MAGNIFICENT

SOLUTIONS
Students learn about the Design Thinking
process as they create solutions to a partner’s
problem.
DRIVING QUESTIONS
GRADE LEVEL 3 – 5 • What are the steps of the Design Thinking process?
• How do you create solutions to problems?
TIME NEEDED 4+ periods, 60 min each
OVERVIEW
SUBJECTS ENGINEERING
In order for an individual to design a solution to an issue, he or she
must first empathize with those affected by the problem. This will
STANDARDS
allow the designer to better understand the needs and desires
Science: 4-ESS3-2, 5-ESS3-1 that should be addressed in the solution. After empathizing and
identifying a specific problem, the designer brainstorms possible
MATERIALS solutions. Then, he or she can begin prototyping and testing his or
q The Most Magnificent Thing by
her inventions. This is the idea behind Design Thinking. More
Ashely Spires information about the Design Thinking process can be found at
q Design Thinking graphic the following websites:
q Empathy Interview Template o https://careerfoundry.com/en/blog/ux-design/what-is-
q Problem cards design-thinking-everything-you-need-to-know-to-get-started/
q Problem Statement o https://www.interaction-design.org/literature/topics/design-
q Ideation Sheet thinking
q Prototype drawing sheets
q Prototype building material
suggestions:
OBJECTIVES
Modeling/Air Dry clay • Students interview a classmate to define a problem.
Popsicle/craft sticks
• Students use information from the interview to develop possible
Hot glue gun
Tacky glue solutions to a problem.
Rubber bands • Students illustrate and construct a solution to a problem.
Cardboard boxes/tubes • Students identify the steps of the design thinking process by
Egg cartons presenting their invention according to the correct steps.
Pipe cleaners
Bottle caps
String / Yarn WARM-UP
Toothpicks
Tape (duct, masking)
Paper/plastic cups Read the book, The Most Magnificent Thing. Point out that the girl
Straws realizes that she has a problem (her dog cannot keep up when
she rides her scooter) and wants to create/invent a “magnificent
VOCABULARY / TERMS thing” to solve that problem. She creates an invention and it does
not work. Then she adjusts it and her new invention still does not
Design Thinking work. With each new invention, she become more and more
Empathy/Empathize
frustrated until she explodes. Ask students if they have ever felt this
Define
Ideate / Ideation
way.
Prototype Introduce the Design Thinking process and show the graphic.
Test
 ACTIVITY

*Prior to beginning the activity, divide students into groups of 2. Group

students who will work well together. It would be better to not put close
friends together. This will likely not encourage prying questions which is a GROUPING NOTES
necessary aspect of the Design Thinking process. In the case that there are an uneven
1. Empathy Interview: Instruct students that the first step of the Design number of students, a group of three may
Thinking process is empathizing with the person who you are be formed. Student 1 interviews; Student 2
interviews Student 3; and Student 3
designing for. In order to do this, students will interview a partner
interviews Student 1. Alternatively, two
about a problem or pet peeve he or she may have. These interviews students can work to solve another
should allow students to fully understand the causes of the issue and student’s problem.
the reason why a solution is needed.
To give students an idea of what an empathy interview may look EMPATHY INTERVIEW NOTES
like, show them this example: Before starting the interviews, give students
https://www.youtube.com/watch?v=QiLzTA0OR60 time to think about an everyday
annoyance that occurs in or outside of
One student interviews their partner using the Empathy Interview school. If there are any students who are
sheet and fill in the information learned. Then, the students switch uncomfortable sharing, use this time to
and the other student interviews their partner. distribute A Problem Card to these students
who should pretend to have the problems
2. Define: Students review the notes they took during the empathy on the card they receive.
interview and determine the problem that needs to be solved.
Students can and should be encouraged
Once they have identified the problem, students complete the to deviate from the questions provided.
Problem Statement sheet. Students should:
o ask why often
o get specific stories
o ask “can you tell me more?”

IDEATION NOTES
Students may be reluctant to but
outlandish ideas. Ensure them that good
ideas often come from the craziest of
ideas. Nothing extraordinary was ever
invented without someone thinking outside
the box.
“Think left and think right and think low
and think high. Oh, the thinks you can
think up if only you try.” – Dr. Seuss
When students provide feedback to their
partners, discourage feedback that
includes their own solutions. It is important
that students become accustomed to
working with their own ideas.
3. Ideation Sheet: The second step of the Design Thinking process is
ideation. This is the brainstorming segment. Students write any ideas PROTOTYPE PART 1 NOTES
they have that address the issue from any angle on sticky notes then
put these sticky notes in the boxes. Encourage studnets to put down In the case that the solution a student
chose is an app, students can divide the
ANY ideas they can think of. No idea Is too small or too big.
box into segments and draw screenshots
To give students an idea of what the ideation process may look like, that illustrate the features included in the
show them this example: app. The app should be within the bounds
of current smart phone technology. This is
https://www.youtube.com/watch?v=Efz_HiY2EJ0 so that the students can focus on the
invention of one product rather than
Students share their ideations with their partner and the partner designing an app and smart phone
provides feedback on the ideations. Students can make notes technology.
about the feedback underneath the sticky notes. This feedback can
include additions to the ideations or reasons why it might not quite PROTOTYPE PART 2 NOTES
fit what their partner needs. After conversing with their partner,
students should settle on which prototype they think would be best Ask parents and other teachers ahead of
for the situation. time for some recycled materials
4. Prototype Part 1: Students draw their invention with details. Within the drawing students should include labels of
the components of the invention and their function. These labels should also include the materials that would be
needed to build the invention. Students can provide more explanation on lines under their drawing.
5. Prototype Part 2: Students build a prototype of their invention according to their drawing.
Version 1: Students build models of their prototype using modeling clay or air-dry clay.
Version 2: Students build models using recycled materials. Refer to the list of suggested building materials on the
previous page.
6. Test: The last step of the design thinking process is to test a working prototype. In this activity, the students make a
model rather than a working prototype. Instead of testing a working prototype at this stage, the students should
share their inventions with their feedback.

EVALUATE LEARNING

Students present their invention. The students should clearly explain the steps they went through to create their
inventions in relation to the steps of the Design Thinking process.

RUBRIC

Exceeds Expectations Meets Expectations Not Yet Meets

Presentation Accurately describes Accurately describes 3 Accurately describes 2

how they used empathy,
define, ideate, and
prototype in the creation
of their invention
out of empathy, define,
ideate, and prototype in
their creation of their
invention.
or less out of empathy,
define, ideate, and
prototype in their
creation of their
invention.

REFLECTION

Students reflect on the design thinking process. This reflection should include an evaluation of the hardest part of the
process and their favorite part of the process. They should also reflect on their partner’s invention and how well they
think it will suit their needs.
 Name: __________________________________________

EMPATHY INTERVIEW
_________________________________________
name of person being interviewed
Directions: Ask your partner questions about an everyday annoyance they might have. Get
as many details as you can about their problem. Details include when and where the
problem occurs and the emotions they feel when the problem occurs. Below are some tips
and sample questions you can ask your partner. As your partner tells you about their
problem take notes in the box below and on the back of this page if needed.

Tips:
o ask why often
o get specific stories
o ask “can you tell me more?”
What is a problem you have, something that bothers you, or a pet peeve or yours?
Where does this occur most often?
When does this occur most often?
Can you tell me about a specific time when this problem happened?
Have you tried fixing this problem before? If so, how? Why do you think it didn’t work?
 PROBLEM CARDS

My shoelaces keep coming untied! Where did my pencil go…again?

The chips in my lunch get squished! My writing and hand get smudged because I’m left-handed

There are so many bugs outside my front door! My sheet keeps slipping off my mattress!
 Name: __________________________________________

PROBLEM STATEMENT

_________________________________________________

needs a way to

___________________________________________________________

because

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Name: __________________________________________

PROBLEM STATEMENT

_________________________________________________

needs a way to

___________________________________________________________

because

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 Name: __________________________________________

MY IDEATIONS
Brainstorm at least 4 different ideas that may solve the problem
described by your partner. Write each idea on a sticky note and
stick them in the boxes below. If you think of more than 4 ideas,
put more sticky notes on the back of this paper. Consider the
notes you took during the empathy interview as you think of ideas.
There is no idea too small or too big!
 Name: __________________________________________

CONCEPT SKETCH
Pick the ideation that will best solve your partner’s problem and draw it in the
space below. Your drawing should be detailed! Label your drawing with the materials that would
be needed to build your invention and how the different parts of your invention work Use the
lines below the box to add more explanations of your drawing.

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 Name: __________________________________________

REFLECTION
What did you create for your partner?
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What was the hardest part of the design thinking process?
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What was your favorite part of the design thinking process?
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What did your partner design for you?
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What do you think of what your partner designed?

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How do you think this process will help you in the future?
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 SAMPLE Name: __________________________________________

PROBLEM STATEMENT
Devin
_________________________________________________

needs a way to

close the door without getting up

___________________________________________________________

because

his mom leaves it open whenever she comes in to talk to him

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