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2nd Grade  Project 5 weeks

Inventive Minds: Empowering Solutions for All!

Sarah F
Updated
K-2-ETS1-1
K-2-ETS1-2
K-2-ETS1-3
2-PS1-2
Collaboration
+ 2 more
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The Challenge

Disability justice acknowledges systemic barriers that restrict individuals with disabilities from fully participating in society. Thoughtful engineering design can address these barriers, enabling more inclusive and equitable access for all individuals.

Challenge Question

How can we design and construct innovative devices that help remove barriers for people with disabilities, enabling them to accomplish their goals and contribute meaningfully to our community?

Standards
  • [Next Generation Science Standards] K-2-ETS1-1 - Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  • [Next Generation Science Standards] K-2-ETS1-2 - Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • [Next Generation Science Standards] K-2-ETS1-3 - Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
  • [Next Generation Science Standards] 2-PS1-2 - Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
Competencies
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.

Learning Partners and Clients

Partner with ADAPT in New York City, a prominent disability service organization known for advocating accessibility and rights for people with disabilities. Their insights into real-world barriers will significantly inform the project. Through direct interaction, students have the opportunity to form personal connections with clients, enabling them to gather authentic information and ensure their inventions effectively meet real needs.

Phase Outcomes

Phase Learning Outcome
Discover
I can learn about the diverse ways people move and communicate, exploring how thoughtful designs can improve accessibility and understanding the importance of creating welcoming environments.
Examine
I can investigate various assistive technologies and how they function, analyzing their design features to inspire solutions for our clients' challenges.
Engineer
I can develop and construct inventive prototypes that address the challenges faced by our clients, focusing on creating meaningful solutions through collaborative and iterative design processes.
Do
I can test my prototypes with real clients, carefully collecting data and feedback to refine the effectiveness of my solutions in addressing identified needs.
Share
I can share my invention and personal growth journey with an authentic audience, highlighting the impact of my work on real-world challenges and reflecting on my learning experiences.