Fidget Toy Exploration

Learning Outcomes

By the end of this lesson, students will be able to:

• Identify different types of fidget toys and explain their purposes.
• Understand the benefits of fidget toys in learning and everyday environments.
• Discuss and articulate problem statements relevant to fidget toy use in their classroom setting.
• Develop curiosity and an open mindset towards design thinking and technology.

Curriculum Links (New Zealand Curriculum Refresh)

• Technology strand: Technological Practice
• Developing brief and planning for a technological outcome (Level 3)
• Technology strand: Nature of Technology
• Understanding characteristics of technological outcomes and the role of people in technology (Level 3)
• Key Competencies
• Participating and contributing: Engage in discussions, sharing ideas and listening to others.
• Thinking: Consider problems and explore opportunities.
• Social Sciences
• Understand how people interact with technology in their daily lives.
• Health and Wellbeing
• Recognise strategies that support self-regulation and concentration.

Lesson Structure (40 minutes)

Time	Activity
0-5 mins	Engagement & Introduction: Activate prior knowledge by discussing what students know about fidget toys.
5-15 mins	Exploration and Discussion: Show and discuss a variety of fidget toys (images, real examples if available). Identify types & benefits.
15-25 mins	Classroom Problem Statement Brainstorm: Whole class activity to identify problems related to focus, concentration or anxiety in the classroom that a fidget toy might help solve.
25-35 mins	Group Discussion & Sharing: In small groups, students share ideas and select one problem to share with the class.
35-40 mins	Summarise and Reflect: Summarise key learnings and explain next steps for the unit. Reflect briefly on how technology can support wellbeing and learning.

Detailed Lesson Plan

Engagement & Introduction (0-5 minutes)

• Begin with a question to the class: "Have you ever used a fidget toy? What did you think about it?"
• Allow brief sharing to surface ideas.
• Explain that in this unit, students will be designing their own fidget toy.
• Set a positive tone emphasizing creativity and the idea that technology can help solve everyday problems.
• Relate the lesson to wellbeing and learning focus, important in their daily classroom life.

Exploration and Discussion (5-15 minutes)

• Present a carefully selected range of fidget toys — spinner, stress ball, tangle, fidget cube, textured toys.
• Use real objects if possible or show clear photographs.
• For each type, guide a discussion:
• What does this toy do?
• How might it help someone who finds it hard to focus or feels anxious?
• Highlight key benefits such as improving concentration, reducing stress, calming nerves.
• Encourage students to think about how different fidget toys might suit different people’s needs.

Classroom Problem Statement Brainstorm (15-25 minutes)

• Explain what a problem statement is: a clear description of an issue to solve.
• Brainstorm classroom challenges related to concentration, restlessness, or anxiety that a fidget toy might help with.
• Write ideas visibly on the board (e.g., "Sometimes I find it hard to sit still during reading time," or "I get distracted when there’s noise").
• Ask probing questions like:
• What kinds of situations make it hard to focus?
• How might a fidget toy help?
• Help students to phrase problems clearly, connecting issues to real classroom experiences.

Group Discussion & Sharing (25-35 minutes)

• Divide class into small groups (3-4 students) to discuss the problem statements.
• Each group selects one problem statement they think is important.
• Prepare one person in the group to share the group’s problem with the class.
• Encourage respectful listening and support.

Summarise and Reflect (35-40 minutes)

• Summarise what was learnt about fidget toys and their potential to help with classroom problems.
• Reinforce how technology can be used to design solutions that support wellbeing.
• Explain that in the next lessons they will start designing their own fidget toys to address these problems.
• Ask students to reflect verbally or with a quick thumbs up/down on whether they think fidget toys could help them or others.

Teaching Tips

• Use visuals and tactile materials wherever possible to engage diverse learners.
• Scaffold sentence starters for students who need support expressing their ideas in group discussions.
• Provide a sentence frame for group sharing: “Our group thinks the problem is... because...”
• Emphasise respectful listening, ensuring all voices are heard.
• Adapt groupings based on ability to encourage peer support and scaffolded learning.

Assessment

Formative assessment will occur through:

• Observation of student participation in discussions.
• Listening to the clarity of problem statements expressed in groups.
• Reflection responses at the end of the session.
• Teacher notes on student engagement and understanding to inform next lessons.

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This lesson plan aligns with the New Zealand Curriculum Technology learning area strands and key competencies and reflects the needs of a diverse Year 5 and Year 6 Catholic primary school class. It prioritises whole-class instruction with opportunities for group collaboration, critical thinking, and real-world problem solving. The activities promote hands-on learning, respectful communication, and contextual understanding of technology’s role in wellbeing and education.