Brainstorming Ideas

Overview

In this lesson, Foundation students will engage in a collaborative brainstorming session to generate ideas for designing a new product. They will learn how to express their creative ideas and listen to others, supporting the initial stages of the design process in line with the Australian Curriculum (v9) Technologies.

WALT (We Are Learning To)

Generate ideas for a new design through brainstorming.

Success Criteria

Contribute at least 3 ideas during group discussions.
Use graphic organisers to capture and organise ideas.
(Extension) Create a concept map to show relationships between ideas.

Australian Curriculum Alignment

Technologies > Design and Technologies > Knowledge and understanding

ACTDEK001: Explore how people design and produce familiar products, services and environments.
ACTDEP003: Generate, develop and record design ideas using drawing and modelling, including with digital technologies.

Technologies > Design and Technologies > Processes and production skills

ACTDEP001: Engage in discussions about design ideas, expressing own preferences and listening to others.

General Capabilities

Literacy: Use of graphic organisers supports dyslexia-friendly reading and writing.
Critical and Creative Thinking: Brainstorming encourages generation and organisation of ideas.
Information and Communication Technology (ICT) Capability: Use of digital tools for concept mapping.

Lesson Duration

50 minutes
Class size: 20 students

Resources Needed

Whiteboard or large paper for group brainstorming record
Individual worksheets with graphic organisers for brainstorming (e.g., mind maps, idea webs)
Tablets or computers with simple concept mapping software/app (e.g., Kidspiration, Popplet, or similar age-appropriate apps)
Clear instructions in dyslexia-friendly font and layout
Markers, coloured pencils

Lesson Breakdown

1. Introduction & Activation of Prior Knowledge (10 minutes)

Teacher explains the lesson focus: "Today we are learning to brainstorm ideas for a new product design."
Show examples of simple familiar products (e.g., a lunchbox, a water bottle) and ask “What can we change? How can we make it better?”
Explain “brainstorming means all ideas are good ideas; we listen and share freely.”
Introduce the graphic organiser worksheet and demonstrate how to add ideas.
Use simple language and visuals to support students with literacy needs.

2. Whole-Class Brainstorming Session (10 minutes)

On the whiteboard, write the prompt, e.g. “Design a new toy for Foundation students.”
Invite each student to contribute at least 3 different ideas.
Write all ideas visibly, using symbols or drawings alongside words to support comprehension.
Encourage positive listening and turn-taking.
Provide one-on-one support to students who may struggle to express ideas (differentiation).

3. Small Group Brainstorming & Graphic Organisers (15 minutes)

Divide class into 4 groups of 5 students.
Each group uses graphic organiser worksheets to record their favourite ideas from the whole-class brainstorming.
Groups discuss which ideas they like best and add new ones if inspired.
The teacher circulates offering guidance and scaffolding for students who need help.
Use dyslexia-friendly headings and visuals on worksheets to support all learners.

4. Digital Concept Mapping Extension (10 minutes)

For advanced learners or those who finish early, introduce a simple app or software to create a concept map of their ideas.
Students connect their design ideas with lines to show how ideas relate (e.g., “Waterproof” connects with “Outdoor use”).
Teacher models basic functions first.
Peer support encouraged to help less confident students use the technology.

5. Plenary & Reflection (5 minutes)

Gather students and prompt a short reflection: “What ideas did you share? What did you learn about brainstorming?”
Reinforce success criteria by asking how many ideas each student contributed.
Praise efforts and respectful listening.

Differentiation Strategies

One-on-one support: Teacher assistant or peer buddy to aid students with language or confidence issues.
Graphic organisers: Support structuring of ideas for students with dyslexia or learning difficulties.
Visual aids: Use pictures, symbols and simple words on worksheets.
Verbal prompts and sentence starters: E.g., “What if…?”, “I think we can…”, to scaffold idea generation.
Technology access: Provide voice-to-text or audio recording apps if available for students who struggle writing.

Extension Activity

Create an individual or group concept map digitally that links brainstorming ideas with features and possible uses.
Students present their concept maps to the class or in small groups, promoting verbal explanations and communication skills.

Assessment

Formative assessment will be based on:

Observation of each student contributing verbally to brainstorming (minimum 3 ideas).
Review of completed graphic organisers for evidence of idea generation.
Use of concept maps by extension students, assessing understanding of connections between ideas.

This lesson provides an engaging, multi-modal approach to introducing Foundation students to the ideation phase in design technologies. It integrates best practices for inclusion and accessibility, aligned closely with the Australian Curriculum v9 foundational objectives for Technologies.

Should you want me to generate plans for subsequent lessons in the unit "Designing Our World," please ask!

Teaching Instructions