Exploring Everyday Designs

Overview

Year Level: Prep (Pre-Primary/Foundation)
Learning Area: Technologies – Design and Technologies
Curriculum Links:

Australian Curriculum (Foundation Year):

• Knowledge and Understanding: ACTDEK001 – Explore how technologies use forces to create movement in products
• Processes and Production Skills: ACTDEP005 – Explore needs or opportunities for designing, and the technologies needed to realise designed solutions

Western Australian Curriculum (Pre-Primary/Foundation):

• Design and Technologies – Knowledge and Understanding
  • Objects are made of materials that suit their purpose
• Design and Technologies – Processes and Production Skills
  • Explore needs or opportunities for designing
  • Use materials, components, tools and equipment to safely make designed solutions

Duration: 120 Minutes
Class Size: 24 students

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Learning Intentions

By the end of the lesson, students will:

• Recognise that everyday items are designed for specific purposes
• Engage in simple design thinking by identifying a need and creating a prototype
• Use imagination and creativity to construct a simple product using a variety of safe materials
• Work collaboratively and reflect on their designs using appropriate vocabulary

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Success Criteria

Students can:

• Identify everyday objects and describe their use
• Use simple tools and materials to create a functional design
• Explain their design choices in simple terms
• Work respectfully in teams and give feedback

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Lesson Title

“Let’s Make It Better!”

A design challenge encouraging critical thinking, creativity and hands-on fun!

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Resources & Materials

Station Supplies

• Cardboard pieces, clean recyclables (boxes, milk bottles, paper rolls)
• Pipe cleaners, straws, paddle pop sticks, sticky tape, scissors, glue, coloured paper
• Safety scissors (child-safe)
• Markers, crayons, pencils
• Mini clipboards or worksheets for sketching
• Large display posters of simple machines (e.g. wheels, levers)
• Carpet area or large mat for group activities

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Lesson Breakdown

Part 1: Introduction to Design Thinking (20 minutes)

Objective: Introduce key design concepts in an age-appropriate way.

• Gather students on a mat. Use the “Yarning Circle” method to promote inclusion and sharing.
• Teacher shows three common designed products: a lunchbox, a pair of scissors, and a toy truck.
• Ask students questions:

  “What do you think this is for?”
  “Why do you think it's made like that?”
  “How could we make it better?”*

• Discuss how people design things to make life easier.

Key Vocabulary: design, build, function, materials, fix, change

• Introduce the concept of a “need” – we design things when we “need” them.

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Part 2: Design Challenge Introduction (15 minutes)

Challenge Title: Design a better school bag object!
Students are asked to redesign an everyday item they use at school – could be a lunchbox holder, pencil case, a new kind of hat hook or even a water bottle carrier.

Steps:

• Brainstorm: What do we use every day at school?
• What’s tricky about them? (e.g. losing pencils, heavy backpacks, leaky water bottles)
• In pairs, students choose one need to solve.
• Students share their ideas briefly with their partner.

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Part 3: Planning with Pencils (15 minutes)

Objective: Pre-planning allows students to visualise their ideas.

• Give each student a mini-design worksheet:
  • What problem are you trying to fix?
  • What does your idea look like? Sketch it.
  • What will you use to build it?

Note: Teachers and aides assist with writing where needed – emphasise drawing and talking about the ideas.

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Part 4: Build Time! (40 minutes)

Objective: Use provided materials to prototype a solution.

• Students move to table stations with materials ready.
• In pairs, they begin constructing their design idea.
• Encourage creativity and problem-solving: “What could we use instead?” "How can we keep it together?"
• Teachers and aides support safety and guidance in using glue, scissors etc.

Mid-build check-in (at 20-minute mark):

• Invite 2–3 pairs to share what they’re making and why.
• Highlight use of materials and “smart designing”.

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Part 5: Design Expo (15 minutes)

Objective: Share and reflect on built prototypes.

• Students return to the mat and bring their prototype.
• Each pair stands and:
  • Names their object
  • Explains what it’s for
  • Shares why they made it that way

Teacher records key vocabulary on a chart titled “Things We Designed Today”.

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Part 6: Reflection & Cool Down (15 minutes)

Objective: Reflect on the design process and what was learned.

• Discuss together:

  “What was tricky?”
  “What did you enjoy?”
  “Would you change anything next time?”

• Students complete a simple reflection with smiley faces:

  • I liked designing 😀 😐 🙁
  • I used my creativity 😀 😐 🙁
  • My idea helped fix a problem 😀 😐 🙁

Create a gallery walk around the mat or classroom wall for students’ prototypes and sketches.

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Differentiation Strategies

• ESL students: Use visuals and buddy pairs for translation support
• Advanced learners: Encourage more complex joinery or multi-part designs
• Students with additional needs: One-on-one support with materials and simplification of task

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Assessment Opportunities

Formative:

• Observation checklist: Are students engaging in the design cycle? (Plan-Do-Share)
• Anecdotal teacher notes during design process
• Evaluation of sketches and explanations of final product

Summative:

• Student reflection sheet
• Photo and voice recording of “expo” speeches

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Extensions & Cross-Curricular Links

• Literacy: Read a related narrative such as “Izzy Gizmo” or “Not A Box” as a class text
• Maths: Discuss shapes used in designs; introduce basic measurement language (big, small, long, heavy)
• STEAM: Introduce simple machines in future lessons

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Teacher Reflection Notes

Did students understand the concept of function?
Were students engaged throughout the hands-on build time?
Could scaffolded planning be improved or simplified?

Consider displaying student work in the school foyer or making a short class book of designs.

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Final Thoughts

This imaginative and tactile design lesson focuses on student curiosity and creativity — aligning beautifully with both the Western Australian and Australian Curriculums. By anchoring innovation in their everyday surroundings, even our youngest learners gain confidence as budding designers and problem-solvers. 🚀