Day 1: 1. Teacher introduces the assignment by displaying
examples and watching video imbedded in the Web site for
Design for the other 90% -- https://other90. cooperhewitt.
org -- as well as assign a directed reading activity
(excerpts from the exhibition catalog). 2. Teacher breaks
students into groups of three or four. 3. Teacher begins by
asking students to identify needs/problems that are
met/solved by the products/innovations described in the
exhibition. Teacher will distribute the three
essential questions to be answered through this assignment.
(See attached handout. ) In their groups,
students will discuss/deliberate their responses to the
three essential questions. Students will revisit the
answers to these questions at the end of the assignment to
revise and/or edit their initial responses.
Day 2: 1.
Teacher will evaluate students’ consensus
decisions/explanations of the three essential questions. 2.
Once students’ have considered the topic of the
assignment and developed a few initial ideas for
brainstorming the general topic, the teacher
will distribute to each group their particular “ case
study” or country/habitat profile. 3. Student groups
will plan a solution specific to their particular
country’ s profile. Profiles of five potential
countries are attached to this lesson. The teacher
may choose to add more if required; these countries are
featured in the other 90% exhibition: Himalaya (Bhutan);
Paraguay; Nigeria; Haiti; Mongolia. 4. Students will read
the profiles and begin research of the design problem as
interpreted from the essential question activity.
Day 3. Today will be spent on research into the specific
problem set identified for each group. Remember to
focus student research on the variations in abiotic factors
for this country’ s habitat/adaptations to the
habitat. (Note: This step may take longer than expected.
)
1. Students will attempt to complete Step 5 of the
design process by the end of Day 3. The teacher will
facilitate the advancement of each group through all stages
of the design process. To help facilitate
brainstorming, encourage wild ideas; then, to help with the
narrowing down of the process, the teacher may want to take
advantage of the decision making grid (attached), whereby
students who have researched the problem may take their
wild ideas and refine them by placing them in the
appropriate box in the grid. 2. Students will then
debate/deliberate which ideas should be ranked the highest
according to their criteria and make a decision as to which
idea will be prototyped for design.
Day 4:
Today will be spent on further research into the problem if
required.
1. The student groups will test and share
prototyped idea with peers and evaluators to determine
sustainability/feasibility of the idea. 2. Groups will
revise/edit their ideas. 3. Groups will fully develop their
solutions.
Day 5: Today is for additional testing and
revision. Step 7 of the design process should be
complete by the end of Day 5.
1. Student groups will
finalize their solutions.
Day 6: 1. The groups will present
their design ideas.
(Note: Design Process as described in
the above procedures:
1.
Review the challenge 2.
Investigate the problem or opportunity 3.
Frame/Reframe the problem 4.
Generate possible solutions 5.
Edit + Develop ideas 6.
Share + Evaluate your process and ideas 7.
Finalize the solution 8.
Articulate the solution {assessment})