Water and Global Responsibility STEM Unit LP23_Understanding Humanitarian Design
Lesson Plan 23: Understanding Humanitarian Design
Overview
Understanding Humanitarian Design includes multiple lessons that are best explained as
one large lesson to see the flow and logic between critical stages in student learning. In
this lesson students design and evaluate appropriate technologies that can help meet
basic needs.
The assistance of engineers in this module is invaluable. Determine if there are
engineering students, retired engineers, parents or volunteers in your community who
might help. If possible, arrange for these individuals to mentor the student groups.
Background Knowledge:
Prior to this module students should complete the lessons in modules 1 and 2. If this is
not possible, minimally, they should do the lesson on Basic Needs. Students should also
have a basic understanding of the following concepts:
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Current humanitarian disasters such as the earthquake in Haiti or the Tsunami in
Japan, and how these events influence children and their families.
Introduction to UN Millienium goals (http://www.un.org/millenniumgoals/)
Introduction to NGOs and the function they play in our world (e.g.
www.cawst.org; www.lutw.org; http://15belowproject.org/)
Time Required: Ten hours stretched over two to four weeks
Grade Level: Grades 5 and 6
Subject Area: Language Arts, Science, Social Studies
Key Words: Basic Needs, Developing Countries, Engineering, Design, Prototype
Alberta Curriculum Links: see curriculum link table
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Water and Global Responsibility STEM Unit LP23_Understanding Humanitarian Design
Lesson Plan 23:
Understanding Humanitarian Design
10 hrs over 2 to 4 weeks
Learning Expectations
1. Describe the principles guiding project design for social good.
2. Explain the steps in the design process.
3. Discuss how the good thinking of individuals can make a difference in the
world.
Materials
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Internet access
Computers
Scissors, glue, cardboard, string
Chicken wire and papier mache
Paint and brushes
Miscellaneous construction materials, depending on group projects
 Small hand tools (jig saw)
Preparation

Determine if there are engineering students, retired engineers or volunteers
in your community who might help with this project. If possible, arrange for
these individuals to mentor the student groups.
Introduction
1.5 hrs
1. Remind students of the lesson that they completed on Basic Needs.
2. Using concept maps, discuss the difference between NEEDS and WANTS
a. Group activity – concept map of basic human needs
b. Group activity – concept map of our individual wants
c. Group activity – discussion of the difference between needs and
wants
3. Discussion – what happens when a natural disaster occurs and how a
disaster might impact our basic human needs.
This website provides important background information:
http://www.nasponline.org/resources/crisis_safety/naturaldisaster_teams_ho.
aspx)
4. Discussion – what can we do as citizens of the earth to help those impacted
by natural disasters (e.g. what are the forms of aid that we can offer, etc.)?
Topic 1 – Problem Finding
1hr
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Water and Global Responsibility STEM Unit LP23_Understanding Humanitarian Design
1. Introduce the engineering design cycle as a way of solving a problem. There
are many resources on the design cycle (e.g.
http://wertel.blogspot.com/2010/07/turn-your-design-process-upsidedown.html).
a. Review the previous NGO examples (www.cawst.org; www.lutw.org;
http://15belowproject.org/)
b. Discuss the actual design elements of the projects at these sites. What
are problems they are attempting to solve?
2. Introduce students to an existing natural disaster in the news or use the 2010
Haitian earthquake or 2011 Japanese earthquake and tsunami. Ask students
to imagine what the students their age in these contexts might need to make
their lives easier.
3. Place the students in groups of 3 - 4 and explain to them that they will be
developing an actual prototype of an item that could help a child their age in
that context to meet their basic needs.
4. Ask the students to research the natural disaster and the setting and try to
determine what might be needed. For example, might the children there
need clean water, or a way to carry water, or a dry shelter? These might be
examples of problems their prototypes might solve.
Topic 2 – Determining the Problem to Solve
1hr
1. Based on Topic 1, groups must determine 1 problem to solve (food, water,
shelter, clothing) and pose a solution.
2. Groups will pitch their solutions to a committee (e.g. teacher, parents, etc.).
Pitch must include actual item to be designed, materials required, problem
the item solves, initial sketch of the item.
3. Pitches should be completed within Topic 2, but additional time must be given
for the actual pitches to be given to the committee and for feedback to be
incorporated into the design.
Topic 3 – Working on the Prototypes
4 hrs
1. Students will continue to work in their groups, developing their scale version,
working prototypes. They should be encouraged to use recycled, found
materials. They must be reminded that the prototypes should be simple,
appropriate technologies that can be built in country, using available
materials. Support for ideas might come from
http://villageearth.org/appropriate-technology/appropriate-technology-library
2. If possible, arrange for volunteer engineers, parents, students from Faculties
of Engineering to help groups with their project designs / prototypes.
3. Introduce the design criteria you will use to evaluate the project designs.
Remind students the prototypes don’t have to actually work; they are merely
models of their designs. Criteria should include the following:
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Water and Global Responsibility STEM Unit LP23_Understanding Humanitarian Design
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Affordability
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Locally available materials
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Reusable or sustainable
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Solid / durable / not fragile
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Easy to clean
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Ease of use
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Simplicity of design
Topic 4 – Design Celebration
2 hrs
1. Students should reflect on their prototypes determining how they have met
the design criteria and created a solution to an actual problem facing children
after a natural disaster.
2. Invite parents and community to an open house / science fair where students
can share their prototypes and explain
a. How they have designed their projects.
b. How the projects answer / address a problem concerning access to basic
needs in the aftermath of a natural disaster.
c. Make sure parents / guests have copies of the design criteria so they can
engage the students in deeper conversations about their work.
Review
1 hr
1. Ask students to reflect on the design process and the ability of individuals to
address problems facing people in the world today.
2. Review the concept of aid and the types of organizations (e.g. NGOs,
governmental agencies, etc.) that help during times of need.
3. Remind students that through creative problem solving, they can be
empowered to make a difference in their world.
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Water and Global Responsibility STEM Unit LP23_Understanding Humanitarian Design
Humanitarian Design Assignment
Your small group is responsible for creating a prototype of an invention that will help a
child your age, in the region we’ve studied, to meet one of their basic needs.
A prototype is like a 3D model; it doesn’t need to work, but it should give people a clear
idea of the size, look and feel of your invention.
Follow the steps below to complete your assignment.
1. Decide what problem that your invention will solve. What basic need will it
help someone to meet?
2. Develop an idea for an invention that will help to solve this problem. Your
invention must meet the following design criteria:
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Affordability: it needs to be inexpensive so the people in the country you are
creating it for can afford to buy it.
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Locally available materials: all materials used to make the invention should
be easy to find in the country you’re creating it for.
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Reusable or sustainable: your invention shouldn’t add to garbage. It should
be reusable and last for a long time.
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Solid / durable / not fragile: you invention needs to stand up to lots of wear
and tear without breaking.
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Easy to clean: make your invention easy to clean so people will continue to
use it.
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Ease of use: if you’re invention is easy to use then the people will be more
likely to use it.
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Simplicity of design: The simpler your design the better, so that others can
replicate it and benefit from the solution.
3. Develop a pitch. Before you start building a prototype of your invention, you
need to convince others that you have a good idea. Your pitch should include the
following:
 A description of the invention you will design.
 A list of the materials that you will require to build a prototype.
 An initial sketch of the invention.
4. Practice your pitch. You will need to sell your idea to a committee of parents,
volunteers, or teachers, so be ready to explain and defend your idea.
5. Pitch your idea. The teacher will tell you the date and time when you will present
your idea. Be sure you are ready.
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Water and Global Responsibility STEM Unit LP23_Understanding Humanitarian Design
6. If your idea was approved by the committee, go to the next step. If not, you will
need to adjust your idea based on the feedback and show it to your teacher
before proceeding.
7. Start building the prototype of your invention. This is a 3 D representation of
your idea. It doesn’t need to work, but should give others a sense of the size,
look and feel of your invention. Remember that your inventions will be seen by
your parents, so prepare a high quality prototype, and be sure to consider all the
design criteria.
8. Evaluate your invention. Use the rubric on the next page to evaluate your
invention and decide how well you incorporated the seven design criteria. You
may also be asked to evaluation inventions from other groups.
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Water and Global Responsibility STEM Unit LP23_Understanding Humanitarian Design
Humanitarian Design Rubric
Criteria
10
8
6
>4
Affordability
Your invention is very
affordable for all people.
Your invention is
affordable to the majority
of people.
Your invention is
affordable to some of the
population (at least 50 %).
Your invention is only
affordable for the rich.
Locally
available
materials
All materials for your
invention can be found
locally.
Most materials for your
invention can be found
locally.
Between 50 to 60% of the
materials for your
invention can be found
locally.
Very few of the materials
for your invention can be
found locally.
Reusable or
sustainable
Your invention will benefit
the environment.
Your invention will cause
no harm to the
environment.
Your invention would
cause big environmental
problems.
Solid /
durable / not
fragile
Your invention will stand
the test of time and not fall
apart.
Your invention will last a
very long time although
some parts may need
replacing with lots of use.
Your invention will have
only a few negative
effects on the
environment.
Some parts of your
invention are durable but
others will fall apart
quickly.
Easy to clean
One of the students in
kindergarten could clean
this with no problem.
Most children your age or
older would have no
problem cleaning this.
The invention seems like
it would be impossible to
clean well.
Ease of use
Someone could figure out
how to use the invention
easily with no instructions.
With simple instructions
this would be easy to
operate.
Simplicity of
design
The design is extremely
simple and easily
replicated.
The design is simple.
There are a few tough
parts to get to but, most of
the invention could be
cleaned easily.
There are a few complex
elements, but with simple
training people would
understand how to use it.
Some parts of the design
are complex.
Your invention will fall
apart and break easily.
Someone would need an
engineering degree to
know how to use this.
The design is very
complicated.
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