Lesson from TeachEngineering contributed by Inquiry-Based Bioengineering Research and Design Experiences for Middle-School Teachers RET Program, Department of Biomedical Engineering, Worcester Polytechnic Institute

Grade Level: 6-9

Time: Ten 50-minute classes

Note: This activity uses fabrication materials and tools as well computers with Internet access; a prototyping shop or lab is ideal but not required.

Procedure

Background and Overview: The focus of this design project is the application of the engineering design process (EDP) to develop a sensory toy. The objective of a sensory toy is to stimulate selected human senses; it need not have a recreational or educational purpose. For example, a child plays with a sensory toy such as a multi-colored foam cube because the colors stimulate vision and squeezing the foam provides a tactile sensation. (If you use some of this information to introduce the project, be mindful not to give project design ideas to students.)

EDP: To adequately guide and coach students, it is best if the instructor has a good working knowledge of the engineering design process. The EDP steps provided in slide 1 of the Visual Aids are from the Massachusetts curriculum frameworks, but other versions of the EDP can also be used. This project is intended to closely follow all the steps of the EDP.

Tools: The design project also makes use of a general shop (or a design/prototyping/fabrication/maker shop or lab) with a variety of hand and/or power tools. If one is not available, the activity can be conducted in a typical classroom, but may require some modifications. Lack of these resources may make this project challenging to complete.

Materials: No restrictions are provided on the kind or type of materials used for the design project and students choose their own materials. However, the selected materials must adhere to the project constraints for cost, weight and safety, etc. The teacher may want to alter the constraints and/or limit material choices based on the budget and/or availability of tools to necessary to work with certain materials. Having knowledge of material properties is helpful to guide students if questions or problems arise during the process of selecting project materials.

Before the Activity:

• Gather any materials or fasteners that you think students may need during this project. Materials might include a wide assortment of fabric, plastics, wood, metal, cardboard and other materials. Students may also bring in their own supplies and materials. On Day 3, students generate a detailed list of supplies, materials and tools needed to fabricate their designs starting on Day 4; the items can be obtained by a combination of already available items, items from home, materials found in recycling/scrap bins and specific teacher purchases. Alternatively, if you do not have access to a wide variety of fasteners and materials, consider giving students a short list from which they choose, which becomes the teacher’s shopping list. It is up to the teacher’s discretion how to source and limit the supplies, materials and tools.
• Make copies of the EDP Pre/Post-Test, Sensory Toy Research Sheet, Me and My Senses Activity Sheet, Sensory Integration Reading, Sensory Toy Evaluation Sheet and Sensory Toy Presentation Scoring Rubric.
• If desired, establish work groups. Student pairs may either work together from the start or beginning with the research component on Day 2.
• Prepare a laptop and projector to show the class the Visual Aids, three slides in a PowerPoint® file, as well as a four-minute online video. Alternatively, use an overhead projector, slides printed out as handouts or written on the classroom board. Show slides 1 and 2 on Day 1, and slide 3 and the video on Day 2.

With the Students—Day 1: Identify the Problem

1. Administer and collect the pre-test, as described in the Assessment section.
2. Present to the class the Introduction/Motivation content.
3. With students ready with pencils and paper (or notebooks), show the class the engineering design process graphic (slide 1 of the Visual Aids) to introduce (or review) the steps of the engineering design process (EDP). Have students copy down the following in their notebooks:

• EDP steps: Identify the problem or need, research the problem, develop possible solutions, select the best solution, create a prototype, test the prototype, communicate the results, redesign.

4. Present the engineering design challenge by showing the class the sensory toy project design criteria (slide 2 of the Visual Aids). Introduce the problem statement and its constraints. For engineers, constraints are the limitations and requirements that must be considered when designing a workable solution to a problem. Have students write the constraints in their notebooks.

Problem statement: Design a sensory integration toy for a child with developmental disabilities. The device must:

• be safe
• be durable
• cost less than $10
• weigh less than 2 pounds
• be completed in 2 weeks (flexible based on available time)
• not be messy or make a mess
• target two of the following senses: visual, auditory, or tactile

5. Connect the problem statement to step 1 of the engineering design process: identify the problem or need. Explain that it is important to clarify the statement of need before beginning to design.
6. Provide some time for any questions and discussion about the EDP and project criteria.

With the Students—Day 2: Research the Problem

7. Divide the class into groups of two students each.
8. Have student pairs conduct online research (as necessary) to answer the 11 project-specific research questions about the human sensory system provided on the Sensory Toy Research Sheet.
9. Show students a video explaining the human senses, such as The Sensory System by Bozeman Science [YouTube 10:31]  at https://www.youtube.com/watch?v=ALw-xcKy4Gc.
10. Have students individually complete the Me and My Senses Activity Sheet. Students are asked to think of examples of sensory stimulus that they commonly encounter (what they hear, see, smell, taste, touch) to heighten their awareness of the importance of sensory integration.
11. Have the class read the Sensory Integration Reading (which doubles as a literacy activity). Lead a class discussion about the information in the reading. Show students the three discussion questions provided on slide 3 of the Visual Aids:

• What is the most important sentence in the first paragraph?
• Does sensory integration remain the same throughout your life?
• What is one disadvantage that may occur for people who have a problem with sensory integration?

12. After this, if needed, give students additional research time on the computers.

With the Students—Day 3: Develop Possible Solutions and Select the Best Solution

13. Direct the groups to begin brainstorming ideas for sensory toys. To spark ideas, have them reflect on and refer to their research from Day 2. Require teams to identify TWO specific functions that their toys will accomplish; each device must stimulate at least two of the following three senses: visual, auditory and tactile. If students are stuck, ask the Investigating Questions to help them brainstorm ideas. Encourage students to take lots of notes about their ideas, make many sketches and consider potential materials. Require them to develop at least two different plans for possible toy designs.
14. Have teams compare their best design solutions, critically evaluating them to determine which best meets the criteria and constraints of the design challenge. Then have each group make a final sketch and plan of its best solution to show the teacher for approval.
15. Review groups’ selected best designs and give approval after affirming that the design meets all criteria. Explain any unmet criteria and direct students to redesign as necessary. Continue to work with student groups to review/approve designs as they evolve.
16. As students begin to identify materials, working off a final multi-view sketch labeled with material details and dimensions, have them prepare a detailed list of what materials and how much of each are required by the design. Working with the groups, make a plan to obtain the necessary materials and tools before the next day of the project.

With the Students—Days 4-8: Build a Prototype

17. Provide groups with the necessary materials, tools and guidance to build and then evaluate their prototypes. The fabrication of the prototypes is exclusively the responsibility of students working on this step of the design process; give students the freedom to self-direct the process. Expect that all students will not finish at the same time due to the variability in design complexity and degree of focus on task. Flexibility with time may be necessary.
18. During this phase, the instructor (and any other adult assistants) serves as a lab monitor to help with supplies and materials, assists with any problems that arise, and oversees student use of tools and machines. As needed, provide specific instruction, training and safety guidelines for the tools and equipment students will use.

With the Students—Days 9-10: Test the Prototype, Communicate Results and Redesign

19. At this stage, students play with their prototypes to attain and confirm functionality (safe, durable, appealing, engaging, stimulating) and submit their prototypes to peer review for evaluation against the original constraints (device cost, safety, weight, etc.) and specific functions identified by the designing team.
20. Have each toy be evaluated by five students using the Sensory Toy Evaluation Sheet to keep track of the feedback. Instructions are on the sheet. Any redesign modifications made from testing results and peer feedback are part of the continuing cyclical EDP to create the best solution possible.
21. Direct the teams to prepare and make presentations to the entire class that document their team progress through the steps of the EDP and fully explain the resulting sensory toy device. Hand out the Sensory Toy Presentation Scoring Rubric so students understand the expectations. Inform students of the presentation requirements, as described in the Assessment section.
22. Administer and collect the post-test, as described in the Assessment section.

Filed under: Class Activities, Grades 6-8, Lesson Plans

Tags: adaptive technology, Biomedical Engineering, Class Activities, Engineering Design, Grades 6-8, Lesson Plan, sensory integration toys, special needs students, toy adaptation