Design for Someone

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.

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?

David Aguilar Amphoux

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.

Main Program

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

Teacher Observation Checklist
Establish a scale that suits your needs, for example:

1. Partially accomplished
2. Fully accomplished
3. 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

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).

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)