narrative overview of the entire unit. Written to grab the attention of teachers and students. Describe briefly each lesson and the design challenge.
Educational outcomes
STEAM INTEGRATION
Use the language of the standards to describe each lesson and the design challenge. Include abbreviation for standard in parenthesis (ie- 5.MD.C.3) Remember to include standards that may be represented in more than one lesson.
Click on the “+” icon to open each section
This unit can be completed usingRAFT’s Makerspace-in-a-box kit
or a variety of reusable materials such as:
Building Materials
Connecting Materials
Measuring Tools
Other
Include a link to every pdf student page in the unit. (Media Library)
Lesson 1 Maker Journal Page
Lesson 2 Maker Journal Page
etc.
Our design thinking units have five phases based on the d.school’s model. Each phase can be repeated to allow students to re-work and iterate while developing deeper understanding of the core concepts. These are the five phases of the design thinking model:
EMPATHIZE: Work to fully understand the experience of the user for whom you are designing. Do this through observation, interaction, and immersing yourself in their experiences.
DEFINE: Process and synthesize the findings from your empathy work in order to form a user point of view that you will address with your design.
IDEATE: Explore a wide variety of possible solutions through generating a large quantity of diverse possible solutions, allowing you to step beyond the obvious and explore a range of ideas.
PROTOTYPE: Transform your ideas into a physical form so that you can experience and interact with them and, in the process, learn and develop more empathy.
TEST: Try out high-resolution products and use observations and feedback to refine prototypes, learn more about the user, and refine your original point of view.
The Design Thinking Process | ReDesigning Theater. (n.d.). Retrieved April 2, 2016, from http://dschool.stanford.edu/redesigningtheater/the-design-thinking-process/
STEAM Integrated Standards
COG 1: Spatial Relationships. Child increasingly shows understanding of how objects move in space or fit in different spaces. Takes into account spacial relationships (e.g., distance, position, direction) and physical properties (e.g., size shape) when exploring possibilities of fitting objects together or moving through space.
COG 7: Shapes. Child shows an increasing knowledge of shape and their characteristics. Recognizes, and identifies shapes when they are presenting in different orientations or as part of other objects. Describes several shapes and the differences between them.
VPA 1: Visual Art. Child engages, develops skills, and expresses self with increasing creativity, complexity, and depth through two-dimensional and three-dimensional visual art. Creates increasingly complex two-dimensional and three-dimensional representations that are expressive of mood, feeling, or interaction among things, using detail, shape, color, or organization.
SED 4: Relationships and Social Interactions with Peers. Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers. Organizes or participates in planning cooperative play activities with several peers, particularly with friends.
Suggestions for pacing and differentiation
Suggest lessons that could be dropped or suggestions for 40 minute stand alone versions of lessons, etc.
Lesson Overview
Students will have practice playing a game where their actions are dictated by the shapes they see. Through discussion, students will be guided to the understanding that shapes can be useful communication (e.g., stop signs, traffic signs). Students can also brainstorm how else shapes could be used, (COG 7) and if there is a part of their classroom that could benefit from clearer communications and/or signs.
Brief description of the lesson and standards addressed (by abbreviation). Describe specific aspects of standard that are being addressed if not all aspects are addressed in the lesson.
Essential Questions:
LESSON PROCEDURE:
Any teacher directions not given in the sidebar go here before Student Directions
Sample teacher and student dialog. Include reference to Maker Journal page and button to link to student maker journal page.
T: Sample Dialog
S: Sample Dialog
T: Sample Dialog
S: Sample Dialog
very basic overview of the fundamental concepts. Summarize important formulas, scientific phenomena, vocabulary, etc.
Building Materials
Connecting Materials
Tech
Other
[VIDEO] [TITLE of Video] [link to video- new window]
[PDF] [TITLE of PDF DOCUMENT] [link to PDF- new window]
anything not covered in “active classroom” section. Any additional teacher directions or setup not included in the Lesson Procedure section. ex:
Consider selecting a few images of uses of water, drought, and results of the water crisis. Model good techniques for safe quality internet searches. Consider pre-selecting sites that yield quality information for this topic.
(OPTIONAL If students should be allowed to be out of their seat, talking & collaborating, work in the makerspace)
Nudge responsibility and freedom for students. Tips for classroom management. (See Management in the active classroom book for suggestions)
EXAMPLE:
Communication is critical in the design process. Students need to be allowed to talk, stand, and move around to acquire materials. Help students become successful and care for the success of others by asking them to predict problems that might arise in the active environment and ask them to suggest strategies for their own behavior that will ensure a positive working environment for all students and teachers.
Practice and predict clean-up strategies before beginning the activity. Ask students to offer suggestions for ensuring that they will leave a clean and useable space for the next activity. Students may enjoy creating very specific clean-up roles. Once these are established, the same student-owned strategies can be used every time hands-on learning occurs.
Student groups review their makerspace journal and summarize their learning in a group discussion
Student groups discuss and compare their findings and share different critical uses for water and methods of freshwater transportation that they discover in their research. Students should also share the difficulties that they discovered in transporting freshwater.
Review student makerspace journal pages for formative assessment and discuss with individual groups as they work.
Conduct a whole group discussion to allow all students to share, discuss and compare their findings around different critical uses for water and methods of freshwater transportation that they discovered in their research. Students should also share about the difficulties in transporting freshwater.
Lesson Overview
Students will play a puzzle game to explore shapes. (COG 1) Noticing curves, corners, empty and filled space, students will work towards assembling puzzles.
Brief description of the lesson and standards addressed (by abbreviation). Describe specific aspects of standard that are being addressed if not all aspects are addressed in the lesson.
Essential Questions:
Bullet list of guiding questions teachers should use when coaching students in the content.
LESSON PROCEDURE:
Any teacher directions not given in the sidebar go here before Student Directions
Sample teacher and student dialog. Include reference to Maker Journal page and button to link to student maker journal page.
T:
S:
T:
very basic overview of the fundamental concepts. Summarize important formulas, scientific phenomena, vocabulary, etc.
Building Materials
Connecting Materials
Tech
Other
TITLE of Video [link to video- new window]
anything not covered in “active classroom” section. Any additional teacher directions or setup not included in the Lesson Procedure section. ex:
Consider selecting a few images of uses of water, drought, and results of the water crisis. Model good techniques for safe quality internet searches. Consider pre-selecting sites that yield quality information for this topic.
(OPTIONAL If students should be allowed to be out of their seat, talking & collaborating, work in the makerspace)
Nudge responsibility and freedom for students. Tips for classroom management. (See Management in the active classroom book for suggestions)
EXAMPLE:
Communication is critical in the design process. Students need to be allowed to talk, stand, and move around to acquire materials. Help students become successful and care for the success of others by asking them to predict problems that might arise in the active environment and ask them to suggest strategies for their own behavior that will ensure a positive working environment for all students and teachers.
Practice and predict clean-up strategies before beginning the activity. Ask students to offer suggestions for ensuring that they will leave a clean and useable space for the next activity. Students may enjoy creating very specific clean-up roles. Once these are established, the same student-owned strategies can be used every time hands-on learning occurs.
Student groups review their makerspace journal and summarize their learning in a group discussion
Student groups discuss and compare their findings and share different critical uses for water and methods of freshwater transportation that they discover in their research. Students should also share the difficulties that they discovered in transporting freshwater.
Review student makerspace journal pages for formative assessment and discuss with individual groups as they work.
Conduct a whole group discussion to allow all students to share, discuss and compare their findings around different critical uses for water and methods of freshwater transportation that they discovered in their research. Students should also share about the difficulties in transporting freshwater.
Lesson Overview
Brief description of the lesson and standards addressed (by abbreviation). Describe specific aspects of standard that are being addressed if not all aspects are addressed in the lesson.
Essential Questions:
Bullet list of guiding questions teachers should use when coaching students in the content.
LESSON PROCEDURE:
Any teacher directions not given in the sidebar go here before Student Directions
Sample teacher and student dialog. Include reference to Maker Journal page and button to link to student maker journal page.
T:
S:
T:
very basic overview of the fundamental concepts. Summarize important formulas, scientific phenomena, vocabulary, etc.
Building Materials
Connecting Materials
Tech
Other
TITLE of Video [link to video- new window]
anything not covered in “active classroom” section. Any additional teacher directions or setup not included in the Lesson Procedure section. ex:
Consider selecting a few images of uses of water, drought, and results of the water crisis. Model good techniques for safe quality internet searches. Consider pre-selecting sites that yield quality information for this topic.
(OPTIONAL If students should be allowed to be out of their seat, talking & collaborating, work in the makerspace)
Nudge responsibility and freedom for students. Tips for classroom management. (See Management in the active classroom book for suggestions)
EXAMPLE:
Communication is critical in the design process. Students need to be allowed to talk, stand, and move around to acquire materials. Help students become successful and care for the success of others by asking them to predict problems that might arise in the active environment and ask them to suggest strategies for their own behavior that will ensure a positive working environment for all students and teachers.
Practice and predict clean-up strategies before beginning the activity. Ask students to offer suggestions for ensuring that they will leave a clean and useable space for the next activity. Students may enjoy creating very specific clean-up roles. Once these are established, the same student-owned strategies can be used every time hands-on learning occurs.
Student groups review their makerspace journal and summarize their learning in a group discussion
Student groups discuss and compare their findings and share different critical uses for water and methods of freshwater transportation that they discover in their research. Students should also share the difficulties that they discovered in transporting freshwater.
Review student makerspace journal pages for formative assessment and discuss with individual groups as they work.
Conduct a whole group discussion to allow all students to share, discuss and compare their findings around different critical uses for water and methods of freshwater transportation that they discovered in their research. Students should also share about the difficulties in transporting freshwater.
Lesson Overview
Brief description of the lesson and standards addressed (by abbreviation). Describe specific aspects of standard that are being addressed if not all aspects are addressed in the lesson.
Essential Questions:
Bullet list of guiding questions teachers should use when coaching students in the content.
LESSON PROCEDURE:
Any teacher directions not given in the sidebar go here before Student Directions
Sample teacher and student dialog. Include reference to Maker Journal page and button to link to student maker journal page.
T:
S:
T:
very basic overview of the fundamental concepts. Summarize important formulas, scientific phenomena, vocabulary, etc.
Building Materials
Connecting Materials
Tech
Other
TITLE of Video [link to video- new window]
anything not covered in “active classroom” section. Any additional teacher directions or setup not included in the Lesson Procedure section. ex:
Consider selecting a few images of uses of water, drought, and results of the water crisis. Model good techniques for safe quality internet searches. Consider pre-selecting sites that yield quality information for this topic.
(OPTIONAL If students should be allowed to be out of their seat, talking & collaborating, work in the makerspace)
Nudge responsibility and freedom for students. Tips for classroom management. (See Management in the active classroom book for suggestions)
EXAMPLE:
Communication is critical in the design process. Students need to be allowed to talk, stand, and move around to acquire materials. Help students become successful and care for the success of others by asking them to predict problems that might arise in the active environment and ask them to suggest strategies for their own behavior that will ensure a positive working environment for all students and teachers.
Practice and predict clean-up strategies before beginning the activity. Ask students to offer suggestions for ensuring that they will leave a clean and useable space for the next activity. Students may enjoy creating very specific clean-up roles. Once these are established, the same student-owned strategies can be used every time hands-on learning occurs.
Student groups review their makerspace journal and summarize their learning in a group discussion
Student groups discuss and compare their findings and share different critical uses for water and methods of freshwater transportation that they discover in their research. Students should also share the difficulties that they discovered in transporting freshwater.
Review student makerspace journal pages for formative assessment and discuss with individual groups as they work.
Conduct a whole group discussion to allow all students to share, discuss and compare their findings around different critical uses for water and methods of freshwater transportation that they discovered in their research. Students should also share about the difficulties in transporting freshwater.
Lesson Overview
Brief description of the lesson and standards addressed (by abbreviation). Describe specific aspects of standard that are being addressed if not all aspects are addressed in the lesson.
Essential Questions:
Bullet list of guiding questions teachers should use when coaching students in the content.
LESSON PROCEDURE:
Any teacher directions not given in the sidebar go here before Student Directions
Sample teacher and student dialog. Include reference to Maker Journal page and button to link to student maker journal page.
T:
S:
T:
very basic overview of the fundamental concepts. Summarize important formulas, scientific phenomena, vocabulary, etc.
Building Materials
Connecting Materials
Tech
Other
TITLE of Video [link to video- new window]
anything not covered in “active classroom” section. Any additional teacher directions or setup not included in the Lesson Procedure section. ex:
Consider selecting a few images of uses of water, drought, and results of the water crisis. Model good techniques for safe quality internet searches. Consider pre-selecting sites that yield quality information for this topic.
(OPTIONAL If students should be allowed to be out of their seat, talking & collaborating, work in the makerspace)
Nudge responsibility and freedom for students. Tips for classroom management. (See Management in the active classroom book for suggestions)
EXAMPLE:
Communication is critical in the design process. Students need to be allowed to talk, stand, and move around to acquire materials. Help students become successful and care for the success of others by asking them to predict problems that might arise in the active environment and ask them to suggest strategies for their own behavior that will ensure a positive working environment for all students and teachers.
Practice and predict clean-up strategies before beginning the activity. Ask students to offer suggestions for ensuring that they will leave a clean and useable space for the next activity. Students may enjoy creating very specific clean-up roles. Once these are established, the same student-owned strategies can be used every time hands-on learning occurs.
Student groups review their makerspace journal and summarize their learning in a group discussion
Student groups discuss and compare their findings and share different critical uses for water and methods of freshwater transportation that they discover in their research. Students should also share the difficulties that they discovered in transporting freshwater.
Review student makerspace journal pages for formative assessment and discuss with individual groups as they work.
Conduct a whole group discussion to allow all students to share, discuss and compare their findings around different critical uses for water and methods of freshwater transportation that they discovered in their research. Students should also share about the difficulties in transporting freshwater.
Design Challenge Overview
Give an over view of the design challenge. Example: In the culminating project, each student ideates, prototypes, tests, reiterates, and finally creates a successful ___
Essential Questions:
LESSON PROCEDURE
Sample student & Teacher Dialog. Should generate excitement and connect with Empathy phase discoveries. Teacher needs to provide criteria and constraints or develop them with students here.
T:
S:
T:
S:
Criteria & Constraints
Review the criteria and constraints with students. Engineers design things using some rules about how the designs must behave or work. These rules are called criteria. Engineers can run out of materials, money, time to build, or space in which to build something. In other words there are limits on how something can be built. These limits are called constraints. The criteria and constraints for this challenge are below.
| Criteria (design requirements) | Constraints (design limitations) |
|
|
Ideate
Give a brief description of student activity during this phase. (Keep in mind students may choose to or need to return to this phase as the iterate)
T:
S:
T:
S:
Prototype
Give a brief description of student activity during this phase. (Keep in mind students may choose to or need to return to this phase as the iterate)
T:
S:
T:
S:
Test your Design
Give a brief description of student activity during this phase. (Keep in mind students may choose to or need to return to this phase as the iterate) Include references to any rubrics, criteria and constraint checklists or Maker Journal Pages included in the assessement
T:
S:
T:
S:
very basic overview of the fundamental concepts. Summarize important formulas, scientific phenomena, vocabulary, etc.
Building Materials
Connecting Materials
Tech
Other
TITLE of Video [link to video- new window]
anything not covered in “active classroom” section. Any additional teacher directions or setup not included in the Lesson Procedure section. ex:
Consider selecting a few images of uses of water, drought, and results of the water crisis. Model good techniques for safe quality internet searches. Consider pre-selecting sites that yield quality information for this topic.
(OPTIONAL If students should be allowed to be out of their seat, talking & collaborating, work in the makerspace)
Nudge responsibility and freedom for students. Tips for classroom management. (See Management in the active classroom book for suggestions)
EXAMPLE:
Communication is critical in the design process. Students need to be allowed to talk, stand, and move around to acquire materials. Help students become successful and care for the success of others by asking them to predict problems that might arise in the active environment and ask them to suggest strategies for their own behavior that will ensure a positive working environment for all students and teachers.
Practice and predict clean-up strategies before beginning the activity. Ask students to offer suggestions for ensuring that they will leave a clean and useable space for the next activity. Students may enjoy creating very specific clean-up roles. Once these are established, the same student-owned strategies can be used every time hands-on learning occurs.
Student groups review their makerspace journal and summarize their learning in a group discussion
Student groups discuss and compare their findings and share different critical uses for water and methods of freshwater transportation that they discover in their research. Students should also share the difficulties that they discovered in transporting freshwater.
Review student makerspace journal pages for formative assessment and discuss with individual groups as they work.
Conduct a whole group discussion to allow all students to share, discuss and compare their findings around different critical uses for water and methods of freshwater transportation that they discovered in their research. Students should also share about the difficulties in transporting freshwater.