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!