The Design Challenge Introduction

Overview

In this third lesson of the eight-part unit Designing with Robotics, students are introduced to the challenge of designing a themed structure that a robot could interact with or move through. They brainstorm possible themes, consider how a structure’s materials and features affect its function, and communicate one initial idea through a labelled sketch.

Learning intentions

Students will:

• generate several possible themes and design ideas for a robotic structure
• communicate one design using a clear, labelled sketch
• use simple technical terms to describe materials, components and movement
• explain how a material or force could affect the structure’s function
• work safely, respectfully and cooperatively when sharing ideas

Success criteria

• I can brainstorm more than one possible theme.
• I can draw one completed sketch of my themed structure.
• I can label important parts, materials and features.
• I can explain how my design could support or guide a robot.

Curriculum links

• Digital Technologies — generating, communicating and comparing design ideas.
• Design and Technologies — generating and communicating design ideas using technical terms and graphical representations, including digital tools.
• Design and Technologies — describing how forces and material properties affect the function of a product or system.
• Design and Technologies — sequencing steps and working collaboratively to make designed solutions.

Lesson structure (45 minutes)

1. 0–5 min · Hook and challenge. Teacher opens the challenge introduction slides with an image of a small robot approaching three contrasting structures, then asks, “What might make a structure interesting, useful or easy for a robot to move through?” Students silently observe, share one idea with a partner and listen to the design challenge.

2. 5–12 min · Explain the brief. Teacher uses the challenge introduction slides to explain: “Design a themed structure for a robot. Your structure might be a bridge, tunnel, gate, shelter, maze or station.” Clarify that today students are developing ideas rather than building, and model how a sketch can show shape, materials, entry points and movement. Students identify two requirements they should remember and help restate the success criteria.

3. 12–20 min · Brainstorm themes. Teacher displays the theme examples in the challenge introduction slides and distributes the themed structure design sheet. Model a quick brainstorm using pictures and keywords, such as space, rainforest, underwater, sports or community helpers. Students independently record or draw at least three possible themes in the graphic organiser, then discuss which theme might give a robot something interesting to do.

4. 20–27 min · Explore materials and forces. Teacher demonstrates how the same feature can change a robot’s experience: a smooth floor may allow faster movement, a ramp may change direction or height, and a strong base may stop a structure tipping. Use the challenge introduction slides to introduce accessible terms including structure, base, opening, ramp, barrier, material, force and movement. Students turn and talk to complete the sentence, “My robot may need to ___ because the structure has ___.”

5. 27–39 min · Create an initial sketch. Teacher models selecting one theme and drawing a simple plan view or side view, adding labels and arrows to show the robot’s pathway. Remind students to use pencil first, draw large shapes and include at least one material and one movement feature. Students complete one labelled design sketch on the themed structure design sheet, including the theme, structure name, materials, key parts and a robot pathway. Circulate to ask, “What is the robot meant to do here?” and “Which material would help this part work?”

6. 39–45 min · Share and reflect. Teacher returns to the challenge introduction slides for the peer-share prompts. Students show their sketch to a partner and explain one design decision using the frame, “I chose ___ because ___.” Partners identify one clear feature and ask one curious question. Students complete the short reflection at the bottom of the themed structure design sheet: “One part I am proud of is…” and “Next lesson I could improve…”

Resources

• the challenge introduction slides
• the themed structure design sheet
• Projector or interactive whiteboard
• Pencils, erasers and coloured pencils
• Visual timer
• Examples of simple structures or classroom construction materials
• Board space for recording technical terms

Assessment

• During brainstorming, check that students can suggest multiple themes and connect a theme to a possible robot action.
• During sketching, use questioning to assess whether students are communicating a structure, materials, labelled components and a robot pathway.
• Collect the design sheets or review them at the door. Confirm that each student has one completed sketch and can explain at least one design decision.

Differentiation

• Support students with the visual brainstorming organiser, picture prompts, a choice of structure types and a partially completed sketch template on the themed structure design sheet.
• Provide dyslexia-friendly options: read instructions aloud, use a clear sans-serif font, avoid dense text, present one step at a time, allow drawing or oral explanation instead of extended writing, and provide the technical-word list with simple icons.
• Pair students strategically for discussion, allow verbal rehearsal before writing, and provide sentence starters such as “The robot will…” and “This material is useful because…”.
• For students requiring additional challenge, invite them to add a second viewpoint, include two different materials, show an alternative robot pathway or annotate how a force could change movement.

Extension

• Students create a second sketch using a noticeably different theme or structure type.
• Students compare their two ideas and circle the design they think best meets the robot’s needs, explaining why.