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Natalie Kaczmarski 9/29/15 Lesson Plan 1

Lesson Topic: Design Process Grade level: 9th/10th


Length of lesson: approximately 45 min

Stage 1 Desired Results


Content Standard(s):
n/a

Understanding (s)/goals Essential Question(s):


Students will understand: Gain conceptual What are the stages of the design
understanding of the 4 stages of the process?
design process: inquiring & analyzing,
developing ideas, creating solutions, and
evaluating.

Student objectives (outcomes):


Students will be able to:
Outline the design process
Students should be able to name and put the 4 stages of the design process in
order. They must also be able to give these details about each step. The first
step, analyzing and inquiring, is about stating the problem. The second step,
developing ideas, includes presenting and writing a solution. The third step,
creating the solution, includes planning the creation of the solution that can be
tested. The final stage, evaluating, includes carrying out tests and reflection.

Stage 2 Assessment Evidence


Performance Task(s): Other Evidence:
Be able to identify and give broad Discussion
overview of the 4 stages of the design Matching Activity
process

Stage 3 Learning Plan


Learning Activities:

1) Get to know you activity/interview: Students and teachers will share important
information about each other. The students will fill out an info sheet. They have to fill
out information such as their name, how they like to study, prior projects, interests,
their learning style, favorite class, hobbies, favorite teacher, how much they know about
the design process, etc. We will discuss how this is similar to the design process in
inquiring, analyzing, and developing ideas.
* I dont think we should have made the boys fill a sheet out about themselves. Our
conversation went very well and the students were very talkative, but shouldnt have
made them write out everything too, would have been more effective & personable.
From the article about attention getters written by Fisher and Frey, I think we should
have included an activity that included movement. From Vatterott we learned that
environments must allow for student movement, too. We could have had all our get to
know you questions on a beach ball and thrown it around. I think this would have
opened students up even more, because they would have felt more comfortable and at
ease in that sort of environment.
2) Ask them to fill out a concept map of the design process. They may choose to
organize the chart in any way. They will be told to include anything they know about
design process or the step-by-step process of designing anything.
* This went well, because they were knowledgeable about the steps from a previous
activity. We were able to link many of the concepts to their prior knowledge in this
activity. We used the schema theory in this discussion without really planning to. They
were able to put this map it in any format, giving them power. This allowed for student-
focused instruction by giving them choice in how they wanted to create their
representation of the design process. This we learned in the Vatterott. The map also
came from the 50 instructional strategies book.

3) Flashcard Activity: Matching 4 design stages with 2 definitions for each stage. We
will allow students to put the 4 stages in order individually. Then, we will discuss the
correct answers and give some background information on each stage. Then, we will
give the students eight cards, two for each stage, and ask them to place two cards
under the stage cards that correlate with each given stage. We will make corrections,
and give helpful tips and teach them about each stage. We will reiterate what the cards
say. Lastly, we will ask the students to complete this activity again. They first will set
out the design cards. Before they put out the eight explanation cards, I will ask them to
explain each stage in their own words. They will then put the eight descriptive cards in
the proper places under each stage. Lastly, we will aid them in any questions or
incorrect answers.
* The notecards were a great visual and provided repetition for them. I think they
totally grasped the concept based on connecting these four new stages with the terms
to the steps that they took to create their shoe. I should have written less on the cards,
because I do not want student to fake read like Tovani discusses and be able to
regurgitate the definitions. I feel like it would have been more beneficial if the students
wrote their own definitions of each step after they had read a basic definition. Students
are really reading if they can analyze and interpret what the definitions mean. They
definitely grasped each of the four stages and could describe them in their own words
by the end, because we connected the terms to prior knowledge of their shoe activity.
This connects to schema theory and Instructional Planning for Content Literacy and
truly understanding the vocabulary using these instructional strategies.