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We brainstormed all the people who might be affected by our driving question. We listed each one on a Stakeholder Map.

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At the end of the first day, we gave each student a sheet of emojis and had them share which emoji they felt like at the end of Day 1.

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Students used the NUF test to evaluate our top ideas. They evaluated each idea based on if it is “new, useful, and feasible.”

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Using the top four ideas from the NUF test, groups of students worked on creating a poster with a sketch of their idea. We then pitched these out to Amanda for some feedback.

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With a partner, students completed an Empathy Map with a different group that comes to the farm (farmer, volunteer worker, parents, little children, kids in a summer class...) Students thought about what that person is feeling, thinking, seeing, hearing, and doing while at the farm.

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Students read one of three articles about farming with a partner. Then, they shared what they learned from their article with the group.

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We discussed what makes a good interview question: it should address the driving question, be focused, and be open-ended. We modeled good and bad question examples. Then, we came up with questions for our interview with Farmer Tony tomorrow. Students also wrote down questions with their empathy map partner to ask guests at the farm tomorrow.

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Students wrote something that they learned from day one on a piece of paper. Then they balled it up like a snowball and we threw it in the middle of our circle. Then, students read somebody else’s. We did this a few times to reflect on day one.

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After we grouped, sorted, and labeled our ideas, each student received 5 dot stickers to vote for the most engaging and educational proposals. The top ideas with the most votes were identified and moved to the next round vetting.

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How can we create an engaging and educational experience for guests at the Critter Barn?

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Responsibility

Teamwork

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We created a scavenger hunt to tour all areas of the Critter Barn. At each stop, there was an envelope to open with a farm fact, a get-to-know-you question to answer, and a clue to the next stop. We ended with a lock box and inside was the driving question.

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We used a Frayer Model to explain the meanings of "educational" and "engaging" from the Driving Question. Students worked in pairs to define and describe each word and provide examples and non-examples.

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In partners, students interviewed various stakeholders at the Critter Barn (farmers, campers, children, parents, volunteers) about the guest experience and the farm. This helped them gather more information to inform their ideas and the solution to our driving question.

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I thought the whole week went perfectly! The students were engaged and excited about the Driving Question. The staff at the Critter Barn were very helpful and accommodating! I think the students will always remember this experience and the creative solutions they designed. - Kim Alston

It was so fun to work through the design process and get to know so many smart, driven, creative students from our community. Their innovative ideas really blew me away! Our community partners at the Critter Barn were wonderful to work with! - Lindsay Barnes

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Students worked on their final posters, including prototypes and AI images to use in their presentation.

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At the end of the day, we used the “Blob Tree” protocol for a fun reflective experience to recap the day. We shared which blob on the tree we felt the most like and why.

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Students used the Crazy 8 protocol to brainstorm ideas to solve the problem in our driving question. They used sketches and words to describe their solution.

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We discussed our hopes and fears regarding the driving question and our week together as a group. Then, we came up with some norms to help our group run smoothly and work together better.

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After each poster presentation, students received feedback from outside sources (another teacher and her two children, who were also Critter Barn guests) as well as each other. They used the "I Like, I Wish, What if?" protocol to scaffold feedback discussions and push their ideas to the next level.

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We started our third morning by reflecting on our ideas to solve our driving question. We used the Pluses and Deltas protocol for students to reflect on what they like about their idea and think is going well, as well as areas that are challenging and require improvement.

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Each student rated themselves from 1-4 as to which "Inner Hero" was most like them: thinker, doer, planner, and helper. We discussed our results and made a poster to see what kind of "heroes" we have in our group.

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After a snack and break, we spread out on the farm to observe what people were doing (farmers, volunteers, families, and kids in classes). We took notes and discussed afterwards.

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After brainstorming their ideas, students identified their top proposals to share with the team. As each student presented an idea, they organized and grouped their ideas alongside those of their peers to identify trends and combine possibilities.

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To reflect on the end of day three, we stood in a circle and everybody went around and talked about one thing they were excited about or one thing they were worried about for day four.

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I loved the chicks and seeing all my friends. I also liked being able to create cool ideas. -Beckett

I will always remember investigating the cats. - Nolan

My favorite part was drawing the tour guide poster for our pitch. -Violet

I really liked working on the scavenger hunt poster with Ryne! - Graeme

I’ll always remember brainstorming ideas and creating posters. -Maya

I loved feeling nerdy and creating my poster. -Ava

My favorite part of camp was making the poster and pitching it with Graeme. -Ryne

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Students got back into their groups and looked at their poster from yesterday. They discussed changes that they could make based on Pluses and Deltas.

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We discussed what is important in naming your idea. Students got back into their groups and discussed good names for their idea that they could add to their poster and pitch.