Planning a Project

Active learning works for planning projects because Year 3 students learn best when they can visualize, discuss, and revise their ideas in concrete ways. Turning abstract planning into visual storyboards and collaborative lists helps students bridge their imagination with practical steps before they begin coding.

• Year 3
• Technologies
• 3 activities
• 25 min–50 min

Learning Objectives

1. Design a storyboard that sequences at least five key scenes for a digital game or animation.
2. Identify the essential components (characters, backgrounds, interactions) required for a chosen digital creation.
3. Analyze the user flow of a simple digital game or animation by mapping out player choices and outcomes.
4. Justify the selection of specific coding blocks for character movement based on desired actions.

Inquiry Circle

⏱ 50 min·Small Groups

Inquiry Circle: The Giant Storyboard

In small groups, students use large sheets of paper to draw the 'Beginning, Middle, and End' of their digital story. They use arrows to show how a user's choice (e.g., clicking a button) leads to different scenes.

Prepare & details

Analyze the key elements required for a successful digital story or game.

Facilitation Tip: During The Giant Storyboard, circulate and ask guiding questions like, 'What happens next in your animation?' to keep students focused on sequencing.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Think-Pair-Share

⏱ 25 min·Pairs

Think-Pair-Share: The Asset List

Students individually list every 'thing' they will need for their project (characters, sounds, backgrounds). They share their list with a partner who helps them spot anything they might have forgotten, like a 'Game Over' screen.

Prepare & details

Justify the selection of specific coding blocks for character movement.

Facilitation Tip: For The Asset List, provide a word bank of possible assets to help students think broadly about what they might need for their project.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Gallery Walk

⏱ 40 min·Whole Class

Gallery Walk: Plan Peer Review

Students display their storyboards. Peers walk around and leave a sticky note on one part of the story they are excited to see 'come to life' and one question they have about how it will work.

Prepare & details

Design a user interaction flow for a digital creation.

Facilitation Tip: During Plan Peer Review, give students specific sentence stems like, 'I like how you...' and 'Have you thought about...?' to structure their feedback.

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Teaching This Topic

Experienced teachers approach project planning by making the process visible and iterative. Use real examples of messy versus planned projects to show the value of organization. Encourage flexibility by normalizing plan updates as part of the creative process. Research shows that young learners benefit from repeated exposure to planning tools across subjects, so revisit storyboards in other units to reinforce the skill.

What to Expect

Successful learning looks like students creating clear, labeled storyboards and project plans with defined assets and user interactions. They should confidently explain why planning matters and be ready to adjust their plans as they build.

Watch Out for These Misconceptions

Common Misconception

During The Giant Storyboard, watch for students who draw detailed scenes without clear sequencing or labels.

What to Teach Instead

Pause the activity and ask the student to describe their scene aloud. Then, have them add labels and arrows to show the order of events, using the storyboard’s structure to guide their revisions.

Common Misconception

During The Asset List, watch for students who list only obvious assets and omit user interactions.

What to Teach Instead

Ask the student to explain how their game or animation will work. Guide them to add at least one user interaction to their list, using examples from their plan if needed.

Assessment Ideas

Quick Check

After The Giant Storyboard, provide students with a blank storyboard template and ask them to draw and label three key frames for a simple animation. Assess for clear visual sequencing and labeling that reflects their project’s logic.

Exit Ticket

After The Asset List, have students write two essential assets needed for their planned digital game and one user interaction on an index card. Collect these to gauge their understanding of project components and their ability to define key elements.

Discussion Prompt

During Plan Peer Review, ask students to explain why planning a project with a storyboard and plan is important before coding. Listen for responses that mention saving time, avoiding frustration, or organizing thoughts, and prompt them to share one challenge they might face without a plan.

Extensions & Scaffolding

• Challenge: Provide a scenario with a time limit (e.g., 'Your character must complete a task in under 5 seconds'). Have early finishers refine their storyboard to meet this constraint.
• Scaffolding: For students who struggle, provide partially completed storyboards with missing frames or labels to help them focus on sequencing.
• Deeper exploration: Invite students to compare two different storyboards for the same project and discuss which plan is clearer and why.

Key Vocabulary

Storyboard	A sequence of drawings or images representing the shots planned for a digital game or animation, showing key actions and dialogue.
Project Plan	A document outlining the steps, resources, and timeline needed to complete a digital creation, including assets and coding logic.
User Flow	A path a user takes through a digital creation, showing the sequence of screens or actions they encounter.
Assets	The individual components needed for a digital creation, such as characters, backgrounds, sound effects, and images.