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1 PART 2: THE PARTNER PROJECT Session: 5. Partner Project: Brainstorm and Design You and your Partner Club have decided on a topic for Partner Project; the next step is to brainstorm and design engineering solutions. DSG Videos: An Exercise in Teamwork 6. Partner Project: Design and Present Design and build a prototype of your ideas. Then present your designs to your club members and send videos of them to your Partner Club! DSG Videos: Opportunities for Improvement 7. Partner Project: Peer Review Partner Clubs evaluate each other’s inventions and offer suggestions for improvement. DSG Videos: Creative Collaborations 8. Partner Project: Review, Redesign, and Build Partner Clubs receive peer review recommendations, then redesign and build their products. DSG Videos: Cycles of the Design Process 9. Partner Project: Present Final Products Teams put together presentations of their finished designs to share with their Partner Club. DSG Videos: Global Engineering and Invention 10. Party! Share Solutions Celebrate the last session of the DSG Club with a party and by watching videos of the Partner Project—your own and your Partner Club’s.

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PART 2: THE PARTNER PROJECT Session:

5. Partner Project: Brainstorm and Design You and your Partner Club have decided on a topic for Partner Project; the next step is to brainstorm and design engineering solutions.

DSG Videos: An Exercise in Teamwork 6. Partner Project: Design and Present

Design and build a prototype of your ideas. Then present your designs to your club members and send videos of them to your Partner Club!

DSG Videos: Opportunities for Improvement 7. Partner Project: Peer Review

Partner Clubs evaluate each other’s inventions and offer suggestions for improvement.

DSG Videos: Creative Collaborations 8. Partner Project: Review, Redesign, and Build

Partner Clubs receive peer review recommendations, then redesign and build their products.

DSG Videos: Cycles of the Design Process 9. Partner Project: Present Final Products

Teams put together presentations of their finished designs to share with their Partner Club.

DSG Videos: Global Engineering and Invention 10. Party! Share Solutions

Celebrate the last session of the DSG Club with a party and by watching videos of the Partner Project—your own and your Partner Club’s.

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SESSION 5 PARTNER PROJECT: BRAINSTORM AND DESIGN Now that you and your Partner Club have decided on a topic for the Partner Project, the next step is for each club to brainstorm specific issues related to the topic. Then you’ll come up with engineering solutions to address them.

OVERVIEW 1. Partner Exchange (10 min.)

• Two Truths, One Lie Game: (5 min.) Last time you found out your Partner Club’s guesses about your truths and lies. This time you’ll find out how well they did at guessing yours!

• Emergency Shelter: (5 min.) Check out your Partner Club’s emergency shelters—both their prototypes and life-size shelters.

• World of Questions: A quick Q&A with your Partner Club.

2. Brainstorm (30 min.) • Introduction (5 min.) Why Brainstorm? • Brainstorm Issues (10 min.): Brainstorm a list of issues in your community

related to your Partner Project topic. • Brainstorm Design Ideas (15 min.): Then brainstorm designs that could

address these issues.

3. Decide on Design Ideas (20 min.) • NUF Test: Evaluate your ideas: are they New, Useful, and Feasible? • Break into teams: Each team chooses one brainstormed design. • Sketch and fill out “Design Specification” form: Describe your design

on paper and begin sketching it. DSG Videos: An Exercise in Teamwork. If you have more time, watch related Design

Squad videos. GOALS OF THIS SESSION Engineering

• Gain a deeper experience of the design process by focusing on brainstorming. • Connect kids’ designs with real-world needs by having them explore issues in their

communities. • Present engineering as creative problem solving. • Promote communication and teamwork. Global Competency • Compare cultural perspectives with Partner Club in “Two Truths, One Lie” game

and emergency shelter designs. • Encourage kids to see themselves as active agents of change: they’ve identified a need

in their community and can come up with solutions to address that need.

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SESSION 5: PREPARE AHEAD OF TIME

1. Collect Materials • chart paper and marker • “Design Process” poster • “World of Questions” graphic • “Power of Brainstorming” poster • “NUF Test” handout • “Design Presentation” form • “Power of Teamwork” poster

2. Check in with Your Partner Leader Set aside a time to talk about the upcoming session with your partner. In this session, kids will brainstorm specific issues related to the topic the Partner Clubs chose to work on and then brainstorm design ideas (inventions/engineering solutions) to address them. Then kids will break into teams and each team will choose one idea to develop. Get Ready for Brainstorming! Brainstorming is a great way to generate ideas and come up with solutions. It lets kids think creatively without fear of criticism and encourages them to collaborate. As the facilitator, you’ll be guiding and encouraging them while you are recording their responses on a flip chart. With your Partner Leader, go over the two brainstorms you’ll facilitate:

1. Brainstorm Issues: Kids will take their Partner Project topic and break it down into smaller, more specific issues, based on the research they recorded on their “Partner Project: Interview Your Community” handout.

2. Brainstorm Design Ideas: Kids will come up with design ideas for inventions/engineering solutions to help solve these issues.

“Brainstorm Issues” relies on kids’ research over the course of the past week and the “Interview a Client” handout they filled out. “Brainstorm Solutions” is a more spontaneous and creative exercise—kids will be challenged to come up with design ideas that solve the issues they identified. You’ll want to have two separate pieces of chart paper handy, one labeled “Issues” and the other “Design Ideas.” Kids may alternate between brainstorming issues and design ideas and then back to issues again. Brainstorms are high-energy and free flowing. One idea won’t necessarily build on another—an idea may feel like it comes out of nowhere. Go with the flow, capturing their ideas as they tumble out.

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Do a Mini Brainstorm With your Partner Leader, think up some issues and solutions related to the Partner Project topic (see example below). That way, if your kids get stuck, you can give them a few ideas to get started. Brainstorm Example Sample Topic: “How can we as young engineers in our community make older people’s lives better?”

Brainstorm Issues Older people sometimes have trouble:

• lifting, carrying, or moving things • picking up things that dropped • staying balanced while walking • keeping track of medications • seeing, hearing, remembering • locating items—keys, glasses,

phone, wallet • with aching bones or arthritis • getting in and out of chairs • getting exercise • protecting themselves from

thieves • keeping in touch with relatives

Brainstorm Design Ideas We could design: ! a cane with compartments for

carrying things ! a purse with a strap that won’t slip

off and fall to the ground ! a fold-up “helping hand” that lets

people pick things up without bending down

! a cushion with a strap so you can carry it with you wherever you go

! a pouch for keys that is attached to your clothing

! an exercise obstacle course that is easy to set up and take down

____________________________________________________________________ TIP: Although you’ll encourage a free flow of ideas, steer kids to engineering ideas rather than ideas that don’t need designing and building. Kids may suggest making posters to let their community know about issues that older people face, for example. Ask them to focus on an engineering solution—a practical device they can build—rather than something that feels more like an arts and crafts project. Brainstorming Rules Review these rules with your Partner Leader. You’ll display the “Power of Brainstorming” poster during the club session.

Brainstorming Rules 1. Everyone participates.

Encourage even the quietest kids to participate. The more participants, the more perspectives. Involving everyone creates a welcoming atmosphere in which everyone’s ideas count, and lets everyone feel they’ve contributed to the solution.

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2. The more ideas, the better!

Go for quantity over quality. Record every idea.

3. There are no wrong answers.

Keep the ideas flowing rather than slowing down to evaluate them—that comes later.

4. Wild ideas welcomed!

Not all ideas have to be practical—wild ideas sometimes lead to new ideas that ARE practical!

5. Respect every idea—no criticism. Fear of judgment or criticism can shut down creativity. Later on, you can improve on those ideas or abandon them.

6. Build on or expand other people’s ideas.

Not all ideas have to be original or new; kids can improve on existing ideas.

LEAD THE SESSION (60 min.)

1. PARTNER EXCHANGE (10 min.) Begin the session by talking about your Partner Club’s response to the “Two Truths, One Lie” game and their emergency shelter prototypes and final designs.

Two Truths, One Lie (5 min.) Tell kids: In the last session you played “Two Truths, One Lie” and guessed which of your Partner Club’s statements were true and false. Now you’ll find out how good they were at guessing which of YOUR statements were true or false! After sharing your Partner Club’s responses, ask:

• What do you think was the most surprising thing they got right . . . or wrong . . . about you?

• What do you think you have in common with your partner? What don’t you have in common with them?

• Did playing the game change what you think about kids in your Partner Club or about their country? (Have kids use this format: “I used to think . . . but now I think . . .”)

• What do you think your Partner Club understands about your community and country? What do you think they still might not understand?

• What else would you like your Partner Club to know about your community? Emergency Shelter (5 min.) Share what your Partner Club sent and say: Check out your Partner Club’s emergency shelters—both their prototype and the life-size version.

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• Who did your Partner Club build their shelters for? Were they building them for the same reason you were building them?

• Compare your Partner Club’s prototypes to their final product: what do you notice? What did you notice when you compared your own prototypes and final life-size shelters?

• What materials did your Partner Club use for their prototypes and their final shelters? Were they the same or different than the ones you used? If their materials were different, describe whether you think their materials changed the way they designed and built their shelters.

• Why do you think it might be helpful to have engineers from different parts of the world work together to design emergency shelters?

World of Questions Display the “World of Questions” graphic. • Answer questions: Have kids read aloud any questions your Partner Club sent

about your club, community, or country, and ask kids to answer them. • Get answers to your questions: Have kids read aloud the answers your

Partner Club sent to your questions. • Ask new questions: Using the graphic, encourage kids to

ask two or three questions about the kids in their Partner Club or about their community or country.

You’ll include the answers and new questions in the Partner Exchange.

2. BRAINSTORM (30 min.) Tell kids that for the remainder of the club they’ll be working on the Partner Project. Introduction (5 min.)

• Now that you and your Partner Club have decided to work on [TOPIC] together, the next step is to break that big topic down into smaller, specific issues. We’re going to brainstorm a list of issues about [TOPIC] and then brainstorm engineering design ideas to help people faced with these issues.

• Tell kids that brainstorming is a great way to generate ideas. It’s creative and lots of fun. Then go over the “Brainstorming” poster.

Brainstorm Issues (10 min.)

• Read kids the question they researched last week: “How can we as young engineers in our community help [TOPIC]?”

• Using the “Interview Your Community” handouts they filled out, have kids talk about their experiences investigating problems and needs in their communities.

• Ask:

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• Who did you interview? What issues and problems did they tell you about? • Why do you think it was important to interview people? • What other needs or issues can you think of that people didn’t mention? Write down kids' ideas about issues they want to address on chart paper. Label it “Issues.”

Brainstorm Design Ideas (15 min.) Then have kids brainstorm design ideas (inventions) that could help solve some of these issues. Go down the list of issues they just brainstormed, and for each one ask: What solutions could we design to address this issue? Write kids' ideas on chart paper under the title “Design Ideas.” Encourage them to think of engineering design ideas—practical devices they could design and build. 3. DECIDE ON DESIGN IDEAS (20 min.) Tell kids: Now that you’ve brainstormed a list of design ideas, you’ll narrow down the choices and decide on the ideas you want to design and build. One way to narrow down ideas to decide on the best ones is to give them the “NUF test.” Pass out the “NUF Test” handout and have kids rate each design idea according to whether it’s:

• New: Has the idea been tried before? Is it different from designs that have been tried before?

• Useful: Does the idea solve the problem or address the need? Does it solve it partially or completely?

• Feasible: can your team build it? Or is it too expensive, too time-consuming, or too difficult?

Score each design idea—the higher the number the better. Using the NUF score, have kids decide which designs they’d like to start designing. You may end up with one, two, three, or possibly four engineering solutions/inventions.

Team Up

• Break kids into small design teams according to which invention they want to build.

• Show kids the “Power of Teamwork” poster you introduced them to in session 3 and tell them: Teamwork is an important part of being an engineer. Engineers know that a team working together often comes up with more creative and effective solutions than people who work alone.

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TIPS ON TEAMS Too many teams will be hard for you to manage; too few means bigger groups and won’t give kids as many opportunities to participate in designing and building. If you have 15 kids, breaking them into 3 or 4 teams would be ideal. If lots of kids want to build the same design idea, divide them into smaller teams so everyone has a chance to be hands-on. The smaller design teams will then create different versions of the same invention.

Start Designing!

1. Pass out the “Design Specification” form and explain that engineers use “design specs” to describe the details of an invention. Help kids fill out the form if necessary.

2. Have kids sketch possible designs in their DSG notebooks. • Then have them discuss their sketches as a team and

decide on one design to work on. In the next session, they will create a prototype of it.

• Have design teams store their sketches and design specs—they’ll need them in the next session.

3. Discuss materials needed for prototype.

• Go around to each design team and discuss what materials they might need to build their prototypes in the next session.

• You’ll supply the materials, but encourage kids to contribute as well by bringing in some of the materials themselves. During the week, if they think of additional materials they could use, tell them to bring those in as well.

AFTER THE SESSION: NO PARTNER EXCHANGE THIS TIME This is the first session where you won’t be exchanging any material afterwards—the next exchange will happen after Session 6.

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SESSION 5 EXTENSION If you have time beyond your hour-long session, share some or all of these videos related to teamwork, brainstorming, and designing.

DSG VIDEOS: ENGINEERING AND INVENTION IN ACTION Brainstorm and Design: An Exercise in Teamwork Tell kids: This week you worked with the members of your club to brainstorm design solutions to help address a need in your community. You learned that working with a group of people with different ideas and opinions can help create a great design. In the following videos, the Design Squad teams also use teamwork to overcome design challenges. Related Videos Have kids watch the Green Machines episode from the Design Squad TV show. Then watch a two-part video about brainstorming designs.

Green Machines (28 min.) In this episode, the Design Squad teams must build a human-powered compost lifter for The Food Project, an organization of young farmers that grow crops to feed people who are in need of food in their community. Problems arise when a member of the purple team feels her ideas are not being heard, and the green team has trouble finding a workable

design. Will both groups be able to work together to finish the challenge before time runs out? Watch on PBSKids.org: http://pbskids.org/designsquad/video/green-machines/ Sustainable South Bronx (8 min.) About 16,000 trucks a day drive through Justin’s Hunts Point neighborhood in South Bronx, New York. Air pollution is a growing concern in the community since many children living there, including Justin, have asthma. In this two-part video, Justin and his friends work with Design Squad Nation hosts Judy and Adam on a device that can measure the air pollution around Hunts Point.

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Sustainable South Bronx, Part 1 As Justin walks her around his Hunts Point neighborhood, Judy is shocked at how hard it is to breath because of the pollution in the air. She decides to meet with Justin’s friends and Adam to brainstorm ideas for a portable air quality-measuring device. Watch on YouTube: https://www.youtube.com/watch?v=wtfwvWaDyNI Sustainable South Bronx, Part 2 When Justin and Judy take the air-monitoring device around the neighborhood, they are surprised to learn that the highest amounts of pollution were not found on high traffic streets, but in a park where kids play! Watch on YouTube: https://www.youtube.com/watch?v=8UF0G_VFDus Engineer and Inventor Profile Check out this team of young engineers who worked together to design and build a racing robot. Gael Force Team: FIRST Robotics Race (3 min.) Gael Force Team 126 is a team of students from Clinton High School competing in the annual FIRST Robotics competition. The team had only 6 weeks to design, build, and test a robot that could race around a track while moving a 40 inch inflatable ball. Watch on YouTube: https://www.youtube.com/watch?v=6eWuEd-MoZI Encourage Kids to Participate in Online Design Challenges Remind kids that there are lots of fun things to do on the Design Squad website—including sending in their design ideas where other kids will see them! The more they contribute to the site, the more points they can earn and the faster they move up in rank from “Newbie” to “Design Ninja” to “Phenom.”

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SESSION 6 PARTNER PROJECT: DESIGN AND PRESENT Build your prototypes with your team. Then present your designs to your club members and send videos of them to your Partner Club!

OVERVIEW

1. Build a Prototype (30 min.) • Teams build prototypes of their designs.

2. Present Designs (28 min.) • Rehearse: (8 min.) Kids practice ways to communicate their designs to an

audience. • Present: (20 min.) Each team presents their invention to their own club

members. (Club Leader videotapes the presentations to send to Partner Club.)

3. Partner Exchange (2 min.) • World of Questions: A quick Q&A with your Partner Club.

DSG Videos: Opportunities for Improvement. If you have more time, watch related Design Squad videos.

GOALS OF THIS SESSION Engineering

• Use the design process to turn an idea into a prototype. • Practice organizing and making presentations about your designs that are clear,

organized, and cover the important points: What are the needs of the people you are building for and how does this design help them?

Global Competency

• Understand that collaboration and teamwork can lead to deeper understanding and more effective solutions.

• Develop kids’ abilities to communicate ideas effectively to diverse audiences.

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SESSION 6: PREPARE AHEAD OF TIME 1. Collect Materials

• Special materials: In the last session, you and the different design teams

discussed what materials they’ll need to build the prototypes. Gather these materials. (You also asked kids to bring in materials. If any of these materials are essential to building their prototypes, it’s a good idea to supply these yourself, in case kids forget.

• Basic materials: Also provide kids with roughly the same materials you

supplied during Part 1 (Session 1–4), whether they specifically requested them or not. Materials often spark new design ideas.

o corrugated cardboard: various sizes, thicknesses o old newspaper o 12 inch/30cm ruler o plastic shopping bags o tape: ducts, masking o paint stirrers/wooden slats o brass fasteners/split pins o rubber bands o string o paper cups, paper plates, plastic spoons o toothpicks, wooden skewers, dowels o straws

• Optional materials: In addition, provide some of the optional materials listed below. Encourage kids to bring in any materials they think they or their club members could use to build with.

o additional rope or string o wire or pipe cleaners o cardboard boxes of all sizes and shapes o additional plastic shopping bags o washers, nuts, small fastening pieces o wooden dowels, sticks or twigs from trees, pieces of scrap wood o empty plastic bottles o empty cans or tins o old notebooks, newspaper, paper o bottle caps o old t-shirts, clothes, fabric o old tires or tire rope

• Supply copies of: • “Design Specification” form • “Giving a Great Presentation” poster

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• “Design Process” poster • “Power of Teamwork” poster • “NUF Test” handout • “Design Specification” form

2. Check in with your Partner Leader Set aside a time to talk about the upcoming session with your partner. Helping Teams Present Their Designs. After teams build their prototypes (30 min.), they’ll spend the rest of the session (30 min.) will be devoted to presenting their design ideas. Each design team will give an oral presentation to the other club members. Go over the “Giving a Great Presentation” poster and discuss strategies with your Partner Leader for facilitating their rehearsals. You’ll want to keep the kids’ presentations under two minutes—that will ensure you have enough time for everyone to present and make it easier to record on video (if you use video). Partner Exchange: Use Video if Possible In addition to kids’ oral presentations to their own club, you’ll be documenting their design presentations so you can send them to your Partner Club. In the next session, Partner Clubs will be giving each other “peer reviews” (feedback on their designs) based on these presentations. So it’s especially important that you document their presentations thoroughly. Ideally, you’ll exchange the following information with your Partner Leader:

• video of the presentations (if possible) • photos of sketches and prototypes • scans/photos of “Design Specification” forms • any additional notes you take • kids’ comments on how the design process helped them with their designs

(you’ll ask questions about this during the session) Coordinate with your Partner Leader about the information you’ll collect and exchange. Technology Considerations Until now, using video in the Partner Exchanges has been optional—communication could be handled by sending descriptions, photos, captions, sketches, diagrams, etc. For the design presentations, however, video is the best choice. It will give kids a greater connection to their Partner Club: they will see and hear their partners in action. Some things to discuss with your Partner Leader:

• Recording video of each presentation may require additional time beyond the session—can you fit this into your schedule?

• Keep presentations under 2 minutes. You’ll need to post these videos online and will want to keep their size down.

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• If you haven’t exchanged video yet with your partner, do a dry run to make sure it’s possible. If video is unreliable or temperamental, it’s better to stick to proven methods of exchanging information. In that case, exchange materials the way you have been doing it, but be extra thorough and detailed: your Partner Club will use what you send to give a “peer review” of your club’s designs.

World of Questions: Last Session This will be the last formal World of Questions Partner Exchange—this part of the Partner Exchange ends because the next several sessions will be busy ones for kids, as they focus on their Partner Projects. But if you and your Partner Club feel your kids have more questions to ask and answer, feel free to continue with it!

LEAD THE SESSION (60 min.)

1. BUILD A PROTOTYPE (30 min.) Begin the session by having teams build their prototypes, using the materials you (and they) supplied. • Review Design Ideas: Before building, have teams review

their “Design Specification” form and their sketches of their designs from the last time.

• Build, Test, Evaluate, and Redesign: Then ask them to follow the design process to complete their prototypes. If kids have trouble finishing in this time frame, emphasize that a prototype is a quick version of a design idea—it’s not meant to be perfect. They will have time to build an improved version later.

2. PRESENT DESIGNS (28 min) Introduce (5 min.) Tell kids:

• An important part of being an engineer is communicating design ideas to other people. You want others to understand how your design works and whom it can help.

• With your design team, you’ll present your prototype to the whole club. • We’ll also send your designs to your Partner Club—through videos, photos of your

sketches and prototypes, and your “Design Specification” forms. Your Partner Club will review your designs and you’ll review theirs. This is called a “peer review.” That means you will evaluate each other’s designs, ask questions about them, and share what you think. Peer reviews help engineers create the best designs possible. Your peers may

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think of something you didn’t think of, or you may have an idea for improving their designs.

Rehearse (10 min.) Have each design team organize and rehearse their presentations. Display the “Give a Great Design Presentation” poster and go over it. Then ask each team to divide up the presentation so that everyone has a role and can participate. Here are suggestions of how to divide up the presentation:

• The Need and Who It Helps: What are the needs of the people I’m building for? How will this design help them?

• Materials Used and How It Works: How does our invention work? (Give a demonstration.) What materials will it be made from?

• Best Feature of the Design: What do you think is the best feature of your design? Why?

• Working Together as a Team: What was it like working together as a team? What was good about it? What was hard about it?

• The Design Process: Did your design change as you worked together on it? Was the idea you brainstormed the same idea you prototyped? Or did you revise the design as you went along? Describe how you used the design process.

• Future Design Improvements: Anything we wish our invention could do that it doesn’t do now?

Presentation Tip Limit presentations to 2 minutes. A time limit will help kids stay focused and organized. If you’re videotaping them, it’ll also cut down on the size of the videos you’ll be posting. Present Designs (18 min.)

• Have each team present their design in front of the group. • As you record their presentations (through video or photos), ask each team

questions about their design and how the design process helped them. Have everyone give a round of applause at the end of each presentation!

• Recap the next step: Next, we’ll send your designs to your Partner Club—and they will send us their designs! Each club will give the designs a “peer review.” That means you and your Partner Club will evaluate each other’s designs and give each other feedback that you will use to create the best designs possible.

Partner Exchange (2 min.) World of Questions Display the “World of Questions” graphic.

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• Answer questions: Have kids read aloud any questions your Partner Club sent about your club, community, or country, and ask kids to answer them. You’ll include the answers and new questions in the Partner Exchange.

• Get answers to your questions: Have kids read aloud the answers your Partner Club sent to your questions.

This will be the last formal World of Questions Partner Exchange—but you and your Partner Club can continue to exchange questions if your kids want to. DURING AND AFTER THE SESSION: PARTNER EXCHANGE While the design teams share and discuss take videos, photos, collect sketches and prototypes, and compile other information about the inventions that the kids have prepared to exchange with your Partner Club. They will use this information to give peer reviews (provide feedback) on their Partner Club’s inventions.

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SESSION 6 EXTENSION If you have time beyond your hour-long session, share some or all of these videos related to design presentations.

DSG VIDEOS: ENGINEERING AND INVENTION IN ACTION Present Designs: Opportunity for Improvement Tell kids: This week, you presented your designs and prototypes for your final project to your Partner Club. Presentations are a great way for engineers and inventors to let people know about the projects they are working on and get suggestions for improvement. Related Videos Have kids watch three young inventors present their prototypes to engineers. Then get a quick look at student presentations at an annual event hosted in the most famous home in the United States: The White House!

Trash to Treasure (26 min.) Lilly, MaryAnn, and Daniel are the winners of the 2010 Trash to Treasure contest, which challenged kids to use recycled, re-used, and re-engineered everyday materials to create a new invention. The young inventors were invited to present their original ideas, then redesign and build their final products with the help of engineers. Watch as they build an “all-weather” covered bike, a dunk booth/soaking device, and a “smarter” toilet that conserves water. Watch on PBSKids.org: http://pbskids.org/designsquad/video/trash-treasure/ Watch on YouTube: https://www.youtube.com/watch?v=t3qocAAxPXQ

Design Squad Visits the White House Science Fair! (~2 min.) Design Squad Hosts Nate and Deysi take us behind the scenes of the third annual White House Science Fair, where kids from around the United States were invited to present their science, engineering, and invention projects to President Obama! Watch on YouTube: https://www.youtube.com/watch?v=H0awdgwLXxI

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Inventor and Engineer Profiles Watch how this doctor and human tissue engineer presents his prototype to us—he explains the need, who it will help, and how he hopes the final design will work. Artificial Liver (~2 min.) The liver is responsible for about five thousand different functions in the human body—you couldn’t live without one. In this video, Dr. Pryor shows us how the first prototype of his device that helps people with liver disease works. He also introduces his idea for a new and improved design he hopes will work even better. Watch on PBSKids.org: http://pbskids.org/designsquad/video/artificial-liver/ Watch on YouTube: https://www.youtube.com/watch?v=zFxQnvWW8TQ Download: http://goo.gl/6joKG6 Encourage Kids to Participate in Online Design Challenges Remind kids that there are lots of fun things to do on the Design Squad website—including sending in their design ideas where other kids will see them! The more they contribute to the site, the more points they can earn and the faster they move up in rank from “Newbie” to “Design Ninja” to “Phenom.”

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SESSION 7 PARTNER PROJECT: PEER REVIEW Partner Clubs evaluate each other’s inventions, providing feedback on the strengths of the designs, and offering suggestions for improvement.

OVERVIEW

1. Partner Exchange (15 min.) • Find out what your Partner Club designed!

2. Peer Review (30 min.) • Break into peer review teams. • Teams critique their partner’s inventions and make their recommendations on a

“Peer Review” form. 3. Share and Discuss (15 min.)

• Teams present their peer reviews. • The Club Leader records their presentations (through videos, photos, and the

scanned “Design Specification” forms) and sends to Partner Club. DSG Videos: Creative Collaborations. If you have more time, watch related Design Squad videos.

GOALS OF THIS SESSION Engineering

• Learn to evaluate a design and offer thoughtful, constructive feedback. • Practice organizing and making presentations as a step in the peer review process. Global Competency • Develop abilities to communicate ideas effectively to diverse audiences. • Consider the peer review process from two perspectives: giving and receiving

feedback. • View peer review as a way to collaborate with a partner rather than as a

competition.

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SESSION 7: PREPARE AHEAD OF TIME 1. Materials

• Make copies of the “Peer Review” form. 2. Prepare for the Design Presentations At this point, you and your Partner Leader will have exchanged your clubs’ design presentations from the last session. You’ll now need to present the designs of your Partner Club to your kids. You’ll either present their videos, or if videos weren’t possible, give oral presentations of their designs, using the material they sent, such as photos and their “Design Specification” forms.

3. Check in with Your Partner Leader. Peer Review: Set aside a time to talk about the upcoming session and the peer review process, which is likely to be a

new experience for kids. As facilitators, you’ll want to emphasize: • It’s collaboration, not a competition. Discuss ways to

help kids see the peer review as an exciting exchange of ideas with kids from another country. It’s collaboration between Partner Clubs, rather than a competition or rivalry. The “Peer Review” form helps set the tone.

• It’s about redesign . . . not a complete overhaul. Stress to kids that their objective is not to suggest an entirely different invention, but to build upon their partner’s design, and if possible, offer recommendations for improving it. Sometimes a design may be fine as is; by giving it a stamp of approval, you let your partner know they have come up with a successful design.

Partner Exchange: You’ll send the “Peer Review” forms kids filled out along with photos of the Peer Review teams, so your Partner Club will know who reviewed their designs.

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LEAD THE SESSION (60 min.) 1. PARTNER EXCHANGE (15 min.) Your Partner Club’s Design Ideas

• Begin the session by presenting your Partner Club’s designs to your kids. Depending on what you and your Partner Leader agreed to exchange, you’ll either

o read aloud from the “Design Specification” forms that describe their inventions and show their videos or

o read aloud from the “Design Specification” forms and show photos of their sketches and prototypes.

• Tell kids that while you’re presenting their Partner Club’s designs, they should just listen, without offering any comments. Explain that by listening silently, they’ll absorb and understand more. It’s also a way to show respect for the hard work and creativity their Partner Club put into their designs. Later, they’ll have a chance to comment on the designs.

• After presenting each design, say: o By looking at their designs, describe how our Partner Club might feel about

[TOPIC]? Why do you think they chose this specific issue and design solution? o Can you see this product being useful in our country as well? Why or why not?

2. PEER REVIEW (30 min.) Introduction Kids will now conduct a peer review of their Partner Club’s designs. Introduce the peer review by telling them:

• “Peer” means an “equal:” you and your Partner Club members are young engineers who have spent the same amount of time researching and thinking of design ideas about the same issue. Your suggestions could be helpful to them and theirs could be helpful to you, making both of your designs even better..

• Peer reviews also help engineers know if their design is successful. If your Partner Club can understand how your design can help the people you’re creating it for, you know you’re on the right track!

Conduct Evaluations

• Split into teams—one team for each design your Partner Club sent. (The teams should be made up of different kids than those in their design team.)

• Assign each team one of the products for peer review.

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• Pass out the “Peer Review” forms, and have the team assign one person to record comments on the form. Go over what they will be evaluating about their partner’s inventions:

o Things we like about this design o Suggestions we have for this design o Some additional questions we had about this design o This product design would/would not work in our country because . . .

• As teams compile their feedback, they should keep in mind that they are commenting on designs their Partner Club worked hard on. They should express their ideas respectfully and thoughtfully. That makes it more likely that their Partner Club will listen to and accept their ideas.

• Point out to kids that their goal is not to suggest an entirely different product, but to build upon their partner’s design and offer suggestions for improving it. They are helping their fellow engineers—not taking over the project. Some peer review teams may not have suggestions for improvement. Sometimes a design may be fine as is; it’s not always necessary to suggest ways to improve it. By giving it a stamp of approval, you let your partner know they have come up with a successful design.

3. SHARE AND DISCUSS (15 min.) • Next, each team presents their peer reviews to the group, dividing up the

presentation so everyone has a turn to speak. Limit the presentations to about a minute. Encourage the audience to ask questions.

• This is also your opportunity to coach kids on how to give constructive criticism. If you notice that a team’s feedback is bordering on critical instead of helpful, point that out to them. Ask them how they would feel if they received that kind of feedback. Is there a more helpful way they could rephrase their suggestion?

• Take a group photo of each peer review group to send to your Partner Club. Tell your club members that you’ll be sending the photos along with their “Peer Review” form. Tell them that next week they’ll also receive a peer review from their Partner Club about their designs, along with a group photo of the kids who reviewed their idea.

• When each Peer Review group has finished with their presentations, collect the forms so that you can send them to your Partner Club.

DURING AND AFTER THE SESSION: PARTNER EXCHANGE

• Take group photos of the Peer Review teams to send to your partners, along with the “Peer Review” forms about their Partner Club’s designs.

• During the next session, kids will build their own designs for the Partner Project. Consult with them about the materials they’ll need so you can collect them for next time.

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SESSION 7 EXTENSION If you have additional time beyond your hour-long session, share some or all of these videos related to peer review and collaboration. DSG VIDEOS: ENGINEERING AND INVENTION IN ACTION

Peer Review: Creative Collaborations Tell kids: This week you and your Partner Club collaborated by giving each other peer reviews—you thought carefully about your Partner Club’s designs and shared your ideas about their strengths and where they might be improved. All successful engineers and inventors rely on teamwork and collaboration. Because of teamwork, they were able to send humans into space, make mobile phones that allow people in different parts of the world to communicate, and design life-saving medical devices. Without teamwork, these amazing inventions would have been impossible! Related Videos Have kids watch the Design Squad teams collaborate on solutions that help people around the world.

Collective Collaboration (28 min.) In this full episode, the Design Squad teams are challenged to build a prototype of a peanut-butter-making machine for a women's cooperative in Haiti. The rules are: the machine has to be hard to break, easy to move, and shouldn't cost very much. Watch on PBSKids.org: http://pbskids.org/designsquad/blog/collective-

collaboration/ Garden–to–Go (27 min.) Design Squad Hosts Judy and Adam travel to London, England, to meet Mariam and Bert, two young members of Global Generation. Global Generation is a community organization that grows fruits and vegetables in one of London's largest construction sites. Mariam and Bert work with Adam and Judy to design and build a pedal-powered mobile garden that will help them sell their healthy produce to restaurants in their community. Watch on PBSKids.org: http://pbskids.org/designsquad/video/garden-go/

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Watch on YouTube: https://www.youtube.com/watch?v=28xPlwzRBbk

Inventor and Engineer Profiles Check out how this engineer collaborates to build homes for animals. Penguin Habitats: Jennifer Nakayama (~1 min.) Jennifer Nakayama designs living habitats for animals at an aquarium called SeaWorld! To do this, she must work with animal caretakers to design safe homes that are similar to the animals’ natural habitats. In this video, she talks about creating a new home for Humboldt penguins from South America. Watch on YouTube: https://youtu.be/mGmud74VqmM Download: http://goo.gl/pOZQTX Encourage Kids to Participate in Online Design Challenges Remind kids that there are lots of fun things to do on the Design Squad website—including sending in their design ideas where other kids will see them! The more they contribute to the site, the more points they can earn and the faster they move up in rank from “Newbie” to “Design Ninja” to “Phenom.”

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SESSION 8 PARTNER PROJECT: REVIEW, REDESIGN, AND BUILD Partner Clubs receive peer review recommendations, then redesign and build their products.

OVERVIEW 1. Partner Exchange: (15 min.)

• Introduce: How peer reviews can improve designs. • Discuss Peer Reviews: Review the feedback your Partner Club sent about your

designs.

2. Redesign and Build (45 min.) • After considering the peer review recommendations from their Partner Club,

teams decide whether to redesign their inventions • Then they build their final designs.

DSG Videos: Cycles of the Design Process. If you have more time, watch related Design Squad videos.

GOALS OF THIS SESSION Engineering

• Learn to accept constructive criticism through the peer review process. • Focus on the redesign step of the design process: understand that the need to make

changes and improvements is helpful and positive instead of a negative sign. • Gain a deeper understanding of the value of the design process: having reached the

“Build” step, kids realize how the earlier steps of the design process paved the way. • Reflect on the design process: it’s not a rigid, linear process but one that’s flexible

and creative. Global Competency • Consider the review process from two perspectives: giving and receiving feedback.

Having offered constructive criticism in the last session, kids now learn to accept constructive feedback.

• View the peer review process as a helpful, collaborative exchange between partners instead of a competition among rivals.

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SESSION 8: PREPARE AHEAD OF TIME 1. Collect the Materials

• Supply the building materials each team needs to create their final products. (At the end of the last session, you confirmed what materials each different design teams required.)

2. Check in with Your Partner Leader Set aside a time to talk about the upcoming session.

• Help kids deal with perceived criticism from the peer review. In this session, kids hear back from their Partner Clubs about their designs. Just as they gave their partner’s constructive criticism in the last session, they may now receive suggestions for improvement from their Partner Club. Encourage them see that suggestions for improvement are not a negative sign, but a natural part of the design process. No design is flawless—the design process is about testing, evaluating, and redesigning to improve an invention.

• Partner Exchange. Kids will build their final products in this

session. Take photos of them during the building, testing, and redesigning process. You’ll hold onto them and send them after the next session.

LEAD THE SESSION (60 min.)

1. PARTNER EXCHANGE (15 min.) Introduce: How Peer Reviews Can Improve Designs (5 min.) Begin the session by telling the kids they will now receive their Partner Club’s peer reviews. Ask: Why do you think engineers ask for peer reviews? Explain that engineers seek out the opinions of others because it can help improve their designs. Point to the “Design Process” poster and say:

• Redesigning is an important part of the design process. By sending your design to your Partner Club for a peer review, your partner evaluated it and gave you feedback. You may decide to redesign some part of your design based on their feedback. Once you have a design that you are happy with, you will build it and then you will test and evaluate again. And if you run into problems or find weaknesses, you’ll redesign again until you’re happy with how your design is working.

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Discuss Peer Reviews (10 min.) Pass out the completed “Peer Review” forms to the appropriate teams and have them review and discuss them. Once they’ve had a few minutes to read the feedback, ask each team to read their peer review aloud, taking turns so that everyone has a chance to read a section:

• Things we liked about this product • Suggestions we have for this product • Some additional questions we had about this product • This product would/wouldn’t work in our country

because . . .

Once a group has read its peer review aloud, ask: What was interesting or helpful about your partner’s comments?

If some kids experience the peer reviews as negative or critical, discuss what they are feeling and why:

• How did you feel about the peer review you received? • If negative, say: Do you think they meant to hurt your feelings or do you think

they wanted to help you improve your design? Tell them that everybody feels bad sometimes when they think they are being criticized or corrected. It’s not easy to accept.

• Did any of you offer them suggestions for improving their designs? How do you think they will react to your suggestion? Do you think they should feel bad because you made suggestions? How else could they react?

2. REDESIGN AND BUILD (45 min.) Redesign and Build . . . Then Test, Redesign, and Build Some More! (30 min.)

• Have kids review their sketches and prototypes and decide whether they want to redesign based on their Partner Club’s comments. (If kids decide not to redesign, they can go straight to building, but you should discuss with them the reasons they are not redesigning: make sure they are choosing not to redesign just because it wasn’t their idea in the first place.)

• Pass out building materials to each team. • Have them build the Partner Project.

Then suggest that kids: • Find a way to test their product. • Notice any problems after testing, and redesign.

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Share and Discuss Congratulate kids on completing their final designs. (If a team was unable to finish, tell them that you’ll set aside some time in the next session.) Ask kids to take a look at the “Design Process” poster:

• Has anyone noticed that the design process doesn’t always work exactly as the poster shows? (Sometimes you test and redesign at many different stages, and sometimes you go back and brainstorm new ideas after you’ve already started building! The design process isn’t a rigid, step-by-step process—it’s flexible and creative.)

• Can anyone give me some examples of using the design process steps in a different order, or repeating some of the earlier steps later on?

Then tell kids that next week they will create presentations of their final design to share with their partners.

DURING THE SESSION: PARTNER EXCHANGE

• Take photos of teams building, testing, and redesigning, and of their finished products

• Collect comments kids made during your discussion of the design process

You’ll hold onto these and send them after the next session.

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SESSION 8 EXTENSION If you have time beyond your hour-long session, share some or all of these videos related to the redesign and building portions of the design process. DSG VIDEOS: ENGINEERING AND INVENTION IN ACTION Review, Redesign, and Build: Cycles of the Design Process Tell kids: Engineering isn’t always about inventing new things; sometimes it’s about coming up with a new use or design for an existing invention. The forks and spoons you eat with, the furniture in your home, the supplies you use in school—the things you use every day have probably been redesigned hundreds of thousands of times! As technology and people’s needs evolve, engineers continually redesign inventions to make them easier, safer, and more helpful to use. Related Videos Have kids watch these videos about redesigning existing inventions for new purposes. They’ll see how one young inventor redesigned a cup for people who have Parkinson’s disease, and how a teenager helped bring electricity to his village by building his version of one of the oldest power generators in history: the windmill.

Building a Better Cup (~4 min.) Lilly noticed her grandfather had a hard time drinking from regular cups. Because he has Parkinson’s disease, his hands would shake and cause him to spill what he was drinking. So Lilly took an ordinary cup and redesigned it into the easy-to-hold, hard-to-spill Kangaroo Cup.

Watch on YouTube: https://www.youtube.com/watch?v=HzNz25Kc5FQ Moving Windmills (6 min.) When he was 14 years old, William Kamkwamba realized that the wind blowing through his village in Malawi was free energy that could be converted into electricity. Inspired by a library book, he built a windmill out of scrap metal parts and wood. Watch on YouTube: https://www.youtube.com/watch?v=arD374MFk4w

Copyright © Moving Windmills Project

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Inventor and Engineer Profile Check out this story about how Design Squad Host Nate Ball improved the design of his life-saving invention. Ascending from Failure: Nate Ball (3 min.) Failure has been a teacher and friend to Nate Ball—he understands the Design Squad motto: “Fail fast—succeed sooner!” In this video, Nate talks about how failure helped him learn and improve as he invented what became the Atlas Ascender: a life-saving device that allows a rescue worker to climb up a rope quickly and safely. Watch on YouTube: https://www.youtube.com/watch?v=4fLyn0OjemU Encourage Kids to Participate in Online Design Challenges Remind kids that there are lots of fun things to do on the Design Squad website—including sending in their design ideas where other kids will see them! The more they contribute to the site, the more points they can earn and the faster they move up in rank from “Newbie” to “Design Ninja” to “Phenom.”

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SESSION 9 PARTNER PROJECT: PRESENT FINAL PRODUCTS Teams put together presentations of their finished designs to share with their Partner Club.

OVERVIEW

1. Rehearse Final Presentations (20 min.) • Teams fill out “Share Solutions” forms, prepare final presentations, and

rehearse. 2. Partner Exchange: Present Partner Projects (40 min.)

• Educator makes short videos of the team’s final presentations to send to the partners.

• Global Exchange: Partner Clubs share some of the surprising or interesting things they learned about their partner’s lives, communities, and countries.

DSG Videos: Global Engineering and Invention. If you have more time, watch related Design Squad videos.

GOALS OF THIS SESSION Engineering

• Complete the last step of the design process: Share Solutions. • Reflect on the design process and how it supports creativity and problem

solving. • Review the benefits of teamwork.

Global Competency

• Develop kids’ abilities to communicate ideas effectively to a variety of audiences: within both their own club and their Partner Club.

• Reflect on how working with a partner from another country influenced their product design.

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SESSION 9: PREPARE AHEAD OF TIME

1. Collect Materials • “Design Process” poster • Make copies of the “Share Solutions” form for each team. (See end of session for

form.) • Display:

o “Design Process” poster o “How to Give a Great Presentation” poster

• Container for Global Exchange—see below • Supply materials in case some teams needed more time after the last session to

finish building their designs.

2. Check in with Your Partner Leader Set aside a time to talk about the upcoming session with your Partner Leader. Partner Exchange

• Teams prepare final presentations of their products, which educators will videotape and send to their Partner Clubs. Partner Clubs will watch each other’s presentations in the final session (session 10), which will be the celebration of the completion of the Design Squad Global Club.

• Videotaping presentations is an important part of this final Partner Exchange.

Work with your Partner Leader to make sure sending and receiving each other’s videos will go smoothly.

• Coordinate about other photos and material you’ll exchange:

o photos from the last session of teams building, testing, and redesigning, and their final projects

o comments kids made in the last session about how the design process helped them with their designs

• Global Idea Exchange: Each club member writes down something surprising

or interesting they learned about their partners or partner country and adds it to a container you’ve labeled “Global Exchange.” You and your partner will write these all down in one document, email the document, print it out, and then cut each surprising or interesting thing onto its own strip of paper. In the final session, you’ll have kids pull out the strips from the “Global Exchange” container and read aloud what their partners had to say.

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LEAD THE SESSION (60 min.)

1. REHEARSE FINAL PRESENTATIONS (20 min.)

Introduce Show kids the “Design Process” poster and point to the last step, “Share Solution.” Ask:

• Why do you think this is part of the design process? Why don’t we just stop after we finish with the “Build” step?

After kids respond, add: • Sharing ideas at the end of the design process is an important way

engineers and inventors learn from their experiences and share them with others. Also, when you think back about what you’ve done and put it in words for others, you often understand what you’ve accomplished on a much deeper level!

• Tell kids that they’re going to prepare presentations about their finished product for their clubs and for their Partner Clubs. You’ll videotape the presentations.

Rehearse

• Distribute the “Share Solutions” form and have kids fill it out. Tell them that they will be creating their final presentations using this form. Go over the form, pointing out that not only will they present their designs, but they’ll talk about the process they went through to come up with their designs. Following the steps of the design process, working in teams, and exchanging peer reviews all contributed to the final product.

• Show them the “How to Give a Great Presentation” poster, and ask them to follow the guidelines for creating a presentation. Presentations should be limited to 2 or 3 minutes, and kids should present as a team, giving each team member a role.

Facilitator Tip: Some teams may still need time to complete the building process from the last session. Have them do that now, but give them a time a time limit—perhaps 10 minutes.

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2. PARTNER EXCHANGE: PRESENT PARTNER PROJECTS (40 min.) Have each team present their design in front of the group while you videotape them. Once a group is finished, have them become part of the audience. Everyone should give a round of applause at the end of each presentation! Using the questions on the “Share Solutions” form, ask kids any questions from the form that them may not have covered in their presentation. Be sure to have kids say something about the peer review process—their Partner Club will want to hear whether their peer review was helpful and contributed to the final design. End the session by telling kids that the next session will be the final one. It will be party during which they’ll watch everyone’s video presentations—their Partner Club’s and their own. AFTER THE SESSION: PARTNER EXCHANGE In addition to taking videos, collect photos and other materials from the last session, and send along scans/photos of the “Share Solutions” forms.

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SESSION 9 EXTENSION If you have time beyond your hour-long session, share some or all of these videos related global engineering and invention. DSG VIDEOS: ENGINEERING AND INVENTION IN ACTION Global Engineering and Invention Tell Kids: Engineering and invention have helped connect people around the world. Technology, communications, healthcare, energy, transportation, nutrition, sanitation, and the environment are issues people everywhere are concerned about. We rely on global engineers and inventors to understand how these issues affect people in different places and to design the best solutions based on their specific needs. Related Videos Have kids watch these videos about global engineers helping people from different parts of the world solve the challenges they face and inspire them to believe in their own power to create change. DIY Playground (28 min.) Design Squad hosts Judy and Adam travel to the northern mountains of Nicaragua to work with the kids of Cusmapa to build the playground of their dreams. Watch on PBSKids.org: http://pbskids.org/designsquad/video/diy-playground/ Watch on YouTube: https://www.youtube.com/watch?v=nT_sQHhhFGs Inventor and Engineer Profile Check out this profile of two engineers who worked with Cambodian villagers. Build Without Borders (5 min.) Wil Cao and Matt Sisul are young engineers whose volunteer efforts with Engineers Without Borders take them all over the world. In this video, they talk about their work in Cambodia, where they are collaborating with local villagers to build a dam that will help farmers water their rice crops. Watch on PBSKids.org: http://pbskids.org/designsquad/video/build-without-borders/ Watch on YouTube: YouTube: https://www.youtube.com/watch?v=Ugsis084sxs Download: http://goo.gl/wuKqPd

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SESSION 10 PARTNER PROJECT: SHARE SOLUTIONS! Celebrate the last session of the DSG Club with a party and by watching videos of the Partner Project presentations.

OVERVIEW

1. Celebrate! (40 min.) • Enjoy some treats and watch video presentations of your club’s designs. • Then watch videos of your Partner Club’s presentations.

2. Share and Discuss (20 min.) • Review the highlights of designing engineering projects and working with a

Partner Club. • Global Exchange: Partner Clubs share some of the surprising or interesting

things they learned about their partner’s lives, communities, and countries.

GOALS OF THIS SESSION Engineering

• Promote engineering as a career that’s creative and makes a difference in the world.

• Encourage skills that make kids better problem-solvers: persistence, communication, and collaboration.

Global Competency • Understand that collaboration and teamwork can lead to deeper understanding

and more effective solutions. • Develop kids’ abilities to communicate ideas effectively to diverse audiences.

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SESSION 10: PREPARE AHEAD OF TIME

1. Collect the Materials for the Party

• Snacks and drinks. • Kids’ final projects, displayed next to their “Share Solutions” forms. • Videos: both of your club’s presentations and your Partner Club’s • Container for Global Exchange

o Fill container with strips of paper, each with an idea your Partner Club sent on it, and place it in the container.

• Certificates of Achievement. Fill these out ahead of time. Think about something you can say about each member’s contributions to the Club, which you’ll announce when you award the certificates—great brainstorming ideas, creativity, teamwork, etc.

2. Check in with Your Partner Leader Set aside a time to talk about the upcoming session. Technology Double-check that all the videos work. Possible Extension Activities Talk about ways you might extend the club through a live video chat with your Partner Club or by putting on an exhibit and inviting parents and community members to attend. • Live Video Chat: If possible, schedule a live video chat with your Partner Club.

Given the time difference, a Saturday or Sunday may be the best time for scheduling this. With your Partner Leader, decide on questions that kids will ask each other ahead of time.

• Global Engineering Exhibit: Create an exhibit featuring your club’s engineering

products alongside those of your Partner Club’s. Create an exhibit featuring your club’s engineering products alongside those of your Partner Club’s. Invite “the public” (parents, other kids, community members) to view your work.

o For the first several sessions (Paper Table, Helping Hand, Build a Prototype,

Emergency Shelter), use photos, sketches, and diagrams. o For the Partner Project, feature your club’s physical products, along with

photos of the Partner Club’s final designs, the “Design Specification” forms, and the “Share Solutions” forms.

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o If possible, stream videos of the final presentations. o Station kids in front of the different exhibits, so they can explain their

projects.

LEAD THE SESSION (60 min.)

1. CELEBRATE! (20 min.) Share some treats and watch presentations of your Partner Projects:

• Watch your own club’s presentations first. • Then watch your partner’s presentations.

Ask for general comments and reactions after each one.

2. SHARE AND DISCUSS (20 min.) Lead a discussion of the Partner Project, and take notes during the discussion.

• Deciding on the Partner Project Issue. How did you and your Partner Club go about deciding on an issue to work on together? Why did you both think that issue was important?

Then go over the steps of the design process. • Define the Need. How did you figure out what the people

you are building for needed? • Brainstorming. What was it like to brainstorm? What was

the craziest idea on the list? How did you narrow down your ideas to come up with one you wanted to design? Can anyone explain the NUF test and why it’s useful?

• Design. How did your team go about designing? What was good about working as a team? What was challenging?

• Peer Review. Why do you think a peer review is important? What do you think your Partner Club found helpful about the feedback you gave them? What feedback did you find helpful? What was hard about the peer review?

• Test, Evaluate, and Redesign. How did you go about testing your design? Did you end up redesigning? Did you take any advice from you Partner Club? How did the redesign improve your product?

• Share Solutions. Think about all the inventions you and your Partner Club designed. Can you picture people around the world using them?

Discuss what kids think of engineering and inventing now.

• Now that you’ve done some engineering, what do you think of it? Is that how you saw it before you were in the club? Fill in the sentence, “I used to think . . . now I think . . . ”

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• Could you see yourself as an engineer or inventor? What kinds of issues would you want to work on?

• It’s been said that engineers can change the world. Do you think that’s true? Why?

Then talk about your Partner Club. • What do you think about the kids in your Partner Club now that you’ve worked

together? Fill in this sentence: I used to think . . . now I think… • How do you think working with your Partner Club changed the way you designed your

product? • What did you like most about working with your Partner Club? What was hard about

it? Global Exchange

• Share the Global Exchange. Tell kids: In the last session you wrote down something surprising or interesting you learned about your partners or partner country. They did the same. Now we’ll find out what surprised and interested them about you and your country.

• Go around with the container. Have everyone pick a strip of paper out of the container and read it aloud.

Pass Out Certificates of Achievement

• Announce that you will now recognize Club members for their participation. Call each Club member up to receive his/her certificate. Make a positive statement about each member’s contributions to the Club—great brainstorming ideas, creativity, teamwork, etc.