PLAN

Independent Planning

• After they have finished their research, instruct

students to create a sketch of their individual

ideas. Remind students to include details such

as labels, measurements, and explanations of

how each part functions.

• Instruct students to think about one of the

sentence stems below and complete the

sentence.

I think my team could solve this problem

by . . .

My idea for solving this problem . . .

Based on my research and understanding,

I think we should . . .

PLAN

Team Planning

• Facilitate consensus building and planning,

encourage engagement, and support detailed

sketching. Remind students to use the

sentence stems provided during independent

planning.

• Provide a clean sheet of paper for each team

to record their final plan.

• Provide feedback to student teams on their

final design and plan.

• Assist teams in managing roles and help team

members understand their responsibilities

within the challenge.

• Allow Materials Managers to collect the

materials for their team.

• Observe teams to assess their collaboration,

creativity, critical thinking, communication,

resiliency, and application of content

knowledge.

SUGGESTED ROLES:

• Project Manager

• Quality Control Manager

• Construction Manager

• Materials Manager

FACILITATION QUESTIONS:

• What did you learn from your research?

• Which idea or combination of ideas will the

team use?

• Which materials would be best for your design?

• How will you measure the temperature inside

the prototype?

• Where might heat move in or out of your

prototype? Is there something you can do to

prevent this heat transfer?

• What materials do you need?

FACILITATION QUESTIONS:

• What did you learn from your research?

• How have others solved this problem?

• What are your ideas to solve this problem?

• Which of the materials would be best for

___________________________?

SENTENCE STEMS:

• Our plan for solving this problem is . . .

• We will need the following materials . . .

• The steps we will take are . . .

• Our role assignments are . . .