Design Detectives

Overview

In this first lesson of Design, Make and Share, students explore the idea that designed solutions help people meet needs or solve problems. Through a playful object hunt, role-play and drawing, they identify a purpose and communicate an early design idea for a simple classroom problem.

Learning intentions

Students will:

• notice how everyday objects help people.
• identify a need or problem that a designed solution can address.
• communicate a design idea through drawing, words or role-play.
• use classroom materials safely and work cooperatively.

Success criteria

• I can explain what an object helps someone to do.
• I can show or draw an idea for solving a classroom problem.
• I can tell someone about my design idea.
• I can use materials and equipment safely.

Curriculum links

• Generate, communicate and evaluate design ideas, and use materials, equipment and steps to safely make a solution for a purpose.
• Generate and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques, including digital tools.
• Select and use materials, components, tools, equipment and techniques to safely make designed solutions.

Lesson structure (60 minutes)

1. 0–7 min · Hook: design detectives. Teacher opens with the mystery object introduction and reveals a covered or partly hidden classroom object, asking, “What problem might this help us solve?” Students make a guess, explain what they notice and act out how the object might be used.

2. 7–15 min · What is design? Teacher uses the needs and solutions slides to explain that a design is an idea or object made to help people, and models the sentence, “The ___ helps ___ to ___.” Students identify the purpose of familiar objects such as a chair, lunchbox, pencil, hat or umbrella, using actions and the sentence frame.

3. 15–27 min · Object detective hunt. Teacher places safe toys, classroom objects and picture prompts around the room, then models walking, looking carefully and handling objects respectfully. In pairs, students visit several stations and discuss what each item helps someone do; they may record one favourite object on the Design Detective recording sheet by drawing it and completing or dictating, “It helps people to…”.

4. 27–37 min · Meet a classroom problem. Teacher shows the classroom problem picture prompts and introduces accessible problems, such as pencils rolling away, books falling from a pile, scraps missing the bin or wet umbrellas making a puddle. Students choose one problem, mime what is happening and suggest possible solutions with a partner, while the teacher captures ideas through quick sketches and technical words such as join, hold, cover, carry and sort.

5. 37–52 min · Draw or role-play a solution. Teacher demonstrates a simple labelled sketch and explains that an idea can also be communicated through a model or role-play; remind students to use materials only as directed. Students use the Design Detective recording sheet to draw a solution, add a dictated or copied label, or prepare a short role-play showing how their solution works. Partners ask, “What problem does it solve?” and “How does it help?” Students may use scrap paper, blocks or recycled classroom materials for a temporary model.

6. 52–60 min · Share and evaluate. Teacher returns to the share and reflection slides, invites several students to present and prompts the class to identify the need, solution and helpful feature. Students share their drawing or role-play, then complete an oral exit response: “My design helps ___ by ___.” The teacher collects worksheets for the next lesson.

Resources

• the Design Detectives slide deck
• the Design Detective recording sheet
• Safe everyday classroom objects and toys
• Picture prompts showing classroom problems
• Paper, pencils, crayons and thick markers
• Blocks, cardboard, paper tubes and recycled materials
• Floor or table station labels
• Document camera or board for modelling
• Collection tub for safe pack-up

Assessment

• Listen during the object hunt for students who can connect an object with a person’s need or action.
• Check drawings, labels and role-plays for a recognisable classroom problem and a proposed solution.
• Use the final oral response to identify students who can explain how their idea helps; record observations for planning the next lesson.

Differentiation

• Provide picture choices, gestures, object handling and the sentence frames “It helps ___ to ___” and “My design solves ___.”
• Allow students to draw, build, point, dictate or role-play rather than requiring independent writing.
• Pair students strategically and provide adult scribing, larger paper, thick writing tools and additional processing time where needed.
• Extend confident students by asking them to add a label, explain who would use the solution or suggest one improvement after hearing a partner’s idea.
• Use clearly modelled routines, visual instructions and accessible station spacing; supervise all materials and remove small or unsafe items.