MYP Design Year 1 · Unit 1 · Lesson 1
Introduction to Design
L01 · 01

What Is Design?

Design starts when someone notices that something could work better.

Student Materials
Use ← →, PageUp/PageDown, or Space to navigate. Lesson 1 · What Is Design?
Learning Focus
Notice purposeful design
L01 · 02

By the end of today, students can…

01

Identify

a problem or need that a product helps address.

02

Describe

what a product does and who might use it.

03

Connect

one visible design feature to how the product functions.

DESCRIBETell what something is like and give important features.
Suggested pacing: 8–10 minute launch Criterion A introduction · formative
Mini-Lesson
Design is purposeful
L01 · 03

Look past the object. Find the purpose.

A person has a need Something is difficult, inconvenient, uncomfortable, unsafe, or inefficient.
→
A designer makes choices Shape, size, material, texture, position, connection, and movement.
→
A solution does a job The product helps a user complete a task or improve an experience.
Keep the idea concrete: user → need → choices → function. About 6–8 minutes
Quick Challenge
Designed or accidental?
L01 · 04

A smooth stone

It has a shape. It may even be useful. But was that shape intentionally developed for a user?

A door handle

Its height, shape, material, size, and movement were deliberately chosen so a person can open a door.

TURN + TALK

Choose one object in this room. What evidence suggests that somebody made purposeful design choices?

Listen for a connection between a feature and a user need. 3–5 minutes
Workshop
Design Detective Stations
L01 · 05
Workshop

Investigate everyday objects like a designer.

STEP 01

Observe

Handle the object carefully. Notice details before writing.

STEP 02

Investigate

Who uses it? What problem does it address? What is its main function?

STEP 03

Explain

Choose one feature and explain how it helps the product work for the user.

QUALITY OVER SPEED

Complete thoughtful observations. A strong explanation is better than racing through every object.

Main activity: 25–30 minutes Use the student printable at each station.
Workshop Setup
Keep materials familiar and safe
L01 · 06

Suggested station objects

binder clip reusable bottle scissors tape dispenser ruler storage container backpack buckle desk organizer phone stand stapler pencil sharpener other familiar classroom products

Look for

shape · size · grip · opening · texture · material · moving part · connection · support

Avoid

objects that are unsafe, too complex to understand, or so unfamiliar that students spend the lesson guessing.

4–6 stations works well for most classes. No technology required.
Share + Critique
One useful observation
L01 · 07
Reflect

Choose your strongest Design Detective example.

Listen for evidence. Strong design explanations connect a visible feature to what it helps the user do.

Share 2–4 examples aloud. 5–7 minutes
Exit Reflection
Design is more than making
L01 · 08

Close the lesson with one change in thinking.

COMPLETE THE SENTENCE

“I used to think design was _______. Now I think design is _______.”

Next lesson

Students organize this kind of thinking into the four stages of the MYP Design Cycle.

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