About this resource
Students will design the perfect chair for their peer. Students pair up and describe their ideal chair. Students will then have to design a chair that meets the specific needs of their classmate. Younger students may design simpler chairs, while older students may be more detailed and focus on more specific and elaborate needs.
Modifications for All Learners: Detail and elaborateness depends on age of students (time may be adjusted accordingly). Students may also work independently and focus on one classmate that has a specific need if appropriate. For example, "How could we help Hannah better see the board from her wheelchair?" Students can design a wheelchair that solves this problem for Hannah. This should encourage empathy and focus on helping a fellow classmate. Verbal and written directions should be provided.
Curriculum & Standards
Related General Curriculum / Common Core Area
Engineering/Critical Thinking/Problem Solving
Related Curriculum / Common Core Standard
AASL Main Standard(s):
II. INCLUDE Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community. B. Create - Learners adjust their awareness of the global learning community by: 1. Interacting with learners who reflect a range of perspectives.
II. INCLUDE Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community. D. Grow - Learners demonstrate empathy and equity in knowledge building within the global learning community by: 1. Seeking interactions with a range of learners.
I. INQUIRE Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems. C. Share - Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 4. Sharing products with an authentic audience.
Related STEM Area: Technology, engineering, critical thinking & problem solving
NGSS Main Related Engineering Design Standard:
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.
What students will do
- Students will design a chair to meet the needs of a classmate.
- Students will think critically about how they met the needs of their classmate.
- Students compare and contrast designs with their partner.
Students experience the design process and think critically in order to solve a problem. Students empathize with classmates.
Resources Needed
Note-taking materials (whiteboards, chalkboards, pencil and paper). If completing an open-ended challenge allow students to make a prototype. Suggested materials include sharpies,paper, scissors, cardboard, pipe cleaners, modeling clay, tape, toothpicks, blocks, plastic. Optional Tech: 3Doodler
How learning is assessed
- Students have designed a chair to meet the needs of their partner.
- Students have identified if they did in fact meet the needs of their classmate.
- Students have discussed their ideas with classmates, comparing and contrasting designs.