Planning Before Making

Unit Context

This is Lesson 3 of 10 in the "Designing Solutions for Our World" unit for New Zealand Year 0-1 students, focusing on Technology. The lesson introduces young learners to the importance of planning in the design process, specifically for creating a simple sun-shade.

Learning Objectives

Aligned with the New Zealand Curriculum Refresh for Technology (Years 0-1), this lesson aims for students to:

Understand that planning is an important step when creating solutions to meet needs or opportunities.
Use simple ways to plan a design (drawing and listing materials).
Recognise and communicate ideas about the sun-shade design through drawing and naming materials.
Engage in collaborative discussions about their design ideas.

These objectives align with the Technological Practice strand, specifically the Developing Ideas focus for Level 1:

Select and use appropriate planning tools (e.g., drawings, lists).
Explain the purpose of their design and materials to others.

Competencies developed include:

Thinking: Understanding planning as a sequence before making.
Using language, symbols, and text: Drawing and listing to communicate ideas.
Relating to others: Sharing and discussing ideas in pairs or small groups.

Curriculum Links

Technology Learning Area (Level 1)

Technological Practice: Developing ideas by generating and communicating simple design ideas through drawing and verbal explanations.
Technological Knowledge: Understanding simple needs or problems (shade from the sun) and identifying materials to solve them.
Nature of Technology: Recognising that design involves planning before making.

Key Competencies: Thinking, Managing self, Relating to others, Using language, symbols, and texts.

Lesson Outline: 30 Minutes total

1. Introduction (5 minutes)

Gather students on the mat and revisit prior learning about sun-shades (from previous lessons).
Use a shared large picture or model of a sun-shade to discuss purpose: "What do we want our sun-shade to do?"
Explain that before making something, it’s good to have a plan — like a map or picture of what you want to make, and a list of things you need.

2. Teacher Modelling (5 minutes)

Show a simple plan for a sun-shade: a drawing with labelled parts (e.g., "pole," "fabric") and a material list.
Use clear, simple language and visual support.
Explain each step: "First, I draw what I want the sun-shade to look like. Then I think about what I need to make it."
Invite students to ask any questions.

3. Student Activity – Plan Their Own Sun-Shade (15 minutes)

Provide each student with paper and crayons or markers.
Ask students to draw their own sun-shade idea. For Year 0-1, emphasis is on simple shapes and colours — recognisable but not technically precise.
Provide a simple template or graphic organiser with two columns: one for a drawing, one for a materials list with picture prompts (e.g., fabric, sticks, string).
Encourage students to name or draw what materials they think they will need.
Circulate and support students by asking guiding questions: "What will you use for the top? What will hold it up?"
Pair students to share their plans and describe materials to each other.

4. Class Sharing and Reflection (5 minutes)

Invite a few students to show their plans to the class and share what materials they chose.
Emphasise that planning helps us to know what to get before we start making.
Recap the importance of planning before making.

Resources

Large visual or model sun-shade for demonstration
Paper, crayons, markers
Planning template with drawing space and material list column with picture prompts
Examples of materials (fabric, sticks, string) or pictures of them

Assessment

Formative (observational):

Observe students as they draw and list materials, noting their ability to communicate a simple plan.
Listen to peer sharing to assess understanding of planning as a process.
Use guiding questions to assess their thinking and encourage elaboration.

Success Criteria:

Student creates a drawing that represents their sun-shade idea.
Student identifies or names at least two materials needed.
Student can explain their plan in simple terms to a peer or adult.

Differentiation and Inclusion

Provide additional verbal and visual supports for students needing assistance (e.g., picture cues for materials, scaffolded sentence starters).
Allow students to draw or use stickers if they have fine motor challenges.
Use peer support to encourage participation and confidence in sharing ideas.
Ensure culturally responsive examples of sun-shades or materials familiar in Aotearoa contexts to engage students.

Teaching Notes

Keep language simple and concrete, modelling vocabulary such as "plan," "materials," and "draw."
Actively guide student thinking by modelling "think alouds" when planning.
Reinforce the link between planning and successful making – that planning helps us know what to do next and what we need.
Use flexible grouping—whole class for intro, independent drawing, paired sharing—to balance collaboration and individual thinking.
Provide immediate positive feedback to encourage risk-taking and idea sharing.

Alignment Summary

New Zealand Curriculum Strand	Specifics for this Lesson
Technology – Technological Practice (Level 1)	Students generate simple plans using drawings and lists to solve a problem: how to make a sun-shade.
Nature of Technology (Level 1)	Recognising design involves planning steps before making a product.
Key Competencies	Thinking; Using language, symbols, and texts; Relating to others.

By designing and implementing this lesson, teachers support young learners in understanding foundational design processes authentically and accessibly, in line with the New Zealand Curriculum Refresh for Technology at Levels 0-1.

If you would like, I can also craft a printable formatted poster or template of the lesson’s planning sheet for easy use in class. Just ask!

References:

Technology Curriculum Level 1, The refreshed New Zealand Curriculum for Technology
Guidance on developing technological practice and planning learning sequences for years 0-1

Teaching Instructions