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Lesson Plan

Subject/Grade Level: Gateway Technology/9th

Lesson Title: Engineering Design Process

Lesson Duration: 5 days

Performance Objective: Upon completion of this lesson, the student will be able to explain and apply the design
process to solve problems.

Preparation

Content Standard Competencies/Objectives: Students will describe the design process and how it is used to aid in
problem solving.

MS CCR/CCSS: RST 9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the text .

ISTE: 4a Students know and use a deliberate design process for generating ideas, testing theories, creating
innovative artifacts or solving authentic problems. 4b Students select and use digital tools to plan and manage a
design process that considers design constraints and calculated risks. 4c Students develop, test, and refine
prototypes as part of a cyclical design process.

Instructional Aids:
PowerPoint Presentation, YouTube video, http://pbskids.org/designsquad/video/ , Design Process handout
Materials Needed:
Pencils, Pens, Highlighters, Copy paper, Pennies
Equipment Needed: Computer, Headphones Internet Access, Smart board, Projector

Desired Student Prerequisites: Students will already have been introduced to What is Engineering?

Introduction/Anticipatory Set
As new technology is available, there may be new solutions that are now feasible. Can you imagine if we were still
driving the first automobile invented?

[Gateway to Technology]: [Design Process] Plan


Global Academic Essentials Teacher Institute 2017: MSU
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Lesson Outline/Procedures: Instructor Notes:
Ask students Can you
1. The teacher will begin the lesson what an anticipatory setting by asking a imagine if we were still
question. driving the first
automobile invented?

2. The teacher will lecture on the different steps of the Design Process. Use the PPT to lecture.
Students will be given PPT notes handout to fill out as the teacher lecture. And check for
understanding.

3. Students will watch an episode of Design Squad where students design a bridge of Monitor students to
strength out of weak materials. TSW complete the handout and conclusion make sure they are on
questions at the end of the video. the correct site and if
any help is needed.
Monitor students as
4. Using the Design Process, the student will be grouped and given weak materials the work in groups to
(copy paper) and asked to make a bridge that will hold pennies. The team with the make sure all students
with the bridge that holds the most pennies will add 100 points to the leader are participating and if
board. there are any
questions.
Application
Guided Practice Students will complete the Design Process notes page of the handout as the teacher explains the GTT
Design Process using the Design Process presentation. The teacher will stop on certain key points to have a class
discussion and answer any questions.

Independent Practice: Students will watch an episode of Design Squad where students design a bridge of strength
out of weak materials. TSW complete the handout and conclusion questions at the end of the video.

Summary
Lesson Closure: Upon completion of the lesson the students will be asked individually through canvas, why do we
use the Design Process and which step they think is the most important? The teacher will monitor the responses and
provide feedback.

Evaluation
Informal Assessment/Review: The teacher will monitor students during the presentation and while students are
working on handout from the Design Squad video. The teacher will work with students individually if needed to
explain in more detail a step.

Formal Assessment: Using the Design Process, the student will be grouped and given weak materials (copy paper)
and asked to make a bridge that will hold pennies. The team with the bridge that holds the most pennies and design
process steps are accurately presented. I will add 100 points to the leader board.

Lesson Extension
Extension/Enrichment: Students will research an invention and document one innovation that was made to improve
it. The student must include the original invention and date, what the innovation was and date, and why the
innovation was needed.

Accommodations/Differentiation: Apply IEP recommendations. visuals aids, guided lecture notes handout, hands on
group activity
References:
PLTW Gateway Technology Course Curriculum Guide , http://pbskids.org/designsquad/video/ , YouTube Video What
is the Engineering Design Process?

[Gateway to Technology]: [Design Process] Plan


Global Academic Essentials Teacher Institute 2017: MSU
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