For Teachers Implementing an Art-Based Innovation Lab with Their Own Students
For Teachers Implementing an Art-Based Innovation Lab with Their Own Students
Embedded Files
This project explores how positioning art as the starting point for innovation encourages students to imagine solutions first and then use STEM to bring those ideas to life. The goal is to create accessible experiences that can help students begin exploring future STEAM pathways beyond a single classroom experience.
Lesson Plan
Student Standards
Student Standards
Common Core State Standard
MA:Pr5 (Arts)
PK-2.MA:Cr5
PK-2.MA:Pr5
Use creative thinking when making media art.
3-5.MA:Cr5
3-5.MA:Pr5
Practice basic creative skills, like trial and error, design thinking and using tools in new ways, to solve problems in media art projects.
6.MA:Cr6
6.MA:Pr6
Build creative skills by trying out tool limits and finding solutions through media art projects.
NGSS Science
Engineering Design
K-2-ETS1-1.
Ask questions and look closely at a problem people want to fix, and think of ways to solve it with a new or better tool.
3-5-ETS1-1.
Identify a simple problem with a clear goal and limits on materials, time, or cost.
MS-ETS1-2.
Compare different solutions to see which best meets the goals and limits.
Student Measurable Objectives
Student Measurable Objectives
The following are the measurable objectives for students to learn and do.
Students will identify a simple problem they want to solve and create a prototype solution within given constraints (e.g., limited materials, a set number of cardboard sheets, or allocated class time) by applying creative art skills.
Student Formative Assessments
Student Formative Assessments
The following formative assessment helps determine whether students are making progress toward the learning objectives.
To check for understanding during the lab, the teacher might ask students:
What is your invention?
What problem does your invention solve?
How does your invention solve this problem?
In addition, the teacher might observe whether students:
Can clearly explain the problem they are trying to solve on their own.
Generate creative ideas.
Use materials purposefully to create a prototype.
Test, revise, and improve their design.
Innovation Lab Quick Check
☐ Explains the invention
☐ Identifies the problem
☐ Explains the solution
☐ Creates a prototype
☐ Improves the design
Student Summative Assessments
Student Summative Assessments
The following summative assessment measures whether students have met the learning objectives.
Students will:
Identify a simple problem they want to solve.
Create a prototype solution within given constraints (e.g., limited materials, a set number of cardboard sheets, or allocated class time) by applying creative art skills.
Students may demonstrate their learning in one of two ways:
Written Reflection: Describe the problem, their prototype, and how it addresses the problem.
Elevator Pitch: Give a brief three-sentence presentation that answers:
What is your invention?
What problem does it solve?
What is its superpower?
Quick Checklist Rubric:
☐ Identifies a problem
☐ Creates a prototype or solution
☐ Explains how the solution helps
☐ Shares learning through a written reflection or elevator pitch
If using an Elevator Pitch, student answers:
☐ What is your invention?
☐ What problem does it solve?
☐ What is its superpower?
Teachers may differentiate the elevator pitch using grade-band sentence frames (TK–1, Grades 2–3, and Grades 4–5) to provide developmentally appropriate language support while maintaining the same learning objectives.
The elevator pitch also supports California's emerging emphasis on structured literacy by providing students with an authentic opportunity to develop oral language, meaning making, content knowledge, and effective expression. A Literacy Crosswalk illustrates how each Innovation Lab mini-lesson supports these literacy components.
Innovation Lab Implementation
Ignited Innovation Lab Guide.pdf3 Mini-Lesson Slide Decks
Structured Literacy
Differentiating the Elevator Pitch by Grade Band
The elevator pitch is intentionally scaffolded to match students' language development across elementary school. Although every student answers the same three essential questions—What is your innovation? What problem does it solve? What is its superpower?—the level of independence and complexity increases by grade band.
Grades TK–1
Students use simple oral sentence stems with teacher or peer support. The emphasis is on naming an invention, describing its purpose, and expressing pride in their work.
I made a _____. It helps _____. I'm proud because _____.
Grades 2–3
Students first write their ideas and then present them orally. Sentence stems guide students to explain what their invention is, the problem it solves, how it works, and possible future improvements.
My invention is _____. It solves the problem of _____. It works by_____. Next I want to _____.
Grades 4–5
Students deliver a more independent, persuasive elevator pitch organized around a clear sequence:
Problem → Solution → How it Works → Why It Matters → Call to Action.
This progression allows students to build communication skills over time while supporting California's AB 1454 Structured Literacy pillars of language development, meaning making, content knowledge, and effective expression.
Innovation Standards
Preferred Supply List
Additional Supports
This ETP is designed to support a wide range of learners through Universal Design for Learning (UDL) principles and hands-on, student-centered experiences.
Universal Design for Learning (UDL)
Students can express their ideas through drawing, building, speaking, writing, or presenting.
Open-ended challenges allow multiple solutions and entry points.
Visual slide decks, demonstrations, and physical models support understanding.
Social-Emotional Learning (SEL)
Students practice creativity, perseverance, collaboration, and problem-solving.
Innovation activities encourage risk-taking, reflection, and learning from mistakes.
Students build confidence by sharing their ideas and creations with others.
Multilingual Learners (MLL)
Hands-on making experiences reduce language barriers and allow students to demonstrate understanding through creation.
Visual supports, photographs, demonstrations, and real-world examples help make concepts accessible.
Collaborative group work provides opportunities for authentic communication and language development.
Students with Disabilities (SPED)
Activities can be adapted to different ability levels and learning needs.
Students may participate independently, with partners, or with adult support as appropriate.
Flexible materials, multiple ways to participate, and open-ended outcomes allow students to engage at their own level.
This ETP emphasizes creativity, exploration, and multiple pathways to success, helping all students see themselves as capable innovators.
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