Free Template

Innovation Lesson

Time: +/- 60min

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Focal Content

Lesson could integrate:

• NGSS Engineering Design ETS1-1-3.

• California Arts Standards for Media Arts – Prof.MA:Pr5.b. This standard encourages students to use creative problem-solving and design thinking to produce original work in media arts. It specifically calls for students to take creative risks, apply tools, and revise their ideas through iteration—exactly the kind of thinking promoted in Silicon Valley’s innovation culture.

• Common Core State Standards or NGSS

• 21st Century Skills: Creativity, Critical Thinking, Communication, Collaboration

• + Courage – because kids need to make mistakes early in life, and not be afraid to. That’s how we grow and learn to become better innovators!

• SEL: Self awareness, Self-management, Responsible decision-making, Relationship skills, Social Awareness

• Other

 

Makerspace

Materials, supplies, and tools that are provided—and those that are intentionally not provided.

 

(Example: Pencil and paper are provided, but students are not allowed to use glue or tape. This encourages them to think creatively about how to attach materials and surfaces together.)

Norms

2 minutes

Any classroom, school, or lab safety norms. The teacher may use the pre-made presentation provided, or add their own content as needed.

 

Warm-up Activity

5 minutes (optional)

Warm-up activities that boost creative confidence or build skills relevant to the innovation task.

 

(Examples are here.)

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Hook

5 minutes

How will the teacher spark student interest in innovation?

Teacher may use one of the suggestions below—or create their own!

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Hook: Read-aloud or story about an innovator or innovation

Follow up with the question: “What makes someone an innovator? What makes something an innovation?”

(Example: Read about the Watts Towers. Ask students what makes it an innovation, then have them build their own beautiful recycled towers—possibly integrating STEaM.)

 

Hook: Photo from art history or architecture

Ask: “How might this inspire innovation?”

(Example: Show a Matisse painting and have students design fashion inspired by its art elements. Or show Fallingwater and ask students to design a food truck inspired by its architecture)

 

Hook: Photo of a real-world problem

Ask: “What might we innovate to solve this?”

(Example: Show a crowded school hallway with backpacks all over the floor.)

 

Hook: Photo of an innovation

Ask: “How is this an innovation?”

(Example: Show a rollercoaster and discuss the creative thinking and engineering behind its design.)

 

Create your own hook: ______________________

 

 

HMW Question

5 minutes

HMW question reference to fill in the blanks:

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How might we design _________________ for ________________ 

 

using ____________________________?

 

If the teacher is providing the HMW (How Might We) question, fill in the blanks above. Click here for ideas.

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If students will generate their own HMW question, print and use this graphic organizer.

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Innovation Task

5 minutes

After presenting the HMW (How Might We) question to students, the teacher clearly outline the parameters. Teacher specifies which supplies, materials, and tools are available—and which are off-limits.

Students could work in teams to build collaboration and communication skills. While working individually is also an option, it may require more time and resources.

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Design Process

10 - 30 min

Teacher distributes the Design Process graphic organizer and reviews each step with students. Then, teacher has the students begin the innovation task while making observations and guiding them through each phase of the process. These observations will help inform the teacher's final assessment and shape future innovation lessons.

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During their observation, the teacher might:

• Watch how students approach and work through problems

• Take notes on student participation and collaboration

• Listen to how students explain their thinking and justify ideas

• Identify students who need additional support or are off-task

• Observe how well students grasp and apply each step of the design process

 

Debrief

15 - 20 min

Students present their projects aloud, either in teams or individually. The teacher encourages them to give and receive constructive feedback.

 

Here is a list of debrief questions to guide the discussion. 

 

Questions might include:

 

• What was most challenging? What worked?

• How does your solution help others? What would you add or change?

• How did your group work together? What was your role? What did you learn?

• What are you most proud of? What mistake did you learn from? How were you creative?

• What would you do differently? What did you learn about innovation?

 

Written Reflection

10 min

Students complete a written reflection, focusing on two to three questions.

Teacher can write the questions on the board or project them on a screen.

 

Here is a slide to get started.

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Assessment

What worked well? What didn’t?

Teacher reviews their observations alongside their students’ reflections. Teacher uses these insights to evaluate the overall effectiveness of the lesson. Teacher reflects on how they might improve the process, task design, or facilitation for the next time they teach an innovation lesson.

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Free Planning Template

Click here to force a copy of our free planning template via GoogleDocs.

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