Plan, Sketch, Improve

Overview

In this fourth lesson of the eight-part “Designing with Robotics” unit, students turn an initial robotics idea into a detailed, achievable design plan. They identify materials, components, tools and steps, then agree on simple success criteria they can use when making and testing their robot.

Learning intentions

Students will:

• develop a labelled plan for a robotic solution
• sequence the main steps needed to make the design
• identify suitable materials, components, tools and equipment
• explain how their design will meet a need or solve a problem
• create clear success criteria for testing their design

Success criteria

1. I can draw and label my robot design.
2. I can list the materials, components and tools I need.
3. I can number the steps for making and testing my design.
4. I can write success criteria that explain what my robot should do.

Curriculum links

• Design and Technologies: sequence steps to individually and collaboratively make designed solutions.
• Design and Technologies: select and use materials, components, tools, equipment and techniques safely.
• Design and Technologies: generate and communicate design ideas and decisions using technical terms and graphical representations, including digital tools.
• Digital Technologies: generate, communicate and compare designs.

Lesson structure (45 minutes)

1. 0–5 min · Hook and retrieval. Teacher opens the hook and retrieval slides with the question, “How could a robot fail even if the idea is clever?” and briefly revisits the design problem and ideas from the previous lesson. Students discuss one possible failure with a partner, such as a robot being too heavy, unsafe or unable to move as intended.

2. 5–12 min · Model a design plan. Teacher uses the labelled design example and planning slides to model a simple robot plan, thinking aloud while adding a labelled sketch, materials list and numbered making steps. Teacher highlights technical terms such as sensor, motor, wheel, frame, battery, switch, connect and test. Students identify one feature that makes the example plan clear and suggest one improvement.

3. 12–17 min · Establish success criteria. Teacher displays the success-criteria teaching slides and explains that criteria describe what a successful robot must do, not just what it looks like. Together, the class turns a vague statement such as “Make a good robot” into specific criteria, for example “The robot moves forward”, “The wheels are attached securely” and “The design uses materials safely”. Students help suggest criteria for the class design challenge and read the numbered criteria aloud.

4. 17–32 min · Collaborative planning. Teacher forms 15 pairs and distributes the robotics design planning worksheet and the group role cards. Students choose or are assigned complementary roles, such as designer and checker, then complete the worksheet: sketch and label the robot, list materials and components, number the making and testing steps, and record at least three success criteria. Teacher conferences with pairs, asking, “What will your robot need to do?”, “How will you know it works?” and “What could make it safer or stronger?”

5. 32–39 min · Design comparison and feedback. Teacher asks pairs to swap plans with a nearby pair and uses the peer-feedback and comparison slides to structure feedback. Students identify one clear feature, ask one useful question and suggest one practical improvement, checking whether the plan includes materials, ordered steps and testable criteria. Pairs revise their plan in a different colour or with an agreed annotation.

6. 39–45 min · Share and exit check. Teacher invites two or three pairs to share one design decision and one success criterion, then displays the plenary slides. Students complete the final reflection box on the worksheet: “One part of our plan that is ready is…” and “Our next step is…”. Teacher collects worksheets as evidence of planning and asks students to show one, two or three fingers to indicate how confidently they can explain their next making step.

Resources

• the complete robotics planning slide deck
• the robotics design planning worksheet
• the group role cards
• Pencils, erasers and coloured pencils
• Rulers
• Examples or photographs of simple robots
• Available robot components or sample materials
• Whiteboard and markers

Assessment

• During modelling, check whether students can distinguish a design feature from a success criterion and use appropriate technology terms.
• During pair planning, use questioning to assess whether students can identify suitable materials, sequence steps logically and include safe making and testing practices.
• Review worksheets for a labelled design, a materials list, numbered steps and at least three observable success criteria. Use the final reflection and confidence check to identify pairs needing support before construction.

Differentiation

• Support students with a partially completed worksheet, a picture bank of common robot components, a word bank and sentence starters such as “Our robot will…”, “We need…” and “We will test it by…”.
• Pair students deliberately so that planning, drawing and writing can be shared; allow students to explain ideas orally before recording them.
• Provide dyslexia-friendly options: use the numbered success criteria displayed in large, clear sans-serif type, read instructions aloud, present one step at a time, reduce copying and accept labelled diagrams or speech-to-text responses.
• Extension students add an extra feature, such as obstacle detection, a warning light or a carrying attachment, and explain the additional materials, making steps and success criteria required.

Extension

• Students create a second design option and compare both plans against the user’s needs, available materials and ease of construction.
• Students add a simple testing table predicting what they will observe if their robot succeeds or needs improvement.