Planning Our Project

Overview

This lesson is the ninth of ten in the “Builders & Innovators” unit. Students brainstorm and discuss a major project: building something that solves a real problem, then choose a next step plan (simple prototypes for younger learners; mini-businesses or eco-friendly designs for older learners).

Learning intentions

• Students will be able to define a problem their project will address.
• Students will be able to brainstorm solution ideas and select one.
• Students will be able to describe materials, steps, and expected outcomes in age-appropriate ways.
• Students will be able to ask and answer questions to clarify ideas and plan safely.

Success criteria

• I can name the problem and explain who it helps.
• I can list at least 3 ideas and choose one with a reason.
• I can outline a simple build plan (Year 1) or a more detailed project plan with customer/user needs (Year 5).
• I can communicate my plan clearly and respond to questions from my partner.

Curriculum links

• Engage in engineering design: ask questions, develop ideas, and plan solutions to problems.
• Use evidence-based reasoning in science investigations and engineering solutions.
• Participate in collaborative conversations and build on others’ ideas.
• Write and speak to inform: organize ideas with details and sequence.

Lesson structure (240 minutes)

1. 0–20 min | Project recap + roles

• Review what the class has done so far: problem finding, ideation, and testing (quick “What do we remember?” talk).
• Assign partner roles for the day: “Idea Starter” and “Planner Checker,” switching halfway so both students lead.

2. 20–55 min | Identify the real problem

• Students brainstorm problems at home, school, or in the community (e.g., keeping things organized, reducing waste, making something easier to use).
• Year 1 focuses on one simple problem statement with a picture or short sentence; Year 5 writes a clearer problem description including who benefits and when it happens.
• Teacher prompts both: “How do you know this is a problem?” and “What is the goal?”

3. 55–95 min | Brainstorm solutions (3+ ideas)

• Students generate at least three possible solutions.
• Year 1: draw three quick sketches and label with simple words (materials they might use).
• Year 5: create three concept sketches plus a brief note about how each idea solves the problem and what might be improved.

4. 95–125 min | Choose the best option

• Students compare ideas using a simple criteria list.
• Year 1 criteria: “easy to build,” “works for the problem,” “safe materials,” “can be tested.”
• Year 5 criteria: “addresses user need,” “uses sustainable choices,” “feasible with resources,” “testable measurements.”
• Students explain their choice in their own words; partner asks one clarifying question.

5. 125–165 min | Materials + safety planning

• Students list what they will use and how they will use it safely.
• Year 1 makes a short materials list and chooses a “safe testing method” (e.g., gentle trial, controlled use).
• Year 5 lists materials, possible substitutes, and safety considerations; they also note one sustainability choice (recycled materials, low-waste plan, repairable design).

6. 165–205 min | Steps and timeline (build plan)

• Students write or dictate a step-by-step plan.
• Year 1: 4–6 steps shown with numbers and drawings.
• Year 5: 6–10 steps with an estimated timeline and a “what could go wrong” note (and how they would respond).
• Teacher checks for clear sequencing words (first, next, then, finally).

7. 205–240 min | Share-out + teacher feedback

• Each student shares their plan with the partner.
• Teacher gives feedback using “Glow and Grow”: one strength and one specific suggestion for improvement.
• Capture final “Next time” tasks: what materials to gather and what test they will run first.

Resources

• Project notebook or worksheets (one per student)
• Drawing paper, crayons/colored pencils, markers
• Simple build materials for planning photos/sketching (cardboard, paper, tape, string, paper clips—kept as examples)
• Safety rules chart (class-created or teacher-provided)
• Sentence stems for conversations (e.g., “I think… because…”, “Can you tell me more about…?”)
• Timer to keep brainstorming and planning on track
• Checklist cards for Year 1 (problem, idea, materials, steps)
• Planning sheet for Year 5 (problem, user, criteria, sustainability choice, test plan)

Assessment

• Observation checklist during discussions: problem clarity, idea variety, and ability to respond to questions.
• Product check of the plan page: Year 1 includes problem + chosen idea + simple steps; Year 5 includes criteria + user need + sequenced build steps.
• Informal oral assessment: students explain their reasoning for the chosen solution.

Differentiation

• Support for Year 1:
• Use picture prompts for problem and solution.
• Provide pre-made sentence starters and limit to 3 steps if needed.
• Offer a “materials bank” of pictures so selection is quicker.
• Support for Year 5:
• Provide a guided template with headings (Problem, User, Idea, Criteria, Plan, First test).
• Offer a model of a short “risk and solution” paragraph.
• EAL/SEN supports:
• Encourage drawing first, then adding words/sentences.
• Repeat prompts and allow oral responses recorded by the teacher.
• Use consistent conversation stems and visual reminders for sequencing words.
• Extension for advanced learners (especially Year 5):
• Add a simple “success measure” for the test (e.g., how many items can be held, how many days it reduces waste, how long it lasts).
• Plan a mini-presentation including a target audience and a basic cost estimate using made-up values.