MYP Design Year 1 · Unit 1 · Lesson 2
Introduction to Design
L02 · 01

The MYP Design Cycle

Designers rarely move from a problem to a perfect solution in one straight line.

Student Materials
Today’s design lens
A
INQUIREUnderstand the problem and gather useful information.
B
DEVELOPGenerate and communicate possible ideas.
C
CREATEPlan and make a solution.
D
EVALUATETest the solution and learn what to improve.
Use ← →, PageUp/PageDown, or Space to navigate. Lesson 2 · Design Cycle
Learning Focus
Four stages · one connected process
L02 · 02

By the end of today, students can…

01

Name

the four stages of the MYP Design Cycle.

02

Sort

common design actions into the stage where they best fit.

03

Explain

why designers may return to an earlier stage.

IDENTIFYRecognize and name the stage that matches an action.
Launch + mini-lesson A–D overview · formative
Mini-Lesson
Four stages
L02 · 03

Every stage has a different job.

A

Inquiring & Analysing

Understand the problem, the user, and what you need to learn.

B

Developing Ideas

Create possible ideas and communicate what you plan to make.

C

Creating the Solution

Plan the making process, build, and record changes.

D

Evaluating

Test the solution, use evidence, and identify improvements.

Use the official stage names aloud. Keep explanations student-friendly.
Key Idea
A cycle is not a staircase
L02 · 04

Design moves forward — and loops back.

AUnderstand
→
BDevelop ideas
→
CCreate
→
DTest & evaluate
THE LOOP

If testing reveals a problem, a designer can return to an earlier stage, change the idea, rebuild, and test again.

Design is iterative. Do not teach the cycle as four locked boxes.
Workshop
Design Cycle Card Sort
L02 · 05
Workshop

Sort designer actions into A, B, C, or D.

STEP 01

Cut + read

Read every action card before sorting.

STEP 02

Place + discuss

Place each card under the stage where it best fits. Explain disagreements.

STEP 03

Record

After the class check, record one strong example for each stage on your map.

Suggested: one card set per 3–4 students. Main workshop
Challenge Round
Which stage?
L02 · 06

Call out A, B, C, or D.

“I interview a student about a classroom problem.”

“I sketch three different ways to solve it.”

“I cut and join the material to build my model.”

“I test whether my model works and record the result.”

Expected: A · B · C · D Fast whole-class check
Check Your Sort
A + B
L02 · 07
A

Inquiring & Analysing

  • Observe a user having a problem.
  • Ask what the user needs.
  • Measure an object that must fit.
  • Study an existing product for ideas.
B

Developing Ideas

  • Write success criteria.
  • Sketch several possible solutions.
  • Choose a design direction.
  • Draw the main details for making.
Reveal only after groups commit to a sort. Formative check
Check Your Sort
C + D
L02 · 08
C

Creating the Solution

  • Plan the order of making steps.
  • Use tools and materials to build.
  • Follow the plan while creating.
  • Record changes made during the build.
D

Evaluating

  • Choose a test that gives useful data.
  • Carry out the test.
  • Decide what worked and what did not.
  • Identify a useful improvement.
Ask: Which cards might lead you back to an earlier stage? Cycle thinking
Exit Reflection
Why a cycle?
L02 · 09

Finish one sentence.

“The design cycle is a cycle instead of a straight line because _______.”

Next lesson

Students learn to notice problems, needs, and wants before jumping to solutions.

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