Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: Reflective circle

15 minutes

Find Out: Planning prototypes

30 minutes

Take Action: Bring your design to life

5 minutes

Reflection

Learning intentions

Students will:

create an assistive device that meets a design challenge.

Success criteria

Students can:

select suitable materials and components
safely make designed solutions.

Tune In: Reflective circle

Step 1

Gather students to form a circle. Explain to students that they are going to participate in a reflection circle by individually responding to the following question:

What did you learn while you were designing your device?
Which piece of feedback was the most useful?
What feedback made you consider a new angle on your design?
How did it feel to design something that you won’t use, but someone else will?

Step 2

As a class, watch the following video of Free 3D Hands showing the iterations of the kinetic arm. Invite students to consider what they started with, what changed in each version, and why.

Free 3D Hands Design Iterations (https://youtu.be/xP_nKwdMZtY)

Next, invite students to return to their pairs or groups of 3 and reassess their designs from the previous lesson. Give students time to make notes on their initial design and to agree on the changes they would like to make to incorporate the feedback.

Find Out: Planning prototypes

Step 1

Explain to students that the next step in the design thinking process is to construct a prototype. Remind them that their chosen idea should:

solve the user’s challenge
be practical, safe, and realistic to make with classroom materials
keep the user’s comfort and accessibility needs at the centre of the design.

Step 2

Ask students to create a detailed plan or annotated sketch of their assistive device. Students can write their plan or create their annotated sketch on their digital devices. Their plan should include:

the materials they will need (such as cardboard, string, elastic bands, recycled plastics, tape, etc.)
the tools required to construct their design (eg scissors, rulers, hole punches, glue)
step-by-step notes on how they will build the device.

Step 3

Once students have developed their plan or annotated sketch, ask them to identify potential safety concerns in the build process (sharp edges, tensioned materials, heat, or powered tools). As a class, create a shared list of safety rules and display it as a reminder during the building process.

For example:

Shared safety rules for building assistive devices

Tools:

Use tools safely as intended.
Always ask for help if you are unsure how to use a tool.
Cut away from your body and keep your fingers clear of cutting paths.

Materials:

Be cautious of sharp edges (such as metal or plastic), and wear gloves if needed.
Be aware of materials or tools that can get hot (like a glue gun).
Work in a well-ventilated area if you are using materials that produce fumes (like glue or paint).

Work area:

Keep your work area clean and clutter-free to avoid accidents.
Store tools and materials properly when not in use.
Always clean up your workspace when you finish.

Work together:

If you are unsure about how to use a tool or material, ask your teacher or a classmate for help.
Work together as a team to make sure everyone stays safe.
Make sure the people around you know when you are using tools, so they know to be careful.
Be mindful of your classmates’ space and safety while working.

Protective equipment:

Wear your safety glasses whenever there is a chance that material could come in contact with your face (eg cutting plastic, drilling wood).
Avoid loose clothing, jewellery, or long hair that could get caught in tools or materials.
Wear closed-toe shoes to protect your feet.
Wear gloves when working with sharp or hazardous materials.

Learning extension: Individual groups could create a risk assessment for their project. Ask them to identify the risk, measure it against a risk matrix, identify the mitigating strategies, and then reassess against the risk matrix.

Take Action: Bring your design to life

Preparation

Ensure that you have a variety of construction materials for this element of the lesson. If you don’t have all the materials students require for their designs, suggest sustainable alternatives and substitutes.

Step 1

Now that students have planned their designs and gathered their materials, it’s time for them to construct their assistive device prototype. Students will use the materials and tools they have gathered to build their assistive devices based on their design plans.

Encourage students to work collaboratively, share tasks, and problem-solve together as they create their devices. Remind students to follow safety rules throughout the construction process and ensure they are aware of each other’s space.

Learning support: Some students may benefit from having identified roles and responsibilities in the process. You could have a manager (who keeps track of what needs to be done and where they are up to), a quartermaster (who tracks materials and tools), and an OH&S officer (who makes sure everyone is operating safely).

Step 2

Ask students to document the process of building their device, noting both successes and challenges along the way. Students should use their Student Worksheet to record:

steps they followed during the construction process
the materials they used and how they were adapted
challenges they encountered (for example, materials not working as expected, design adjustments needed)
solutions to overcome challenges (for example, redesigning a part of the device or finding alternative materials)
successes they experienced (for example, when a device feature worked as planned).

Reflection

Facilitate a good, bad and better discussion with students about what they learnt while creating their design.

Nailed It!

Go to

Summary

Learning intentions

Success criteria

Lesson Guides and Printables

Lesson Details

Skills Required

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Information

Related Professional Learning

In this lesson