Exploring Design Thinking

Overview

In this lesson (Lesson 1 of 2), students investigate the design thinking process by identifying a real-world problem and brainstorming possible solutions. They explore how technology can help meet needs and discuss why certain ideas might solve the problem better.

Learning intentions

• WALT understand the stages of design thinking: identify the problem, research/consider needs, generate ideas, and choose directions.
• WALT practise clearly explaining a problem using “needs” language (what users require and why).
• WALT brainstorm creative solutions in groups and justify ideas using information from the scenario.
• WALT begin to recognise how technology can help address human needs in everyday contexts.

Success criteria

• I can describe the problem and who it affects using clear, accurate details.
• I can list user needs (at least 3) and explain them in my own words.
• I can generate a range of solution ideas, including at least one technology-based option.
• I can justify one idea to the group using reasons linked to the needs.

Curriculum links

• Technology: design and develop ideas to create solutions by using design thinking (problem identification, generating ideas, exploring possibilities).
• Te Mātaiaho English (Writing Processes / Drafting): plan multi-paragraph writing with headings/subheadings in the next lesson (linking today’s ideas to drafting).
• Te Mātaiaho English (Oral Language): plan and construct detailed explanations for a problem and solution during group discussions.
• Te Mātaiaho English (Writing / Audience, purpose, and language choice): make deliberate content choices by deciding what needs information to include in final writing (next lesson).

Lesson structure (60 minutes)

1. 0–5 min · Hook (Scenario reveal). Teacher shows a short scenario prompt: “Your school needs a safer way for students to cross the road at lunch.” Students do a quick silent think: what makes it unsafe and what people need instead.
2. 5–12 min · Direct teach (Design thinking steps). Teacher introduces a simple design thinking flowchart with four kid-friendly stages:

• Identify the problem
• Think about needs (research/ideas from the situation)
• Generate ideas (lots of options)
• Choose a direction (pick one to develop next) Students annotate the flowchart with one example from the scenario.

3. 12–20 min · Model (Needs vs wants). Teacher models how to convert a problem into user needs using sentence frames:

• “Students need ___ because ___.”
• “Teachers need ___ so they can ___.” Students help add 3–4 needs to a shared class chart using “needs” language (not just “cool” ideas).

4. 20–28 min · Group task setup (Design thinking groups). Teacher assigns groups of 4–5 and gives each group a “Problem–Needs–Ideas” worksheet. Students read the scenario together and restate the problem in one or two sentences.
5. 28–40 min · Group brainstorming (Generate many ideas). Teacher circulates, using prompts to keep ideas broad and creative (no judging yet):

• “What else could we try?”
• “How could technology help?” Students complete an ideas bank with at least 10 brainstorms. At least 3 must mention possible technology, such as sensors, alarms, tracking, lights, digital reminders, or simple automated signals (depending on feasibility at school level).

6. 40–49 min · Choose & justify (Direction selection). Teacher explains that choosing means giving reasons, not just picking favourites. Students select one idea and write 3 justification points:

• linked to user needs
• how it could work
• why it would improve the safety problem

7. 49–56 min · Gallery share (Oral communication). Each group shares for 1 minute using a structure: “Problem → Needs → Idea → Why it helps.” Audience students use a listening checklist: “Did they mention needs?” “Did they justify with reasons?”
8. 56–60 min · Exit ticket (Assessment for next lesson). Students complete a short exit ticket:

• One sentence describing the problem
• Three user needs
• One technology-based solution idea with one justification reason

Resources

• Scenario prompt card (teacher-prepared)
• Design thinking flowchart poster or slide
• Group “Problem–Needs–Ideas” worksheet
• Exit ticket slips
• Coloured markers for group charts
• Timer visible to groups
• Listening checklist sheet for peer feedback
• Optional: picture prompts of safe crossings (non-detailed, to stimulate ideas)

Assessment

• Teacher observation during brainstorming: checks for breadth of ideas and use of “needs” language.
• Group discussion and justification: listens for clear explanation linking ideas to needs.
• Exit ticket: quick evidence of students’ ability to articulate the problem, list needs, and justify a solution direction.

Differentiation

• Support:
• Provide sentence starters for problem statements and needs (“We identified that…”, “Students need… because…”).
• Offer an ideas bank of technology examples (sensors, lights, alarms, digital reminders, mapping) to reduce blank-page difficulty.
• Allow students to role-play when explaining (e.g., “user,” “designer,” “builder”).
• Extension:
• Ask one group member to propose an “if/then” improvement: “If traffic is busy, then…”
• Challenge students to include a potential limitation or trade-off (e.g., cost, maintenance, usability) and suggest a simple way to manage it.
• EAL/SEN considerations:
• Use visuals on the worksheet (problem icon, heart/need icon, lightbulb ideas icon).
• Permit drawing a solution concept alongside writing for students who need it.
• Pair students strategically so every group has at least one strong communicator and one strong note-taker.