Design Thinking Begins

Overview

Lesson 5 of 18 in Innovate or Invent: Year 3–4. Students are introduced to a simple design thinking process and begin generating possible solutions to the selected problems from earlier lessons. The lesson uses explicit teaching, modelling, structured talk and a practical sketching task suitable for four students.

Learning intentions

Students will:

• understand that designers solve problems for particular people and purposes
• identify the main stages of a design thinking process
• generate several possible solutions to a selected problem
• explain how an idea could help a user or improve a situation
• use labelled sketches to communicate a design idea

Success criteria

• I can describe design thinking as a way to solve a problem.
• I can name or explain the stages we will use.
• I can suggest more than one possible solution.
• I can draw and label an idea that responds to a real need.

Curriculum links

• Investigating needs and opportunities, and defining problems for designed solutions.
• Generating, developing and communicating design ideas using drawings, labels and spoken explanations.
• Considering how designed solutions meet the needs of people and environments.
• Applying critical and creative thinking, collaboration and personal and social capability.
• Recognising that sustainable design can reduce waste, save resources or support people and places.

Lesson structure (45 minutes)

1. 0–5 minutes – Settle, connect and state the purpose Welcome students at a clearly marked work area. Display the learning intention and open with the hook and learning intention slides. Ask: “When something is difficult or does not work well, how might a designer help?” Accept brief responses, then explain that today students will practise thinking like designers.

2. 5–12 minutes – Introduce the design thinking process Use the design thinking process slides to introduce the child-friendly sequence: understand the user, define the problem, imagine ideas, plan and make, test and improve. Explain that designers do not expect their first idea to be perfect. Use one familiar example, such as designing a better way to carry books, and model thinking aloud: “Who has the problem? What makes it difficult? What might help?”

3. 12–17 minutes – Model how to generate ideas Refer to the worked example and idea-generation slides. Model three different solutions to the example problem, including one unusual idea. Think aloud about usefulness, safety, materials and possible environmental impact. Emphasise that ideas are welcomed before the group decides which one is most promising. Students use the sentence stem: “A possible solution could be…”

4. 17–22 minutes – Revisit the selected problems Briefly display the problems identified in earlier lessons using the problem recap and discussion slides. Read each problem aloud and check understanding. Students take turns choosing or confirming the problem they will work on. Prompt with: “Who experiences this problem?”, “What do they need?” and “What might make the situation better?” Record key user needs on the board or worksheet.

5. 22–35 minutes – Generate and sketch possible solutions Give each student the design thinking idea worksheet. Students independently draw or write at least two possible solutions for the selected problem, then share their ideas with the group. Encourage students to build on one another’s thinking using “I like…”, “I wonder…” and “What if…”. The teacher conferences with each student, scribing ideas where needed and asking how each design helps the user. Students choose one idea and add labels for its purpose, materials or important features.

6. 35–41 minutes – Share, question and improve Each student presents their chosen sketch in one minute. The audience asks one respectful question, such as “Who would use it?” or “How would it work?” Return to the share-and-improve prompts and invite students to identify one strength and one possible improvement for their design. Students add one improvement to their worksheet using a different coloured pencil.

7. 41–45 minutes – Review and exit reflection Revisit the learning intention and success criteria on the plenary slides. Students complete the traffic-light check-in exit ticket by indicating whether they understand design thinking, can suggest solutions and can communicate an idea. Invite each student to finish the sentence: “A designer needs to think about…”

Resources

• the Design Thinking Introduction slide deck
• the design thinking idea worksheet
• the traffic-light check-in exit ticket
• Whiteboard or display board
• Pencils, coloured pencils and erasers
• A4 paper for extra sketching
• Timer or visual countdown
• Selected problems from earlier lessons
• Optional simple classroom objects for the worked example, such as books, containers or bags

Assessment

• Observe whether students can explain the purpose of design thinking and identify the user or need in discussion.
• Check worksheets for at least two possible solutions, one labelled sketch and an identified improvement.
• Use the exit ticket and student explanations to identify who needs further modelling of the process or support linking ideas to user needs.

Differentiation

• Provide a visual five-stage process on the board, repeat instructions in short steps and use a visible timer to support students with ADHD and Autism.
• Offer sentence stems, choice of drawing or writing, enlarged worksheet spaces and teacher or peer scribing. Allow students to present verbally, point to labels or use an alternative communication method.
• Reduce cognitive load by assigning one clearly stated problem and conferencing with students individually before sketching.
• Extend students by asking them to compare two ideas against usefulness, safety, materials, sustainability and ease of making, then justify which idea should be developed next.