- Review Process
- Take Action
- A project of
In this design thinking resource, students will follow very precise steps and plans in order to reuse an object in a different way for the well being of the people in their community.
Through ten different activities the students will work on a project that will see them gather data about needs in their community, brainstorm solutions for the needs, evaluate the potential of all of their ideas, build a prototype to solve the problem and test the prototype. The end results will be presented to the school community at a fair.
If you are using virtual teaching the authors have created an online digital portfolio for your students to use.
This resource teaches the steps in design thinking and design skills. Design thinking supports giving students their voice, choice and ownership of solutions they come up with based on real problems
This resource would work well in any classroom from grades 3 to 8. It is suitable for use in a language arts class or science. Due to its length, it could possibly be used towards the end of the year, after the students have learned about climate change and its effects. This resource could also allow a teacher to replace the typical Science Fair with the fair of products produced from the lessons.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
The students do not necessarily take an informed position on an issue with this resource as it is more of a working toward a solution based on a need that they see in their community.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
Throughout the entire 10 activities the students consider all aspects of their project to best address the need they are trying to serve.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
The students are working towards improving the well being of their community members.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education||Very Good|
Students will pitch their design virtually or at a circular economy school fair.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
This is not a focus of this resource.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Satisfactory|
The activities in this resource do not focus on experiences in the natural world.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
The students work toward reusing and repurposing an object to meet a need that they see in their community.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
From the initial activity the students are given the freedom to explore all of their ideas.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning||Very Good|
Students are introduced to Design Thinking and the Design Skills they will employ when creating their innovations. They generate their own questions and figure out how to solve them.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The only aspect not addressed is the inclusion of strategies for learners who may experience difficulties.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Very Good|
At the end of each activity, there is a suggestion for evidence of learning. There is also a rubric included in the materials for the students to self-assess at the beginning of the lesson and after the ten activities.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
At the end of the project, students are encouraged to host a Science Fair, or make a virtual presentation where they can showcase their innovations to parents and other school community members.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
There is one example given of a project completed by a student to illustrate testing the prototype and changes that the student made afterwards to improve their project.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Very Good|
All decisions and elements of the lesson are left to the students to decide.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|