Lesson Plan 2

To help students generate ideas for their Maker Projects based on real-world issues related to the Sustainable Development Goal Number 11 and select one problem they agree to work on as a group.

1. Whiteboard or flipchart
2. Sticky notes or index cards
3. Markers
   

1. Start the session by reviewing the previous session and reminding students of the importance of sustainable development and the role they can play through their Maker Projects.
2. Explain the objective of this session:To help students generate ideas for their Maker Projects based on real-world issues related to the Sustainable Development Goals.

1. List 4-5 problems that students feel strongly about related to SDG#11 from last time on the board.
2. As a group select any 2-3 to brainstorm around. 
3. Begin by facilitating a brainstorming session with the students. Explain that brainstorming is a technique used to generate a large number of ideas quickly without judgment or criticism. Divide students into pairs and ask each pair to select ONE of the problems they feel strongly about from the 2-3 that were shortlisted. Encourage pairs to think creatively and come up with as many ideas as possible to solve that problem. Tell them there is NO DISCUSSION or EDITING. JUST LISTING IDEAS. No need to worry if ideas are plausible or not at this stage. Give them 6-8 minutes to do this. Here are some techniques to facilitate brainstorming. More is given below in the link.  
   • Talking Timebomb:  This is a simple game, and it needs essentially no preparation. The game works as so: a group of students is given a theme or main topic as a starting point, and then told that whenever they’re chosen, they’re to say a word that fits with the theme. For example, if the problem was “more green spaces in cities”, the first student could say (1) public gardens, and then pass the game on to the next person who could say (2) special timings for children next person could say (3) schools without parks to partner with public parks and so on. The passing system works best with a physical object like a ball that could be thrown around, though it can also work if students simply point each other out. This game works well to develop the skill of quickly coming up with many ideas that link to a core theme – this is, of course, the core skill set in brainstorming.
   • A-Z: In this game, students come up with a solution to the problem for every letter of the alphabet. For example, if the problem selected is “ protecting the cultural heritage of Mumbai” then they can list ideas like Advertising important monuments, B, Creating a jigsaw puzzle of games on Mumbai’s cultural architecture, Developing a “cultural” walk 3D map, etc. 
4. After students are done, they share with each other. You can list some good “maker” ideas on the board. Encourage students to build on each other’s ideas between the two groups.

1. Once the brainstorming session is complete, ask them to review the list of ideas generated during the brainstorming session and choose a few that they are interested in and believe they can solve through their Maker Project. Some of the criteria for narrowing down ideas are:
   • It should present a solution to the problem selected (related to SDG #11).
   • It should be practical and doable by kids.
   • It should lend themselves to “making”.
2. Guide the students in identifying one problem they want to address through their Maker Project as a group. This can be based on which problem seems to lend itself to the most viable ideas that they can actually do through their project
3. Have students write their chosen problem on a sticky note or index card and post it on the whiteboard.

1. Summarize the key points covered in the session, including the brainstorming and problem-identification techniques.
2. Remind students to keep their chosen problem in mind as they move on to the next session.
3. Assign homework: research any solutions/ideas that have already been tried for solving the selected problem.

1. 1. Encourage all students to participate in the brainstorming session and to share their ideas.
   2. Emphasize the importance of choosing a problem that is meaningful and relevant to the student and their community and to SDG #11.
   3. Provide guidance and support to students who may be struggling to generate ideas or choose a problem to solve.

1. 1. https://www.youtube.com/watch?v=30j-YasY3EA (Leading a creative brainstorming with mind mapping).
   2. https://www.youtube.com/watch?v=YZETA0NXwmA (how to brain dump).
   3. Flipcharting is merely putting all these ideas on a paper each and binding them together in an album of sorts. This can also be connected using staples and put up on the wall.