Students learn Design Thinking as a problem-solving process through real-world engineering challenges. Through observing the Jeddah Tower construction and building the tallest freestanding tower supporting a marshmallow using spaghetti, tape, and string, analyzing famous engineering successes and failures (Tacoma Narrows Bridge, Japan's Maglev Train, Ford Pinto, Hyatt Regency Skywalk, Solar Impulse, Titanic), and designing plans to save Dullis the sloth by creating and testing rescue device prototypes, students develop their own Design Thinking Reference Guide understanding criteria, constraints, and iterative design processes.
- Lesson 1
Lesson 1: Discover the design process through a building challenge.
In The Solve, students will:
Examine the Jeddah Tower, an engineering accomplishment and the first man-made structure to reach 1 km in height. Students will then be challenged to construct the tallest free-standing tower capable of supporting a given mass. They will compare tower designs and reflect on the design process to determine which steps of the Design Thinking process were utilized.
- Lesson 2
Lesson 2: Analyze famous engineering successes and failures.
Students analyze famous engineered products and designs from history to determine success or failure and evaluate which Design Thinking process steps were used. They examine six engineering examples. For each example, students watch videos, determine if the design was a success or failure and why, apply Design Thinking process steps to analyze whether engineers used them adequately, and suggest improvements or explain what they would have done differently.
- Lesson 3
Lesson 3: Engineering Challenge! What will you build to save a sloth from a pit of hungry gators?
Students solve a mystery demonstrating how to design solutions using Design Thinking. They design a plan to save Dullis the sloth by returning him safely to shore. Students use Design Thinking to create and test a prototype of their Dullis-saving device, then use their unique design solution to create the final page of the Mosa Mack Design Thinking comic.
- Next Generation Science Standards
- 3-5 ETS1-1
- Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
- 3-5 ETS1-2
- Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
- 3-5 ETS1-3
- Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
- ETS1-1
- Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
- ETS1-2
- Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
- ETS1-3
- Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
- MS-ETS1-1
- Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
- MS-ETS1-2
- Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
- MS-ETS1-3
- Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
- MS-ETS1-4
- Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
- Inquiry Scale
- Each lesson in the unit has an Inquiry Scale that provides directions on how to implement the lesson at the level that works best for you and your students.
- “Level 1” is the most teacher-driven, and recommended for students in 4th-5th grades. “Level 4” is the most student-driven, and recommended for students in 7th-8th grades.
- For differentiation within the same grade or class, use different inquiry levels for different groups of students who may require additional support or an extra challenge.
- Common Misconceptions
- Students may believe that Design Thinking is only used by engineers, but in fact this process is used in many areas and across many industries.
- Learners may believe that since the steps of Design Thinking are presented in a specific order they must always follow them exactly as shown. Reinforce to students that Design Thinking is a creative process that may take different paths.
- Students may initially think that a prototype should only be tested once. Emphasize to students that prototypes typically need to be tested and the design needs to be refined and retested a number of times before a final engineered product is produced. Through multiple tests, multiple variables can be identified and tested to make a more successful product.
- Learners may be inclined to go with the first idea they come up with. Reinforce that brainstorming is a very important component to the process, and encourage students to be open to many ideas.
- Students may not realize that prototypes need to use proper proportions and should be designed from similar materials to that of the actual engineered product to test efficiency of materials.
- Vocabulary
- Design Thinking
- Ideate
- Brainstorm
- Prototype
- Test
- Refine
- Retest
- Content Expert
- Susie Wise
Director of K12 Lab
Stanford d.school
