CONTENT-DRIVEN DESIGN CHALLENGE UNIT PLAN
CONTEXT FOR LEARNING
Title
Grade
Core Content Area
Corresponding Curriculum Unit
Design Challenge Placement
Design Challenge Duration
Design Challenge Lens
Catapult & Parabola Design Challenge
8
Mathematics
Frogs, Fleas and Painted Cubes
After unit
1.5 weeks
Rationale for Design Challenge
Students will gain further understanding of quadratic relationships by taking data on the height, distance of the launch from the catapults
Design Challenge Background and Problem Statement
Bloomfield Middle School is hosting a carnival for an end of the year celebration. One of the games
requires the player to launch a marshmallow from the ground with a catapult. The player will have 3
chances to launch a marshmallow that must go over a castle that is 4 feet high (but not hit the ceiling that
is 6 feet high) and hit a target that is 5 feet away on the first try.
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LEARNING OUTCOMES
Big Ideas/Enduring Understandings:
 Students will understand how to read quadratic relationships in tables and graphs
 The design process can be used to structure catapults
CONTENT AREA Learning Objectives
(Students will know and be able to…)
Students will know...
 What a quadratic relationship should
look like in a table and graph
Students will be able to…
 Read graphs
 Problem solve to build a device
PROCESS Independent Learner Objectives
(Students will know and be able to…)
Students will know...
 Design is a creative planning process
that leads to useful products and
systems.
 Requirements for design are made up
of criteria and constraints.
 The steps of the design process
CORRESPONDING STANDARDS
8.F.2. Compare properties of
functions using a table, graph and
equations
Students will be able to…
 Apply a design process to solve a
given problem.
 Brainstorm as a group problemsolving design process in which each
person in the group presents his or
her ideas in an open forum.
 Make two-dimensional and threedimensional representations of the
designed solution.
 Test and evaluate the design in
relation to pre-established
requirements, such as criteria and
constraints, and refine as needed.
ASSESSMENT
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DIAGNOSTIC
☐ Pre-test
X Previous Quiz or Test
☐ Universal Screening/District
Common Assessment
X Summative assessment from a
previous activity
☐ Mind Map
☐ Anticipation Guide
☐ Previous self-assessment
☐ Conference/Interview
☐ Survey/Questionnaire
FORMATIVE
Individual:
☐ Signaled Response (e.g., whiteboard, traffic
light card, thumbs up/middle/down, etc.)
X Observation + Anecdotal notes
X Differentiated Quiz, Entry, or Exit Ticket
☐ Journal entry/Response log/Inventor’s
notebook
XGraphic organizer (venn, t-chart,
map)
☐ Plan, Sketch, or Diagram
X Portfolio artifact (sketch, morph chart, etc.)
Peer-Assisted:
☐ Analyze anonymous peer work
☐ Think-Pair-Share
☐ Peer/Self Assessment
☐ Give one-Get one
☐ Peer conference (includes structured
documentation)
SUMMATIVE
Paper-Based:
X State assessments
☐ District benchmark or interim
assessments
☐ End-of-unit or chapter tests
☐ End-of-term or semester exams
X Final Portfolio
☐ Report
☐ Poster
☐ Data Display
☐ Brochure/Pamphlet
☐ Survey
X Self Assessment
Performance-Based:
☐ Multi-media presentation
X Oral Presentation
☐ Performance/Demonstration
X Model/Prototype
☐ Working Model/Prototype
☐ System/Machine
☐ Panel Discussion
☐ Exhibition of Products
☐ Video
☐ Website
Small Group:
☐ Criteria development
☐ Heads together
☐ Ambassadors
☐ Model development
☐ Practice presentation
Whole Group:
☐ Question and Answer Sessions (with charted
documentation)
☐ Agreement circles
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DESIGN BRIEF
Background
& Problem
Statement
Bloomfield Middle School is hosting a carnival for an end of the year celebration. One of
the games requires the player to launch a marshmallow from the ground with a catapult.
The player will have 3 chances to launch a marshmallow that must go over a castle that is
4 feet high (but not hit the ceiling that is 6 feet high) and hit a target that is 5 feet away
on the first try.
Criteria
Launch




Launch must start from the ground
Three chances to go over a 4 foot wall but not be higher than 6 feet
Must be launched 5 feet away to hit target on the first try
Launch only in “launch areas”




Catapult
Design cannot be bigger than storage box
Catapult must have a “basket” for the marshmallow to sit
May only use 3 rubber bands
Must have a rectangular base
Constraints
Materials






Cardboard
Construction paper
Computer paper
Shoe boxes
Straws
Popsicle sticks
Tools


Other
Scissors
Exacto Knives
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


Student
Deliverables
Tape/Glue
Towel Rolls
Hot Glue
Understand the
Problem
Research &
Brainstorm
Design & Build
Class Discussion
Test &
Redesign
Present
Pg 6 – 8 – Test in designated areas around the classroom
Day 1 – pg 2 - 3 done using computers research given websites
Day 2-3 – pg 5 – Come up with design, material list & BUILD!
Final Launch will take place outside
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