Deliverable
👥 End User Overview
Effective Communication
Critical Thinking & Problem Solving
8.MS-LS4-5
Big Ideas
Real-World Challenge
Learning Partners and Clients
Submission Required
Students identify the primary end user (e.g., local fishers, conservation staff, or community members relying on healthy ecosystems). They describe the group’s needs, values, and constraints using evidence from notes and quotes, and explain the intended positive impact of their future model and SWAP proposal.
Plan day
Day 2
Duration
17 min
Grouping
Individual
Steps
4 steps
Lesson plan
4 steps · 17 min| # | What teachers do |
|---|---|
| 1 | Introduction to the local environmental and biodiversity challenges. (5 min) |
| 2 | Community interaction setup: brief students on their roles, goals, and questions to consider during their conversation with partners. (8 min) |
| 3 | Engage with community partners: students discuss with partners to gather insights and perspectives on difficulties faced by local fishers or conservation staff. (10 min) |
| 4 | Debrief and synthesis: students work in small groups to organize the collected notes and quotations, identifying key needs and constraints of end users. (12 min) |
Preparation (3 items)
- Arrange partnerships with local fishery cooperatives or wildlife centers for genuine community perspectives.
- Prepare a set of guiding questions that will help students gather relevant information from community partners effectively.
- Ensure students have notebooks or digital devices ready for note-taking.
Student-facing instructions
Your task is to identify the primary end user affected by biodiversity and environmental challenges. You will engage in conversations with local community partners to gather firsthand insights. Use prepared questions to guide your discussions. After collecting information, work collaboratively to synthesize and identify the needs, values, and constraints of your identified end users, ensuring you document evidence through notes and quotes.