Make a plan and improve it

Learning goal

Plan, test, persist, and change strategy in a meaningful task.

Before teaching

Can choose a goal and engage with materials using needed support.

Model

Set a purpose: a paper bridge should let a paper toy cross a gap. Draw a plan, think aloud about supports, build, and test. Model noticing a collapse as information: “The middle bent. I can change the support.”

Guide, then apply

Children plan, make, test, and revise a bridge. Invite partners to agree roles and explain changes. Change the gap or toy only when the current task is understood; record the test condition.

Interpret the response

Several designs may work. Look for a goal, action based on a plan, observation, and a purposeful revision. If the child repeats an unsuccessful action, help notice what happened before proposing a strategy.

Support

Offer a choice of designs, pre-folded supports, visual steps, or a partner who carries out the child’s plan.

Extend when ready

Compare two designs under the same test condition and explain the tradeoff. Ask what evidence would change the child’s preferred plan.

Fresh check

Present a new support problem, such as keeping a paper sign upright. Observe whether the child uses a plan-test-revise cycle with less support.

Teacher plans PDF: page 19. Record exact support and revisit the idea later.