Whether that is a task analysis of a specific skill, a learning hierarchy of math concepts, or a concept map of ideas related to democracy, you must show that you can break down and reassemble the content. Constructivists are likely to define a field of objectives and leave some of the specific objectives and most of the sequence up to the learner. They are much less focused on specific content, and much more focused on learning to learn, problem solving strategies, or inquiry models. They are much less likely to get upset if the learners come up with something they haven't thought of, and view that as success, rather than failure. Macrostrategies and microstrategies.
Teachers often profit from developing macrostrategies and microstrategies.
You should be able to show how what you have learned about your learners, the learning environment, and the content you wish to teach influences learning strategies and sequences. You should plan to evaluate the instruction you implement. This is a very big topic. We tend to look for formative evaluation in these projects. If you are developing any teaching materials, including tests, there are a number of ways that you can evaluate them before they are used.