Design for Someone

1. Prepare

• Read through the student material in the LEGO^® Education SPIKE^™ App.
• Plan accordingly, this project is designed to be run over multiple sessions.

Part A

2. Engage (15 Min.)

• Use the ideas in the Ignite a Discussion section below to engage your students in a discussion related to this lesson.
• Use the video to explain the lesson.

3. Explore (30 Min.)

• Allow your students time to brainstorm.
• Have them work in pairs to choose 2 ideas they'd like to try.

Part B

4. Explain (45 Min.)

• Have each pair of students build and test their 2 chosen solutions.
• Make sure they can create their own tables to collect data about their testing method.

Part C

5. Elaborate (45 Min.)

• Facilitate a sharing session with each team presenting their results.

6. Evaluate

• Give feedback on each student's performance.
• You can use the assessment rubrics provided to simplify the process.

Start a discussion about prosthetics and what your students would do if they had to replace someone's hand with a new function.

• Have them think about someone who's missing a limb and what they'd most like to do with a prosthesis.
• Ask them to get crazy and think about reinventing a hand. What would a chef, mechanic, or even a student like them like to have instead of a hand?

David Aguilar Amphoux

Open-Ended Solutions
This project is designed so that every student or team can have a unique solution.

Example Solution
Give all of your students the same starting point by having them build this arm. Ask them to make it their own by designing a specific function such as grabbing fairly big objects.

Here's an idea you can use as a proof of concept.

Main Program

Simplify this lesson by:

• Using the suggested example solution as the starting point for all students
• Narrowing the task to something very specific such as picking up a piece of fruit or turning a door handle.

Take this lesson to the next level by:

• Inviting a specialist from the prosthesis department at a college, hospital, or university to speak to your class.
• Pairing up with a specialist to try to design a real-life solution for someone.
• Using 3D printed or laser cut parts, if you have those tools available.

Teacher Observation Checklist
Create a scale that matches your needs, for example:

1. Partially accomplished
2. Fully accomplished
3. Overachieved

Use the following success criteria to evaluate your students' progress:

• Students can identify the key elements of a problem.
• Students are autonomous in developing a working and creative solution.
• Students can clearly communicate their ideas.

Self-Assessment

Have each student choose the brick that they feel best represents their performance.

• Blue: I've successfully created a new hand.
• Yellow: I've successfully created a new hand that has a creative way of performing the desired function.
• Violet: I've successfully created a new hand that has has a creative way of performing the desired function and I've presented my ideas in a way that's clear and easy to understand.

Peer-Assessment
Encourage your pupils to provide feedback to one another by:

• Having one pupil use the coloured brick scale above to score another pupil’s performance
• Asking them to present constructive feedback to one another so that they can improve their group’s performance during the next lesson

To incorporate language arts skills development:

• Have your students use text, images, videos, sketches, etc. to record their design process, creating an invention notebook to document their project.
• Have them present their project to a wider audience (e.g., during a science fair).

Students who enjoyed this lesson might be interested in exploring these careers pathways:

• Health Science (Biomedical)
• Health Science (Medical & Health Careers)
• Health Science (Medical Assistant)
• Manufacturing And Engineering (Pre-Engineering)