Design for Someone
Use the complete design process to solve a real-world problem that’s linked to prostheses.
![lesson-header](https://assets.education.lego.com/v3/assets/blt293eea581807678a/blt95b47014e7cdcb16/5ec970c32238e044d39d64d4/lesson-header.png?locale=en-gb&auto=webp&format=jpeg&width=500&quality=90&fit=bounds)
Lesson plan
1. Prepare
- Read through the pupil material in the LEGO® Education SPIKE™ App.
- Plan accordingly, this project is designed to be completed over multiple classes.
Part A
2. Engage (15 Min.)
- Use the ideas in the Ignite a Discussion section below to engage your pupils in a discussion relating to this lesson.
- Use the video to explain the lesson.
3. Explore (30 Min.)
- Allow your pupils time to brainstorm.
- Have them work in pairs to choose 2 ideas that they'd like to try.
Part B
4. Explain (45 Min.)
- Have each pair of pupils build and test their 2 chosen solutions.
- Make sure that they can create their own tables for collecting data about their testing method.
Part C
5. Elaborate (45 Min.)
- Facilitate a sharing session in which each team presents their results.
6. Evaluate
- Give feedback on each pupil's performance.
- In order to simplify the process, you can use the assessment rubrics that have been provided.
Ignite a Discussion
Start a discussion about prosthetics and what your pupils 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 creative and think about reinventing a hand. What would a chef, mechanic or even a pupil like them like to have instead of a hand?
![teacher-ignite-discussion](https://assets.education.lego.com/v3/assets/blt293eea581807678a/bltcede89369ef06e79/5ec970b65580db02a75c4dac/teacher-ignite-discussion.jpg?locale=en-gb&auto=webp&format=jpeg&width=1800&quality=90&fit=bounds)
David Aguilar Amphoux
Building Tips
Open-Ended Solutions
This project is designed so that every pupil or team can have a unique solution.
Example Solution
Give all of your pupils 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 that you can use as a proof of concept.
![teacher-example](https://assets.education.lego.com/v3/assets/blt293eea581807678a/blt218d8b264896ac64/5ec970be23113b7a82b71fa7/teacher-example.png?locale=en-gb&auto=webp&format=jpeg&width=1800&quality=90&fit=bounds)
![lesson-header](https://assets.education.lego.com/v3/assets/blt293eea581807678a/blt95b47014e7cdcb16/5ec970c32238e044d39d64d4/lesson-header.png?locale=en-gb&auto=webp&format=jpeg&width=1800&quality=90&fit=bounds)
Coding Tips
Main Program
Differentiation
Simplify this lesson by:
- Using the suggested example solution as the starting point for all pupils
- 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 hospital or university to speak to your class
- Pairing up with a specialist to try to design a real-life solution for someone
- Using 3-D printed or laser-cut parts, if you have those tools available
Assessment Opportunities
Teacher Observation Checklist
Establish a scale that suits your needs, for example:
- Partially accomplished
- Fully accomplished
- Overachieved
Use the following success criteria to evaluate your pupils' progress:
- The pupils are able to identify the key elements of a problem.
- The pupils are autonomous in developing a working and creative solution.
- The pupils are able to communicate their ideas clearly.
Self-Assessment
Have each pupil 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 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
![student-05](https://assets.education.lego.com/v3/assets/blt293eea581807678a/blt8cee382da6914ecb/60dd56991558ad5582219aba/student-05.png?locale=en-gb&auto=webp&format=jpeg&width=1800&quality=90&fit=bounds)
Language Arts Extension
To incorporate the development of language arts skills:
- Have your pupils use text, images, videos, sketches, etc. to record their design process, creating an Inventor Notebook to document their project.
- Have them present their project to a wider audience (e.g. during a science fair).
Career Links
The pupils who enjoyed this lesson might be interested in exploring these career pathways:
- Health Science (Biomedical)
- Health Science (Medical and Health Careers)
- Health Science (Medical Assistant)
- Manufacturing and Engineering (Pre-Engineering)
Teacher Support
The pupils will:
- Use the design process to create a solution to a real-life problem
LEGO® Education SPIKE™ Prime Set
CAS Computing Progression Pathways
Algorithms:
Recognises that different algorithms exist for the same problem. (AL) (GE)
Data and Data Representation:
Analyses and evaluates data and information, and recognises that poor quality data leads to unreliable results, and inaccurate conclusions. (AL) (EV)
Information Technology:
Uses criteria to evaluate the quality of solutions, can identify improvements making some refinements to the solution, and future solutions. (EV)