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

    • Wheelchair Accessible Swing

    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 students watch the video, click the activity links below to start this mission.
     
    Getting Started
     
     

    In this Wheelchair Accessible Swing case, students will use library resources to complete the following tasks listed below. The learner version of the case can be found using this link.

    • Watch the case introduction video and identify the main character's problem.
    • Research and brainstorm wheelchair accessible swing designs.
    • Design and develop a wheelchair accessible swing prototype.
    • Gather feedback throughout the process and incorporate as needed.
    • Reflect on the process, findings, successes, and failures of the prototypes.

    Learners will need a place to take notes as they brainstorm and research solutions to the problem. Although questions are presented in the agent section of the online chapter, this course also includes a downloadable handbook for each case with brief activity descriptions, questions, thinking prompts, and white space for taking notes. This is presented as an "agent handbook," as learners are acting as new agents helping the main character with the mission/problem. Librarians may choose to download and print this handbook for learners or have them do it. Alternatively, librarians may decide to have learners type answers on a computer or provide learners with a folder in which to place the printouts or spiral notebook in which to write answers, sketch ideas, etc. 

    The following link to the handbook is also available to students in their student version of this book.

    Double-O STEM Club Agent Handbook: Wheelchair Accessible Swing

    For your convenience, the student version of each activity is located in the "Think," "Create," and "Share & Grow" sections of this book.

    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.
    • 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 describe three benefits and limitations of three different materials, such as plastic, rubber, rope, wood and metal, in the construction of a wheelchair accessible swing to be used outdoors.
    • The agent will develop instruments to collect data regarding identified problems/solutions.
    • The agent will collect, analyze, and reflect on data from developed instruments.
    • The agent will revise work based on analyzed data and feedback.
    • The agent will identify benefits and limitations of their prototype using evaluation criteria.
    • The agent will revise prototypes based on evaluation feedback.

    Next Generation Science Standards (NGSS) - Engineering

    American Association of School Librarians (AASL) 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.
    • 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.B.3: Learners engage with new knowledge by following a process that includes generating products that illustrate learning.
    • A.C.1: Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others.
    • A.C.3: Learners adapt, communicate, and exchange learning products with others in a cycle that includes acting on feedback to improve. 
    • A.C.4: Learners adapt, communicate, and exchange learning products with others in a cycle that includes sharing products with an authentic audience.
    • 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.

    Learning Activities

    Think

    This activity introduces Double-O STEM Club agents to the cases and the charge to develop a wheelchair accessible swing for a redesigned playground. During this activity, Double-O STEM Club agents will identify and describe the main problem presented in the video, discuss possible solutions with peers, 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)
    • Examples of wheelchair accessible swings

    Setup

    This activity includes whole-class and group discussion. Set up an area that allows the librarian to introduce the case and share examples. 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. 

    Agent View

    Activity 1: Discussion

    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.

    This case will explain to Double-O STEM Club agents that there are certain rules and standards that need to be followed when designing equipment for individuals with disabilities. Have agents use the Internet and other library resources to find information about ADA (Americans with Disability Act) standards, and specifically about designing playground equipment for children in wheelchairs. Ask agents questions like the following: Are there rules about what size or shape the swing needs to be? Are there rules about how children should be able to access the swing? What about safety bars? Maximum or minimum weight? Materials? Do you see any examples online that look good to you?

    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)
    • Photos of wheelchair accessible swings (electronic or printed)

    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.

    Agent View

    Activity 2: Research Wheelchair Accessible Swings

    Use the internet and other library resources to research ways to ensure that playground swings are safe for all kids, including those using wheelchairs. Think about and discuss what you find. Capture your ideas in this handbook and share them with others.

    Guiding Questions:

    • What materials should be used for strength and durability?
    • How far does the swing need to be from other equipment?
    • What are the weight limits?
    • What about safety bars?
    • What would be the impact of heat & rain?
    • What about instructions and rules for proper usage?
    • Are there rules about what size or shape the swing needs to be?
    • Are there rules about how children should be able to access the swing?
    • Do you see any examples online that look good to you?

    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.

    During this activity, Double-O STEM Club agents will think of criteria that others should use to examine their wheelchair accessible swing models. Criteria to consider may include (but is not limited to) accessibility, safety, quality, durability, functionality in various weather scenarios, use of materials, beauty, cost, and so forth. Help agents generate a list of criteria within small or large groups and narrow and refine that criteria to a list of 8-12 that can be considered by others in a few minutes. This evaluation checklist can be modified and refined as prototypes are developed and reflected upon.

    Materials

    • Electronic or paper-based copies of survey responses (enough for each group)
    • Tools to tally survey responses (e.g., computer with spreadsheet, graph paper)
    • Computer with LCD Projector
    • Agent notebook to record ideas
    • Presentation software or easel pad

    Setup

    This activity includes individual and group discussion. Prior to the lesson, set up a seating arrangement that allows for whole and small group discussion around a hands-on activity. Provide electronic or paper-based copies of survey responses to each group of agents. Also provide tools for groups to tally survey results and present their findings to the whole group.  

    Agent View

    Activity 3: Prototype Feedback Criteria

    What criteria should others use to examine your wheelchair accessible swing model? Create a list of ideas and narrow it to 8-12 items with help from your peers and librarians. You can update your checklist as you develop and reflect on your prototypes.

    Guiding Questions:

    • Does the prototype take into consideration things like accessibility, safety, quality, durability, comfort, and functionality?
    • 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.
    • The agent will describe three strengths and limitations of using wheel-chair accessible swings.

    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 their prototype(s), Double-O STEM Club agents should take some time to plan. What will they build? What will it look like? How large will it be? Will it have moving parts? Using either a piece of paper or a computer application, agents should develop a detailed schematic for their swing. Agents should keep track of design decisions in their notebooks.

    Materials

    • Wheelchair accessible swing examples
    • Engineering or graph paper or computer software for each agent
    • Writing instruments (e.g., pen, pencil)
    • Rulers or 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.

    Agent View

    Activity 4: Wheelchair Accessible Swing Schematic

    Time to start building! Use library materials to create a prototype (an example for testing). Don’t worry about it looking nice. Have someone in your group write down the design decisions you make along the way.

    Guiding Questions:

    • Do you think your design will work to solve the problem?
    • What strengths do you see in your design?
    • How might you improve your design?
    Activity 4: Learning Objectives & Aligned Standards

    Learning Objectives

    • The agent will describe three benefits and limitations of three different materials, such as plastic, rubber, rope, wood and metal, in the construction of a wheelchair accessible swing to be used outdoors.
    • 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. 

     
     

    During this activity, Double-O STEM Club agents will design a wheelchair accessible swing of their own. Agents can use paper, scissors, glue, tape, and other items at the library. Encourage agents to think creatively! Ask agents questions like: What will your swing look like? What materials will it use? How wide will it need to be? How tall should it be? Agents don’t need to make a life-size model; keeping the model small will facilitate building and allow agents to improve it. Agents should review the prototye evaluation criteria developed in Activity 3. be reminded to share their design decisions with other Double-O STEM Club agents. 

    Materials

    • Scissors
    • Masking tape
    • Glue
    • Paper
    • Cardboard
    • Aluminum foil
    • Twine, string, thread, ribbon, and rope
    • Plastic bags or plastic sheets
    • Agent notebooks to record ideas
    • Computer with LCD Projector

    Setup

    This activity is largely hands-on. Prior to the lesson, set up a seating arrangement that allows for whole and small group discussion around a hands-on activity. Make sure there is ample space for agents to cut, fold, tape, and glue materials together to practice putting together their model designs. Organize craft materials so they are in a central location with easy access to agents. You may want to begin this lesson by reviewing some design techniques to help ensure safety, wheelchair accessibility, and weather-resistance. Encourage agents to document ideas in their notebooks. Also encourage them to refer to notebooks for design ideas from past sessions. Be sure to use the camera to capture work samples and design processes during the session.

    Agent View

    Activity 5: Wheelchair Accessible Swing Prototype

    Time to start building! Take some time to consider what materials will work best for your prototype. Don’t worry about it looking nice. Have someone in your group write down the design decisions you make along the way. 

    Guiding Questions:

    • Do you think your design will work to solve the problem?
    • Why or why not?
    • How might you improve upon your design?

    Activity 5: Learning Objectives & Aligned Standards

    Learning Objectives

    • The agent will describe three benefits and limitations of three different materials, such as plastic, rubber, rope, wood and metal, in the construction of a wheelchair accessible swing to be used outdoors.
    • 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.C.1: Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others.
    • A.C.3: Learners adapt, communicate, and exchange learning products with others in a cycle that includes acting on feedback to improve. 
    • A.C.4: Learners adapt, communicate, and exchange learning products with others in a cycle that includes sharing products with an authentic audience.
    • 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.

    Near the end of this case, Double-O STEM Club agents will showcase their best prototype and the design decisions/ideas, and tests that led them to their solution. This may require them to make a new version of their prototype (if testing and reflection damaged or destroyed their prototype). Encourage agents to focus on a quality build over aesthetics (if needed). Then have agents describe their model, the design decisions they used to develop it, how testing and reflection improved their product, and how they would continue to perfect the model if given the chance. Use this session to focus on celebrating accomplishments and creative thinking.

    Materials

    • Copies of agent prototypes
    • Summarized feedback from evaluation criteria
    • Photographs and video captured from prior sessions
    • Agent notebooks to remember ideas
    • 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

    This activity includes individual and group discussion. 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 testing examples, summaries of evaluation criteria for their prototypes, and a copy of their best prototype. Also provide tools for groups to develop a short presentation about their work.

    Agent View

    Activity 6: Showcase and Reflection

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

    • 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

    • 3-5-ETS1-2 Engineering Design: Generate and compare multiple possible solutions for a problem and compare constraints and success criteria.
    • 3-5-ETS1-3 Engineering Design: Plan to carry out fair tests where variables are controlled and failure points considered to improve prototypes.
    • 3-PS2-2 Motion and Stability: Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

    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 wheelchair accessible swing designs, agents! Watch the video below to wrap up this Double-O STEM Club mission.

    Watch on YouTube

     

    This content is provided to you freely by EdTech Books.

    Access it online or download it at https://edtechbooks.org/double_o_stem/WheelchairAccessibleSwing.