Planning and Designing

Overview

Students use LEGO STEM Prime kits to design a small device for a real classroom need. They practise the design thinking process and, crucially for Year 3, they sequence the steps needed to make their designed solution individually and collaboratively.

Learning intentions

• Students will use the design thinking process to generate, plan, and communicate a design idea.
• Students will choose materials and parts from the LEGO STEM Prime kit to suit the purpose.
• Students will sequence steps to make a designed solution and share roles in a group.
• Students will document design decisions clearly using labelled diagrams and appropriate technical terms.

Success criteria

• I can explain the purpose of my design and what problem it solves.
• I can draw a labelled plan showing key parts and how they fit together.
• I can list ordered steps for making and testing my solution.
• I can contribute to my group by following a timeline/plan and a clear role.

Curriculum links

• Design and Technologies: sequence steps to individually and collaboratively make designed solutions.
• Design and Technologies: generate and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques, including using digital tools.
• (Teacher focus) Design and Technologies: managing time and resource allocation while producing a solution.

Lesson structure (60 minutes)

1. 0–5 min · Hook (challenge reveal). Teacher shows a short scenario: “Our classroom needs a better way to keep track of lost items (jumpers/water bottles) so they return to owners faster.” Students quickly think-pair-share what a helpful device might do.

2. 5–12 min · Direct teaching: design thinking + plan template. Teacher introduces 4 simple stages on the board: Explore → Imagine → Plan → Create/Test. Students follow along, recording stage headings on their planning sheet.

3. 12–18 min · Define the brief and criteria. Teacher co-creates design criteria: must have a way to categorise (e.g., colour/label/tag), must be quick to use, and must be made using kit components. Students choose one user (e.g., teacher, student leader) and write a one-sentence purpose statement.

4. 18–28 min · Generate ideas (thumbnail sketches). Teacher models a fast thumbnail sketch with 3 labelled parts (e.g., base, moving mechanism, container/holder). Students independently sketch 2 ideas using technical terms where possible (e.g., axle, gear, lever, frame, base). Students circle the “best fit” idea.

5. 28–38 min · Sequence making steps (individual then group). Teacher demonstrates sequencing using 6–8 steps and a checklist: gather parts → build base → add mechanism → attach holder → check alignment → test motion → adjust. Students create their own ordered step list, then share with a partner to improve clarity (readability and logical order).

6. 38–47 min · Build sprint: role + resource allocation. Teacher sets team roles (e.g., Builder, Checker, Parts Manager, Recorder) and reminds students to manage time and resources (what parts are needed before starting). Students do a 9-minute “start build”: focus on the base and one key mechanism, not the full final model.

7. 47–57 min · Test micro-trials and iterate. Teacher runs a 2-minute test round: students perform a quick function check (e.g., can the mechanism move and does the holder categorise items as intended). Students record one adjustment decision and update their plan steps (swap order, change connector, strengthen base).

8. 57–60 min · Exit reflection (quick check). Students complete a 3-sentence exit ticket: (1) my purpose, (2) my next step in the sequence, (3) one improvement I made after testing.

Resources

• LEGO STEM Prime kits (enough for groups of 3–4)
• Design thinking planning sheets (Explore/Imagine/Plan/Create/Test)
• Sticky notes or index cards for roles (Builder/Checker/Parts Manager/Recorder)
• Marker pens and pencils
• Diagram template for labelled plan (base + components)
• Timer (projected or visible)
• Technical term word bank poster (base, frame, axle, gear, lever, connection, holder, mechanism)
• Optional: class devices for photographing models (for planning documentation)

Assessment

• Teacher observes during “sequence steps” creation: can students list clear, ordered making steps?
• Teacher checks labelled diagrams and purpose statements for clarity and technical vocabulary use.
• Exit ticket: identifies purpose, next sequential step, and a test-informed adjustment.

Differentiation

• Support for emerging planners: provide a partially filled step sequence (students reorder remaining steps) and sentence starters for purpose/criteria.
• Support for fine-motor challenges: assign “Checker” or “Recorder” roles during early build; allow diagram-only planning first.
• Extension for gifted learners: require a “Why this sequence?” explanation (one sentence per key step) and a second alternative design sketch with a predicted improvement.
• EAL support: offer a simplified criteria checklist (tick boxes) and allow labelling with symbols plus short phrases.

Extension activities

• Create a “backup plan” mini-sequence: students write an alternative step order for when a mechanism doesn’t work on the first micro-trial.
• Optimise the design: challenge students to add one extra feature (e.g., faster classification, stronger connection, improved stability) and annotate how it changes their steps.
• Peer engineering review: groups exchange plans and highlight one strength and one specific improvement using the “purpose → steps → test result → change” format.