A Safer School

Entrance Door

Mike
 Empathy Stage
With recent tragic events shown in
this video and national student
support for the victims of school
shootings, your principal needs your
help! She would like you to design a
safe school entrance in which all
individuals will enter, that will deter
anyone carrying a weapon onto our
school campus.
N.a. "18 Shootings On U.S. School Campuses In 2018 | NBC Nightly News - YouTube."
Youtube.com. n.d. Web. 18 Mar. 2018. <https://www.youtube.com/watch?v=e9QB_9HgbN4>

Mike
 Empathy Stage (continued)
To explore this stage, students use a collaborative
white board 2.0 tool called Baiboard to create a
shared word web (See student example in the
following slide). Each group member researches
YouTube for news reports about the Parkland school
shooting and how it affects the survivors.

This information gathering involves the Bloom’s

Taxonomic Levels of synthesis and analysis as
students pinpoint and deduce the feelings,
perceptions and calls-to-action of Parkland High
School students who lived through the shooting.

CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print
and digital texts.
Mike
 Empathy (continued)

Baiboard

Mike
 Define Stage
Our school currently has a swinging door to enter
through the front office for visitors. Many times these
individuals do not even stop to check in.

Problem Statement: Our school

needs a better way to monitor visitor,
staff and student entrance in order to
keep students safe.

Students - After seeing the information from the

previous slides, do you feel the swinging door is
secure enough to keep the school safe?
Jessica, Mike & Sonja
 Define Stage Continued
Teacher will instruct students to discuss this question
with an elbow partner and use Padlet to share their
responses. Students will synthesize information gleaned
from the Empathy Stage about school shooting survivors
and feedback about their existing school entrance.

Jessica, Mike & Sonja

 Define Stage: Level of Bloom’s
Taxonomy

Having students contribute to the discussion

meets the understanding and applying level of
Bloom’s Taxonomy.

Standard addressed in gathering questions

include : NGSS Engineering Standard 1. Asking
questions (for science) and defining problems
(for engineering).

Jessica, Mike & Sonja

 Ideate Stage
Teacher will hand out a graphic organizer for students to
jot down some of their own ideas of “A Safer School
Entrance Door” that could be placed at the school.
Students will have the opportunity to use the internet to
help form their ideas.
Teacher will review some questions to consider while they
are thinking of ideas.
The ideas will be turned in and reviewed by the teacher
Teacher will place students into groups of 5 that have
similar ideas. Student Example, Image Source: Private Collection

As the groups review their ideas and collaborate, they will

begin to focus on 1-2. Students will then have to create a
sketch representing their idea using Sketchpad 5.1 . This
sketch will be presented to the class on screen in order to
obtain feedback.
Sketchpad
Sonja
 Ideate Stage (continued)
Sketchpad5.1 is a drawing application that allows a person to use a
variety of tools including different brushes to draw and clipart. I used it to
create a sketch of a desk with a metal detector and the officer standing
next to it. This tool allows a student to express themselves with a hands
on activity along with being creative.

Questions the teacher can ask the students to consider

Where would we place the Safer School Entrance?
What type of materials might be used?
Will there be anything electronic included?
Will someone monitor the entrance in person or via camera?
What would make me feel safe?

Sketchpad
Sonja
 Ideate Stage Continued
Once the students receive feedback, the groups will collaborate to
determine if and what changes need to be made.
The teacher will meet with each individual team to review and approve
the final design.

Image Source: Creative Commons Images

Bloom’s Taxonomy - These activities fall into several categories.

Understanding because the student has to understanding the problem,
Applying, students are applying their ideas to fix a problem but also
analyzing because they have to get through everyone's idea and figure
out what will work. This would be tied to “CCSS.ELA-Literacy.SL.6.1-
Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 6 topics,
texts, and issues, building on others' ideas and expressing their own
Sonja clearly.”
 Prototype Stage

Use the web site Tinkercad to design a

prototype of your door based upon your idea.
Building this prototype will help to determine
if you can build a safer, more secure entrance
to your school. View this video to learn how to
use Tinkercad. This web 2.0 tool will help you
to create a 3-D-printable prototype of your
entrance. Based upon feedback you receive
from peers during the Test Stage, you can
alter your model as needed.

Mike
 Prototype Stage (cont.)
This is at the Creation and Evaluation levels of Bloom’s
Taxonomy, because you will be creating your team’s
vision of your design, and refining the design based upon
your evaluation of the feedback you receive.
NGSS Standard: “Define a simple design problem that
can be solved through the development of an object,
tool, process, or system and includes several criteria for
success and constraints on materials, time, or cost.”
This tool supports your learning by giving you some basic
foundational skills toward a possible career in 3D Design
and Modeling.

Tinkercad. "Tinkercad for teachers." Tinkercad. n.d. Web. 18 Mar. 2018. <https://www.tinkercad.com/teach>

N.a. "3D design Copy of Door | Tinkercad." Tinkercad.com. n.d. Web. 18 Mar. 2018.
Mike <https://www.tinkercad.com/things/7JAcgV19GBZ-copy-of-door/editv2>
 Student Sample-Safety Door

Image Source: Private collection

Mike
 Test Stage
During the testing stage the prototype function is presented to the
stakeholders (other students, parents, and administrators). During the
presentation, a Padlet is used as a back channel to gather feedback,
suggestions, and address questions. Students create a QR code which
stakeholders scan to access the Padlet dashboard.

As students are presenting their final safety door prototype, the audience
members comment on the Padlet backchannel. Audience members post their
comments (audio, video, images), text feedback, and questions directly on to
the Padlet dashboard. Students export these comments as pdfs or other file
formats to refer to later when building the refined and final iteration of their
safety door. Stakeholders use padlet to comment and analyze the product
(understanding, applying, analyzing, and evaluating of Bloom’s Taxonomy),
while students present their product, negotiate the feedback, and revise their
product based on stakeholder feedback (applying, analyzing, evaluating, and
creating of Bloom’s Taxonomy).

Gathering feedback for integration is critical in this stage of Design Thinking.

Having students present their product, gather comments, and feedback to use
for project redesign is essential to support student learning. This process
outlines the importance of understanding your audience to create a safe
community together.
Created By
Resource: LEC 50 Ch. 5 Textbook Jessica Sphar
Test Stage: Web 2.0 Sample Response

Created By
Jessica Sphar
Test Stage: NGSS Standard- Engineering Design

Scientific and Engineering Practices

HS-ETS1-2.
Design a solution to a complex real-world problem by breaking
it down into smaller, more manageable problems that can be
solved through engineering.

HS-ETS1-3.
Evaluate a solution to a complex real-world problem based on
prioritized criteria and trade-offs that account for a range of
constraints, including cost, safety, reliability, and aesthetics as
well as possible social, cultural, and environmental impacts.

Created By
Jessica Sphar