your prototype? What kind of feedback would you look for?