Design Thinking Unit Plan
Overview
This unit is designed to be delivered
over the course of 2 weeks (10
school days). Students will be
divided into teams of 4-5 and will
follow the Stanford School of
Business Design Thinking Model to
re-imagine, re-think, and re-design
the school store.
Rationale
Curricular Connections
Theme:​ Improving the School Store
This unit is designed to be delivered over the course of 2
weeks (10 school days). Students will be divided into teams
of 4-5 and will follow the Stanford School of Business
Design Thinking Model to re-imagine, re-think, and
re-design the school store.
Subject Areas:​ Entrepreneurship / Marketing, Math, and
ELA
Value: ​Through the course of this unit students will gain
understanding of how products and services are designed
using the Stanford Design Thinking model. The intent of the
model is to gain customer insight and develop products,
quickly, in order to get real world customer feedback.
Students will gain understanding of the importance of
teamwork in a high intensity environment while building
their critical thinking and communication skills. Students will
be working in a tight timeframe and will gain understanding
of the importance of meeting deadlines while building on
previous knowledge of the 4 Ps of marketing, target market
development, and customer persona development.
Students will utilize math, and ELA skills in order to test the
viability of their solutions and deliver a culminating
presentation.
Entrepreneurship / Marketing 9/10:
Big Ideas: ​Social, ethical, and sustainability considerations
impact design and decision making.
Ethical marketing contributes to a healthier global
marketplace.
Different technologies and tools are required at different
stages of creation and communication.
Curricular Connections:
Testing
● Identify sources of feedback
● Evaluate choices and decisions
● Recreate or abandon the idea
Making

Materials
Scope and Sequence
List of the lesson topics through the
unit
(​The subject area and class that the
lesson will be taught during)
● Identify and use appropriate tools, technologies,
materials, and processes for production
● Make a step-by-step plan for production and carry it
out, making changes as needed
● Use materials in ways that minimize waste
Sharing
● Decide on how and with whom to share product and
processes
● Demonstrate product providing a rationale for the
selected solution, modifications, and procedures.
● Use appropriate terminology
● Critically evaluate the success of the product, and
explain how it makes a contribution to people and/or
the environment
● Critically reflect on their design thinking and
processes
● Assess their ability to work effectively both as
individuals and collaboratively in a group, including
ability to share and maintain an efficient cooperative
workspace • Identify new goals that result from
feedback
● Identify new goals that result from feedback
Wallet design - Roll of paper, construction paper, poster
board, pens, pencil crayons, felts, glue sticks, various
colouring supplies.
Store Design - Printed paper, computers.
Lesson 1 ​Intro to Design Thinking - Wallet design lesson
Lesson 2 ​Unveiling of school store project
Lesson 3 ​Survey development (Round 1)
Lesson 4 ​Survey Administering (Round 1)
Lesson 5 ​Survey Results Analysis/Ideating Solutions
Lesson 6 ​Survey development (Round 2)
Lesson 7 ​Survey Administering (Round 2)
Lesson 8 ​Survey Results Analysis/Ideating Solutions
Lesson 9 ​Exemplar Delivery & Work block
Lesson 9 ​Presentations
Lesson 10 ​Presentation
Culminating Activity In teams, students will deliver a proposal to a panel of
Culminating activity that students will judges and classmates for their solutions to improve the
engage in/create as evidence of their school store.
learning