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Group 1: Couch with built in fidgets and headphones (PRESENTATION)

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Group 1: Couch with built in fidgets and headphones (PRESENTATION)

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Group 2: Bleachers for the Blind (PRESENTATION)

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Group 2: Bleachers for the Blind (PRESENTATION)

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Students went to the Careerline Tech Center and pitched their ideas to different high school classes. Students were able to work collaboratively while there and grow their ideas through feedback.

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At CTC, students presented to high school students and recieved feedback. Then, in the classroom, students did the "Spark, Chill, Ignite" protocol to reflect and make a plan to move forward and continue to improve

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Once students went through 100 ideas/group and saturate, three groups of three students were formed based on what direction they wanted to go.

Group 1: Couch with built in fidgets and headphones

Group 2: bleachers for blind people to have a better experience at a football game

Group 3: Chair/couch with built in table/cup holder

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Students came up with furniture categories and dot voted to determine which category they would focus on as a team.

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Students were given 10 minutes to make a list of as many different furniture types they could think of. (Not ideas at this point, just Brain firing to see what furniture types are out there).

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Create a furniture concept that provides individuals with unique needs, or for use in various environments (public spaces, private spaces, natural environments, business spaces, industrial spaces).

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Introduced PBL, the work we'd do together, and showed example presentation

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Super Support Suit - Michigan Design Challenge Team

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Group 1: Couch with built in fidgets and headphones

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Group 1: Couch with built in fidgets and headphones

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Group 3: Couch with built in table/cup holder

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Group 3: Couch with built in table/cup holder

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Students created a stakeholder map to determine all of those impacted by/involved in the driving question.

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Students divided into groups and using the stakeholder map selected a stakeholder to further investigate by completing an empathy map

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Introduced the DQ, dissected it, highlighting and defining unknown words as a group. Then, students did the "rewrite the DQ" activity.

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Careerline Tech Center

-Pastry program

-Environmental Studies program

-Interior Design program

(Gave us feedback on CTC Day)

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Dissect and Rewrite the Driving Question-ele Academy

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Students enjoyed going to the Careerline Tech Center, seeing the facility, presenting to high schoolers, and getting ideas from them.

Students also really liked the DQ as they have so many connections to furniture manufacturing in the community.

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Students really grabbed onto this driving question. There was a lot of excitement around it and it was easy to connect to local business/industry.

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Group 3: Couch with built in table/cup holder (PRESENTATION)

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Group 3: Couch with built in table/cup holder (PRESENTATION)