How do you know if your idea really works?
In this lesson, students move from planning to creating as they build a first digital prototype of their solution. Through peer feedback and iterative design, they’ll begin refining their work to ensure it’s both impactful and audience-ready.
Learning Objectives
Students will:
- Translate their team storyboard into a low-fidelity digital prototype using appropriate tools.
- Apply principles of iteration by designing, testing, and refining early-stage builds.
- Evaluate the alignment of their prototype with their problem statement and audience needs.
- Provide and receive peer feedback using structured tools to improve clarity, effectiveness, and usability.
- Reflect on revisions and next steps to improve their prototype.
What You’ll Need
Minds-on
Skills for the Future:
- People Skills
- System Thinking
- Sensemaking
Project Word Wall:
- Prototype
- Iteration
- Test
- Refine
Now that student teams have identified a meaningful problem, brainstormed and selected a solution, chosen a format, and created a storyboard, they are ready to begin the initial digital build of their prototype. This lesson will guide students through the process of bringing their ideas to life by translating their storyboard into a low-fidelity digital prototype using real tools. Along the way, they’ll apply iterative design principles and test their ideas through structured peer feedback, setting the stage for continued refinement and innovation.
In this lesson, students continue the prototype phase of the design thinking process by building a low-fidelity digital version of their solution. They’ll bring their storyboards to life using digital tools, then gather structured peer feedback to guide future iterations.
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Standards and Practices
Common Core Standards: Grades 9–10
- W.9–10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- SL.9–10.4: Present information clearly and logically such that listeners can follow the line of reasoning.
- W.9–10.6: Use technology to produce, publish, and collaborate on writing and to interact and collaborate with others.
- SL.9–10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Common Core Standards: Grades 11–12
- W.11–12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant.
- SL.11–12.5: Make strategic use of digital media in presentations to enhance understanding and interest.
- W.11–12.6: Use technology to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
- SL.11–12.6: Adapt speech to a variety of contexts and tasks, demonstrating a strong command of formal English when appropriate.
Next Generation Science Standards
- HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions.
- HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems.
- HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs.
International Society for Technology in Education
- Innovative Designer (4a, 4b, 4c, 4d): Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
- Computational Thinker (5a, 5b, 5c): Students develop and employ strategies for understanding and solving problems using technology.
- Creative Communicator (6a, 6b, 6c, 6d): Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.