K-2nd Playground Design

Learning Goals & Products

Learning Goals

Students will be able to investigate how different strengths and directions of pushes and pulls change the motion of playground objects using simple measuring tools.

Students will be able to ask questions, make observations, and define a simple playground problem about inclusive play that can be solved with a new or improved object or tool.

Students will be able to analyze test data to determine whether a playground design solution changes the speed or direction of an object as intended.

Students will be able to develop a sketch or physical model of one playground element that shows how its shape helps it function to support play.

Students will be able to measure and compare the movement of playground objects using simple units and tools during investigations and model testing.

Students will be able to collaborate with peers to share ideas, give and use feedback, and revise a playground model that responds to user needs.

Products

individual

Playground Observation Journal with Personal Mini-Prototype

Each student creates a child-friendly research journal page set with observations from the playground tour, a simple problem statement, and a labeled mini-prototype sketch of one playground element. The work shows how firsthand evidence from motion tests and inclusive-play observations informed an individual design idea.

team

Revised Playground Element Model and Design Expo Display

Teams create a shared problem statement, a revised physical model of one playground element, and a display for the final design expo. The product explains how push and pull forces affect motion, how the design supports more inclusive play, and what changed after testing and weekly feedback.

Rubric

Competency Progression Rubric Competency-first rubric

Category	Learning Goal	Stage 1	Stage 2	Stage 3	Stage 4
Deeper Learning Competencies	Collaboration	I can share ideas with my partner during playground testing and help take turns with simple materials (like measuring tools or recording sheets) while staying on task.	I can work with my partner to make a shared plan for investigating and building, listen to each other’s observations, and agree on what we will test, measure, or sketch.	I can collaborate to refine our design by using weekly feedback—asking for and giving specific ideas, resolving disagreements respectfully, and clearly showing how our model changed from our testing and choices.	I can lead shared decision-making within my team—organizing roles, actively listening with empathy, and helping my group evaluate collaboration and product progress by setting next steps that improve both our inclusive play solution and our measurements.
Deeper Learning Competencies	Content Expertise	I can use my senses and simple tools (like tape lines, counting, or a stopwatch) to observe and record how playground objects move when I push or pull in an obvious way (strong/weak or different direction).	I can plan with my partner what to test (push vs pull; stronger vs weaker; direction) and I can collect simple evidence (drawings, charts, or notes) showing how my pushes and pulls change speed or direction.	I can analyze my measurements and observations to explain patterns (for example, “when I push harder it moves faster” or “when I pull from this direction it moves this way”) and I can connect the evidence to my model design to make it work as intended.	I can refine my investigation by comparing multiple trials, selecting the most important evidence, and using it to revise and justify how my playground element’s design helps more people (inclusion) while demonstrating how forces change motion.
Deeper Learning Competencies	Effective Communication	I can share my ideas during group talk by speaking one at a time and using drawings or simple words to explain what I noticed about pushing or pulling playground equipment.	I can listen to my teammates, ask simple questions, and explain my observations from our tests (what we changed and what happened) using pictures, charts, or a few measurement words.	I can clearly communicate a claim about how push or pull affects motion, using evidence from our investigation (e.g., our records/photos) and respectful language during critique and feedback sessions.	I can present my model and explain how it supports inclusive play, connecting my evidence to the essential question (“How do push and pull forces help people use playground equipment?”) and responding thoughtfully to questions or suggestions.
Deeper Learning Competencies	Self Directed Learning	I can use teacher and peer reminders to check my own work during the week (what I tried, what I noticed, and what I will try next) in simple ways like pointing, drawing, or telling my partner.	I can use feedback from teacher and classmates to make a small change to my investigation or model, and I can explain what I changed and why using key words like push, pull, faster, slower, or change direction.	I can track my questions and progress across the week using my reflection notes, and I can choose which feedback to use to improve my plan, testing, or sketch/model based on evidence I collected.	I can independently revise my model after critique using my own reflection and data notes, and I can describe how the new version better solves the inclusive play problem while connecting my results to the essential question.
Deeper Learning Competencies	Critical Thinking & Problem Solving	I can ask simple questions and make observations during our playground investigation, and I can choose a possible way to test (push/pull and measure or count) one idea with help.	I can plan with my team to investigate how different pushes or pulls change motion, and I can explain what I noticed using simple data (numbers, pictures, or class charts) to support my thinking.	I can compare my investigation results to see patterns (for example, stronger pushes/pulls or different directions lead to different motion) and I can use evidence to suggest one change to our model for more inclusive play.	I can use data from multiple tests to judge whether our design works as intended (change speed or direction), and I can propose and revise improvements while clearly explaining my reasoning and how it connects to our problem and question.