This activity introduces the case and the charge to propose bike barrier safety ideas. Problems associated with the case involve designing a system that easily marks bike lanes from other road lanes. Barriers will have to keep cars out but allow them to cross the lane for parking, turning into driveways, and so forth. During this activity, Double-O STEM Club agents will identify and describe the main problem presented in the video, discuss possible solutions with peers, and formulate research questions based on identified problem(s) and prior knowledge.

Materials

• This case
• Notebooks and writing instruments for each agent to document ideas and questions
• Computer with LCD projector/television display
• Tool to capture agent ideas (easel pad, whiteboard, computer)
• Websites with examples of bicycle lanes and barriers

Setup

This activity includes whole-class and group discussion. Set up an area that allows the librarian to introduce the case and share examples via internet websites. Provide agents with notebooks and writing instruments and encourage them to capture ideas (through words and illustrations) as they work on this case. Allow agents to brainstorm problems associated with the case and questions that may require additional research. Capture main ideas on a whiteboard, easel pad, or other medium. Be sure to ask agents if there are aspects of other cases they have completed that might apply in this case.

Have students use the internet and other library resources to find information about different bike lane barriers. In particular, ask them to examine bike barriers that use recycled tires. What do the barriers look like? What are some of their advantages and limitations? Some criteria to consider include: materials required, construction costs, maintenance needs, replacement and disposal processes. Do they have any plans about how to make them? Have students take screenshots of the interesting ideas you find and present them to your after-school group. 

Materials

• Computers with internet access (individually or in small groups)
• agent notebooks to document ideas and questions
• Presentation tools (e.g., presentation software, easel pad, etc.)
• Example materials (either physical or visual)
• Example barriers (either physical or visual)

Setup

Make sure agents will have access to computer resources for internet, database, and library catalogue research. Set up an area where whole and small groups can congregate. Use this area to introduce the activity, provide examples, brainstorm and consider criteria to examine, and develop and present findings. 

Based on library research, and/or group discussions, Double-0 STEM Club agents will determine the evaluation criteria used to examine bike lane barrier prototypes. A draft evaluation checklist or rubric should be developed to help agents know what they should strive to accomplish as they develop and test prototypes. At a minimum, evaluation criteria should emphasize the use of recycled and/or environmentally friendly materials. Do not provide more than 8-12 criteria.

Materials

• Tools to capture agent ideas and evaluation criteria (e.g., easel pad, computer with LCD projector)
• Printer for paper-based criteria or online tool (e.g., MS Office 365, Google Forms)
• Agent notebooks to document ideas

Setup

Prior to the lesson, set up a seating arrangement that allows for whole and small group discussion around a hands-on activity. Focus the seating arrangement on the tool used to capture ideas.  

Based on library research, have agents design a bike barrier that incorporates recycled tires. Encourage creativity! What will the barrier look like? What size will it be? What additional materials will it use? Have agents draw a schematic (a detailed diagram or plan) of their bike barriers. See if they can draw it to scale. Drawings should be shared with the after-school group and their feedback used to refine ideas.

Materials

• Barrier examples (either physical or visual)
• Engineering or graph paper or computer software for each agent
• Writing instruments (e.g., pen, pencil)
• Rulers, straight edges, protractors, compasses
• agent notebooks to record ideas
• Tools to project agent work (e.g., document camera, smartphone camera, computer, LCD screen)

Setup

This activity includes small and whole group discussion. Prior to the lesson, set up a seating arrangement that allows for whole and small group discussion around a hands-on activity. Focus the seating arrangement so agents have space to draw but can still see each other in classroom and small group discussions. Place writing instruments in a central location where agents can get them on an as-needed basis.

Using resources provided in the after-school program, agents (alone or in small groups) will build a bike lane barrier model based on prior research and according to their design schematic(s). Agents should document rationales for design decisions and be encouraged to brainstorm and share ideas with others. Initially, emphasis should be placed on building and testing designs over aesthetics. As iterations progress, shifting focus to aesthetics (while still meeting evaluation criteria) is fine. If appropriate, have agents build models for other groups and library patrons to evaluate and provide feedback. 

Materials

• Craft supplies (e.g., colored paper, cardstock, cardboard, glue, scissors, tape, brads, paper clips)
• Work gloves, safety glasses, bandaids and antibacterial cream
• Hammer, tacks, screwdrivers, screws, glue, sandpaper, and so forth.
• Bike barrier materials (used tires-these may be bicycle tires, wood blocks, and so forth)  
• Camera to document models
• agent notebooks to recall ideas and plans 

Setup

Set up a space where individuals and/or small groups have room to build models in a safe environment. In a central location, include materials that agents can use to construct their models. Also provide one or more cameras that can document construction approaches and design decisions. Ensure that groups can come together easily for whole group presentations and discussions regarding design decisions, safety guidelines, materials, and so forth. 

Near the end of this case, agents will showcase their work (design flyers, prototypes, design decisions/ideas, and tests that led to their solutions). Agents will describe their bike lanes, bridges, and barriers, the design decisions used to develop them, how testing and reflection improved their product, and how they would continue to perfect the model if given the opportunity. Use this session to focus on celebrating accomplishments and creative thinking as well as completing a final reflection on the case.

Materials

• Copies of agent prototypes
• Photographs and video captured from prior sessions
• agent notebooks to remember ideas and further reflect
• Presentation tools (e.g., easel pads, presentation software)
• Celebration Materials (e.g., party noise makers, confetti, banners)
• Computers for agents to develop presentations (as applicable)
• LCD projector (as applicable) to project presentations

Setup

Prior to the lesson, set up a seating arrangement that allows for whole and small group discussion around group presentations. Make sure to decorate the presentation space with celebration materials. Provide agents with their notebooks, photographs and videos of prototypes, and a copy of their best prototype. Also provide tools for groups to develop a short presentation about their work. You may want to set up a poster session and split the groups in half to present and attend the presentation.