Background Information

Name: Sarah Jensen School: Bonneville Jr High

Subject: SEL

Topic: Bullying

Standards Addressed and the Know, Understand, Do

What are the standards targeted for this lesson?
Resources for Standards
● NCTM: Math Standards
● NCTE: English / Language Arts Standards
● NCSS: Social Studies Standards
● NGSS: Science Standards
● ISTE Standards for Students

Know, Understand, Do (KUD) Resources for KUD

Write the 1-2 standards that your students will master ● KUD Principles
during this lesson and identify the KUD for each of the into Practice
standards. ● Sample KUDS

Know Understand Do

Standard 1: Students will develop positive regard for self and others

● The definition of bullying ● What bullying is and isn’t ● Define bullying

● The roles in a bullying
situation
● They have skills that can
combat bullying
● What they can do about
bullying
● What skills they have
that can combat bullying
● Develop a plan to combat
bullying
● Identify skills that they
have that can combat
bullying

Standard 2:

● ● ●
● ● ●
● ● ●

Standard 3:

● ● ●
● ● ●

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● ● ●

What is the design task or product?

What is the basic task the students will be doing or the product they will design?
More resources for creating the design task:
● How to Frame a Design Challenge from the Stanford School of Design
● Skill Level Table – helps you choose tasks appropriate to student skill level
● Resources from Stanford School of Design
● Planning a Design Challenge
● Design Methods - Ideas for each stage of the process

Design a program or solution to help combat bullying in school.

Essential Question
What is the essential question? This is the question Resources for Essential Question
that will drive your students’ design task. For a Development
design task this question might take the form of ● Crafting Questions that Drive
How might we … ? Projects
● Driving Question Tubric

Essential Question: How might we help combat bullying in school?

Before you move on to the next section, review the information

on the Formative Assessment page (the next page) in the
Canvas module.

Assessment Timeline
Examine the design task and product to determine what assessments you will
incorporate.
● How will you assess what the students will Know - Understand - Do?
● What assessments will you use before the lesson to determine what students
know as they approach the task?
● What formative assessments might be used during the lesson to help students

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 stay on track?
● Finally, what summative assessments are needed to determine what students
have learned and to assess the designs they have created?
Return to this section and make adjustments as you design the learning experience.

Resources for developing an Assessment Timeline

Resources for Assessment
● 34 Strategies for the Stages of Assessment
● Sample Assessment Plans
● Design Thinking Rubric
● Empathize Rubric
● Prototype Rubric

Assessment Tech Tools

● Rubistar
● Build a Rubric
● General Rubric Generator
● Go Formative

Before During After

● Assessment of ● Reflection of each ● Assessment/Reflection of
what they zone of the what they learned
already know design process

Before you move on to the next section, read the information

and complete the activity on the “A Design Thinking Culture”
page (the next page) in the Canvas module.

Creating a Culture for Innovation

What Habits of Mind will be important for your students to keep in mind as they work
through this design task? What will your students need to be successful in completing
their design task? In what ways might you help your students be successful?

Resources for Noncognitive Skill Development

● The Beginners Guide to Design Thinking in the Classroom
● Getting Unstuck - What to do when you can't think
● The Other Side of Presenting - Teaching Students to Be Good Audience
Members

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 Ideas for Supporting Habits of Mind: Writing prompts and videos for
offering persistent sources of inspiring thought. Giving examples of
famous people that have had to “try try again.” I will create an
environment where failure is analyzed and learned from.

What are the working norms for your teams? What behaviors do students need to
consider as they work together? Can your students determine what these might be?
Post the working norms in the classroom and use them as a reminder, if necessary.
Sample norms include:
● Everyone’s ideas are treated with respect.
● Be present. Don’t work on other things.
● All ideas presented are school appropriate.

Plans for creating norms: Have some ideas for students, but have
students create norms as a whole group.

Team Building
What size teams? How will you choose teams (randomly?) or do you have a plan for
how you would like to group your students?
● Grouping Strategies

My grouping plans: I will pick group members of 4 per group. I will have a
variety of skill levels within each group.

Before teams begin, consider at least one team-building activity to build the will of
teams to work together. You might repeat team building if your problem is long-term
and teams work together for an extended time.

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 Two-Minute Team Builders / Quick Team-building Activities
If you don’t already have one in mind, here are some team-building activity ideas to
consider:
● ​ arshmallow Suspension
M
● Teambuilding Spinner
● Christmas Minute to Win It Games
● Minute to Win It - 100 Party Games
● Two Minutes to Make a Pipe Cleaner and Foil Animal
● A Five Minute Activity
● STEM Paper Chain Challenge

Team builders I will use: I will use A five minute activity for team building.

Before you move on to the next section, review the information

on the “Supporting the Design Thinking Cycle” page (the next
page) of the Canvas module.

The Design Model

You were introduced to several design models in the previous module. Though the one
we’ve practiced most with is the Stanford d.school model (Empathize, Define, Ideate,
Prototype, Test), there are several other design models to choose from. Which model
have you chosen for your students? Copy and paste or create a sketch of the model.
Consider your students’ ages and skill levels and your subject area/s as you choose a
model. Remember the importance of empathy in the design process.

Note: For younger students you might want to remove steps and simplify the process.
For example Designing a Hamster Habitat uses a design model that includes:
Empathy, Brainstorm, Prototype, Feedback.

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Stanfor d. School’s Design Thinking Model

Think through the Phases

Now that you have chosen a design model, think through how students will work
through each of the phases. What will they do? What instructions will they need? What
scaffolding will they need? What tools will they use? (If you chose a different design
model, adjust this table to fit within the categories of your chosen model.)

Helpful Resources:
● Design Thinking Playbook
● Design Kit Methods
● Design Thinking Toolkit
● Common Sense Media: Design-Thinking Tools for Students

Phase What will students do? Digital Tools & Scaffolds

Resources

Empathize Empathize with someone Bullying.gov Guided notes

being bullied. Kidshealth.org Providing some
Apa.org interviewing
Cdc.gov questions
Videos of
examples of kids
being bullied

Define Figure out what they Video examples An outline of what

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 want to address needs to be done

Ideate Brainstorm ideas of how Video of Reflection

to address problem brainstorming
Stormboard

Prototype Make a plan of how to Google Suite Diagram of

address problem Canva process

Test Present solution to class Google Suite Templates

Canva

Creating a Student Design Template

Now that you’ve thought through your project, it’s time to create a document that you
and your students can use to guide them and provide scaffolds through the process
and project (just as we used a slide deck to help walk you through the design thinking
process during our Zoom session). Preview the example template documents linked
below. Would it be easy for you to make a copy of one of these, add your own content,
and adjust it to work for your students? Or would it be more efficient for you to create
your own Google Slides deck, Google Document, or other shareable document?
Student Design Template Slide Deck
Design Challenge Reflective Journal
Design Challenge HyperDoc

If you plan to use one of the templates above, make a copy of the document and
remove any text or slides that you will not use. Add any headings, information,
instructions or resources that you might need. You should create the framework that
will hold your content, choose and link to the scaffolds and tools you want your
students to use during the process, and customize the template to be ready to use
with your students. (Hint: Anything in red should definitely be edited for use with your
students.)

If you plan to create your own document, create the document and build the lesson
around your chosen design model framework and add your content and scaffolds.

Adapted from ©2020 The Curators of the University of Missouri. http://emints.org

Adapted from ©2020 The Curators of the University of Missouri. http://emints.org