Lesson Plan 7 and 8

To help students develop their ideas into a concrete plan for their Maker Projects.

Ask students to watch this video and come:
https://www.youtube.com/watch?v=9WR2l3L-thU

1. Whiteboard or flipchart
2. Markers
3. Paper
4. Pencils
5. Erasers
6. Projector/speakers
7. Feedback from CaL

1. Review the problem statement and the proposed solutions (1-2) approved by the CaL team. 
2. Tell students they will begin sketching their ideas today. Share with students why sketching matters 
   • Helps and conditions the brain to observe better.
   • Helps your observation skills
   • Improves your creativity 
   • Improves motor skills 
   • Your memory gets better 
   • Strengthens your senses
   • Develops communication skills
   • Enhances your emotional intelligence 
   • Helps you solve problems 

1. Show the following videos on how sketches could look
   1. • Sketch 2-3 ideas to help Tom catch jerry. Look here at what Tom has already done https://www.youtube.com/watch?v=Ul1CJKTZSpk 
      • Learn about conceptual models https://www.youtube.com/watch?v=zVDyX-n1KX4 https://www.youtube.com/watch?v=71vvkT2aaUQ
2. Ask students to think about the materials they will use and how they can create a working prototype that addresses the chosen problem.
3. Show some samples of sketches made by kids:
   • https://www.teachengineering.org/content/cub_/activities/cub_engrdrawings/Images/cub_engrdrawings_activity1_image2web.jpg
   • https://www.littleinventors.org/press/kids-inventions-made-real-ladybird-brollies-to-skip-rope-drones
4.  

1. Provide students with paper and pencils and encourage them to sketch their designs from multiple angles. 
2. Let students work on their sketches for the rest of the period. You can involve the art teacher here. Let them continue sketching and bring revised sketches to the next class.
3. Connect the video they watched at home to this activity and encourage students to think CAREFULLY about what materials they would select for their own design.

1. Students study each other’s sketches and give feedback on the following questions. At this time, the teacher can walk around and guide students on what kind of feedback they can give. 

      Here are some guiding questions for the teachers to probe further – 

1. Can you clearly identify the problem the project is addressing based on the sketch?
2. Does the sketch effectively communicate the main features and functionality of the project?
3. How well does the sketch represent the intended use or purpose of the project?
4. Are there any alternative design ideas that you think could enhance the project? If so, what are they?
5. Does the sketch show a good understanding of the materials and tools needed for construction?
6. Does the sketch demonstrate a realistic timeline for completing the project? Are the steps clearly outlined?
7. Are there any potential challenges or limitations that you foresee based on the sketch? How could they be addressed?
8. Does the sketch show a balance between creativity and practicality in the design?
9. What aspects of the sketch stand out as particularly well-done or innovative?
10. Is there any feedback or suggestions you would like to provide to help improve the sketch or enhance the project?

1. Students get their feedback from their peers and discuss how to improve their sketches. 
2. They create a new version of their sketch. If they cannot complete it in the period itself, they do it at home and submit in the following class, incorporating all the feedback. This version of the sketch should be reviewed by the teacher too.