P R O J E C T

D E S I G N :

O V E R V I E W

Name of Project: Design Wars

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Duration: 6 weeks
Teacher(s): 4th grade team (K. Smith Elem)

Subject/Course: Language Arts

Grade Level: 4

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

Significant Content
(CCSS and/or others)

21st Century Competencies

(to be taught and assessed)

Reading
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.

Collaboration (SL.4.1.b) Follow agreed-upon rules for discussions
x Creativity and Innovation
x
and carry out assigned roles

Communication (SL.4.1) Engage effectively in a range of

collaborative discussions

Critical Thinking (MP4) Model with mathematics

Other:

Project Summary
(include student role, issue,
problem or challenge, action
taken, and purpose/beneficiary)

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
carry school supplies, etc. Teams will create client surveys to understand their clients needs. They will engage in the Design Thinking process to plan,
prototype and create their bag out of repurposed materials. Students will explore the concept of meeting specific needs with natural resources by learning
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:

Questions for client survey

Needs analysis from novel study
Product description
Size assessment of bag (area, volume) of items to be carried in the bag
Written sales pitch to client

Team:

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Final Client Survey

Summary of client needs
Final bag design presented to the client
Presentation sales pitch at Sales Meeting

Specific content and competencies to be assessed:

Persuasive writing, asking probing questions, summarizing information,
writing for purpose, using evidence to support claims
Area and perimeter; model with mathematics

Specific content and competencies to be assessed:
Collaborative discussions, engagement in the design process (TD 4Ed),
presentation skills, creativity and innovation

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O V E R V I E W

Public Audience
(Experts, audiences, or
product users students will
engage with during/at end of
project)

Clients Entry Event, initial presentation of their product to the client, final presentation
Equipment designers from The North Face final presentation
Parents and community members final presentation

Resources Needed

On-site people, facilities:

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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 schools Stitch Club to teach students how to sew

Reflection Methods
(Individual, Team, and/or
Whole Class)

Journal/Learning Log

Focus Group

Whole-Class Discussion

Fishbowl Discussion

Survey

Other:

Notes:

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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)
Presentations,
Performances,
Products and/or
Services

Learning Outcomes/Targets
content & 21st century competencies
needed by students to successfully
complete products

Checkpoints/Formative Assessments
to check for learning and ensure
students are on track

(individual and team) I can pose and respond to specific questions to clarify

Rough draft of survey question

Graphic organizer to plan for summary
Teacher conferencing
Peer critique (Gallery walk of questions)
Journal entries

I can 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.A)

I can provide reasons that are supported by facts and
details. (W.4.1.b)

Rough draft
Writers Workshop teacher/peer conference
Journal entries

I can use area and perimeter to design and create a

Collaborative problem solving mini-presentations

Exit tickets
Quiz on area and perimeter
Outline of sales pitch (as bag design will be
referenced)

Outline of sales pitch

Critical Friends
Reflections
Exit Tickets

or follow up on information, and make comments that

Written Client Survey contribute to the discussion and link to the remarks of
and summary of needs others. (SL.4.1.C)

(Individual)
I can summarize, in writing, the information gathered
from these conversations. (SL.4.1; W.4.1.A)

Product description
(Individual)

bag for a client. (4.MD.A.3; MP4)

Size Assessment of the
Bag
(Individual)

Design Team Sales

Pitch to Client
(Team)

Instructional Strategies for All Learners

provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning
outcomes and formative assessments

I can organize and communicate ideas clearly using

appropriate media. (SL.4.5)

I can add audio recordings and visual displays to
presentations when appropriate to enhance the
development of main ideas or themes. (SL.4.5)

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Mini-lessons on asking probing questions

Fishbowl to model asking client questions
Expert input (TNF) Skype session on determining
client needs
Summary Writing mini-lessons

Expert input (TNF) Skype session on creating

product descriptions
Inquiry trip to Sports Authority to research
product descriptions
Lessons on descriptive language

Collaborative problem solving using

manipulatives
Whole group lesson on area
Small group lessons as needed (EL students)

Expert input (TNF) Skype session on creating

sales presentations
Mini-lessons on using persuasive writing
Lessons on how to assess arguments using
commercials

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