3) CONSTRAINTS are introduced! TIME, size, materials, noise level and ability to make. 2) Next they interview their assigned partner to ask questions and gather information about their partners interests and wants in a fidget tool. They are asked to identify the top 3 features most important to them. In a nutshell, 1) We first look at a variety of fidget toys (but we call them tools) and generate a collective list of common features. This project goes for about 12 classes spread out over a month. At this grade level, we use a model that highlights: Ask, Imagine, Design, Build and Improve. The project begins with an overview of the Design Thinking Process. One of our 5th grade classes does a deep dive into design thinking and engineers an ideal fidget tool for a classmate (a student's idea). The design called for a balloon filled with slime as a type of stress ball. This Instructable came in very handy for a team of students designing "fidget tools".
5) When students have a working prototype, the client will provide feedback and students will reflect on what they would change/add, etc.
In engineering design, this is where they will rapidly test and reiterate with different materials and tools to make a working model of their idea. 4) Students begin to prototype their designs. From this, they will gather feedback from their "client" and narrow to a single design. 3) Students are challenged to come up with at least 3 different ideas for a fidget tool.
Reply UpvoteThis Instructable came in very handy for a team of students designing "fidget tools".
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