Lesson Plan

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Lesson Plan
Grade: Date: 17/01/2026
Subject: Design and Technology
Lesson Topic: Generation and development of ideas, use of drawing, modelling, CAD
Learning Objective/s:
  • Describe the stages of the design process, focusing on idea generation and development.
  • Apply brainstorming, mind‑mapping and SCAMPER techniques to produce a range of concepts.
  • Produce technical drawings, physical models and basic CAD models to develop selected ideas.
  • Evaluate concepts against design specifications and select the most suitable solution.
  • Communicate the design development process effectively in a portfolio.
Materials Needed:
  • Projector or interactive whiteboard
  • Whiteboard and markers
  • Sketchbooks, pencils, rulers
  • Cardboard, foam board, glue for quick models
  • Computers with CAD software (e.g., Fusion 360 or SketchUp)
  • Printed worksheets with design brief and evaluation rubric
 Introduction:
Begin with a short video showing innovative desk‑lamp designs to spark interest. Review students’ prior experience with sketching and basic CAD from previous lessons. Explain that today they will generate multiple concepts, develop two in detail using drawing, modelling and CAD, and evaluate them against a brief. Success will be measured by the clarity of their drawings, the functionality of their models, and the justification of their chosen solution.
Lesson Structure:
  1. Do‑now (5') – Students list three everyday problems that could be solved with a product and share briefly.
  2. Mini‑lecture (10') – Overview of idea‑generation techniques (brainstorming, mind‑map, SCAMPER) and drawing/CAD basics.
  3. Guided brainstorming (10') – In pairs create a mind‑map for a portable desk lamp, then sketch at least six quick concepts.
  4. Concept selection & development (15') – Choose two concepts; each group produces orthographic & isometric hand drawings and builds a simple cardboard model.
  5. Intro to CAD (15') – Demonstrate creating a basic 3‑D model of one concept; students replicate on computers and generate drawings.
  6. Evaluation & reflection (10') – Groups compare their two designs against the brief using a checklist and record reflections for their portfolio.
Conclusion:
Summarise how sketching, physical modelling and CAD each contribute to refining a design. Ask each group to write one key takeaway on a sticky note as an exit ticket. For homework, students will complete a written evaluation of their final lamp design and add any missing CAD details to their portfolio.