Design Process Steps

Lesson Overview

• Unit: Designing for a Sustainable Future (Lesson 6 of 10)
• Year Levels: 3 and 4
• Duration: 50 minutes
• Class Size: 25 students
• Subject: Technologies (Design and Technologies)
• Lesson Title: Introduction to the Design Process
• WALT: We Are Learning To learn the steps involved in the design process.
• Success Criteria: Students can outline and explain each step of the design process by creating a flowchart.

---

Australian Curriculum Links

• Content Descriptions:
• AC9TDE4P05: Sequence steps to individually and collaboratively make designed solutions.
• AC9TDE4K01: Examine factors including sustainability that impact on the design of products, services and environments to meet community needs.
• General Capabilities:
• Critical and creative thinking: Considering and selecting the best solution through planning.
• Literacy: Reading, interpreting and creating visual texts such as flowcharts.
• Cross-curriculum priorities:
• Sustainability: Understanding sustainable design impacts within the process.

---

Learning Objectives

By the end of this lesson, students will be able to:

• Identify and describe the key steps in the design process used in Design and Technologies.
• Create a clear, colour-coded flowchart visually representing the steps.
• Discuss how the design process supports sustainable solutions.

---

Resources and Materials

• Digital devices (tablets or laptops) with flowchart or drawing software (e.g., Google Drawings, Canva, or Microsoft PowerPoint)
• Large printed design process flowchart for reference
• Coloured markers and paper for manual flowchart making
• Visual step-by-step guides (printed and digital)
• Dyslexia-friendly colour-coded design process cards

---

Lesson Breakdown

1. Introduction and Engagement (10 minutes)

• Begin with a brief discussion: "What is the design process, and why do people who create things use it?"
• Show the class a large visual flowchart of the design process with colour-coded steps.
• Use a simplified language and dyslexia-friendly fonts and colours.
• Introduce the basic steps typically involved:

1. Identify the problem/need
2. Research and gather information
3. Generate ideas
4. Plan
5. Create/make the solution
6. Evaluate and improve

• Ask students if they have used a process like this before (e.g., planning a project or making a game).

---

2. Activity Part 1: Exploring Steps in Groups (15 minutes)

• Divide students into groups of 4-5.
• Provide each group with printed cards showing the design steps, with each step in a different colour (dyslexia-friendly).
• Ask groups to organise the cards in the correct sequence.
• Prompt discussion within groups about what each step means.
• Circulate and support those who need extra help with visual aids or one-on-one explanation.

---

3. Activity Part 2: Creating Flowcharts (15 minutes)

• Technology integration:
• Students use digital tools to create their own flowchart of the design process.
• Alternatively, students who prefer hands-on approaches can create paper-based flowcharts with coloured markers.
• Remind them to use colour-coding consistent with the visual guides.
• Encourage creativity and inclusion of icons or short phrases to represent each step.
• Extension for advanced learners:
• Challenge them to add an extra step that relates to their personal design project.
• Provide printed templates with spaces for each step for scaffolding when needed.

---

4. Class Sharing and Reflection (8 minutes)

• Groups present their flowcharts to the class briefly.
• Facilitate a discussion about how following the design process helps create better and sustainable products.
• Highlight examples of sustainable design mentioned in prior lessons or from community contexts.
• Reinforce vocabulary and success criteria.

---

5. Conclusion and Homework (2 minutes)

• Review the WALT and success criteria.
• Homework/extension task:
• Ask students to think about a small project they want to work on and write or draw their own personal design process steps.
• Encourage students to bring ideas to the next lesson.

---

Differentiation Strategies

• Visual learners: Use colour-coded visual aids and flowcharts.
• Dyslexic students: Provide dyslexia-friendly fonts and colour contrasts; use pictorial cards.
• Students needing scaffolding: Provide step-by-step templates and one-on-one support.
• Advanced learners: Develop their own version of the design process, adding extra reflective or planning steps.

---

Assessment

• Formative assessment through observation during group discussions and flowchart activities.
• Check flowchart accuracy and completeness against the six design steps.
• Oral questioning during presentations to assess understanding.
• Review personal design process extensions for creativity and alignment to the process.

---

Teacher Notes

• Emphasise the iterative nature of the design process; improvements can happen multiple times.
• Use real-life examples to connect with sustainability (e.g., designing reusable containers).
• Encourage collaboration and respectful listening during group work.
• Use technology effectively but ensure all students are supported to participate.

---

This lesson plan aligns specifically with the Australian Curriculum v9 for Design and Technologies for Years 3 and 4, focusing on sequencing steps to collaboratively make designed solutions and understanding sustainability factors in design decisions.