P R O J E C T D E S I G N : O V E R V I E W page 1

Name of Project: Design  Wars Duration: 6  weeks

Subject/Course: Language  Arts   Teacher(s): 4th  grade  team  (K.  Smith  Elem) Grade Level: 4

Other subject areas to be included, if any: Social  Studies,  Math

Significant Content Reading  

(CCSS and/or others) RI.4.1  Refer  to  details  and  examples  in  a  text  when  explaining  what  the  text  says  explicitly  and  when  drawing  inferences  from  the  text;  RL.4.7  Make  
connections  between  the  text  of  a  story  or  drama  and  a  visual  or  oral  presentation  of  the  text,  identifying  where  each  version  reflects  specific  descriptions  
and  directions  in  the  text;  RI.4.4  Determine  the  meaning  of  general  academic  and  domain-­‐specific  words  or  phrases  in  a  text  relevant  to  a  grade  4  topic  or  
subject  area;  RI.4.9  Integrate  information  from  two  texts  on  the  same  topic  in  order  to  write  or  speak  about  the  subject  knowledgeably.  
Writing  
W.4.1.a  Introduce  a  topic  or  text  clearly,  state  an  opinion,  and  create  an  organizational  structure  in  which  related  ideas  are  grouped  to  support  the  writer's  
purpose;  W.4.1.b  Provide  reasons  that  are  supported  by  facts  and  details.  
Speaking  &  Listening  
SL.4.1.c  Pose  and  respond  to  specific  questions  to  clarify  or  follow  up  on  information,  and  make  comments  that  contribute  to  the  discussion  and  link  to  the  
remarks  of  others;  SL.4.5  Add  audio  recordings  and  visual  displays  to  presentations  when  appropriate  to  enhance  the  development  of  main  ideas  or  themes.  
Math    
4.MD.A.3  Apply  the  area  and  perimeter  formulas  for  rectangles  in  real  world  and  mathematical  problems.  
 
21st Century Competencies Collaboration (SL.4.1.b)  Follow  agreed-­‐upon  rules  for  discussions  
and  carry  out  assigned  roles
x   Creativity and Innovation x
(to be taught and assessed)
Communication (SL.4.1)  Engage  effectively  in  a  range  of  
collaborative  discussions
x   Other:

Critical Thinking (MP4)  Model  with  mathematics x  

Project Summary Student  design  teams  will  be  given  a  client  and  their  role  is  to  design  a  bag  that  will  meet  the  specific  needs  of  that  client,  such  as  a  new  bag  for  soccer  or  to  
(include student role, issue, carry  school  supplies,  etc.  Teams  will  create  client  surveys  to  understand  their  client’s  needs.  They  will  engage  in  the  Design  Thinking  process  to  plan,  
problem or challenge, action prototype  and  create  their  bag  out  of  repurposed  materials.  Students  will  explore  the  concept  of  meeting  specific  needs  with  natural  resources  by  learning  
taken, and purpose/beneficiary) from  California  Native  people  (Social  Studies  connection).    
During  the  client  pitch,  teams  will  explain  their  thinking  in  design  and  material  choices,  as  well  as  how  they  used  feedback  from  the  client,  and  our  experts,  
equipment  designers  from  The  North  Face.    Once  students  have  pitched  to  their  clients,  the  entire  grade  will  hold  a  sales  meeting  where  they  will  present  
their  products  to  parents  and  community  members  in  hopes  of  auctioning  off  their  completed  bags.

Driving Question How  can  we,  as  a  design  team,  meet  the  specific  needs  of  our  clients?  

Entry Event Students,  in  groups  of  three,  will  be  provided  with  an  array  of  recyclable/reusable  materials  (i.e.  cardboard,  paper  bags,  plastic  bottles,  shopping  bags,  
straws,  etc).    After  seeing  the  materials,  students  will  plan  and  create  something  useful.  

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Products Individual: Specific content and competencies to be assessed:
• Questions  for  client  survey   Persuasive  writing,  asking  probing  questions,  summarizing  information,  
• Needs  analysis  from  novel  study   writing  for  purpose,  using  evidence  to  support  claims    
• Product  description                                 Area  and  perimeter;  model  with  mathematics  
• Size  assessment  of  bag  (area,  volume)  of  items  to  be  carried  in  the  bag    
• Written  sales  pitch  to  client
Team: Specific content and competencies to be assessed:
• Final  Client  Survey           Collaborative  discussions,  engagement  in  the  design  process  (TD  4Ed),  
• Summary  of  client  needs   presentation  skills,  creativity  and  innovation  
• Final  bag  design  presented  to  the  client  
• Presentation  sales  pitch  at  “Sales  Meeting”

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 P R O J E C T D E S I G N : O V E R V I E W page 2

Public Audience Clients  –  Entry  Event,  initial  presentation  of  their  product  to  the  client,  final  presentation    
(Experts, audiences, or Equipment  designers  from  The  North  Face  –  final  presentation  
product users students will Parents  and  community  members  –  final  presentation  
engage with during/at end of  
project)

Resources Needed On-site people, facilities:

MPR  to  hold  the  sales  meeting  
Conference  room  to  conduct  client  interviews
Equipment:
laptops,  iPads,  sewing  machines,  glue  guns  

Materials:
Repurposed  materials  for  bag  creation  (e.g.,  thread,  glue,  double  sided  tape,  etc.)

Community Resources:
The  North  Face  equipment  design  team,  parents  from  the  school’s  Stitch  Club  to  teach  students  how  to  sew    

Reflection Methods Journal/Learning Log X Focus Group

(Individual, Team, and/or
Whole Class)
Whole-Class Discussion X Fishbowl Discussion X

Survey X Other:

Notes:

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 P R O J E C T D E S I G N : S T U DENT LEARNING GUIDE
Project: Design  Wars

Driving Question: How  can  we,  as  a  design  team,  meet  the  specific  needs  of  our  clients?

Final Product(s) Learning Outcomes/Targets Checkpoints/Formative Assessments Instructional Strategies for All Learners
Presentations, content & 21st century competencies to check for learning and ensure provided by teacher, other staff, experts; includes
Performances, needed by students to successfully students are on track scaffolds, materials, lessons aligned to learning
Products and/or complete products outcomes and formative assessments
Services
(individual and team) I  can  pose  and  respond  to  specific  questions  to  clarify   • Rough  draft  of  survey  question   • Mini-­‐lessons  on  asking  probing  questions  
or  follow  up  on  information,  and  make  comments  that   • Graphic  organizer  to  plan  for  summary   • Fishbowl  to  model  asking  client  questions  
Written  Client  Survey   contribute  to  the  discussion  and  link  to  the  remarks  of   • Teacher  conferencing   • Expert  input  (TNF)  Skype  session  on  determining  
and  summary  of  needs   others.  (SL.4.1.C)   • Peer  critique  (Gallery  walk  of  questions)   client  needs  
  Journal  entries   Summary  Writing  mini-­‐lessons  
(Individual) • •
I  can  summarize,  in  writing,  the  information  gathered  
from  these  conversations.  (SL.4.1;  W.4.1.A)  

I  can  introduce  a  topic  or  text  clearly,  state  an  opinion,   • Rough  draft   • Expert  input  (TNF)  Skype  session  on  creating  
and  create  an  organizational  structure  in  which   • Writer’s  Workshop  teacher/peer  conference   product  descriptions  
related  ideas  are  grouped  to  support  the  writer's   • Journal  entries     • Inquiry  trip  to  Sports  Authority  to  research  
Product  description   purpose.  (W.4.1.A)   product  descriptions  
(Individual)   • Lessons  on  descriptive  language    
I  can  provide  reasons  that  are  supported  by  facts  and  
details.  (W.4.1.b)  
 

I  can  use  area  and  perimeter  to  design  and  create  a   • Collaborative  problem  solving  mini-­‐presentations   • Collaborative  problem  solving  using  
  bag  for  a  client.  (4.MD.A.3;  MP4)   • Exit  tickets   manipulatives  
Size  Assessment  of  the   • Quiz  on  area  and  perimeter   • Whole  group  lesson  on  area  
Bag   • Outline  of  sales  pitch  (as  bag  design  will  be   • Small  group  lessons  as  needed  (EL  students)  
(Individual) referenced)    
   

Design  Team  Sales   I  can  organize  and  communicate  ideas  clearly  using   • Outline  of  sales  pitch   • Expert  input  (TNF)  Skype  session  on  creating  
Pitch  to  Client   appropriate  media.  (SL.4.5)   • Critical  Friends     sales  presentations  
(Team)   • Reflections   • Mini-­‐lessons  on  using  persuasive  writing  
I  can  add  audio  recordings  and  visual  displays  to   • Exit  Tickets   • Lessons  on  how  to  assess  arguments  using  
presentations  when  appropriate  to  enhance  the   commercials  
development  of  main  ideas  or  themes.  (SL.4.5)    
 

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