• Double-O STEM (Learner Guide)
  • Cover
  • Bike Lane Barriers
  • Vertical Maze
  • Zoo Animal Enclosures
  • Wheelchair Accessible Swing
  • Reconsidering Food Packaging
  • Playground Calm Space
  • Community Garden Watering Solutions
  • Community Garden Pest Management Solutions
  • Download
  • Translations
  • Playground Calm Space

    • Playground Calm Space

    Greetings, Double-O-STEM Club Agents! You have been selected for an important mission. Serena needs your help with a problem in her community.

    Think about these questions as you watch the video. Write answers in your Double-O STEM Club notebook.

    Watch on YouTube
    After you watch the video, click the activity links below to start this mission.
     
    Getting Started
     
     

    In this Playground Calm Space case, you will use library resources to:

    • Watch the case introduction video and identify the main character's problem.
    • Research sensory hypersensitivity and brainstorm solutions for a calming playground space.
    • Design and develop a calming playground space prototype.
    • Gather feedback throughout the process and incorporate as needed.
    • Reflect on the process, findings, successes, and failures of the prototypes.

    Below is a link to your agent handbook where you can take notes as you brainstorm and research solutions to Serena's problem with your fellow Double-O STEM Club agents.

    Double-O STEM Club Agent Handbook: Playground Calm Space

    Learning Activities

    Think

    Now that you have seen the video, work with other Double-O STEM Club agents to think about the problem and a solution. 

    Guiding Questions:

    • What is the main problem?
    • What other problems did you notice?
    • What research questions need to be answered to help you design a solution?

    Learning Objectives

    • The agent will describe the main problem associated with the presented case.
    • The agent will articulate questions suitable for library research based on identified problems in the case.

    Next Generation Science Standards - Engineering:

    • 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials.

    American Association of School Librarians Standards - Inquiry:

    • A.A.1: Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.
    • A.A.2: Learners display curiosity and initiative by recalling prior and background knowledge as context for new meaning.

    Use the internet and other library resources to research why some children need to take a break from the playground. Write down what you learn and share your notes with other agents.

    Guiding Questions:

    • What is sensory hypersensitivity?
    • What kinds of things bother kids with sensory hypersensitivity?
    • What kinds of things might make them feel better?
    • How do you make the space safe? Comfortable? 

    Learning Objectives

    • The agent will describe the main problem associated with the presented case.
    • The agent will articulate questions suitable for library research based on identified problems in the case.
    • The agent will determine parameters for what a successful solution to the problem entails in light of the contextual constraints.
    • The agent will use library databases and circulation materials to examine identified research questions.

    Next Generation Science Standards - Engineering

    American Association of School Librarians Standards - Inquiry

    • A.A.1: Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.
    • A.B.2: Learners engage with new knowledge by following a process that includes devising and implementing a plan to fill knowledge gaps.
    • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

    Think of criteria that others should use to examine your calm playground space model. Librarians or educators are available to help you create a list of criteria with other agents and narrow your criteria to a list of 8-12 that can be considered by others in a few minutes. You can update your checklist as you develop and reflect on your prototype.

    Guiding Questions:

    • Does the prototype take into consideration things like accessibility, safety, and comfort?
    • Are sensory elements (e.g., touch, smell, sight, sound) incorporated in a calming way?
    • Would it hold up under different weather conditions?
    • Does it have a look that would appeal to users?
    • Were recycled materials used?
    • Do you think it could be made at a reasonable cost?

    Learning Objectives

    • The agent will collect, analyze, and reflect on data from developed tools.
    • The agent will revise work based on analyzed data and feedback.
    • The agent will describe the main problem associated with the presented case.

    Next Generation Science Standards - Engineering

    • 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials.

    American Association of School Librarians Standards - Inquiry

    • A.B.1: Learners engage with new knowledge by following a process that includes using evidence to investigate questions.
    • A.B.2: Learners engage with new knowledge by following a process that includes devising and implementing a plan to fill knowledge gaps.
    • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.
    • A.C.1: Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others.

    Prior to developing a calm space prototype, you should take some time to plan. Using either a piece of paper or a computer application, develop a detailed schematic for their swing. Take notes about design decisions along the way.

    Guiding Questions:

    • What will you build?
    • What will it look like?
    • How large will it be?
    • Will it have moving parts?
    • Will it include natural materials?
    • How will it block out noise?
    • What, how and where can you incorporate calming activities into your design? 
    Activity 4: Learning Objectives & Aligned Standards

    Learning Objectives

    • Based on findings from conducted library research, the agent will hypothesize one or more solutions to an identified problem in the case.
    • The agent will design a safe, comfortable, shaded, calming space for children with sensory hypersensitivity.
    • The agent will revise work based on analyzed data and feedback.

    Next Generation Science Standards - Engineering 

    • 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials.
    • 3-5-ETS1-2 Engineering Design: generate and compare multiple possible solutions for a problem and compare constraints and success criteria.

    American Association of School Librarians Standards - Inquiry

    • A.A.2: Learners display curiosity and initiative by recalling prior and background knowledge as context for new meaning.
    • A.B.3: Learners engage with new knowledge by following a process that includes generating products that illustrate learning.
    • A.C.3: Learners adapt, communicate, and exchange learning products with others in a cycle that includes acting on feedback to improve. 
    • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

     
     

    Time to start building! Use the materials that you chose in the last step to create a prototype (an example for testing). Don’t worry about it looking nice. Don’t worry about making a life-size model either. Keeping your model small will be easier to build and allow you to improve upon it. Write down the design decisions you make along the way and share them with fellow agents. 

    Guiding Questions:

    • What will your space look like?
    • What natural materials can you use?
    • What man-made materials?
    • What will make it most comfortable?
    • What quiet play features can you include?
    • How big should it be?
    • What other features, such as water fountains, should you include to help kids calm down when they are upset?

    Activity 5: Learning Objectives & Aligned Standards

    Learning Objectives

    • The agent will describe three benefits and limitations of three different man-made and natural materials that potentially could be used in the play area, such as metal, plastic, rubber, wood, and plants.
    • The agent will demonstrate and/or describe three different ways in which materials can be placed to maximize effectiveness.
    • Based on findings from conducted library research, the agent will hypothesize one or more solutions to an identified problem in the case.
    • The agent will collect, analyze, and reflect on data from developed instruments.
    • The agent will revise work based on analyzed data and feedback.

    Next Generation Science Standards - Engineering

    American Association of School Librarians Standards - Inquiry

    • A.B.2: Learners engage with new knowledge by following a process that includes devising and implementing a plan to fill knowledge gaps.
    • A.B.3: Learners engage with new knowledge by following a process that includes generating products that illustrate learning.
    • A.C.3: Learners adapt, communicate, and exchange learning products with others in a cycle that includes acting on feedback to improve. 
    • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

    Good work, agents! I knew I could count on you to solve the community’s calm playground space problem. Now it is time to share your designs. As a group, you will share your prototype (make a new one if yours was damaged during testing) and your design decisions.

    Guiding Questions:

    • Why did you design your prototype the way you did?
    • How did you improve your design after testing it?

    Activity 6: Learning Objectives & Aligned Standards

    Learning Objectives

    • The agent will describe the main problem associated with the presented case.
    • The agent will identify benefits and limitations of their prototype using evaluation criteria.

    Next Generation Science Standards - Engineering

    American Association of School Librarians Standards - Inquiry

    • A.C.1: Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others.
    • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

    Celebration

    Excellent playground calm space designs, agents! Watch the video below to wrap up this Double-O STEM Club mission.

    Watch on YouTube

     

    Previous Citation(s)
    ,,, &(n.d.).Double-O STEM. EdTech Books.https://edtechbooks.org/-spU

    This content is provided to you freely by EdTech Books.

    Access it online or download it at https://edtechbooks.org/double_o_stem_commun/PlaygroundCalmSpace.