Community Helpers: Designing New Tools
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we, as young inventors, design new tools to help our community helpers in their roles?Essential Questions
Supporting questions that break down major concepts.- How do community helpers keep our community functioning?
- What tools do community helpers use, and why are they important for their work?
- How can we design new tools to help community helpers do their jobs better?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Identify the roles and responsibilities of various community helpers.
- Describe the tools used by community helpers and explain their importance.
- Design and create a new tool to assist community helpers in their work.
- Understand how community helpers contribute to community safety and health.
Entry Events
Events that will be used to introduce the project to studentsCommunity Helper Dress-Up Day & Parade
Students come to school dressed as their favorite community helper, bringing an item or drawing related to their role. The day culminates in a 'Community Helper Parade' where students introduce their helper and explain their importance, fostering enthusiasm and connection to the project.Problem in Our Town!
Introduce a fictional 'problem' in the classroom or school community that requires the help of community helpers (e.g., a 'lost' stuffed animal needing a 'rescue,' a 'broken' toy needing 'repair'). Students brainstorm which helpers are needed and role-play how they would solve the problem, connecting the abstract concept to a tangible scenario.Community Helper Guest Speaker (Virtual)
Arrange a surprise virtual visit from a local community helper (firefighter, police officer, nurse). The guest shares a brief overview of their job and answers pre-selected questions from the students.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Community Helper Spotlight: Role & Responsibility
Students will begin by selecting a community helper to focus on, researching their roles, and illustrating their key responsibilities. This will help them build a foundational understanding before diving into tool design.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA drawing with labels illustrating the chosen community helper's responsibilities.Alignment
How this activity aligns with the learning objectives & standardsIdentifies the roles and responsibilities of various community helpers.Tool Time Remix: Community Helper Tools
In this activity, students will explore the tools used by their chosen community helper. They will draw and label these tools, explaining their function and importance. Additionally, they will create an 'improvised' version of one of the tools using classroom materials.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA collection of drawings and labels of the tools used by their community helper, with descriptions of their functions, plus an improvised version of one tool made from classroom materials.Alignment
How this activity aligns with the learning objectives & standardsDescribes the tools used by community helpers and explains their importance.Invent-a-Tool Brainstorm: What's Missing?
Building on their knowledge of community helper roles and tools, students will now identify a challenge or need that their community helper faces and brainstorm ideas for a new tool to address it. This encourages innovative thinking and problem-solving skills.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA drawing of a new tool designed to help their community helper, with a brief description of how it works.Alignment
How this activity aligns with the learning objectives & standardsPrepares students to design and create a new tool to assist community helpers in their work.My Helper's New Tool: Design & Prototype
Students will bring their tool ideas to life by creating a simple prototype using classroom materials. They will then present their tool, explaining its purpose and how it will help their community helper.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA physical prototype of a new tool, accompanied by a presentation explaining its function and benefits.Alignment
How this activity aligns with the learning objectives & standardsDesigns and creates a new tool to assist community helpers in their work.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioCommunity Helper Tool Design Rubric
Understanding Community Helper Roles
Demonstrates knowledge of the chosen community helper's responsibilities and how they contribute to the community.Accuracy of Role Depiction
How accurately the student portrays the community helper's role and responsibilities in their drawing and description.
Exemplary
4 PointsThe student accurately and comprehensively depicts the community helper's role, including multiple responsibilities and their importance to the community. Demonstrates deep understanding.
Proficient
3 PointsThe student accurately depicts the community helper's primary role and responsibilities, demonstrating a solid understanding.
Developing
2 PointsThe student depicts the community helper's role with some inaccuracies or omissions, showing a basic understanding.
Beginning
1 PointsThe student struggles to depict the community helper's role accurately, demonstrating limited understanding.
Understanding Existing Tools
Demonstrates an understanding of the tools used by the community helper and their functions.Identification and Description of Tools
How well the student identifies and describes the tools used by the community helper, explaining their functions.
Exemplary
4 PointsThe student identifies and describes multiple tools with accurate details about their functions and importance. Shows innovative application or extension of use.
Proficient
3 PointsThe student identifies and describes several tools with accurate explanations of their functions.
Developing
2 PointsThe student identifies and describes a few tools, but the explanations of their functions are limited or partially inaccurate.
Beginning
1 PointsThe student struggles to identify and describe the tools used by the community helper, demonstrating minimal understanding of their functions.
Tool Prototype
Quality and functionality of improvised tool.
Exemplary
4 PointsTool prototype functions as intended and illustrates a clear understanding of the original tool's purpose.
Proficient
3 PointsTool prototype functions, but with some flaws. Demonstrates a general understanding of the original tool's purpose.
Developing
2 PointsTool prototype is attempted, but functionality is unclear and connection to original tool's purpose is limited.
Beginning
1 PointsNo tool prototype is present or demonstrates no understanding of the original tool's purpose.
Innovation in Tool Design
Demonstrates the ability to identify a problem and design a new tool to help the community helper.Problem Identification and Solution
How well the student identifies a problem faced by the community helper and proposes a creative and practical tool to solve it.
Exemplary
4 PointsThe student identifies a significant problem and proposes a highly innovative and practical tool that effectively addresses the problem. Shows advanced problem-solving skills.
Proficient
3 PointsThe student identifies a relevant problem and proposes a practical tool that addresses the problem effectively.
Developing
2 PointsThe student identifies a problem, but the proposed tool is not fully practical or effective in solving it.
Beginning
1 PointsThe student struggles to identify a relevant problem or propose a tool that addresses it, showing minimal problem-solving skills.
Tool Design and Presentation
Quality and clarity of the tool design and presentation, including explanation of its function and benefits.
Exemplary
4 PointsThe tool design is well-thought-out, clearly presented, and the student articulates its function and benefits with exceptional clarity and enthusiasm. Demonstrates comprehensive understanding.
Proficient
3 PointsThe tool design is clear, the presentation is well-organized, and the student explains its function and benefits effectively.
Developing
2 PointsThe tool design is somewhat unclear, the presentation is basic, and the student provides a limited explanation of its function and benefits.
Beginning
1 PointsThe tool design is unclear, the presentation is disorganized, and the student struggles to explain its function and benefits.