Lego Prototype Studio

Overview

Students use LEGO STEM Prime kits to build a prototype for a design brief, applying design thinking steps. They will plan the next actions, sequence the build steps, and test/improve their solution using class-agreed criteria.

Learning intentions

Students will:

• generate and communicate design ideas and decisions using labelled drawings or simple digital notes
• sequence steps to individually and collaboratively make a designed solution
• use safe practices while using tools and materials during construction
• test their prototype against a purpose and simple design criteria, then iterate

Success criteria

Students can:

• explain the purpose of their prototype and name the key components used
• follow a clear sequence of build steps and help a team member complete theirs
• communicate their design using an annotated diagram or plan view and appropriate technical words
• test the prototype, record what worked/not yet, and make one purposeful improvement

Curriculum links

• Design and Technologies (Years 3–4): sequence steps to individually and collaboratively make designed solutions
• Design and Technologies (Years 3–4): generate and communicate design ideas and decisions using appropriate attributions, technical terms and graphical representation techniques, including using digital tools
• Design and Technologies (foundation to Year 4 band focus): use materials/equipment and steps to safely make a solution for a purpose and evaluate what they have made using feedback
• (Digital tool use option within lesson): document and share processes with appropriate terms

Lesson structure (60 minutes)

1. 0–8 min · Launch & Design Brief Recall. Teacher shows the day’s challenge card: “Build a prototype that solves the given problem and can be tested fairly.” Teacher reviews the design thinking steps: empathise/define, ideate, plan, build prototype, test, iterate. Students quickly turn-and-talk: state the purpose of their prototype in one sentence and one design criterion it must meet.

2. 8–18 min · Plan & Sequencing (Design-to-Build). Teacher models how to convert an idea into a build sequence using a simple checklist or timeline (e.g., collect parts → assemble base → add mechanism → attach final features → test). Students create a build plan in teams: a labelled sketch (front or plan view) plus a step sequence list (5–8 steps). Each student takes responsibility for one task.

3. 18–40 min · Build Prototype (Collaborative Making). Teacher circulates, reminding students to follow safe tool/material handling rules and to check alignment with their criteria. Teacher prompts sequencing: “What step comes next and why?” and “Who needs the part/component now?” Students build their prototype using LEGO STEM Prime kits, with rotating roles (builder, parts manager, tester/recorder). They stop briefly at midpoint to compare against the plan.

4. 40–50 min · Test & Record Evidence. Teacher introduces a simple test routine: run the prototype, observe results, and record “It works because…” and “It needs improving because…”. Students conduct one fair test per team, record observations (photo or short notes), and identify one specific improvement for iteration.

5. 50–58 min · Iterate (Mini-Improvement). Teacher teaches an iteration sentence frame: “We changed __ so that __, and now __.” Students make one improvement (add/remove/adjust a component or refine sequence), then run a quick second test.

6. 58–60 min · Exit Ticket: Prototype Reflection. Teacher collects exit tickets with two prompts. Students answer: (1) One step we sequenced well was… (2) One change we made after testing was…

Resources

• LEGO STEM Prime kits (enough for 5 teams of 4–5 students)
• Prototype challenge cards with purpose and 2–3 simple design criteria
• Student design notebooks or A4 recording sheets
• Coloured pencils, rulers (for simple diagrams)
• Safety reminders poster for handling pieces/tools
• Digital device option (tablet/laptop) for quick photo evidence and notes
• Timer and visible checklist for build sequencing
• Exit ticket slips and pens

Assessment

• During planning: teacher checks build sequence lists for clarity and order (formative)
• During building: observe collaboration and safe practices; note whether students follow their sequenced steps and support others (formative)
• During testing/iteration: review recorded evidence for accuracy (what happened) and specificity (what changed and why) (summative in-class)
• Exit ticket: confirm students can name purpose, sequencing success, and one iteration decision

Differentiation

• Provide sentence starters for gifted learners needing structure: “Our prototype’s purpose is…”, “First we… next we…”, “We improved… because…”
• For students needing support, offer a partially completed sequence template and a labelled parts diagram to reduce cognitive load.
• Extension within the lesson (for all): encourage teams to refine one technical detail (e.g., stability, fit, alignment, or a mechanism that improves function) during the iteration window.
• Challenge EAL/SEN access by allowing recording via diagrams and photos rather than only written explanations.

Extension activities

• Design optimisation: after the second test, teams add a “best possible” feature targeting one variable (faster movement, greater strength, reduced friction, or improved stability) and justify the choice.
• Data mini-task: create a simple tally (e.g., number of successful runs out of 3) and compare results before/after iteration.
• Documentation stretch: produce a short annotated diagram that includes component names and intended function (e.g., chassis/base, axle/drive, connectors) using accurate technical terms.