Presentation and reflection

Overview

In this lesson, students use Lego STEM Prime kits to complete a short “share and improve” cycle. They present their designed solution, explain the safe making steps they used, and reflect on how well their solution meets the user story and design criteria.

Learning intentions

Students will:

• present a designed solution using clear, technical language and labelled features
• sequence and communicate the key steps used to make their solution
• reflect on their design by comparing outcomes to the user story and design criteria
• work collaboratively and listen respectfully during feedback

Success criteria

Students can:

• explain the purpose of their solution and who it helps using their user story
• point to at least 3 labelled features/components and describe their function
• describe the making process in the correct order using step language (first, next, then, finally)
• give and respond to feedback by identifying one improvement they will try next

Curriculum links

• Design and Technologies: sequence steps to individually and collaboratively make designed solutions - Design and Technologies: generate, communicate and evaluate design ideas, use materials and equipment, and follow safe making steps (AC9TDEFP01)
• Design and Technologies: generate and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques, including digital tools ## Lesson structure (60 minutes)

1. 0–8 min · Hook: “Show, explain, improve”. Teacher displays a simple presentation checklist (Purpose, Features, Steps, Feedback, Next). Students do a quick think-pair-share: “What makes a strong presentation?”

2. 8–18 min · Set up and prepare. Teacher models a 45–60 second presentation using one example kit component, including technical words and step sequencing. Students rehearse in pairs while holding their model: one presents, one asks a question from the checklist.

3. 18–35 min · Presentations in small groups. Teacher organises 5 groups of 5 (or 4 groups of 6). Each student presents for about 2 minutes. Listeners use a simple feedback form: “I notice… / I wonder… / One improvement idea is…” Students present, then answer one feedback question linked to the user story and design criteria.

4. 35–47 min · Reflection: compare to criteria. Teacher guides students to complete a short reflection:

• What worked well for the user story?
• Which design criterion is strongest in our solution?
• What is one next step to improve function, reliability, or safety? Students independently write or draw one improvement plan, referring to the making steps they used.

5. 47–57 min · Micro-revision plan (no full rebuilding yet). Teacher prompts sequencing: “If you improved feature X, what step in the process should change first?” Students choose one targeted fix and sketch a revised step order (e.g., Step 2 changes, Step 3 stays).

6. 57–60 min · Exit ticket. Students answer: “My solution helps because…; One improvement I would make next is…” Teacher collects for quick checks.

Resources

• Lego STEM Prime kits (one per student or shared group access as per school setup)
• Model presentation checklist (Purpose, Features, Steps, Feedback, Next)
• Label cards or sticky labels for component names (teacher-prepared)
• Student reflection sheet (criteria + next improvement)
• Feedback form (I notice / I wonder / Improvement)
• Timer visible to groups
• Digital tool options (tablets/laptops) for a quick photo of the model (optional)
• Safety reminder cards for tool/material handling (if applicable in kit activities)

Assessment

• Teacher observes presentations using a quick rubric aligned to purpose, technical explanation, step sequencing, and feedback quality.
• Student feedback forms show whether peers can connect suggestions to the user story/design criteria.
• Exit ticket checks understanding of function and one actionable next improvement.

Differentiation

• Support: provide sentence starters for presentations (“Our user story is…”, “This part helps by…”, “First we… Next we…”), and a pre-made labelled diagram of common components for students who need scaffolds.
• Support: allow students to show features by pointing to them while speaking, and permit one-word technical terms read from a word bank.
• Extension (gifted learners): require an added “reasoning” element—students explain why their chosen making step led to a particular result (cause and effect) and identify a trade-off (e.g., strength vs. speed, stability vs. ease of construction).
• Extension: students create a one-slide “Improvement Pitch” for next lesson, including a revised sequence of steps and predicted outcome before rebuilding.

Extension

• Gifted learners independently generate an additional design criterion and a test they could run (e.g., “measure how far it moves before slipping” or “check how many times it works before a part loosens”), then justify how their next revision would address that criterion.