Ex.

No: 1
UN 2030 Sustainable Development Goals (SDGs)
Date:

Concept
Design thinking is often presented without teaching content. This is very different.
Learners get 30 minutes to choose a UN 2030 Goal (there are 17) that is relevant
and meaningful to them, then they get into small groups. The group researches the
goal quickly, by answering the questions: What does the world need to know about
this goal and what can we do about it? The group then creates a short PSA (Public
Service Announcement) and shares it widely with an authentic audience. It is fun,
fast, and shows the power of design sprints to teach content and skills.

Introduction
The 2030 Schools Challenge is an educational initiative designed to teach students
the principles of design thinking while addressing real-world issues. The challenge
uses the United Nations 2030 Sustainable Development Goals (SDGs) as the basis
for meaningful content and context.

Objectives
To empower students to research, understand, and address global issues, this
activity fosters the development of essential skills such as research, critical thinking,
collaboration, communication, creativity, and problem-solving. Students will create
impactful Public Service Announcements (PSAs) to raise awareness about global
goals, enhancing their ability to effectively communicate complex issues and
contribute to meaningful change.

Materials and Resources

 Access to the internet and library resources.
 Computers or tablets for research and PSA creation.
 Presentation tools (projector, screen, speakers).

Procedure
Introduction (10 minutes):
 Brief introduction to the 17 UN 2030 Sustainable Development Goals (SDGs).
 Explanation of the challenge’s purpose and process.
 Division of students into small groups.
Choosing a Goal (30 minutes):
 Groups select an SDG that resonates with them.
 Brainstorm and decide on a specific aspect of the goal to focus on.
Research Phase (60 minutes):
 Groups research their chosen goal, answering:
1. What does the world need to know about this goal?
2. What can we do about it?
  Utilize various resources such as the internet, library, and expert interviews.
Design Sprint (90 minutes):
 Understand & Define: Define the problem based on research and develop a
clear problem statement.
 Ideate: Brainstorm solutions and select the most feasible and impactful one.
 Prototype: Create a storyboard or script for the PSA and design necessary
visuals.
 Test: Present the draft PSA to another group for feedback and refine it
accordingly.
Creation of PSA (60 minutes):
 Finalize the PSAs, ensuring clarity, conciseness, and impact.
Presentation and Sharing (30 minutes):
 Present PSAs to the class or a wider audience.
 Discuss the impact and reflect on what was learned about design thinking and
the chosen goal.

SDG Goals
1. No Poverty
Ending poverty means ensuring everyone has enough resources to meet their basic
needs.
Support fair wages, education, and social protection for the poor.
2. Zero Hunger
Ending hunger ensures everyone has enough nutritious food to live a healthy life.
Improve food production, distribution, and support sustainable agriculture.
3. Good Health and Well-being
Good health and well-being ensure everyone can lead a healthy life.
Improve healthcare access, promote healthy lifestyles, and reduce health risks.
4. Quality Education
Quality education means everyone has access to inclusive and equitable education.
Support equal access to education, improve learning outcomes, and promote lifelong
learning.
5. Gender Equality
Gender equality ensures everyone has equal rights and opportunities, regardless of
gender.
Promote women's empowerment, eliminate discrimination, and support equal
opportunities.
6. Clean Water and Sanitation
Clean water and sanitation ensure everyone has access to safe drinking water and
sanitation.
Improve water management, sanitation infrastructure, and promote hygiene
practices.
7. Affordable and Clean Energy
Affordable and clean energy means everyone has access to reliable and sustainable
energy.
Promote renewable energy sources, improve energy efficiency, and support clean
energy innovations.
8. Decent Work and Economic Growth
Decent work and economic growth ensure everyone can achieve economic
prosperity through quality jobs.
Promote job creation, support fair labour practices, and encourage sustainable
economic policies.
9. Industry, Innovation, and Infrastructure
Industry, innovation, and infrastructure promote sustainable industrialization and
foster innovation.
Support infrastructure development, encourage innovation, and promote sustainable
industries.
10. Reduced Inequality
Reduced inequality ensures everyone has equal opportunities and reduces income
disparities.
Promote social, economic, and political inclusion, and support policies that reduce
inequality.
11. Sustainable Cities and Communities
Sustainable cities and communities ensure everyone can live in safe, resilient, and
sustainable urban areas.
Promote sustainable urban planning, improve public transportation, and enhance
community resilience.
12. Responsible Consumption and Production
Responsible consumption and production promote sustainable use of resources and
reduce waste.
Encourage sustainable practices, reduce waste, and promote efficient resource use.
13. Climate Action
Climate action involves taking urgent action to combat climate change and its
impacts.
Reduce greenhouse gas emissions, promote renewable energy, and enhance
climate resilience.
14. Life Below Water
Life below water ensures the conservation and sustainable use of oceans, seas, and
marine resources.
Protect marine ecosystems, reduce marine pollution, and promote sustainable
fishing.
15. Life on Land
Life on land promotes the conservation and sustainable use of terrestrial
ecosystems.
Protect biodiversity, combat deforestation, and promote sustainable land
management.
16. Peace, Justice, and Strong Institutions
Peace, justice, and strong institutions ensure inclusive societies and access to
justice for all.
Promote peace, strengthen institutions, and ensure access to justice.
17. Partnerships for the Goals
Partnerships for the goals encourage global cooperation to achieve sustainable
development.
Foster international collaboration, support resource mobilization, and promote
shared goals.

Evaluation Criteria
 Creativity: Originality and innovation in the PSA.
 Clarity: Clear and understandable message.
 Accuracy: Correct and relevant information about the chosen goal.
 Impact: Potential to raise awareness and drive action.

Outcome
Through participating in the 2030 Schools Challenge, students will gain an in-depth
understanding of a specific UN Sustainable Development Goal (SDG). They will
apply practical design thinking processes to address real-world problems, which will
increase their awareness of global issues and potential solutions. This experience
will also help them develop essential 21st-century skills such as critical thinking,
collaboration, creativity, and problem-solving.
 Ex. No: 2
The Gift-Giving Project
Date:

Concept
The Gift-Giving Project is 90-minute (plus debrief) fast-paced project through a full
design cycle. Students pair up to interview each other, come to a point-of-view of
how they might design for their partner, ideate, and prototype a new solution to
“redesign the gift giving experience” for their partner.

Introduction
The Gift-Giving Project is a fast-paced, 90-minute activity designed by Stanford
d.school to guide students through a complete design cycle. This project encourages
creativity, empathy, and innovative thinking by having students redesign the gift-
giving experience for a partner.

Objective
To immerse students in the design thinking process through a hands-on activity that
emphasizes understanding user needs, ideation, and prototyping.

Procedure
1. Introduction (10 minutes):
 Briefly introduce the concept and goals of the Gift-Giving Project.
 Explain the design thinking process and the steps involved in the activity.
2. Pairing and Interviewing (20 minutes):
 Students pair up and interview each other to understand their partner's
preferences, needs, and experiences related to gift-giving.
 Focus on empathizing with their partner to uncover deep insights.
3. Point of View (10 minutes):
 Each student synthesizes the information gathered from the interview to form
a point-of-view statement that highlights their partner's needs and desires.
 Define how they might design a better gift-giving experience for their partner.
4. Ideation (15 minutes):
 Students brainstorm a wide range of ideas to redesign the gift-giving
experience for their partner.
 Encourage wild ideas and defer judgment to foster creativity.
5. Prototyping (20 minutes):
 Each student selects one idea and creates a quick, tangible prototype.
 Use available materials to build a simple representation of their concept.
6. Testing and Feedback (15 minutes):
 Students present their prototypes to their partners and receive feedback.
 Focus on what works, what doesn’t, and how the prototype can be improved.
7. Debrief (10 minutes):
 Reflect on the process and the outcomes of the project.
 Discuss what was learned about design thinking, empathy, and innovation.
Materials and Resources
 Interview guides and note-taking materials.
 Prototyping materials (paper, markers, cardboard, tape, scissors, etc.).
 Presentation tools for showcasing prototypes (optional).

Outcome
Through participating in the Gift-Giving Project, students will gain practical
experience with the full design thinking process, fostering a deeper understanding of
its iterative nature. They will develop stronger empathy and interpersonal skills by
designing gifts tailored to their partners' needs. Additionally, students will enhance
their creativity and innovation skills, improve their collaboration and communication
abilities, and learn how to effectively address user-centered challenges through a
hands-on, engaging project.
 Ex. No: 3
THE WALLET PROJECT
Date:

Concept
Very similar to the Gift-Giving Project, the Wallet Project is 90-minute (plus Tentative
48 debrief) fast-paced project through a full design cycle. Students pair up, show and
tell each other about their wallets, ideate, and make a new solution that is “useful
and meaningful” to their partner.

Introduction
The Wallet Project is a fast-paced, 90-minute activity designed by Stanford d.school
to guide students through a complete design cycle. This project emphasizes
understanding user needs, ideation, and prototyping, with students redesigning a
wallet to make it more useful and meaningful for their partner.

Objectives
To immerse students in the design thinking process through a hands-on activity that
focuses on empathy, creativity, and user-centered design.

Procedure
1. Introduction (10 minutes):
 Briefly introduce the concept and goals of the Wallet Project.
 Explain the design thinking process and the steps involved in the activity.
2. Pairing and Show & Tell (20 minutes):
 Students pair up and show each other their wallets, discussing their current
wallet’s features, likes, and dislikes.
 Focus on empathizing with their partner to uncover deep insights about their
wallet use.
3. Point of View (10 minutes):
 Each student synthesizes the information gathered from the discussion to
form a point-of-view statement that highlights their partner’s needs and
desires.
 Define how they might design a better wallet for their partner.
4. Ideation (15 minutes):
 Students brainstorm a wide range of ideas to redesign the wallet for their
partner.
 Encourage wild ideas and defer judgment to foster creativity.
5. Prototyping (20 minutes):
 Each student selects one idea and creates a quick, tangible prototype of the
new wallet.
 Use available materials to build a simple representation of their concept.
6. Testing and Feedback (15 minutes):
 Students present their prototypes to their partners and receive feedback.
 Focus on what works, what doesn’t, and how the prototype can be improved.
7. Debrief (10 minutes):
 Reflect on the process and the outcomes of the project.
 Discuss what was learned about design thinking, empathy, and innovation.

Materials and Resources

 Interview guides and note-taking materials.
 Prototyping materials (paper, markers, cardboard, tape, scissors, etc.).
 Presentation tools for showcasing prototypes (optional).

Outcome
Through participating in the Wallet Project, students will gain hands-on experience
with the design thinking process, enhancing their empathy, creativity, and
collaboration skills. They will learn to understand and address user needs, improve
their communication abilities, and appreciate the iterative nature of design.
 Ex. No: 4
INVENT A SPORT
Date:

Concept
We’ve all played sports at some point in our life. Who came up with the rules? Who
created the game? Who made the constraints? And who decided the objects to play
with? Now, with limited time and resources, your group will create and invent a new
sport, and a set of directions for people to actually play the game.

Introduction
The Invent a Sport activity challenges students to use their creativity and problem-
solving skills to design a new sport with a limited set of items. They will create rules,
constraints, and gameplay mechanics, and develop a set of instructions for others to
play the game.

Objectives
To encourage students to innovate and design a new sport, focusing on rule
creation, resource management, and clear communication.

Procedure
1. Introduction (10 minutes):
 Introduce the activity and explain the goals and process.
 Present the limited set of items that must be used to create the new sport.
2. Brainstorming (15 minutes):
 Students form groups and brainstorm ideas for their sport.
 Discuss possible rules, objectives, and how to creatively use the provided
items.
3. Design and Rule Creation (20 minutes):
 Each group develops a detailed set of rules and gameplay mechanics for their
sport.
 Define how the items will be utilized and any additional equipment that might
be needed.
4. Prototype and Playtest (20 minutes):
 Groups create a simple prototype or demonstration of their sport.
 Test the game within their group to ensure the rules are effective and the
game is enjoyable.
5. Presentation (15 minutes):
 Each group presents their new sport to the class.
 Explain the rules, objectives, and how the items are integrated into the game.
6. Debrief (10 minutes):
 Reflect on the design process and the various sports created.
 Discuss the lessons learned about creativity, rule-making, and teamwork.
Materials and Resources
 A selection of items (e.g., balls, cones, ropes, etc.) for creating the new sport.
 Paper and markers for brainstorming and rule creation.
 Space for playing and testing the new sports.

Outcome
Through participating in the Invent a Sport activity, students will enhance their
creativity and critical thinking by designing a unique game. They will learn to create
and articulate rules and constraints, effectively use limited resources, and develop
clear instructions for others to follow. This experience will also strengthen their
teamwork and communication skills.
 Ex. No: 5
“BOOK IN AN HOUR” ACTIVITY
Date:

Concept
Give a group a book (fiction or non-fiction). Then you break them up into smaller
groups (or individuals) to read different parts of the book. Each group (or person) has
to read and then create an overview/trailer of their part of the book to share
chronologically with the rest of the class. Here the design really starts with the
creative process driving how you share the information, plot, characters etc. Perfect
use for professional development when you want to introduce a topic in a fun,
engaging way.

Introduction
The Book Overview/Trailer Project engages students by having them read and
summarize different sections of a book. Each group or individual creates an overview
or trailer of their section, presenting it creatively to share with the class in
chronological order.

Objectives
To foster creative thinking and presentation skills, improve content analysis and
summarization, and enhance public speaking and collaboration.

Procedure
1. Introduction (10 minutes):
 Explain the concept and objectives of the project.
 Introduce the book and outline the sections that will be assigned to each
group or individual.
2. Reading and Preparation (30 minutes):
 Divide students into groups or assign sections to individuals.
 Allow time for each group or individual to read their assigned section and
prepare their overview or trailer.
3. Creative Development (30 minutes):
 Each group or individual creates a summary or trailer for their section.
 Encourage creativity in how they present the information—such as through
visual aids, dramatizations, or multimedia.
4. Presentation (30 minutes):
 Groups or individuals present their overviews or trailers in chronological order.
 Ensure each presentation covers key plot points, characters, and themes
relevant to their section.
5. Discussion and Feedback (10 minutes):
 Reflect on the presentations and discuss the book’s overall narrative and
themes.
 Provide feedback on the creativity and effectiveness of each presentation.
Materials and Resources
 Copies of the book for each group or individual.
 Paper, markers, or digital tools for creating presentations.
 Any additional multimedia equipment if needed (e.g., projector, computer).

Outcome
Through participating in the Book Overview/Trailer Project, students will develop
their ability to analyze and summarize content, enhance their creativity in presenting
information, and improve their public speaking and collaboration skills. This project
also fosters a deeper understanding of the book’s overall structure and themes.
 Ex. No: 6
STORY DESIGN ACTIVITIES
Date:

Concept
The University of Arkansas created a series of STEM Challenges that work as great
design activities with groups old and young! For example, after reading “The Three
Billy Goat’s Gruff” they set up a challenge like this: You decide to help the billy goats
reach the opposite side of the creek so they can eat. You must create a model
structure to help the billy goats get from one side to the other while using the design
loop and only the materials provided. Your teacher will also provide you with model
billy goats, with specific weights, that your bridge must be able to withstand.

Introduction
The Billy Goats’ Bridge STEM Challenge involves designing and building a bridge to
help model billy goats cross a creek, inspired by "The Three Billy Goats Gruff."
Students use a design loop process and provided materials to create a structure that
meets specific weight requirements.

Objectives
To apply design thinking and engineering principles by creating a functional bridge,
enhancing problem-solving, creativity, and teamwork skills.

Procedure
1. Introduction (10 minutes):
 Introduce the activity and explain the context based on "The Three Billy Goats
Gruff."
 Present the challenge: design a bridge to help the billy goats cross the creek
using only the provided materials.
2. Materials and Constraints (5 minutes):
 Distribute the materials to each group (e.g., popsicle sticks, glue, string, etc.).
 Provide model billy goats with specific weights that the bridge must support.
3. Design Phase (20 minutes):
 Groups brainstorm and sketch their bridge designs.
 Discuss how their design will accommodate the weight of the billy goats and
any other constraints.
4. Building Phase (30 minutes):
 Groups build their bridge models using the provided materials.
 Test the stability and strength of the bridge as they work, making adjustments
as necessary.
5. Testing and Evaluation (15 minutes):
 Test each bridge with the model billy goats to ensure it can support the
specified weights.
 Evaluate the effectiveness of each design based on its ability to withstand the
weight and its overall functionality.
6. Reflection and Discussion (10 minutes):
 Reflect on the design process and the outcomes of the challenge.
 Discuss what worked well, what could be improved, and lessons learned
about design and engineering.

Materials and Resources

 Materials for building the bridges (e.g., popsicle sticks, glue, string,
cardboard).
 Model billy goats with specific weights.
 Paper and markers for sketching designs.
 Rulers or measuring tools for checking dimensions.

Outcome
Students will develop skills in designing and building functional models, learn to meet
specific criteria and constraints, and enhance their problem-solving and teamwork
abilities.
 Ex. No: 7
New Product Development Activity
Date:

Concept
Student teams were given products ranging from toys to air fresheners. In 2 days,
they had to create pitches on how to improve these products. The idea was to give
them a clear sense of the scope of what they would do in a product development.

Introduction
The New Product Development Activity involves student teams improving existing
products, such as toys and air fresheners. Over two days, students research their
products, brainstorm enhancements, and create pitches to present their ideas,
providing a clear sense of the product development process.

Objectives
To provide hands-on experience in product development, including research, idea
generation, and pitching, and to enhance creativity, problem-solving, and
presentation skills.

Procedure
1. Introduction (10 minutes):
 Introduce the activity and explain the goals.
 Assign different products to each student team.
2. Research and Brainstorming (30 minutes):
 Teams research their assigned products and identify potential areas for
improvement.
 Brainstorm ideas for enhancing the product’s features, design, or functionality.
3. Development and Pitch Preparation (60 minutes):
 Teams develop their product improvement ideas into detailed proposals.
 Create a pitch presentation outlining the proposed changes and their benefits.
4. Presentation (60 minutes):
 Each team presents their product improvement pitch to the class.
 Include a demonstration or visual aids to support their proposal.
5. Feedback and Reflection (20 minutes):
 Provide feedback on the pitches and discuss the feasibility and impact of the
proposed improvements.
 Reflect on the learning experience and the challenges faced during the
activity.

Materials and Resources

 Samples or descriptions of the assigned products.
 Paper, markers, and presentation tools for creating pitches.
 Access to research materials if needed.
Outcome
Students will gain practical experience in product development, learn to research
and improve existing products, and develop skills in creativity, problem-solving, and
effective pitching.