Day 1:
1. Students
will be introduced to the concept of Design for the Other 90 % by watching the video:
Thinking Outside the Box of Global Poverty: https://www.youtube.com/watch?v=cAdJzfYi-68&feature=related
2. Students
will watch the video and discern issues addressed and health concepts specific to
each issue.
3. Students
will be broken into small groups of three or four and share issues addressed and
health concepts specific to each issue.
4. Whole group
discussion led by teacher. Discussion One: As a student in the school/community
do you feel concepts of Design for the other 90% are relative to your community? Why or Why not? Discussion
Two: What responsibility does individual members of the community have in the development
and creation of viable solutions for day to day living? Discussion Three: What impact do you predict
proactive problem solving will have on the overall community? Be sure to give a
detailed explanation. Discussion Four:
Based on the health issues which were addressed and shared with the groups, do you
see any commonalities in our community?
5. Teacher
will show video: Community Based Poverty Monitoring in the Phillipines: https://www.youtube.com/watch?v=zF9OjslMQ0A&NR=1
6. The students
will use same worksheet (key issues and health concepts) to discern the key issues
being addressed and the health concepts specific to each issue.
Day 2:
1. Students
will get into groups of three to four as they enter the room. As a group, they will
list what they know about Design for the other 90%.
2. Groups will
be able to send one person from the group to other groups to gather facts not on
their sheet.
3. Students
will be placed in learning teams (LTs).
LTs will go to the Design for a Change Webquest. LTs will go to the Design
Process Introduction: https://goanimate.com/go/movie/0rQCwvkw1_oE
4. LTs will
watch video and fill in the design process graphic organizer. On the back of the graphic organizer groups
will use the internet to define the following terms:
- advocacy
- community
- design
- health
- impact
- issues
- proactive
Day 3:
1. LTs will be get a brief overview of the
Design for a Changer Challenge with the attached Introduction PowerPoint.
2. LTs will
get an opportunity to research and critique the problems/ issues to be addressed.
3. LTs will
choose a problem/issue to be addressed. Remember, be specific with problem.
4. LTs will
frame/reframe problem. Remember that the best way to brainstorm and convey your
LT’s thoughts is visually.
Day 4:
1. LTs will
make final revisions to problem. Be sure to be as specific as possible when deciding
on the issue to address. And use those sketches!
2. LTs will
brainstorm possible solutions. Be creative, be sure to include all team members.
Think way out of the box! Sketch it up!
3. LTs will
begin editing and developing ideas:
- What is the
problem?
- Why is this
a problem?
- How did your
LT's derive your solution?
- Solution
Day 5:
1. LTs will
begin developing final proposal, The following applications can be used: PowerPoint,
Blender, Google Sketchup 7, and www.animatethis.com
2. Remember
each LT will only have five minutes to articulate your proposal to your peers.
3. Each
proposal must include: Problem: Why is this a problem?, How the LT derived its
solution, and the solution.
4. Tell
students to remember that visual sketches and images convey a message with a greater
impact than words!
Day 6:
1. LTs present
proposals -- five minutes each! Then their peers have five minutes to ask questions,
and the LT defends the proposal!
Good Luck!