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

  • Bullet list of lessons and core concepts
  • second outcome

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

Unit Materials

List all materials needed for the entire unit. Link Makerspace-in-a-Box kit. List any substitutions, apps, software, measuring tools, classroom tools, etc.

Maker Journal Pages

Include a link to every pdf student page in the unit. (Media Library)

Lesson 1 Maker Journal Page

Lesson 2 Maker Journal Page

etc.

Design Thinking Overview

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

List standards used to create the unit. Link to exact standard.

 

Suggestions for pacing and differentiation

Suggest lessons that could be dropped or suggestions for 40 minute stand alone versions of lessons, etc.

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.
  • Question #2

 

LESSON PROCEDURE:

Any teacher directions not given in the sidebar go here before Student Directions

Student Direction

dl-student

 

 

Select an item from classroom supplies or classroom makerspace. For this example, the teacher has selected a CD-ROM

T: Attributes are the characteristics or features of an object. What are the attributes of a CD disc?

S:  round, plastic, shiny on 1 side, etc.

 

T: Choose an object from the makerspace supplies. Working with a group of 3 or 4 classmates, make a list of  at least 20 attributes in your maker journal.

Allow students time to create lists and collaborate with their groups. The longer the list, the more a student’s focus changes from seeing the object as originally intended to seeing its potential uses and alternative applications.

T: Sharing your list with other groups, and ask them to contribute any attributes that you may have not included on your list.

Optional: Give groups the same object and turn this activity into a competition/challenge by having all groups cross off like attributes when they are shared e.g. – If 2 groups have “round” listed as an attribute, both groups must cross that word off their list. The group with the most unique items left on their list after the share wins the challenge.

T: An attribute is different from a potential use. For example, round is an attribute.
CDs are round with a hole in the center and are the perfect shape for wheels & axel assemblies. This is a potential use. What are some other potential uses for the CD-ROM?

S: reflect light, hold a group of pencils, etc.

T: Use the same techniques and find a use for a common object other than its originally intended purpose. Working alone or in pairs, students pick a common object from a provided selection; create a list of attributes for that object; discuss possible applications; then decide on an application that they would like to build and share with the rest of the class. The Content Behind the Activity Every object can be defined by attributes, including physical properties (e.g. – material, shape, color, size) and chemical properties (e.g. – reaction to other chemicals). Unconventional object use has been depicted in numerous Hollywood productions, like TV’s McGyver and the movie Castaway. While it might have seemed humorous and ironic that Tom Hank’s Castaway character opened a package containing ice skates while stranded on a tropical island, the metal blades proved to be invaluable resources that helped saved his life. Focusing on attributes instead of intended use enabled creative reuse with profound results for the character. Reusing and reducing material in our everyday lives can have profound effects on waste reduction. One of the reasons items are thrown away is that people can no longer see any use for the object. The object has “done its job” and now is useless. This activity provides creative practice to make students aware of potential uses in everyday objects. By seeing an object’s potential, students will hopefully see fewer materials as “trash”, with the ultimate goal of reducing waste on a larger scale.

Sample Dialog

S: Sample Dialog

T: Sample Dialog

S: Sample Dialog

 


Concept Quick Reference

very basic overview of the fundamental concepts. Summarize important formulas, scientific phenomena, vocabulary, etc.

Lesson Materials

Building Materials

  • list

Connecting Materials

  • list

Tech

  • list

Other

External Resources

[VIDEO] [TITLE of Video] [link to video- new window]
[PDF] [TITLE of PDF DOCUMENT] [link to PDF- new window]

Maker Journal Pages

dl-student

Teacher Notes

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.

Active Classroom

(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:

Tips for success in an active classroom environment:

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.

Learning Targets

“Unpacked” components of the standard. (bullet format)
  • Students will be able to conduct a short research project that use several sources to build knowledge about the need for and problems with freshwater transportation
  • Students will use this understanding to design more effective models of freshwater transportation

Assessment

Student Self Assessment

Student groups review their makerspace journal and summarize their learning in a group discussion

Peer Assessment

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.

Teacher Assessment

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

Student Direction

Sample teacher and student dialog. Include reference to Maker Journal page and button to link to student maker journal page.

T:

S:

T:

 


Concept Quick Reference

very basic overview of the fundamental concepts. Summarize important formulas, scientific phenomena, vocabulary, etc.

Lesson Materials

Building Materials

  • list

Connecting Materials

  • list

Tech

  • list

Other

External Resources

TITLE of Video [link to video- new window]

Maker Journal Pages

dl-student

Teacher Notes

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.

Active Classroom

(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:

Tips for success in an active classroom environment:

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.

Learning Targets

“Unpacked” components of the standard. (bullet format)
  • Students will be able to conduct a short research project that use several sources to build knowledge about the need for and problems with freshwater transportation
  • Students will use this understanding to design more effective models of freshwater transportation

Assessment

Student Self Assessment

Student groups review their makerspace journal and summarize their learning in a group discussion

Peer Assessment

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.

Teacher Assessment

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

Student Direction

Sample teacher and student dialog. Include reference to Maker Journal page and button to link to student maker journal page.

T:

S:

T:

 


Concept Quick Reference

very basic overview of the fundamental concepts. Summarize important formulas, scientific phenomena, vocabulary, etc.

Lesson Materials

Building Materials

  • list

Connecting Materials

  • list

Tech

  • list

Other

External Resources

TITLE of Video [link to video- new window]

Maker Journal Pages

dl-student

Teacher Notes

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.

Active Classroom

(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:

Tips for success in an active classroom environment:

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.

Learning Targets

“Unpacked” components of the standard. (bullet format)
  • Students will be able to conduct a short research project that use several sources to build knowledge about the need for and problems with freshwater transportation
  • Students will use this understanding to design more effective models of freshwater transportation

Assessment

Student Self Assessment

Student groups review their makerspace journal and summarize their learning in a group discussion

Peer Assessment

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.

Teacher Assessment

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.

Introduce the Design Challenge

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)
  • Model spans minimum of 2 ft.
  • Model must be easily put together and taken apart
  • Model can continuously hold a designated load
  • Model is portable
  • Model must be built with materials provided
  • Model must be completed and tested in the given time
  • Model must include 8 different materials in addition to fasteners and/or adhesives
  • Model must not be secured to the ground or testing area in any way

 

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)

Student Directions

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)

Student Directions

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 assessemnt

Student Directions

T:

S:

T:

S:

 

 

Concept Quick Reference

very basic overview of the fundamental concepts. Summarize important formulas, scientific phenomena, vocabulary, etc.

Design Challenge Materials

Building Materials

  • list

Connecting Materials

  • list

Tech

  • list

Other

External Resources

TITLE of Video [link to video- new window]

Maker Journal Pages

dl-student

Teacher Notes

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.

Active Classroom

(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:

Tips for success in an active classroom environment:

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.

Learning Targets

“Unpacked” components of the standard. (bullet format)
  • Students will be able to conduct a short research project that use several sources to build knowledge about the need for and problems with freshwater transportation
  • Students will use this understanding to design more effective models of freshwater transportation

Assessment

Student Self Assessment

Student groups review their makerspace journal and summarize their learning in a group discussion

Peer Assessment

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.

Teacher Assessment

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.