EcoRise Youth Innovations: Design Studio (curriculum sample)

design studio
CURRICULUM
innovative strategies to solve your sustainability challenge
awakening solutions in the minds of the next generation
™

© 2012
WWW.ECORISE.ORG
INFO@ECORISE.ORG

INTRO TO ECORISE DESIGN STUDIO 2
DESIGN THINKING & PROJECT-BASED LEARNING 3
APPLICATION IN THE CLASSROOM 4
ESSENTIAL COMPONENTS OF SUCCESSFUL DESIGN PROJECTS 5
LEARNED SKILLS & ENDURING PRINCIPLES 6
BEST PRACTICES FOR IMPLEMENTATION 8
STUDENT PORTFOLIOS 9
TOOLS AND RESOURCES 10
VOCABULARY 12
THE DESIGN PROCESS 14
IDENTIFY 16
EXPLORE 26
CREATE 50
REFINE 64
SHARE 88
ACTIVITY TEMPLATES 107
ACTIVITY CARDS 139
design studio
table of contents
teacher’s guide
design thinking lessons
supplementary materials
TABLE OF CONTENTS

teacher’s guide
6
Learned Skills
Through the Design Studio curriculum, students will develop and strengthen
the following 21st century skills:
INNOVATIVE
PROBLEM SOLVING
DESIGN
SYSTEMS THINKING
TECHNOLOGY
PRESENTATION
VISIONING
COMMUNICATION
Students will be able to stimulate creative, solutions-based thinking
through analysis and improvement of existing ideas, and developing social
entrepreneurship mindsets and skills.
Students will be able to utilize design-thinking methods and processes
to explore and build creative solutions by sketching, modeling, creating,
experimenting, constructing, and calculating.
Students will be able to expand their perception and develop systems
thinking skills by analyzing and understanding multiple perspectives and
inferring dynamic connections.
Students will be able to enhance their design experience and technology
literacy through digital modeling, online research, computer software, social
media, and communication technologies.
Students will be able to develop confidence, self-awareness, creativity
and presentation skills through public speaking, and engaging visual
presentations such as design boards and portfolios.
Students will be able to imagine solutions to environmental challenges
through identifying their project purpose while brainstorming, reflecting,
mapping, visualizing, and investigating.
Students will be able to articulate their ideas and develop their
communication skills through group collaboration, public speaking,
persuasive presentations, active listening, and marketing strategies.

EcoRise Youth Innovations – Design Studio Curriculum 7
EMPATHY
INTERCONNECTEDNESS
STEWARDSHIP
LEADERSHIP
OPTIMISM
CREATIVITY
EMPOWERMENT
Being of service to the world begins with a posture of empathy.
We are grateful for our own gifts and blessings, and have
compassion for the struggles others face. We listen and learn from
them, in an effort to slow our assumptions, we walk in their shoes
and develop solutions that will last.
The world is incredibly complex, yet connected. The welfare of
humans and nature are woven together. We honor the diversity of
our global community and reflect on our influence in this world.
The planet has limits. We have reverence for these laws and
recognize our impact and responsibility as a global citizen. We
are mindful of our actions and the legacy we leave to future
generations.
Great leaders challenge themselves and others to dream big. We
are visionaries who are dedicated to building a better future with
passion, humility and integrity.
Change is possible and solutions are everywhere. We celebrate
the power of ideas and believe that the investment in human
ingenuity will result in health and prosperity for all.
Imagination is the key to innovation. We cultivate our creative
potential by suspending all judgment and allowing the experience
of play, inspiration, intuition, freedom, fun, and joy.
Everyone has the potential to change the world. We recognize and
celebrate our unique brilliance. With this knowledge, we can fuel
ourselves and inspire the world to take action.
Embedded within the Design Studio lessons, are deeper principles, intended to enrich
one’s relationship to self and community.
Enduring Principles

teacher’s guide
14
The EcoRise Design Process

Design Thinking Lessons
Each of the five phases of the Design Process has multiple lessons you can choose to
integrate into the Design Studio. Select whichever activities seem that most suitable for your
students’ projects and that appeal to your teaching style. There are no mandatory lessons,
however we do recommend that each step of the Design Process have a minimum of three
activities so that students may thoughtfully explore their design challenge and develop the
most effective solutions.
The Design Process
The EcoRise Design Process will be the map and guidelines for the student design projects. It is
through this process students will begin to cultivate their inner creative designer and innovative
thinker. So what is a designer? Here is how we like to define it…
DESIGNER: a transformative change-maker who sees the world’s problems as creative
challenges and failures as opportunities for growth.
The goal of this curriculum is to stimulate the inherent designer in all of us! Through the EcoRise
Design Process students will learn to cultivate the Designer mindset, and work to create a solution
to sustainability challenges.
Each phase of the process connects to specific Enduring Principles and Learned Skills, and each
phase has essential questions, objectives, activities, and assessments that can be used and
incorporated into any design project.
Students will be assessed at each phase in order to move on to the next, and assessments and
deliverables will be kept in a student design portfolio which can serve as the major summative
assessment.

IDENTIFY
16
SYSTEMS THINKING
VISIONING
EMPATHY
INTERCONNECTEDNESS
STEWARDSHIP
Students will be able to expand their perception and develop systems thinking
skills by analyzing and understanding multiple perspectives and inferring dynamic
connections.
Students will be able to imagine solutions to environmental challenges through
identifying their project purpose while brainstorming, reflecting, mapping,
visualizing, and investigating.
Being of service to the world begins with a posture of empathy. We are grateful
for our own gifts and blessings, and have compassion for the struggles others
face. We listen and learn from them, in an effort to slow our assumptions, we
walk in their shoes and develop solutions that will last.
The world is incredibly complex, yet connected. The welfare of humans and
nature are woven together. We honor the diversity of our global community and
reflect on our influence in this world.
The planet has limits. We have reverence for these laws and recognize our impact
and responsibility as a global citizen. We are mindful of our actions and the
legacy we leave to future generations.
intro to activities
Objectives
Essential Questions
Assessment
Skills & Principles
+ Identify an environmental challenge to investigate for their project.
+ Assess a diverse array of stakeholder viewpoints and roles within the challenge.
+ Analyze personal assumptions and biases they may have upon entering this challenge.
+ Articulate their ultimate purpose and aspirational goal for their project.
+ How is this challenge impacting the environment and the community?
+ Who are the stakeholders in this challenge and what biases might they have in regards to it?
+ What assumptions exist in regards to this challenge?
+ What is the ultimate goal and purpose for this project?
+ All activities in this phase can be used as formative assessments. Students should save their work in a
project portfolio, which can serve as a major summative assessment.
OVERVIEW

# Activity Description
Mind Map
Walking in
Your Shoes
Venn
Diagram

The Road
Home
1
2
3
4
Students create a diagram representing ideas, stakeholders and issues that are
connected to their design challenge.
Students identify the stakeholders within their design challenge and seek to understand
their viewpoint. By “walking in another person’s shoes”, students develop empathy and
insights which will deeply inform the direction of their design.

Students illustrate how different stakeholders relate to each other compare their own
perspective on the design challenge to that of the other stakeholders involved.
Students articulate their ultimate purpose, expectations, goals, fears and needs upon
launching into their design challenge. This document is used as a guiding reference
throughout the design process.
ACTIVITY ROAD MAP

IDENTIFY
20
1. This activity can be completed either as an entire class or in small teams.
2. If students have completed a mind map, have them use it to ignite this activity. If not, have
the students list or diagram all the stakeholders in this challenge.
3. Create Empathy Stations around the classroom for each identified stakeholder, and label
each with the following categories:
+ Needs: what does the stakeholder need throughout their day in regards to this
challenge?
+ Knowledge: what does the stakeholder know about this challenge?
+ Frustrations: what frustrates and challenges the stakeholder in regards to this issue?
+ Personal Perspective: what biases might this stakeholder have in regards to this
challenge?
+ Rewards: what rewards does the stakeholder receive from this challenge? What
reward would the stakeholder receive from your design?
4. Ask students to rotate between each station and live a day in the life of each stakeholders.
Encourage them to experience the stakeholder’s perspective. Have students imagine going
through that person’s day from morning through night. How do their needs and frustrations
change throughout the day? Have them write down or draw their impressions within each
category on a post-it note.
5. Review responses as a class to create a collective understanding of the stakeholder’s
perspectives.
BACKGROUND
MATERIALS TIME FRAME
REFLECTION
QUESTIONS
ACTIVITY
GUIDELINES
Students identify the stakeholders within their design challenge and seek to understand
their viewpoint. By “walking in another person’s shoes”, students develop empathy and
insights which will deeply inform the direction of their design.
Paper pen
Post-it notes
activity #2
WALKING IN YOUR SHOES
+ Why is it important to understand a stake-holder’s perspective?
+ How does stakeholder analysis help us as designers?
30-60 Mins.

EXAMPLE

EXPLORE
26
SYSTEMS-THINKING
VISIONING
EMPATHY
INTERCONNECTEDNESS
Students will be able to expand their perception and develop systems thinking
skills by analyzing and understanding multiple perspectives and inferring dynamic
connections.
Students will be able to imagine solutions to environmental challenges through
identifying their project purpose while brainstorming, reflecting, mapping,
visualizing, and investigating.
Being of service to the world begins with a posture of empathy. We are grateful
for our own gifts and blessings, and have compassion for the struggles others
face. We listen and learn from them, in an effort to slow our assumptions, we
walk in their shoes and develop solutions that will last.
The world is incredibly complex, yet connected. The welfare of humans and
nature are woven together. We honor the diversity of our global community and
reflect on our influence in this world.
intro to activities
Objectives
Essential Questions
Assessment
Skills Principles
+ Research stakeholder viewpoints in order to gain a deeper perspective on the challenge.
+ Investigate existing design solutions to the challenge in order to cultivate design inspiration.
+ Whose shoes do we need to walk in to understand and gain insights into this challenge?
+ How can we use design and innovation to engineer creative solutions to this challenge?
+ Can existing design solutions be improved or is a new innovative approach required to solve this challenge?
+ All activities in this phase can be used as formative assessments for students and included in the design
portfolio.
OVERVIEW

Detective
Wall
Insight
Storming
Weaving
Genius
Multiple
Personalities
SWOT
Analysis
Systems
Spiral
The W Race
Evolving
Innovation
Embody
Walk
Great Minds
Think Alike
StoryBooth
Students conduct an investigation of their design challenge while collecting information
and insights on a collage board.
Students examine the perspective and experiences of their “client” in order to develop
empathy, customer insights and a deeper understanding of the issue.
Students assess how their design challenge can be tackled from the perspective of
various academic subjects.
Students experience working with different personality types and perspectives by
analyzing the challenge from various stakeholders’ points of view.
Students analyze their design challenge through diagramming the Strengths,
Weaknesses, Opportunities, and Threats.
Students identify, analyze and plot the various systems surrounding their design
challenge for the purpose of exploring the issues from a micro and macro perspective.
Students race to answer the 5 W questions about their design challenge in order to
understand the Who, What, When, Where, and Why of their project.
Students analyze the history of their design challenge by mapping past and present-day
solutions and forecasting future innovations.
Students deepen their understanding of their design challenge by embodying the
experience of their clients and various stakeholders through role-play and site visits.
Students will use famous quotes from the world’s great thinkers to assess their design
challenge from new perspectives.
Students take on the role of reporter through interviewing their stakeholder groups in
order to understand their needs and wants in design.
ACTIVITY ROAD MAP
1
2
3
4
5
6
7
8
9
10
11

EXPLORE
36
SWOT ANALYSIS
activity #5
1. Divide students by design team and have them draw the SWOT chart or use the template
provided.
2. Explain that in any undertaking, whether it is a campus project or launching a business, it is
always smart to start by assessing the strengths and weaknesses of the venture, as well as
forecasting any future scenarios that may influence the success of the project.
3. Instruct students to write their design challenge in the middle of the SWOT chart and
brainstorm the Strengths, Weaknesses, Threats and Opportunities. If the teams are large,
students can silently write their ideas on post-it notes first. When they are finished, they can
add them to the chart and begin clustering the notes by affinity groups.
+ STRENGTHS - What assets and advantages does your team have? What benefits does
your solution offer? Do you have resources, knowledge, skills or public support?
+ WEAKNESSES - What are the challenges in your design solution? Is your team or project
missing any skills, resources or knowledge?
+ OPPORTUNITIES - What new strategies or partnerships could be on the horizon that
would allow your project to flourish?
+ THREATS - Can you foresee any future circumstances that may threaten the success of
your design solution? Are there things that are out of your control?
4. After the students have pooled their ideas onto the team SWOT chart, have them analyze the
quadrants. Instruct each student to draw a dot next to the three responses they feel are the
most critical in each category.
5. After the dot voting is calculated, have the design teams share their findings and insights with
the class.
BACKGROUND
REFLECTION
QUESTIONS
ACTIVITY
GUIDELINES
Students assess their design challenge through diagramming the Strengths, Weaknesses,
Opportunities, and Threats. The SWOT Analysis, originally developed by Albert Humphrey,
is a popular technique used to gauge an organization’s current state against upcoming
opportunities and dangers.
Paper pen
Post-it notes (optional)
15-30 Mins.
+ How can you take advantage of the strengths in your design and within your team to
the fullest?
+ Are there weaknesses that could be improved upon easily?
+ Are there threats that could be mitigated with a little planning or research?

EXAMPLE

CREATE
50
DESIGN
TECHNOLOGY
INNOVATIVE
PROBLEM SOLVING
OPTIMISM
CREATIVITY
Students will be able to utilize design-thinking methods and processes to explore
and build creative solutions by sketching, modeling, creating, experimenting,
constructing, and calculating.
Students will be able to enhance their design experience and technology literacy
through digital modeling, online research, computer software, social media, and
communication technologies.
Students will be able to stimulate creative solutions based thinking
Change is possible and solutions are everywhere. We celebrate the power of
ideas and believe that the investment in human ingenuity will result in health and
prosperity for all.
Imagination is the key to innovation. We cultivate our creative potential by
suspending all judgment and allowing the experience of play, inspiration, intuition,
freedom, fun, and joy.
intro to activities
Objectives
Essential Questions
Assessment
Skills Principles
+ Brainstorm potential design solutions to solve an environmental challenge.
+ Invent and design a solution to the environmental challenge.
+ Create a model and prototype of their proposed design solution.
+ Assess how their design functions and solves the environmental challenge.
+ How does brainstorming help us cultivate new ideas and stimulate our creativity?
+ How can design be used to solve an environmental challenge?
+ Quick Models and Ideatoons can serve as summative assessments for the unit.
OVERVIEW

ACTIVITY ROAD MAP
SCAMPER
Cards
MindFlip
Graphic
Glyphs
Creature
Collision
Ideatoon
Quick
Models
1
2
3
4
5
6
Students cultivate new ideas using SCAMPER cards, a brainstorming technique
which generates creative solutions to any design challenge.
Students develop new design solutions by listing all of their existing assumptions
about the challenge and then inverting those beliefs to approach the issue from
the opposite perspective.
Students combine visual and verbal reasoning by creating a graphic alphabet to
illustrate the different elements of a design.
Students will use biomimicry principles to analyze how nature creates solutions
and develop design ideas that are inspired by nature’s “operating instructions”.
Students will exercise visual thinking and sketching techniques by drawing an
illustration of their design solution including any processes and relationships
surrounding the challenge.
Students experiment with design ideas by constructing quick models using
everyday materials.

REFINE
64
DESIGN
TECHNOLOGY
INNOVATIVE
PROBLEM SOLVING
OPTIMISM
CREATIVITY
Students will be able to utilize design-thinking methods and processes to explore
and build creative solutions by sketching, modeling, creating, experimenting,
constructing, and calculating.
Students will be able to stimulate creative solutions based thinking
Change is possible and solutions are everywhere. We celebrate the power of
ideas and believe that the investment in human ingenuity will result in health and
prosperity for all.
Imagination is the key to innovation. We cultivate our creative potential by
suspending all judgment and allowing the experience of play, inspiration, intuition,
freedom, fun, and joy.
intro to activities
Objectives
Essential Questions
Assessment
Skills Principles
+ Evaluate areas of strength and growth in their design solution.
+ Assess and imagine how to improve their innovative design solution.
+ Create an improved and refined version of their design solution.
+ Why is it important to analyze our designs with an objective eye and receive feedback?
+ How does refining help us improve in order to create even better design solutions?
+ Model Making and the Business Model Canvas can serve as summative assessments for this phase.
All other activities are excellent formative assessments.
OVERVIEW

ACTIVITY ROAD MAP
Snap
Judgment
Dot
Democracy
BOP Quiz
Product
Puppetry
Pain-Gain
Map
Test of Time
Eco-Target
Ripple Effect
Model-making
Strategic
Action Plan
Business
Model Canvas
Students will use a card-sorting method to quickly critique all of their potential design
ideas against various criteria such as viability, impact, novelty, budget, etc.
Students will use a non-verbal voting process to identify their favorite design elements
and ideas from a generated list of possibilities.
Students will rate their various design ideas options based on three criteria: to what
degree is it Beneficial, Original and Probable.
Students will personify and give human characteristics to their design idea in order to
develop the elements and personality of their final design solution.
Students will analyze the “Pains” (challenges) and “Gains” (strengths) of a potential
design solution in order to determine areas for refinement and trouble-shooting.
Students will analyze the past, present, and future life-cycle of their design solution with
a focus on its social and environmental impacts.
Students will evaluate how their design solution impacts and is connected to all aspects
of sustainability: water, air, energy, waste, food, transportation, and community spaces.
Students will analyze causal relationships by considering the positive and negative
impacts their design solution can have on oneself, school, city, state, country and world.
Students will construct a full-size or small-scale prototype of their design solution to be
used in their final presentations with an emphasis on both style and function.
Student will develop a clear plan to implement their design solution, by creating a
timeline and analyzing tasks, people and resources needed to turn their idea into a
reality.
Students will create a simple, clear business plan using the Business Model Canvas, an
innovative new tool for entrepreneurs.
1
2
3
4
5
6
7
8
9
10
11

REFINE
70
BOP QUIZ
activity #3
1. Divide students into design teams and hand out a large sheet of paper. Instruct students to
write their design challenge across the top of the paper. Beneath the title, have them draw the
BOP Quiz chart (see example).
2. Down the left column, have students write their various design solution ideas.
3. Explain to students that they will evaluate each of their various design options, based on the
following criteria...
+ Benefits: Is this idea useful? Does it make a big impact and create a real solution to the
root problem? Any idea that benefits lots of different stakeholders and is a long-lasting
solution should score well.
+ Originality: Is this is a new solution or a new approach to a common problem? Is it
more innovative than similar ideas that have come before it?The newer and more unique
the solution, the higher it will score.
+ Probability: Is your design feasible? Can it actually be done? Do you have all the
resources and skills to implement it? Elements and ideas that have the fewest barriers
and require less effort will score higher here.
4. Students will begin rating each idea and component on a scale from 1 to 10 (1= lowest score,
10=highest score) based on the level of Benefits, Originality and Probability. Have students
score each idea one-by-one and remind them that they should score each design idea with the
same level of scrutiny.
5. After the students have rated the ideas on each of the three criteria, have them add the three
numbers to create a master score for each design idea.
6. Allow students to analyze and discuss the outcomes from the BOP Quiz and share the results
with the class.
BACKGROUND
ACTIVITY
GUIDELINES
Students will use forced ranking to rate their various design idea options based on three
criteria: to what degree is it Beneficial, Original and Probable. When design teams are
brainstorming ideas or evaluating a design it is helpful to have a “reality check” on design
ideas and elements.
Large paper
Colored markers
15-30 Mins.
REFLECTION
QUESTIONS
+ How can you improve your design using this information?
+ Did the BOP Quiz uncover any surprising strengths or weaknesses of your design?
+ Are there any other judging criteria that you think should be added to the BOP Quiz?

EXAMPLE
Design Challenge:
Originality Probability Total
Healthy vending machines
Edible gardens for
cafeteria
School-wide composting
Sponsor a farm
Academic credit for food
team members
100% compostable
packaging products
Education campaign
4
9
7
2
8
6
9
Improving the food system on campus
2
9
4
1
6
2
10
13
20
14
13
23
11
19
7
2
3
10
9
3
0
BenefitsSolution Ideas

REFINE
84
STRATEGIC ACTION PLAN
activity #10
MATERIALS TIME FRAME 60-90 Mins.
1. Open the class with a brief discussion about the importance of a Strategic Action Plan.
Although the world needs great innovators and brilliant new solutions, these ideas have no
impact if you do not have the skills to take action and turn your inspired dreams into reality.
Project implementation requires incredible planning, persistence and follow-through. It also
requires flexibility because no matter how well we plan, along the way we are usually met with
unforeseen challenges and new opportunities. For this reason, the Strategic Action Plan is a
“living document” that will be revisited and adjusted as the project unfolds.
2. Divide students into their design teams and hand out a large sheet of paper (or print out the
template provided). Ask students to start by writing their original design challenge across the
top, followed by their proposed design solution.
3. Next have students decide upon the timeframe in which they will be implementing their project.
For some projects, this may be pure speculation and for many, it may be related to the school
calendar and what can be accomplished within the semester or within the following school
year. Have students write out the timeframe in the Strategic Action Plan template.
4. Ask students to determine what their ultimate goal is within this timeframe. Although there
may be long-term goals, such as creating a zero-waste campus, instruct the students to identify
what goal they can accomplish within the given timeframe. What would success look like at the
end of this period?
5. Either on sticky notes or directly on the paper, have students begin charting every task that
must be completed in order to achieve their goal. The tasks are then plotted along the timeline.
The timeline can be broken into days, weeks or months.
6. After every task has been identified and plotted on the calendar, have the students analyze what
resources are needed for each task (such as materials or funds) and write those in the chart.
7. As students assess the resources needed for each task, have them also analyze who is involved
with each task, whether it is community members, school staff or specific students. This may
also be a place to assign team members to certain responsibilities. Students may even consider
creating special Task Forces to work on certain aspects of the project, such as marketing,
construction, sales, etc.
8. When students have finished filling out their Strategic Action Plan, ask them to share any
insights they may have gained from this process.
BACKGROUND
ACTIVITY
GUIDELINES
Student will develop a clear plan to implement their design solution,
by creating a timeline and analyzing tasks, people and resources needed to turn their
idea into a reality. Creating the Strategic Action Plan is an essential exercise which
develops 21st century skills such as planning, budgeting, project management,
delegation and teamwork.
Large paper
Colored markers
Sticky notes

EXAMPLE
REFLECTION
QUESTIONS
+ Did this process help you think through some details you had not yet considered?
+ Can you imagine how you could use the Strategic Action Plan in other areas of your life
(such as homework, preparing for college, extracurricular activities)?
Who’s involvedTask
Design Challenge
Our Solutions
Our Goal
Resources
Needed
Timeline
Jan
Jan
Feb
Mar
Apr
May
Launch plastic bottle drive at
school to collect materials
Experiment with plastic materials
make 15 prototypes
Decide on final product to sell
and begin producing (100 by
April 1st))
Create 1-page summary
identify community partners to
sell our items.
Set up product displays at 4-6
shops. Visit weekly to collect and
restock.
Continue visiting shops and close
sales on 5/15. Send thank you
cards.
Poster board
bins
50 plastic bottles
150 plastic bottles
Paper, printer,
computer
Display materials
product
Cards for shop
owners.
Entire school
Design team
Design team
Outreach team
Outreach team
Outreach team
Reduce Waste throughTrash-to-Treasure Project
Make upcycled products from plastic bottles
Design a new product made out of plastic bottles that we can sell
at local stores. Produce at least 100 items which raise $1000.
Jan 4 - May 20
2013

SHARE
88
PRESENTATION
TECHNOLOGY
COMMUNICATION
LEADERSHIP
EMPOWERMENT
Students will be able to develop confidence, self and whole awareness,
creativity, and presentation skills through public speaking, and engaging visual
presentations such as design boards and portfolios.
Students will be able to articulate their ideas and develop their communication
skills through group collaboration, public speaking, persuasive presentations,
active listening, and marketing strategies.
Great leaders challenge themselves and others to dream big. We are
visionaries who are dedicated to building a better future with passion,
humility and integrity.
Everyone has the potential to change the world. We recognize and celebrate
our unique brilliance. With this knowledge, we can fuel ourselves and
inspire the world to take action.
intro to activities
Objectives
Essential Questions
Assessment
Skills Principles
+ Create a presentation and design board showcasing their design solution
+ Effectively articulate and communicate their experience with the design process
+ Visually and verbally present and empower others with their design solutions
+ What is the story and message we want to tell about our design?
+ How can our presentation deliver our message in the most compelling way?
+ How can we engage, inspire and empower our community through our design?
+ The Design Board and Final Presentation can serve as summative assessments for this phase. All other
activities are excellent formative assessments.
OVERVIEW

Success
Storming
Hot Off the
Press
Manifesto
Elevator
Pitch
Mini-Saga
Poster Art
Propaganda
Design
Board
1
2
3
4
5
6
7
Students will visualize an optimal future for their design solutions by illustrating their
success story.
Students will imagine their design solution has been featured on the cover of a magazine
and develop the messaging and pitch.
Students will consider their ideal customer, develop a brand promise and write a
declaration of their principles for their design solution.
Students will develop a 30 second elevator pitch about their design, refining their design
solution to the most essential message.
Students write a whimsical short story in 50 words or less that creatively capture the
character or impact of their design solution.
Students will create their own poster art propaganda to influence public opinion and
spread the message about their green design solution.
Students will create a multi-media display board to showcase their final design
innovation, including evidence of their creative process.
ACTIVITY ROAD MAP

EcoRise Youth Innovations: Design Studio (curriculum sample)

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