Deliverable
✍️ How Might We Drafts
Effective Communication
Self Directed Learning
Critical Thinking & Problem Solving
Content Expertise
PS.2.A
Product
Assessment
Core Content
Essential Question
Critique and Revision
Submission Required
Individually, students write a Point-of-View statement naming a specific user, their core need, and the key insight from research. They then craft 2–3 distinct How Might We questions that are open-ended and grounded in evidence (not solution statements). Students include a one-paragraph rationale citing at least two direct user quotes and one physics constraint.
Plan day
Day 7
Duration
110 min
Grouping
Individual
Steps
7 steps
Lesson plan
7 steps · 110 min| # | What teachers do |
|---|---|
| 1 | Launch the drafting session by posting the Point-of-View frame, the criteria for strong How Might We questions, and 2 sample examples/non-examples. Students do a quick evidence sort from their notes by highlighting one user group, two direct quotes, one literary theme connection, and one physics constraint tied to motion or interactions. (12 min) |
| 2 | Students write a first Point-of-View statement using the frame: '[specific user] needs a way to [need] because [insight].' Require them to name a real user from interview or observation data and connect the need to the ride experience they want to create from the book’s themes of friendship, loneliness, or both. (15 min) |
| 3 | Pause for a brief stand-and-stretch reset, then students revisit the physics mini-workshop notes and add at least one accurate constraint about forces, acceleration, rider experience, pushes/pulls, or object interactions directly underneath their Point-of-View draft. They annotate how that constraint limits or shapes possible ride choices. (8 min) |
| 4 | Students draft 2-3 distinct How Might We questions that stay open-ended and avoid naming a specific solution. They must connect each question to the user need, the narrative theme, and the physics reality identified in their notes. (18 min) |
| 5 | Students write a one-paragraph rationale explaining why their Point-of-View statement and How Might We questions are grounded in evidence. The paragraph must cite at least two direct user quotes and explain one physics constraint using correct vocabulary related to motion or interactions. (20 min) |
| 6 | Students use a self-check protocol to review their drafts against a posted checklist: clear user, real need, insight from evidence, 2-3 open-ended HMW questions, two quotes, one physics constraint, and readable wording for peer critique. They revise independently and add annotations or comments for their digital portfolio. (15 min) |
| 7 | Close with a quick share-out: students select their strongest How Might We question and read it to a partner or small group, then state one piece of feedback they want in the next critique protocol. Collect or upload drafts as portfolio evidence before students leave. (12 min) |
Preparation (8 items)
- Prepare and post an anchor chart with the Point-of-View sentence frame, criteria for strong How Might We questions, and examples/non-examples that distinguish open-ended questions from solution statements.
- Gather or organize student access to interview notes, observation notes, literature circle notes, physics mini-workshop notes, and digital portfolio tools so all evidence is available during drafting.
- Create a drafting template with sections for user, need, insight, theme connection, physics constraint, 2-3 HMW questions, and one-paragraph rationale citing two direct quotes.
- Prepare a checklist for self-review that mirrors the success criteria and the upcoming peer critique protocol so students draft with revision in mind.
- Select and display key physics vocabulary from recent learning, including force, motion, acceleration, contact force, interaction, push, pull, and rider experience, to support accurate scientific language.
- Prepare 2-3 brief model excerpts that show how to connect user evidence and literary theme to a realistic ride-design problem without jumping to a final design idea.
- Set up a simple submission system for digital portfolios so students can upload or photograph handwritten drafts and annotations at the end of the activity.
- Plan targeted conferencing for students who may struggle with turning broad ideas into evidence-based problem statements, including sentence starters and prompts for citing quotes.
Student-facing instructions
You will use your research notes, literature circle thinking, and physics notes to draft a clear design problem for your ride team. Start by identifying one specific user, what that user needs from a ride experience, and the key insight you learned from interviews or observations. Then you will write 2-3 How Might We questions that are open-ended and do not name a solution. Your questions should connect to the themes from your book and stay realistic by including at least one physics constraint about motion or interactions on a ride. Finally, you will write one paragraph explaining your thinking with at least two direct user quotes and one physics-based constraint. You will need your notes, your drafting template, and your digital portfolio tool. The goal is to leave class with a draft that is ready for peer critique and useful for guiding your later ride model design.