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hu clas is dis

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Can a group do the design process with a problem and then send it on to other groups to add to/change and use?

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Can a group do the design process with a problem and then send it on to other groups to add to/change and use?

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The mini sessions helped simplify some of the steps for me when I was sometimes making it too difficult for myself.

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Increase your ability (and your students!) to be creative through these innovative ideas created by "Curiosita". I've used many of the activities right before the design thinking process, in order to get into that creative flow.

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I liked a lot the mini sessions, it's a way to get information in a more ordered and personalized environment. Enhances the exchange of ideas and allows direct conversations with the experts.

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I liked a lot the mini sessions, it's a way to get information in a more ordered and personalized environment. Enhances the exchange of ideas and allows direct conversations with the experts.

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I have some ideas from the prototyping and testing that I want to incorporate into my team building activities at the beginning of the year that will really start forming some mindsets around this process.

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Using texts that incorporate real world problems so that students experience empathy during peer mediation training.

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I really liked the mini sessions and feel like we are finally able to work in depth and get started. I appreciate the patience of all of you. We actually we're able to start playing out ideas and get feedback. This helps in making our week more valuable, constructive and relavant.  My only issue of today, which I have in general, so it's not personal, is the diversity part. There is some value in it, but even into the presentation of it, there were obvious bias and assumptions, such as if you're white and male, you're privileged.  You assumed people felt and should be guilty. Also the practice and view of reverse racism wasn't addressed. If you're going to present, make it more balanced or really just focus on the best individual teaching which should encompass additional aspects of a person. I wish we saw a better way of lifting the lens off and perhaps not in an obvious scenario. 

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I really liked the mini sessions and feel like we are finally able to work in depth and get started. I appreciate the patience of all of you. We actually we're able to start playing out ideas and get feedback. This helps in making our week more valuable, constructive and relavant.  My only issue of today, which I have in general, so it's not personal, is the diversity part. There is some value in it, but even into the presentation of it, there were obvious bias and assumptions, such as if you're white and male, you're privileged.  You assumed people felt and should be guilty. Also the practice and view of reverse racism wasn't addressed. If you're going to present, make it more balanced or really just focus on the best individual teaching which should encompass additional aspects of a person. I wish we saw a better way of lifting the lens off and perhaps not in an obvious scenario. 

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Using the chair activity or something similar you can use it to discuss which design is the best and defend that opinion. This could also lead to a debate on why one chair was chosen over the other chair options.

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Creation of music:Students will create music as a composition for a particular audience to serve their needs. Students will need to have an understanding of their audience.

Students are told they have been asked to perform original Native American music at Rendezvous this year.Research and create pieces to perform.

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7th Grade Math - Proportions, Unit Rate, Area

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7th Grade Math - Proportions, Unit Rate, Area

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Empathy: Window Washers

Define: Window Washers want to know how to calculate how long it will take them to wash different buildings

Ideate: Research math concepts to solve the problem

Prototype:  Practice similar math concepts on simpler problems and Apply math concepts to solve the problem

Test: Time the Window Washer to see if we were correct so that we can apply it to different window washers or buildings.

If we were off brainstorm reasons why and how we might adjust our math.

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3-LS4-4.	Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.*

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3-LS4-4.	Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.*

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Problem statement: Colorado needs a way to restore the black-footed ferret population so that it can once again thrive and support a healthy ecosystem. Black-footed Ferrets are currently considered the most endangered mammal in North America.

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Peer mediation: Two students in conflict; have them interview one another, paraphrase what they hear from partner, discuss what are possible solutions to the conflict; focus on one solution; try it out and adjust to better fit their situation

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Grade Level Expectation:2. A variety of weather hazards result from natural process; humans cannot eliminate weather related hazards but can reduce their impacts. 

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Grade Level Expectation:2. A variety of weather hazards result from natural process; humans cannot eliminate weather related hazards but can reduce their impacts. 

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Students can research and interview individuals about the impact of tornadoes and hurricanes in their area and create a shelter for individuals who may not be able to evacuate their area

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K Reading for All Purposes - Comprehension

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K Reading for All Purposes - Comprehension

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Read a book aloud to the class and get to the problem in the story. Without identifying the problem, have the students use design thinking to identify and solve the problem in the story. Prototypes encouraged, no doubt.

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Design an imaginary animal in a specific environment and identify parts of animal. Go through the DTP to explain why this animal would need identified parts to survive, grow and thrive in the specific environment.

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Standard: Use multiple resources - including print, electronic, and human - to locate information about different sources of renewable and nonrenewable energy (DOK 1-2)

Problem: a huge catastrophic event has hit much of Colorado. The power is down. What is th plan to get electricity to many communities impacted?

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Standard:  Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Based on the Narrative of the Life of Frederick Douglass, find a current issue that reflects one of the injustices that Douglass experienced. Research that issue, and develop a solution to combat that issue. Write a persuasive speech that could be given at a town hall meeting in order to gain support from the community. Include ethos, pathos, and logos in order to persuade your audience.

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"Individuals and businesses understand that they must manage resources in the environment such as conserving water, safeguarding clean air, managing electricity needs, and reducing the amount of waste."
Watch videos, have community experts come in, etc to learn how local communities manage resources. Allow kids to choose one resource to define, ideate, prototype and test. At end have "expert" panel to evaluate students prototype.

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Design a website or some sort of product that teaches or models the similarities and differences between human systems and government systems.

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HS Civics: Describe the origins, purposes and limitations ofgovernment and include the contribution of keyphilosophers and documents (DOK 1-2)

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HS Civics: Describe the origins, purposes and limitations ofgovernment and include the contribution of keyphilosophers and documents (DOK 1-2)

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After studying the principles of democracy and government, students will help to write a constitution for a newly liberated country. They need to consider and incorporate their understanding of the country's history, geography, people, culture, and values.

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P21 Framework- Learning and Innovation Skills: Critical Thinking - Problem Solving 

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P21 Framework- Learning and Innovation Skills: Critical Thinking - Problem Solving 

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- Students will interview Custodial Staff using empathy based interview techniques and questioning. Students will then define a problem statement that relates to custodians daily work around the school. Students will then ideate and develop a prototype for their user that helps to solve their problem. After testing their prototype, students will interview the user and redesign the prototype.

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Emotional and Social Wellness   1. Demonstrate positive social behaviors during class.
Students will interview and observe other students at recess who are demonstrating good and/or bad sportsmanship during games/play. From these interviews and observations, students will define a problem, ideate and then prototype a solution.

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I. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovativeproducts and processes using technology. Students:A. apply existing knowledge to generate new ideas, decisions, processes, products orsolutions.

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I. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovativeproducts and processes using technology. Students:A. apply existing knowledge to generate new ideas, decisions, processes, products orsolutions.

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Students create actual products for a "market" in my class. They have to have an audience they design for, they have to research their idea, they have to propose their idea (proposal looks a lot like "Shark Tank") to a select group of students and TA's then they prototype and test their idea, making changes as the testing results change.

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You have found a fossil in your backyard. You will use deductive reasoning and design thinking to discover what the organism is and how it survived during its time period.

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Apply and extend previous understandings of multiplication and division to divide fractions by fractions. 6.NS.A.1

-Find an efficient way to divide fractions using hands on measuring cups (GOAL - we don't need the measuring cups every time)

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3rd Grade Science: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

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3rd Grade Science: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

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-Design protection from hail damage for homes, cars, agriculture.

-Design solutions to mitigate impacts of drought in Colorado

-Design solutions to prevent forest fires

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World Languages are very broad in their standards 1) to communicate via reading, writing, listening, speaking; and 2) to understand other cultures.  Virtually every activity could be incorporated with an emphasis on a deeper understanding of other cultures.

Previous project:  Research a problem in an underdeveloped Francophone country; develop an invention; judges vote on best and most effective invention.

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Life Science...The Great Pacific Garbage Patch.

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Life Science...The Great Pacific Garbage Patch.

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This design thinking project could meet various grade level science standards. My students immediately empathized with the situation. Check out the following link to learn more about this real world problem.

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The Great Pacific Garbage Patch (GPGP) is the largest of the five offshore plastic accumulation zones in the world's oceans. It is located halfway between Hawaii and California.
PLASTIC ACCUMULATION

It is estimated that 1.15 to 2.41 million tonnes of plastic are entering the ocean each year from rivers. More than half of this plastic is less dense than the water, meaning that it will not sink once it encounters the sea.

1.15 to 2.41 million metric tonnes of plastic are entering the ocean each year.

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The stronger, more buoyant plastics show resiliency in the marine environment, allowing them to be transported over extended distances. They persist at the sea surface as they make their way offshore, transported by converging currents and finally accumulating in the patch.

Once these plastics enter the gyre, they are unlikely to leave the area until they degrade into smaller microplastics under the effects of sun, waves and marine life. As more and more plastics are discarded into the environment, microplastic concentration in the Great Pacific Garbage Patch will only continue to increase.

ESTIMATION OF SIZE

The GPGP covers an estimated surface area of 1.6 million square kilometers, an area twice the size of Texas or three times the size of France.

The Great Pacific Garbage Patch covers an estimated surface of 1.6 million square kilometers

To formulate this number, the team of scientists behind this research conducted the most elaborate sampling method ever coordinated.

This consisted of a fleet of 30 boats, 652 surface nets and two flights over the patch to gather aerial imagery of the debris.

Sampling at different locations within the same time period allowed a more accurate estimate of the size of the patch and the plastic drifting in it.

LOCATION

Due to seasonal and interannual variabilities of winds and currents, the GPGP's location and shape are constantly changing. Only floating objects that are predominantly influenced by currents and less by winds were likely to remain within the patch.

By simulating concentration levels in the North Pacific, the researchers were able to follow the location of the patch, demonstrating significant seasonal and interannual variations. On average the patch orbits around 32°N and 145°W. However, the team observed seasonal shift from west to east and substantial variations in latitude (North to South) depending on the year.

The Ocean Cleanup is currently cleaning up the Great Pacific Garbage Patch with System 03.

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Help fund our scale-up and let's make the Great Pacific Garbage Patch a thing of the past

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At the time of sampling, there were more than 1.8 trillion pieces of plastic in the patch that weigh an estimated 100,000 tonnes. These figures are much higher than previous calculations.
TOTAL MASS AND COUNT

100'000 tonnes of plastic float in the GPGP, equivalent to over 740 Boeing 777's

The mass of the plastic in the Great Pacific Garbage Patch (GPGP) was estimated to be approximately 100,000 tonnes, which is 4-16 times more than previous calculations. This weight is also equivalent to more than 740 Boeing 777s.

4 to 16 times more plastic in the Great Pacific Garbage Patch than Previously Estimated

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The center of the GPGP has the highest density and the further boundaries are the least dense.

A total of 1.8 trillion plastic pieces were estimated to be floating in the patch - a plastic count that is equivalent to 250 pieces of debris for every human in the world.

Using a similar approach as they did when figuring the mass, the team chose to employ conservative estimations of the plastic count. While 1.8 trillion is a mid-range value for the total count, their calculations estimated that it may be range from 1.1 to up to 3.6 trillion pieces.

Concentration

Using data from multiple reconnaissance missions, a mass concentration model was produced to visualize the plastic distribution in the patch.

The mass concentration model, pictured below, shows how the concentration levels gradually decrease by orders of magnitude towards the outside boundaries of the GPGP. The center concentration levels contain the highest density, reaching 100s of kg/km² while decreasing down to 10 kg/km² in the outermost region.

These results prove that plastic pollution at sea, while densely distributed within the patch, is scattered and does not form a solid mass, thus demystifying the trash island concept.

Vertical distribution

The Ocean Cleanup measured the vertical distribution of plastic during six expeditions between 2013 to 2015. Results from these expeditions proved that the buoyant plastic mass is distributed within the top few meters of the ocean.,

Factors such as wind speed, sea state, and plastic buoyancy will influence vertical mixing. However, buoyant plastic will eventually float back to the surface in calmer seas. Larger pieces were observed to resurface much more rapidly than smaller pieces.

Persistency

Characteristics of the debris in the Great Pacific Garbage Patch, such as plastic type and age, prove that plastic has the capacity to persist in this region.

Plastic in the patch has also been measured since the 1970's and the calculations from subsequent years show that microplastic mass concentration is increasing exponentially - proving that the input of plastic in the patch is greater than the output. Unless sources are mitigated, this number will continue to rise.

The vast majority of plastics retrieved were made of rigid or hard polyethylene (PE) or polypropylene (PP), or derelict fishing gear (nets and ropes particularly). Ranging in size from small fragments to larger objects and meter-sized fishing nets.

Size classes

Plastic within the patch was categorized into four size classes:
- Microplastics (0.05 - 0.5 cm)
- Mesoplastics (0.5 - 5 cm)
- Macroplastics (5 - 50 cm)
- Megaplastics (anything above 50 cm)

92% of the total mass is made of debris larger than 5mm

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When accounting for the total mass, 92% of the debris found in the patch consists of objects larger than 0.5 cm, and three-quarters of the total mass is made of macro- and mega plastic. However, in terms of object count, 94% of the total is represented by microplastics.

Categorization types

75% to 86% of GPGP Plastics Comes from Fishing Activities

Once the plastics were collected, a team of volunteers classified the plastic into:
- Type H: Hard plastic, plastic sheet or film;
- Type N: Plastic lines, ropes, and fishing nets;
- Type P: Pre-production plastics (cylinders, spheres or disks);
- Type F: Fragments made of foamed materials

These plastic types were then screened for clues on age and origin. This was performed by examining each object for dates, languages, trademarks, symbols or 'made in' statements.

Why large debris matter

Because the plastics have been shown to persist in this region, they will likely break down into smaller plastics while floating in the GPGP.

This deterioration into microplastics is usually the result of sun exposure, waves, marine life, and temperature changes. Microplastics have been discovered floating within the water surface layers, but also in the water column or as far down as the ocean floor.

Once they become this small, microplastics are very difficult to remove and are often mistaken for food by marine animals.

Not only does plastic pollution in the Great Pacific Garbage Patch pose risks for the safety and health of marine animals, but there are health and economic implications for humans as well.

Impact on wildlife

Plastic has increasingly become a ubiquitous substance in the ocean. Due to its size and color, animals confuse the plastic for food, causing malnutrition; it poses entanglement risks and threatens their overall behavior, health, and existence.

84% of samples contained toxic chemicals

Studies have shown that about 900 species have encountered marine debris, and 92% of these interactions are with plastic. 17% of the species affected by plastic are on the IUCN (International Union for Conservation of Nature) Red List of Threatened Species.

Toxic for Sea Surface Feeders

180X more plastic than food at the surface of the Great Pacific Garbage Patch

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Floating at the surface of the Great Pacific Garbage Patch (GPGP) is 180x more plastic than marine life. Animals migrating through or inhabiting this area are then likely consuming plastic in the patch. For example, sea turtles by-caught in fisheries operating within and around the patch can have up to 74% (by dry weight) of their diets composed of ocean plastics. Laysan albatross chicks from Kure Atoll and Oahu Island have around 45% of their wet mass composed of plastics from surface waters of the GPGP.

Since 84% of this plastic was found to have at least one Persistent Bio-accumulative Toxic Persistent Bio-accumulative Toxic (PBT) chemical, animals consuming this debris are therefore ingesting the chemicals attached to the plastic.
Entanglement of Marine Life
Fishing nets account for 46% of the mass in the GPGP and they can be dangerous for animals who swim or collide into them and cannot extract themselves from the net. Interaction with these discarded nets, also known as ghost nets , often results in the death of the marine life involved.

Impact on Humans and Society

Once plastic enters the marine food web, there is a possibility that it will contaminate the human food chain as well. Efforts to clean and eradicate ocean plastic have also caused significant financial burdens.

Plastic pollution costs 13B dollars per year.

Affects the Human Foodchain

Through a process called bioaccumulation, chemicals in plastics will enter the body of the animal feeding on the plastic, and as the feeder becomes prey, the chemicals will pass to the predator - making their way up the food web that includes humans. These chemicals that affected the plastic feeders could then be present within the human as well.

Affects the Economy

According to a study conducted in collaboration with Deloitte, yearly economic costs due to marine plastic are estimated to be between $6-19bn USD. The costs stem from its impact on tourism, fisheries and aquaculture, and (governmental) cleanups. These costs do not include the impact on human health and the marine ecosystem (due to insufficient research available). This means that intercepting plastic in rivers is much more cost-effective than dealing with the consequences downstream. Learn more in our interactive map.

Resulting from several research missions, traveling across and above the GPGP, The Ocean Cleanup team compiled an unprecedented amount of data to better understand the plastic that persists in this region.

Boyan Slat - The New Picture of the Great Pacific Garbage Patch (2018)

Research Expeditions

"To accurately quantify a problem of the size, we had to do research at a scale that had never been done before" - Boyan Slat

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Scientists have been studying this area since the 1970's - usually by means of dragging a small sampling net through the debris. This method showed a bias towards smaller objects and did not provide much insight into the larger pieces, and, thus, the entire scope of the GPGP.

Over the course of three years, researchers at The Ocean Cleanup went on several data collection missions. This included the Multi-Level-Trawl expedition, where they analyzed the depth at which buoyant plastic debris may be vertically distributed; the Mega Expedition using vessels to cross the patch with many trawls at once; and the Aerial Expedition which involved the use of a plane flying at low altitude to observe the debris from above.

2015 - Multi-Level-Trawl Expedition

Realizing that previous methods of analyzing the plastic in the patch needed improvement, The Ocean Cleanup designed a new research tool, called the multi-level-trawl, which allowed measurements of 11 water layers simultaneously going as far down as 5 meters below surface level. This trawl was then used in the Vertical Distribution Research.

The multi-level-trawl allowed the team to study further down into the water and understand to which depths buoyant plastic may be distributed. Through these studies, it was observed that buoyant plastic floats primarily in the first few meters of the water.

2015 - Mega Expedition

In 2015, 30 vessels and 652 surface nets, in parallel, crossed the GPGP as part of the Mega Expedition.
Numerous vessel owners offered the use of their ships for the mission. Of those ships, many carried behind them a Manta-trawl; including one mothership, the 171ft long Ocean Starr, which was able to carry two 6-meter-wide trawls and a survey balloon.

The fleet returned with over 1.2 million plastic samples that rendered an unprecedented amount of plastic measurements from the three months of study. Scientists present on the expedition noted that there was an alarming amount of plastic floating in the patch, and their preliminary findings indicated that there were more large objects than originally expected.

2016 - Aerial Expedition

After the Mega Expedition, the team wanted to learn more about these large plastic pieces that were difficult to come by. Megaplastics are more scattered than the smaller plastics, and, to study this important aspect of the patch, the team needed to cover an even larger area.

Using a C-130 Hercules aircraft, The Ocean Cleanup surveyed 311 km² with advanced sensors and an RGB camera (CS-4800i) that captured one photo every second of flight time. They took two flights and came back with over 7,000 single frame mosaics from the mission.

Ocean Research Laboratory

Once the ocean plastic was brought back to the Netherlands, it then needed to be counted, classified and analyzed.

Counting and Classifying

The first step in analyzing the plastic was to quantify it - to turn this physical matter into data.

Every piece of plastic that was recovered was cleaned, counted and classified by size and type. In total, 1.2 million plastic samples were counted, one by one, and were used to further study the physical properties and toxicity of the plastic that floats in the GPGP.

The Research team takes on the monumental task of counting and classifying the Mega Expedition samples.

Understanding Physical Properties

Not only is the size and count of the plastic in the GPGP important to calculate, but the way in which the plastic interacts in the water helps the team learn more about the buoyancy and depths of the plastic.

To test this, various experiments were performed on the plastic in environments that were intended to replicate oceanic conditions and particularly salinity. Laboratory tests were conducted to measure the vertical speed of the plastic as it resurfaces.

More than 4000 rising speed tests to understand how plastic particles behave in the water.

Understanding Toxicity

It is commonly known that harmful PBT (Persistent Bio-accumulative Toxic) chemicals are found in ocean plastics, so researchers at The Ocean Cleanup tested plastic samples from the expeditions for their chemical levels. Their results helped them to realize what chemicals are present in the patch and what that means for animals feeding there.

Plastics ranging from various type and size were analyzed by placing them in mixtures that would allow the various chemicals to be identified. A process known as Chromatography. They found through various tests that 84% of the plastics in the GPGP contain at least one type of PBT chemical.

Ocean Plastic Data Science

Numerous computational and mathematical processes and methods were used throughout the study of the GPGP, allowing the team to visualize and characterize many features of the patch and the plastic within it.

Turning Ocean Plastic into Data

When the manta trawls samples were captured and then brought on the vessel, several criteria were noted in the datasheets, including the date, duration, and final coordinates of each tow.

With this information, the team was able to identify the exact location where the plastic was retrieved. The location and duration of all tows were confirmed during a post-processing phase by inspecting all the recorded datasheets against GPS trackers that were installed on all participating vessels. The total distance of tows, for example, combined with the net's characteristics allowed the researchers to estimate the total surveyed surface.

Process Aerial Expedition Data

Aboard the C-130 Hercules aircraft used for the Aerial Expedition were three types of sensors: Lidar (an advanced active sensor that is similar to that used on Google's autonomous cars), SWIR imager (an infrared camera to detect ocean plastic) and an RGB camera.

There were 3 sensor technicians, 7 navigation personnel and 10 researchers who helped track the plastic from above and monitor the equipment on board.

The data from this expedition were then analyzed and processed resulting in multispectral and geo-referenced imagery that was used to screen the surface area for plastic by trained observers and a machine-learning algorithm, providing spatial distribution of larger debris (>0.5m).

A Key to Convert Pixels into Kilograms

The mass of the plastic debris in the GPGP was calculated using imagery from the Aerial Expedition. By comparing the top view surface against dry mass of multiple objects collected during the first expedition at sea, including ghost nets, the team was able to make these estimations.

Merge all the Data into Comprehensive Computer Models

The data and imagery gathered from these objectives were eventually used by our team of computational modelers to build various models and computer-generated graphics. These served as a visual representation of the studies and tests that had been performed during the expeditions.

Research of this nature is crucial when understanding the many facets of the GPGP. These models have helped the engineers at The Ocean Cleanup to further improve the design of the cleanup system, which was deployed mid-2018.

We also use modeling to identify the pathways that bring plastic to the gyres. In 2022 our researchers published a new study based on over 6000 plastic objects (over 5 cm in size) captured in the GPGP by our System 001/B cleaning system in 2019. We then compared our field observations with our 'virtual particle' modeling results, allowing us to see the most statistically probable sources of GPGP plastic.

This indicated that over 75% of plastics in the GPGP - not only the 46% made up of fishing nets, as we discovered in 2018 - are attributable to offshore fishing activities. More research will be required in order to discover if this also applies to the other garbage patches around the world.

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The Great Pacific Garbage Patch * The Ocean Cleanup

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The Great Pacific Garbage Patch is the largest accumulation of ocean plastic in the world and is located between Hawaii and California. Scientists of The Ocean Cleanup Foundation have conducted the most extensive analysis ever of this area.

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Empathize - Frog (environment dying) - What does he need?

Define - Frogs need a suitable environment because humans are destroying their environment

Ideate - Research what does a frog need? Where can we get that from? How do we build an environment

Prototype - Aquariums with an environment suitable for a frog

Test - Put the frog in the environment

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Cross Curricular Integrations: science, social studies
How might we create evolutionary changes to an animal to survive in an opposite environment?  Create a prototype using 2D or 3D materials

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AP Lit 12th Grade Reading Standard RL 11-12.6

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AP Lit 12th Grade Reading Standard RL 11-12.6

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Standard:
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
DT Application:
Students will will analyze class structures and limitations of the early 18th century by studying Pride and Prejudice and Candide. They will then create a satire (written or visual) that analyzes and critiques a social issue of today.

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Describe the foundation and development  of key historical topics to include but

not limited to

early civilizations, Greece,

Rome, ancient China and ancient African civilizations, and the Medieval World

incorporating the Crusades and Feudalism - "Put yourself in the place of australopithecus afarensis (Lucy) and what/who (other early peoples) would help her to survive and why? Create a survival kit.

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Creation of Music: Students will create music as a composition for a particular audience to serve their needs. The students will have to understand their audience/clients desires, needs, and constraints. They will need to compose and ultimately perform and present their piece.

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Second Grade Geography-Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections andrelationships among them.Grade Level Expectation:1. Use geographic terms and tools to describe places and spaces. 

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Second Grade Geography-Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections andrelationships among them.Grade Level Expectation:1. Use geographic terms and tools to describe places and spaces. 

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My thought was to have students think about being a new student to our school or being an incoming kindergartner and to also think about what those new students would need/want in a map. Then, they will design a school map using their new mapping skills.

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Multimedia class
have students learn adobe suite through building an advertisement for an elective offered at the school.

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Standard: The student can demonstrate knowledge of drug categories and problems that drug abuse can cause an individual and society. (Sci 5, 6)
DT Incorporation:
Students could learn about how particular drug issues impact their communities and determine an effective way to assist these individuals with treatment or prevention.
Empathize: Interview someone who struggles with drug abuse or a family member to learn more about their situation.
Define: Understand the complex issues that surround drug abuse and sort out what can be done/what the individual or family member who like to see to help support them
Ideate, Prototype, Test: Depends upon what data students gather from their empathy data interviews

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Choose a current weather problem in Colorado- drought, fires, etc and use design thinking steps to create a solution.

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P21 #1: Integrate 21st century skills into core academic subject standards.

Adroit: Design Thinking Classroom-  Themes from grade level classes can be integrated into my classroom so that students can see that DT is not just something extra that Is added to their plate, rather something that happens organically in their everyday lives as well as the lessons that the teacher is already providing.