Innovative Idea Storm

Overview

In this lesson (4 of 7), students generate many possible ideas for solutions to a class-defined problem. They use structured brainstorming routines to stretch thinking, build on others’ ideas, and start choosing promising directions.

Learning intentions

• WALT brainstorm multiple innovative ideas for a solution to a defined problem.
• WALT use simple creative techniques to improve ideas and generate variety.
• WALT describe how each idea could help meet the problem’s needs.

Success criteria

• I can generate a wide range of ideas, including unusual ones.
• I can explain my idea using clear reasons linked to the problem.
• I can build on a classmate’s idea and improve it respectfully.
• I can choose a promising idea and give a short next-step suggestion.

Curriculum links

• Technology (designing): creating and developing ideas and solutions by considering needs and constraints.
• The New Zealand Curriculum refresh emphasis on: generating ideas, communicating thinking, and evaluating possibilities.
• Key competencies (using): thinking creatively, participating and contributing, communicating ideas.

Lesson structure (45 minutes)

1. 0–5 min: Problem recap + goal

• Teacher quickly revisits the defined problem from earlier lessons and the criteria/constraints the class has agreed on (e.g., who it helps, where it will be used).
• Students state the session goal: “Create lots of solution ideas.”

2. 5–10 min: Brainstorm rules + role cards

• Introduce simple norms: go for quantity first, no mocking, one person talks at a time, and everyone contributes.
• Model roles for groups of 3–5: facilitator (keeps time), recorder (writes ideas), encourager (invites quieter voices), and presenter (shares one idea).

3. 10–17 min: Guided ideation technique—“Lots of options”

• Students start individually with a quick sketch or label for 3–5 possible ideas.
• Teacher prompts variety using question stems: “What else could it be made from?”, “What if it was smaller?”, “How could it work in a different way?”

4. 17–27 min: Group brainstorming—build and combine

• In groups, students share their ideas and the recorder writes them in a visible place (whiteboard/A3 paper).
• Use “build on” language stems: “That idea could also…”, “Combine yours with…”, “What if we change…?”
• Teacher circulates, encouraging breadth and helping students connect ideas to the problem needs.

5. 27–35 min: Stimulus challenge—improve one idea

• Each group selects two ideas and improves one using one prompt: “Make it safer/easier,” “Add a step that helps users,” or “Reduce waste/cost.”
• Students add a simple label to show how it works (arrows or a short sentence).

6. 35–41 min: Gallery walk—vote for promising directions

• Groups display their improved idea. Students walk around and use sticky dots or paper marks to vote for ideas that best meet the problem needs.
• Each student records one “Why this might work” note about a peer’s idea.

7. 41–45 min: Exit reflection—next step

• Students complete a quick reflection: “My best idea is… because… Next I would test or ask…”
• Teacher gathers reflections to guide Lesson 5 (developing and planning).

Resources

• Class problem statement (written where students can see it)
• Group brainstorm sheets or A3 paper, markers, pencils
• Sticky dots or small pieces of paper for voting
• Role cards for group work
• Visual prompt cards (e.g., “What if it’s…?” “How could it help…?”)
• Timer for each ideation phase
• Student notebooks or scrap paper for individual sketches
• Optional: magazine pictures or simple materials samples as visual stimuli

Assessment

• Formative: Teacher observes group participation, listens for respectful “build on” language, and checks for links to the problem needs.
• Formative: Students’ notes and sketches show they generated multiple ideas and can explain reasons.
• Summative-in-miniature: Exit reflection identifies one promising idea and a realistic next question or test.

Differentiation

• Support: Provide sentence starters (“My idea helps because…”, “A change I would make is…”) and allow oral sketching (drawing with talk).
• Support: Offer a template with three boxes: “Idea”, “How it helps”, “Change to improve”.
• Extension: Ask students to compare two ideas using a simple scale (“helps most”, “uses least”, “easiest to build”) and justify their vote.
• EAL/SEN: Use visuals, keep instructions short, pair students strategically, and allow responses via drawing, labelled arrows, or speaking to a scribe.