Reflection: Adjustments to Practice School cafeteria redesign (SUMMATIVE ASSESSMENT) - Section 2: A more sustainable lunch

 

Many students did not address the issue of sustainability in this final, focusing instead of redesigning the lunch experience without constraints.  My hunch is that this error reflected a failure of my own.  Throughout this unit, students have focused primarily on redesigning classroom culture based entirely on identified needs. Yet, for this final I introduce a sustainability as a design constraint.  The Marshmallow Challenge was students' first experience with the engineering design process and had a similar structure.  However, this constraint was easily grasped.  Sustainability is not as intuitive as building the highest tower.  As I iterate on my own lessons for this unit I am identifying lessons where I can introduce sustainability early and develop it as a major course theme.  Instead of fairy tales, for instance, perhaps I can use a sustainability story (Rachel Carson's writing?) and build lesson around developing a classroom culture of sustainability.

  Sustainability "prebrief"
  Adjustments to Practice: Sustainability "prebrief"
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School cafeteria redesign (SUMMATIVE ASSESSMENT)

Unit 1: "Unit 0": Engineering design thinking
Lesson 12 of 12

Objective: This is a performance-based summative assessment lasting for two class periods that includes all major objectives for the unit. It assesses students' proficiency for each of the following: 1) understanding a partner's needs; 2) conducting an empathy interview; 3) developing a ¨how might we?¨ question for a partner's needs; 4) developing rapid prototype solutions; 5) building a rapid prototype of an idea; 6) testing the prototype against user needs; 7) iterating on the prototype design; 8) self-assessing mastery of engineering design thinking skills; and 9) reflecting on the engineering design process.

Big Idea: Students must practice all aspects of the engineering design process in real time for a teacher to assess mastery. How might we assess students' mastery of engineering design thinking through a real-world design?

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3 teachers like this lesson
Subject(s):
Science, rapid prototyping, Design Challenge
  115 minutes
typical school
 
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