Idea Generation (§4) — 3 sketches + PMI Analysis (§5)

Do Now · 5 min

Look at your L06 Sydney Harbour Bridge research. 2 minutes in your workbook:

1. One feature I like from the SHB or my research.
2. One feature I would change.
3. One colour/pattern idea for my bridge.

I Do · ~10 min Teacher demonstration

Part 1 — SCAMPER for idea generation. A tool to force your brain to vary ONE thing at a time:

• Substitute — swap materials/parts
• Combine — mix two bridge types
• Adapt — borrow a feature from another bridge
• Modify — change size, shape or thickness
• Put to another use — imagine a different load
• Eliminate — remove something (e.g. verticals)
• Reverse — flip the truss pattern

Teacher sketches 3 bridge ideas live on the board, each using a different SCAMPER operation.

Part 2 — PMI Analysis (de Bono's Plus/Minus/Interesting). This is the analysis technique the APHS rubric specifically marks.

Teacher writes a PMI row for one of the 3 live sketches, using the sentence starters.

We Do · ~15 min Guided practice

Together we evaluate one of the teacher's sketches using BOTH PMI and Elements & Principles of Design from Term 1:

• PMI: 1 Plus + 1 Minus + 1 Interesting on the board
• Elements: does it use line, shape, form well?
• Principles: is it balanced? Does it have rhythm (repeating triangles)?
• Function: will it hold weight?
• Aesthetics: does it look good?

You Do · ~35 min Independent pair work

Part 1 — Workbook §4 — 3 thumbnail sketches (15 min).

1. Both partners sketch. 3 thumbnail sketches each, using 3 different SCAMPER operations.
2. Each sketch: half a page, pencil, labelled with materials + span.
3. Include at least one 3D attempt (use your Term 1 isometric skills).

Part 2 — Workbook §5 PMI Analysis (15 min). Fill in the PMI table — 3 columns (Plus / Minus / Interesting) × 3 rows (one per sketch). Use the APHS sentence starters.

Part 3 — Peer review + decide (5 min).

1. Swap workbooks with ANOTHER pair. Give written feedback on each of their sketches: 1 thing they did well (Element/Principle language) + 1 improvement suggestion.
2. With your partner, pick your favourite sketch — this is the one you'll scale-draw in L08.

Differentiation

Exit Ticket · 5 min

1. Which SCAMPER operation helped you most today?
2. Which of your 3 sketches did you choose for the final, and why? (Use PMI language — 1 plus + 1 minus of your chosen idea.)

📚 Resources for this lesson

• 📓 Workbook §4 Sketches + §5 PMI table
• SCAMPER method card (on hub)
• Starter Sketch Sheet template
• Term 1 L02/L03 — Elements & Principles recap
• Edward de Bono — PMI Technique explainer

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