2D Human: Puppet Design Challenge

Students will:

• Become familiar with the Makedo tools and connectors by cutting, folding and connecting upcycled cardboard.

• Learn to work with upcycled cardboard as a material for making and building.

Students can:

• Cut, fold and connect using the Makedo tools and connectors with upcycled cardboard to create a cardboard figure.

• Manipulate cardboard to create desired effects, including movement.

Cut, fold, connect, create, build, upcycle.

The Stanford Design Thinking Process helps solve complex problems with creative solutions.

We've broken down the process to support you when engaging with your Makedo Design Challenge here.

Creativity and innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.a. Apply existing knowledge to generate new ideas, products, or processesb. Create original works as a means of personal or group expression

Engineering Design (ETS)

• K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it to function as needed to solve a given problem.

• 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

• 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

• 3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Life Science (LS)

• 1-LS1-1: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

• 4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

• MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

Science TEKS: Biology and Human Body

The student is expected to:

• Grade 1 Science (1.10.B): Examine and describe the structure and function of the human body.

• Grade 2 Science (2.10.B): Identify the external structures of different kinds of animals and compare their functions to those of the human body.

  • Alignment: This can be used for comparing the model's 'joints' to real joints.)

• Grade 5 Science (5.10.B): Describe the structures and functions of the human body's systems, including the skeletal, muscular, integumentary, circulatory, respiratory, digestive, nervous, and excretory systems.

  • Alignment: The cardboard model serves as a scaffold for understanding the skeletal and muscular systems' functions in support and movement.

  Science TEKS: Scientific Investigation and Reasoning (Engineering)

• Kindergarten Science (K.2.A): Ask questions about organisms, objects, and events.

  • Alignment: Students question how the real human moves and how to replicate it.)

• Grade 1 Science (1.2.B): Plan and conduct descriptive investigations such as observing and describing objects such as a magnet and non-magnetic materials, leaf, and rock.

  • Alignment: Students must plan the structure of their model.

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  Fine Arts TEKS: Visual Arts

• Elementary Visual Arts (Perception and Understanding):

  • Grade 1 (1.1.A): Identify similarities, differences, and variations among subjects in the environment using the senses.

    • Alignment: Students compare their cardboard joints to real human joints to improve the design.

  • Grade 1 (1.2.B): Identify and apply the elements of art, including line, shape, form, color, texture, and space, and the principles of design, including emphasis, repetition/pattern, movement, balance, and proportion.

    • Alignment: The concepts of form, balance, and movement are central to this sculpture project.

• Elementary Visual Arts (Making and Creating):

  • Grade 2 (2.1.C): Create works of art based on direct observation, memory, and imagination.

    • Alignment: Students observe the human body and use imagination to construct the model.

  • Grade 2 (2.3.C): Use art materials and tools in a safe and responsible manner.

    • Alignment: Using Makedo tools safely is part of this standard.

Key Stage 1 (Years 1 and 2)

• Working Scientifically: Students will be asking simple questions and recognising that they can be answered in different ways (e.g., how to make the joints move).

• Biology: Animals, including humans: Students will identify, name, draw, and label the basic parts of the human body and say which part of the body is associated with each sense.

Key Stage 2 (Years 3 to 6)

• Biology: Animals, including humans (Year 3 focus): Students will identify that humans and some animals have skeletons and muscles for support, protection and movement.

  • Alignment: The cardboard figure acts as a model of the skeleton and the movement it allows.

• Biology: Animals, including humans (Year 5 focus): Students will describe the function of skeletons and joints to include: support, protection, and movement.

  • Alignment: The lesson provides a tangible model for hinge and pivot joints.

Cross-Curricular Link (Design and Technology)

• Key Stage 2 - Technical knowledge:

  • Students will understand and use mechanical systems in their products [for example, levers, linkages, or simple machines]."

    • Alignment: The movable limbs function as simple linkages.

Strand A: STEM Skills and Connections

• A2: apply the engineering design process and coding skills to design, build, and test devices, models, and/or structures.

• A2.2: follow an engineering design process to design, build, and test devices, models, and/or structures that address a need or want, and make improvements to the design on the basis of testing and peer feedback.

• A2.3: use a variety of tools, materials, and techniques to build models and/or structures.

Strand C: Life Systems (Biology)

• Grade 1- C2.1 (Needs and Characteristics of Living Things): investigate the external characteristics of humans and other living things and how these characteristics help them meet their needs.

• Grade 3- C2.1 (Growth and Changes in Plants and Animals): investigate the skeletal and muscular systems and how they help humans and other animals move, support their bodies, and protect their vital organs.

• Grade 5- C2.1 (Human Health and Body Systems): investigate the circulatory, respiratory, digestive, skeletal, muscular, and nervous systems and how they work together to enable the human body to function.

  • Alignment: The model specifically addresses the skeletal and muscular systems' cooperative function.

  Strand D: Structures and Mechanisms (Physics/Engineering)

• Grade 4- (Pulleys and Gears): investigate how simple machines such as gears, pulleys, and linkages work, and how they affect the speed and direction of movement.

  • Alignment: The movable limbs act as a simple linkage system.

• Grade 6- D2.1 (Simple Machines and Mechanisms): investigate how different mechanisms, such as linkages and gears, can be used to control, modify, and transmit force and movement.

  • Alignment: The Makedo joints are a simple form of a linkage used to control and transmit motion from one cardboard piece to another.

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  Visual Arts: Creating and Presenting

• D1: apply the creative process to produce art works in a variety of traditional two- and three-dimensional forms that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts.

• D1.2: demonstrate an understanding of the use of the elements of design (e.g., shape, form, line, texture) and principles of design (e.g., movement, balance, rhythm) in the creation of their own art works.

  • Alignment: The principle of movement is the central artistic theme of the project.