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Our group loved the amazing playgrounds at Hager Park so we took time each day to explore one of the playgrounds. This allowed students to get some movement and build connections with their teammates.

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Mr. DeZwaan incorporated music into Day 1 by teaching the students a game called “Down by the Shore”.

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Team Building- Beach ball get to know you questions 

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Team Building- Beach ball get to know you questions 

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We used a beach ball with questions to get to know each other. Wherever their thumb landed, they shared their response to that question.

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The students read a description of 4 different inner heroes- the Thinker, the Helper, the Planner and the Doer. Then they chose the one that best described them. We shared our strengths as a group and talked about how we can use these strengths to help the group accomplish our goal this week.

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Students participated in a scavenger hunt around Hager Park. Each student read a clue and the students had to figure out which location to travel to next. The group traveled to the Maple shelter, the playground, the giant U.S. map, the vending machines, the bridge and the location of Hager Park summer camp.

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Include a video of your final presentation.

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We checked-in with students each morning to go over what we did the day before and the plan for that day. We also answered any questions that they had.

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The students identified the stakeholders as kids, parents, camp staff, park staff and business owners.

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Students created an Empathy Map for a parent and a child.

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In their notebooks, students made a list of things that they would need to know in order to answer the driving question. Then we created a group list on chart paper.

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The solution that our group came up with was to create a video advertisement for the Hager Park Summer Camp and link the video to a QR code. Then they planned to put the QR code on yard signs and posters at busy community events such as park concerts, farmers' markets, kids' sporting events, community festivals and library events.

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The students looked for similarities in their ideas and created categories. The categories included posters/flyers, word of mouth and video advertisements. Each student took a category and presented the overall idea of the category to the group.

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The students participated in a Dot Voting activity to select the idea that they wanted to focus on. During voting, students were asked to consider if each idea was new, useful and feasible. The idea that they selected was to create a video advertisement about Hager Park Summer Camp.

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The students worked together to create a web to plan out their idea. Then they wrote a script for their video advertisement.

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After our entry event, we introduced the driving question: How can we encourage families in our community to participate in summer learning opportunities at Hager Park?

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Students made a list of the Hopes and Fears that they had about Future Prep’d Camp. Then we used this list to create our group norms for the week.

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We had many people join us for the final presentation. Our audience included the Hager Park ambassador, park program directors, parents, siblings, Hager Park Summer Campers and camp parents.

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The students worked together to solve the clues in our scavenger hunt and find different locations in Hager Park.

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The students practiced their pitch with Mrs. Lema. She gave them specific feedback on their presentation and asked thoughtful questions to deepen their thinking about the solution.

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Students read through the feedback forms and shared things that they did well and things that they could improve.

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The students interviewed campers and staff from the Hager Park Summer Camp to find out more about the camp experience.

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What went well in this stage?

The students did an amazing job of presenting their solution. It was very creative and it addressed the problem in a fin and engaging way.

What surprised you?

We were surprised by how well students did with their presentation even though we didn't have much time to practice it.

What would you do differently next time?

Next time, we would try get to the solution part sooner so that students have more time to practice their pitch.

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What went well in this stage?

The students agreed on a solution easily. The dot voting activity was very helpful to narrow down ideas.

What surprised you?

We were surprised that most students voted for the same solution.

What would you do differently next time?

Next time we would give the students more time to fully develop the solution in more detail.

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What resources do you need for the Validation Stage?

For this stage, we used feedback forms for the audience members to provide feedback about the students' pitch.

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Mrs. Kelley Flis teaches 4th grade at Oakwood Intermediate School in Allendale.

Mr. Dan De Zwaan teaches music (1st-3rd grade) at Evergreen Elementary School in Allendale.

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We did regular check-ins to review where were we in the design process and where we were going next.

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What resources do you need for the Solutions Stage?

In this stage, we used sticky notes, markers, dot stickers and chart paper.

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Students participated in an activity called Rip, Slap, Pass to generate ideas for a solution.

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What went well in this stage?

The students did an amazing job of coming up with interview questions. They were very professional when they interviewed the Hager Park Summer Camp staff and campers.

What surprised you?

We were surprised by how excited the students were to create their empathy maps for a parent and a child. They did a wonderful job of viewing the problem from the perspective of the stakeholders.

What would you do differently?

Next time, we would allot our time differently so that students are able to get to the solution phase sooner. This would allow students to have more time to develop the solution.

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What resources do you need for the Observation Stage?

For this stage, we used chart paper, a beach ball, copies of the Inner Hero activity sheet, and scavenger hunt clues in envelopes.

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What resources do you need for the Investigation Stage?

In this stage, we used our notebooks, chart paper and markers.

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"It's been great to see how students who didn't know each other 3 days ago, work together so well to solve our driving question!" -Mr. De Zwaan

“The students did an amazing job of working through the steps in the design process. I was so impressed with the ideas they came up with!” -Mrs. Flis

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What went well in this stage?

The idea generation process went smoothly. The students enjoyed the Rip, Slap, Pass activity.

What surprised you?

We were surprised that most of the students' ideas were very similar. Most of the ideas were related to making a video advertisement or a poster/flyer.

What would you do differently?

In the future, we could possibly use a different protocol to get students come up with a bigger variety of ideas.

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What went well in this stage?

The students were excited about the process and had fun getting to know each other.

What surprised you?

We were pleasantly surprised by how willing the students were to participate in activities right away.

What would you do differently?

In the future, we would plan to come back to our hopes, fears, and norms chart more regularly. We would also use the chart as part of our final reflection activity.

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“I like presenting and coming up with the ideas.”

I liked being able to come up with ideas and mix them together to create one idea."

"I liked acting out our idea and making new friends."

"I liked making new friends."

"I enjoyed everything about the design process! I especially liked writing the script."

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"It is always fun to see what the kids come up with! They had a creative way of sharing their idea and it is something we could implement. I think we will!"

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What resources do you need for the Incubation Stage?

In this stage, students used sticky notes and markers.

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Take time to reflect on what went well. What will you change for next year? What feedback did you get from students, the business partner, the authentic audience that can help make this project even better?

The students worked really together. They were very engaged with the process. They had a lot of enthusiasm for the project.

In the future, we would try to get to the solution phase quicker so that the students would have more time to practice their pitch.

The feedback from the stakeholders was positive. They said that the solution was creative and feasible.

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The students made new friends quickly and they cooperated very well with one another.