(gr. 6-8)

In this grade 6–8 PBL unit, students use the design-thinking cycle (empathize, define, ideate, prototype, launch) to investigate a real local issue—like food insecurity, plastic waste, or unsafe walking routes—and identify who it impacts and why. They research and analyze data, develop and evaluate solutions through ethical/environmental/social lenses, then create and present a prototype or action plan to an authentic audience while reflecting on their learning.

Design Thinking + Problem-Based Learning

1. Empathize – Understand community needs.

2. Define – Identify and narrow the problem.

3. Ideate – Brainstorm innovative solutions.

4. Prototype – Design, test, and refine.

5. Launch – Share solution with authentic audience.

🎯 Essential Question

How can I use creativity, critical thinking, and innovation to solve a real problem in my community?

💡 Driving Problem

Our community faces [insert local issue — e.g., food insecurity, plastic waste, loneliness among the elderly, unsafe walking routes]. How might we design a realistic, innovative, and sustainable solution that improves quality of life for those affected?

🧭 Learning Objectives

By the end of the unit, students will:

• Apply design thinking to real-world problem-solving.

• Conduct research and data analysis to define a problem accurately.

• Evaluate potential solutions using ethical, environmental, and social lenses.

• Create and present a prototype or action plan supported by data and rationale.

• Reflect on learning using metacognitive and self-assessment tools.

🔬 Interdisciplinary Connections

• ELA: Persuasive writing, technical documentation, presentation skills

• Math: Data analysis, cost estimation, measurement, scaling for prototypes

• Science: Environmental systems, materials testing, sustainability

• Social Studies: Local governance, civic engagement, cultural awareness

• Technology: Digital prototyping, data visualization, AI tool use

🧩 Unit Overview by Design Thinking Phase

Phase 1: Empathize (Week 1)

Goal: Understand the problem through multiple perspectives.

Activities:

• Conduct interviews or surveys of community members.

• Gather qualitative and quantitative data about the issue.

• Create an empathy map or user persona.

Upper-Level Bloom’s:

• Analyze: Compare stakeholder perspectives to identify shared needs.

• Evaluate: Determine which needs are most urgent or underserved.

DOK 3–4 Prompts:

• What patterns or trends do you notice in community feedback?

• How might biases or assumptions affect how you define the problem?

Phase 2: Define (Week 1–2)

Goal: Clearly articulate the community problem.

Activities:

• Write a problem statement: “How might we…?”

• Use the 5 Whys technique to uncover root causes.

• Present findings in a short “Community Brief” report.

Upper-Level Bloom’s:

• Evaluate: Justify your chosen problem based on evidence and impact.

• Create: Design a visual infographic summarizing your findings.

DOK 3–4 Prompts:

• What data best supports your definition of the problem, and why?

• How might solving this issue create ripple effects in the community?

Phase 3: Ideate (Week 2–3)

Goal: Generate innovative, realistic ideas.

Activities:

• Brainstorm 10+ ideas using SCAMPER or mind mapping.

• Use a feasibility-impact matrix to evaluate ideas.

• Select the top 1–2 ideas for development.

Upper-Level Bloom’s:

• Analyze: Break complex ideas into actionable steps.

• Evaluate: Compare potential solutions against criteria (cost, ethics, sustainability).

• Create: Draft your top proposal with sketches or flow diagrams.

DOK 3–4 Prompts:

• Which of your ideas best aligns with community needs and constraints?

• How might your idea evolve if you received feedback from experts?

Phase 4: Prototype (Week 3–4)

Goal: Bring the best idea to life.

Activities:

• Create a physical model, digital prototype, or campaign plan.

• Gather peer or mentor feedback and refine.

• Document process in a design journal.

Upper-Level Bloom’s:

• Create: Construct a prototype that addresses user needs.

• Evaluate: Use feedback to revise and justify improvements.

DOK 3–4 Prompts:

• How did testing reveal weaknesses in your original design?

• What changes improved your solution, and how can you prove it?

Phase 5: Launch (Week 4)

Goal: Communicate and advocate for your solution.

Activities:

• Present to a panel (teachers, parents, local officials, or peers).

• Use multimedia — video pitch, slide deck, or interactive display.

• Reflect on design process using a metacognitive reflection essay.

Upper-Level Bloom’s:

• Evaluate: Defend your solution’s impact and sustainability.

• Create: Develop a professional-quality presentation or digital portfolio.

DOK 3–4 Prompts:

• How will you measure the long-term success of your solution?

• What insights would guide your next iteration if given more time?

🧮 Assessment Plan

Phase Product Criteria Bloom’s / DOK Level

Empathize Interview report + empathy map Depth of inquiry, accuracy of representation Analyze (3)

Define Community problem brief Use of data, clarity, justification Evaluate (4)

Ideate Solution proposal Creativity, feasibility, evidence-based Create (4)

Prototype Model or campaign Functionality, innovation, revision Create (4)

Launch Presentation + reflection Clarity, reasoning, audience impact Evaluate/Create (4)

🧠 Reflection / Metacognition Prompts

• What did you learn about how real-world problems are solved?

• Which part of the design process challenged your thinking the most?

• How did feedback change your approach or deepen your understanding?

• What skills from this unit could you transfer to future community issues?

🔧 Optional Extensions

• Partner with a local nonprofit or city office for authentic feedback.

• Publish the final design on a class website or local newsletter.

• Use AI tools (like Canva Magic Design or ChatGPT for brainstorming) for ideation and refinement.