lesson sequencing - school district 62...

IN DEEP WATER

A DESIGN THINKING PROJECT BASED LEARNING ADVENTURE

BY KELLY DVORAK AND KARA TROKE

IN DEEP WATER

This project combines Science, Engineering, English Language Arts, Social Studies, Design and Art in a sequence of student - centered activities that activate the core competencies as student try and survive after a plane crash. We chose water as the primary need for the students to research, understand and problem solve as clean water continues to be challenge for communities around the globe. However, too often global issues overwhelm and immobilize students as they think about the enormity of the problems that challenge humanity. With this Project Based Learning sequence, we have tried to create a fun, interactive way for students to engage in the core design skill of empathy through writing, role play and process drama.

We have made suggestions for incorporating culturally relevant presentation, speakers and/or changes however, we don’t presume to proscribe what is appropriate for your classroom, school or even geographic locale. We do put forward that the need for clean water or using water as a natural resource is a unifying theme that can apply to many adaptations that would smoothly integrate culturally relevant pedagogy. We have suggested some ways that we have

used to create a space for First People’s Ways of knowing, and hope that you will find a way to integrate your own

There are six lesson plans included in this PBL. The lessons can be expanded or several can be combined into one block. The order they are presented in will have students create their own narrative using writing, drawing, design, and building to co-create a unique and individual narrative. As students work in groups through each of the activities they must work together to solve, recreate, or build. Their survival depends on it. Their work all has real world applications and teaches and supports the design process through writing, process drama, drawing, discussing, debating, and collaborating.

Included in the lesson plans are resources to support each of the lesson plans, including black line masters. In addition, there is included resources and supporting documents to scaffold and support the Design thinking. For this, we have borrowed and adapted the Stanford d.School design thinking model.

Lesson Sequencing

1) Introduction – Favourite Vacationa) Destinationb) Pack your Bags

2) Context – on board the airplanea) Process Drama – Taking on a roleb) Flight Simulationc) Crash

i) Journal Entry: There are animals everywhere. I think some are hunting me.ii) Journal Entry: I just found a baby monkey. Looks like I have a new pet.

3) Context – the islanda) Inventory – 3 most important itemsb) Having a plan – 4 things you must do

i) Journal Entry: It took me two days to walk around the islandii) Journal Entry: Tarzan was right. Swinging on vines is cool

4) Building a Sheltera) Planning (scenario)b) Design Challenge #1

i) Journal Entry: I created some tools today and now I can build!ii) Journal Entry: I’m going to need to find a new place to build my shelter.

5) The water Sourcea) Planning (scenario)b) Design Challenge #2

i) Journal Entry: I will have to find something to build an SOS

ii) Journal Entry: I don’t think that anyone is going to find me.6) Leaving the Island

a) Planning (scenario)b) Design Challenge #3

i) Journal Entry : Winter is coming, I have to get off this Islandii) Journal Entry: My favourite memories of the Island

Lesson #1 – Introduction

Lesson Plan # 1Thematic UnitIn Deep Water

Lesson # 1

Lesson Topic: Favourite Vacation Time: One block, 52 minutes.Lesson Objectives:Establish Context of Thematic Unit through activation of prior knowledge (whole class discussion)Build up context for Role Playing to develop empathy – introduce the character cards, ContextTeacher will organize students into groups of 3-4 students (larger groups don’t work)In groups of 3-4, students should have access to a shared work space, pencils, and paper for drafting, writing and sketching (representations). Each student will use a pocket folder to contain their work, typically I colour code each of the groups so that all the students in one group have the same colour folder.Instructional DeliveryActivities:

1. Group discussion – Question: Have you ever taken a family vacation? (3 min)2. What makes a family vacation fun? What kinds of activities have you done on a

family vacation? Have you ever left the country? (7 min)3. Hand out – Student character cards (p. 64) (4 min)4. While in character, students introduce their character to the rest of the class. (10

min)5. Announce to the class that their small group has won the lottery to purchase their

dream vacation. Their group has to come to a decision on where they will go. (8 min)

6. Students individually fill out the worksheet Going on Vacation (p. 61) including 10 items their character would take with them. NOTE : It is important that from this point on, students are always in character, unless their safety is compromised. (10 mins)

7. Hand out Passport templates, students draw, colour and/personalize their passports (remaining time)

Procedures:Group Discussion using prompting questions. Hand out The Student Character Profile cards

Fill in Resource: Pack your Bags (Individually)Hand out Passport templatesResourcesStudent Profile Cards - in PassportsW/S PACK YOUR BAGSStudent FoldersTransition:Students will remain in character while doing transition activities. Closure activities aligned with this lesson are to reflect on the process as the character. Students include in their folder the creative writing using the following prompts:

Today my family won the lottery, we decided to…. How my family made the decision on where we went was by….

These prompts are created simply, to create multiple access points for all students. Students who have a more sophisticated use of language are encouraged to self-differentiate, students who would benefit from being able to express themselves visually or through a scribe would be presented with adaptations as needed.

If teachers wish to add self-evaluation, or self-reflection activities outside of class time (to maintain character continuity) that connect their thinking to the core competencies, those are available on request.

Lesson #2


Lesson # 2

Lesson Topic:Plane Disaster

Time: One block, 52 minutes.

Lesson ObjectivesCreate investment in the thematic unit through role play and process dramaCharacter role playContextClassroom will be set up like an airplane, “family groupings” (from Lesson #1)Working from the “script” (p. 61). the teacher will lead students through a guided imagining of the plane crash that isolates each family grouping on a deserted islandInstructional DeliveryActivities:1) Guided Role Play/Process Drama – students will participate in the scripted drama

activity (see script p. 61). (12 mins)2) Small Group activity – in their small groups, each student will discuss, decide and

prioritize what they seen on the beach. Each student draws what they would see as their character. Each group member must agree on the things they see. (10 mins) if the teacher would like this activity to be polished, students can continue the drawing during other blocks. 10 minute allows for a quick sketch only.

3) Class discussion: What basic needs are required for survival on the island? (8 mins)4) Inventory: Through group discussion, students, in character, will Identify the three

most important items from their suitcase that will help them with surviving the island.

Students should individually complete the INVENTORY worksheet (p. 63) individually. (4 mins small group, 7 mins individual activity)

5) Small group: Next Four Steps: Students should discuss what 4 actions they need to take to survive on the island. Individually, they should fill out the MAKE A PLAN worksheet (p. 64) (4 mins small group, 7 mins individual activity)

ResourcesGuided Process Drama Script (p. 61)Paper for students to drawInventory Worksheet (p. 63)Make a Plan Worksheet (P.64)Transition:Students will remain in character while doing transition activities. Closure activities aligned with this lesson are to reflect on the process as the character They were assigned. Students include in their folder the creative writing using the following prompts: 1) Something happened while we were on the airplane….2) We had to work together to survive on the island. Some ways we made

decisions were….3) We had to make hard decisions and make sure everyone was included by…These prompts are created simply, to create multiple access points for all students. Students who have a more sophisticated use of language are encouraged to self-differentiate, students who would benefit from being able to express themselves visually or through a scribe would be presented with adaptations as needed.Extensions:If time allows, in other class time (e.g., advisory, literacy blocks, or other classes) students can complete these prompts in character:

i) Journal Entry: I found some footprints on the beach. I think there is an animal hunting me.

ii) Journal Entry: I just found a baby monkey. It looks like I have a new pet.iii) Journal Entry: It took me two days to walk around the island, but there was a lot

to see.

Lesson #3 – DESIGN CHALLENGE: MAKE A SHELTER


Lesson # 3

Lesson Topic: Design Challenge: Make a Shelter

Time: Two block, 104 mins.

Lesson ObjectivesTo plan, design, and build a model of a shelter that will protect a family from the elements and from wildlife.ContextStudents are part of a 3 – 4 person family trapped on an island; they must survive to get home. The island is surrounded by salt water; there is no fresh water to be found.Instructional Delivery1) Introduction of the Design Challenge # 1 (p. 55)2) Using the Design Thinking Placemat (p. 66) and in their small groups, students are

subdivided into pairs, and conduct interviews. students are labelled A x 2 and B x 2. In A + B pairings, A interviews B using prompts from the placemat and answer the questions as their assigned character ( 4 mins ). Within the pairings the students switch and B interviews A.

3) Students individually fill out the define section of the DT Placemat ( 4 min)4) Small group discussion with consensus, then fill out the second define section.

Prompt: what were the important ideas from each interview? (4 mins)5) Students individually fill out the third define (fourth box) on the first page. ( 4 mins)6) Students individually fill out all five prototype boxes (Ideate) (1 minute/ box)7) Group Discussion: students decide on a prototype to make. Students can pick one

design, or they can combine designs.8) Students work together to build a model of a shelter that will accommodate all their

family members.ResourcesCraft supplies, making supplies including glue guns, hack saw, cardboard, and other supplies that act as connectors, extenders, and controllers.Challenge #1 Overview (p. 55)Design thinking placemat (p.66)

Transition:Students will remain in character while doing transition activities. Closure activities aligned with this lesson are to reflect on the process as the character They were assigned. Students include in their folder the creative writing using the following prompts: 1) The most important thing I learned through interviewing my partner was….2) The hardest part of interviewing was…3) The way our group made decisions was by….4) We had to make hard decisions and make sure everyone was included by…These prompts are created simply, to create multiple access points for all students. Students who have a more sophisticated use of language are encouraged to self-differentiate, students who would benefit from being able to express themselves visually or through a scribe would be presented with adaptations as needed.Extensions:If time allows, in other class time (e.g., advisory, literacy blocks, or other classes) students can complete these prompts in character:

i) Journal Entry: I created some tools today and now I can build!ii) Journal Entry: I’m going to need to find a new place to build my shelter.

Design Challenge:

Design and build a model of a shelter that will protect your family from the elements and wildlife while you are stranded on an island.

Overview: One of the basic needs we have is shelter. We need shelter from the sun, insects, wind, rain, snow, hot or cold temperatures and from wildlife. In some circumstances, shelter even takes precedence over your need for food and water. Your shelter has to accommodate the inhabitants and be accessible while meeting their needs for shelter.

Design Rationale:You have crashed on an island. In order for you and your family to live on the island, you need to protect yourself from the elements. You will need to take into consideration

weather (wind, heat, rain, and cold) and accessibility for all members of your family groupings.

Problem Scenario

On your way to a family vacation. your family has crashed on an uninhabited island. you and your family will work together to build a shelter to protect you from the environment on your island.

Parameters:

Your model must be made of materials you can find on your island and in your suitcase.

You can use items from the Maker Cart to approximate your materials You can use any tools that are provided Your prototype may be to scale rather than actual size

Success

Success will be determined by degree to which your design solution: Addresses the design challenge Addresses an identifiable need Uses the provided materials, resources, and tools Shelters ALL of your family from the elements and wildlife.

Success Determinants Explanation of how your shelter will protect all your family from the elements and

wildlife Explanation of how your shelter is accessible to all your family

Lesson #4 – Collecting Drinking water


Lesson #4

Lesson Topic: Design Challenge: Collecting Drinking Water

Time: Two blocks, 104 minutes

Lesson ObjectivesTo plan, design, and build a model of a device that will collect dew or condensation for drinking water.

ContextStudents are part of a 3 – 4 person family trapped on an island, they must survive to get home.The island is surrounded by salt water, and there is no fresh water to be found. Finding a way to make fresh drinking water is essential to their survival.

Instructional Delivery1. Introduction of the Design Challenge # 2 (p. 57)2. Using the Design Thinking Placemat (p. 66) and in their small groups, students are


3. Students individually fill out the define section of the DT Placemat ( 4 min)4. Small group discussion with consensus, then fill out the second define section.

Prompt: what were the important ideas from each interview? (4 mins)5. Students individually fill out the third define (fourth box) on the first page. ( 4 mins)6. Students individually fill out all five prototype boxes (Ideate) (1 minute/ box)7. Group Discussion: students decide on a prototype to make. Students can pick one

design, or they can combine designs.8. Students work together to build a model of a water collection device.

ResourcesCraft supplies, making supplies including glue guns, hack saw, cardboard, and other supplies that act as connectors, extenders, and controllers.Challenge #2 Overview (p. 57)Design thinking placemat (p.66)Transition:Students will remain in character while doing transition activities. Closure activities aligned with this lesson are to reflect on the process as the character They were assigned. Students include in their folder the creative writing using the following prompts: 1) The most important thing I learned through interviewing my partner was….2) The hardest part of interviewing was…3) The way our group made decisions was by….4) We had to make hard decisions and make sure everyone was included by…These prompts are created simply, to create multiple access points for all students. Students who have a more sophisticated use of language are encouraged to self-differentiate, students who would benefit from being able to express themselves visually or through a scribe would be presented with adaptations as needed.

Design Challenge:

Design and build a model of a shelter that will protect your family from the elements and wildlife while you are stranded on an island.

Overview: One of the basic needs we have is shelter. We need shelter from the sun, insects, wind, rain, snow, hot or cold temperatures and from wildlife. In some circumstances, shelter even takes precedence over your need for food and water. Your shelter has to accommodate the inhabitants and be accessible while meeting their needs for shelter.

Design Rationale:You have crashed on an island. In order for you and your family to live on the island, you need to protect yourself from the elements. You will need to take into consideration weather (wind, heat, rain, and cold) and accessibility for all members of your family groupings.

Problem Scenario

On your way to a family vacation. your family has crashed on an uninhabited island. you and your family will work together to build a shelter to protect you from the environment on your island.

Parameters:



Success

Success will be determined by degree to which your design solution: Addresses the design challenge Addresses an identifiable need Uses the provided materials, resources, and tools Shelters ALL of your family from the elements and wildlife.

Success Determinants Explanation of how your shelter will protect all your family from the elements and

wildlife Explanation of how your shelter is accessible to all your family.

Lesson #5: SAILING awayLesson Plan # 5

Thematic UnitIn Deep Water

Lesson # 5

Lesson Topic: Building a boat and sailing away

Time: One block, 104 mins

Lesson ObjectivesTo plan, design, and build a model of a working water vessel that will carry weight to represent the family to mainland, and safety.Context

Students are part of a 3 – 4 person family trapped on an island, they must get home to survive.The island is surrounded by salt water, and there is no fresh water to be found.

Instructional Delivery1. Introduction of the Design Challenge # 3 (p. 59)2. Using the Design Thinking Placemat (p. 66) and in their small groups, students are


3. Students individually fill out the define section of the DT Placemat ( 4 min)4. Small group discussion with consensus, then fill out the second define section.

Prompt: what were the important ideas from each interview? (4 mins)5. Students individually fill out the third define (fourth box) on the first page. ( 4 mins)6. Students individually fill out all five prototype boxes (Ideate) (1 minute/ box)7. Group Discussion: students decide on a prototype to make. Students can pick one

design, or they can combine designs.Students work together to build a model of a water transportation device that will get them home.ResourcesCraft supplies, making supplies including glue guns, hack saw, cardboard, and other supplies that act as connectors, extenders, and controllers.Challenge #2 Overview (p. 59)Design thinking placemat (p.66)Transition:Students will remain in character while doing transition activities. Closure activities aligned with this lesson are to reflect on the process as the character They were assigned. Students include in their folder the creative writing using the following prompts: 1) The most important thing I learned through interviewing my partner was….2) The hardest part of interviewing was…3) Somethings are getting easier when we plan. They are….4) The way our group made decisions was by….5) We had to make hard decisions and make sure everyone was included by…These prompts are created simply, to create multiple access points for all students. Students who have a more sophisticated use of language are encouraged to self-differentiate, students who would benefit from being able to express themselves visually or through a scribe would be presented with adaptations as needed.Extensions:If time allows, in other class time (e.g., advisory, literacy blocks, or other classes) students

can complete these prompts in character:i) Journal Entry: Winter is coming, I have to get off this Island.ii) Journal Entry: My favourite memories of the Island are…

Design Challenge:

Design and build a “boat” that will enable all members of your family to leave the island.

Overview: Water-based transportation devices have help people migrate and move over adverse geographic impasses and transport needed supplies or resources. Your family needs to get home. Building a way to transport them over water is the only way to get home.

Design Rationale:You have crashed on an island. No boats or planes have noticed you and your family on the island. Winter is coming. For your survival, you need to get back home.

Problem Scenario

On your way to a family vacation, your family has crashed on an uninhabited island. Winter is coming and you need to travel a few kilometers to the nearest mainland to get back home. The water will be cold, the tides might be strong and there could be high winds. Your challenge is to make a boat that is accessible for all family members and that will carry your family safely home.

Parameters:



Success

Success will be determined by degree to which your design solution: Addresses the design challenge Addresses an identifiable need Uses the provided materials, resources, and tools Carries all your family to the neighbouring mainland.

Success Determinants

Prototype of your water transportation device will be tested. Your challenge is successfully met if your boat does not sink, and it carries all family members to safety.

Resources

PACK YOUR SUITCASEList the top ten things that you put in your suitcase:

1._______________________________2._______________________________3._______________________________4._______________________________5._______________________________6._______________________________7._______________________________8._______________________________9._______________________________10.______________________________

GOING ON VACATION

Your family has won the lottery! One prize is a dream vacation. Where would your family’s dream vacation be? Consult your family group and decide together.

_________________________________________________________________________

Characters: Flight Attendant of Dream Vacation Airlines Captain Narrator

Setting:

Chairs are set up to make the impression of an airplane with groupings of four chairs, then and aisle then four more chairs. The more realism, the better.

(Flight attendant welcomes guests aboard and collects tickets)

Flight attendant: Good morning folks! Welcome to Journey Air Flight 642 to your Dream Vacation Destination. Please note the emergency exits (gestures) to the rear of the plane and in the front to the right (gestures). Please ensure that all carry-on luggage is stored safely under your seat in a secure manner (demonstrate). Please turn off all electronics and remove any headsets. Your tray tables should be in the locked and upright position in preparation for take-off. Please ensure your seat belt is fastened and tightened comfortably but safely at all times. On behalf of the Air Crew and Captain of Journey Air Flight 642, we hope you have a safe and uneventful flight.

Flight attendant (circulates, hands out drinks, welcomes guests (improv)

Captain: Whoa! Flight attendant: (tidies up drink cart, pushes it to the front of the plane)Lights flicker, flight attendant finds a seat and mimes doing up their seatbelt

Captain: Good morning folks. We are coming up on a bit of a rough patch here so ensure your seatbelts are fastened. We are experiencing a bit of turbulence…..

Captain: Whoa! Whoa! Lights flickerCaptain: Folks the engine has lost power… the engine has lost power….We are going down.

Brace for impact! Brace for impact! (flight attendant braces for impact) We are going to crash. I repeat brace for impact! We are going to crash!

Lights flicker and turn offLet students respond for about 30 secondsStudents should lay on the ground, silent

Narrator: Something has happened… and the last you can remember was the airplane hitting turbulence. Now you are lying face down in the sand with salty water splashing against your face.

Script: Plane Disaster

Where are you? You hear a slight breeze, the sound of seagulls, and hear waves crashing on the beach.

You look around slowly, wondering what it is you will see. You push yourself up, you see your family members around you. The water hitting your face is the ocean tide. There is sand in your mouth. It looks like you are on some sort of island.

Twenty feet away is your luggage and strewn around is all ten items you packed. You don’t see the plane anywhere.

Your suitcase survived during the disaster but not everything is useful. What are the three most important items that will help you and your group survive? What basic need will that item meet? Be creative, a hair elastic can become a way to tie up the roof of your shelter, for example. Draw a picture and explain how your item will help you all survive.

1._____________________________________________________________________________________________________________________________________________________

2._______________________________________________________________________________________________________________________________________________ ______

3._____________________________________________________________________________________________________________________________________________________

TAKING INVENTORY

You’re in deep water! You and your family need to make a plan. Discuss with your group what are the FOUR next steps you need to make to survive on the island. Write your ideas down once you have brainstormed your ideas.

STEP 4_____________________________________ WHY?

STEP 3___________________________________ WHY?

STEP 2_________________________________ WHY?

STEP 1________________________________ WHY?

MAKING A PLAN

lesson sequencing - school district 62...

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