Lesson at a Glance | He Tirohanga Whakamua
NgΔ WhΔinga Ako | Learning Intentions
Students will know
- Generating a wide range of creative and divergent conceptual design solutions.
- Using technical drawing techniques (isometric, orthographic, exploded views) to communicate concepts.
- Annotating concepts with clear material, mechanical, and functional callouts.
Students will demonstrate
- Produce 3 distinct conceptual design options in Design Log.
- Annotate drawings with material, dimensional, and operational labels.
- Explain how each concept addresses the core Year 11 Technology brief.
β‘ Whakaoho | Do Now: Context & Issue Audit (10 mins)
Divergent design thinking exercise: SCAMPER (Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, Reverse).
π Activity 1: Annotated Conceptual Concept Drawings (15 mins)
Sketch four genuinely different concepts in twenty minutes β not one idea drawn four ways. Force difference by changing a fundamental each time: the material, who operates it, where it lives, or whether it is a product at all rather than a change in behaviour. Annotate each with its material and its main mechanism.
βοΈ Activity 2: Design Log Workshop (25 mins)
Produce at least 3 distinct conceptual design options with detailed annotations highlighting sustainable materials, mechanisms, and user interactions.
- Sketch three genuinely different concepts (different mechanism or form β not three variations of one idea), ten minutes each maximum.
- Annotate each concept with its materials, its mechanism, and how the user interacts with it.
- Star the strongest sustainability feature of each concept and note one open question you cannot answer about it yet.
π― Poroporoaki | Exit Ticket & Portfolio Check (10 mins)
Write two sentences explaining how your three concepts genuinely differ β different mechanism, user, or place β rather than being one idea drawn three ways.
π design portfolio Milestone: Lesson 4
Ensure your design log entries for Lesson 4 (Generating Conceptual Designs) are saved and updated with annotated sketches, stakeholder notes, and sustainability justifications.
π§ Kaiako Planning Notes & Assessment Guidance
Assessment note: this unit is not tied to a live NCEA standard β check current NZQA Technology standards before promising credits. Teach it as Year 11 technology design thinking.
- Technological Practice: Δkonga develop a conceptual design for a sustainable-technology outcome.
- Differentiation & Scaffolding: Provide physical component samples and sentence frames for stakeholder interviews and justification writing.
- Extension (outstanding work): Challenge students to conduct a full Life Cycle Assessment (LCA) tracing raw material extraction through to end-of-life e-waste processing.
- Te Ao MΔori Integration: Ground material choice in traditional ecological knowledge (mΔtauranga taiao) regarding resource extraction and seasonal renewal.