Ben+Reynolds

Students will: - generate creative solution ideas, break ideas into the significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human values, economics, ergonomics, and environmental considerations have influenced the solution - identify, locate, and use a wide range of information resources including subject experts, library references, magazines, videotapes, films, electronic data bases and online services, and discuss and document through notes and sketches how findings relate to the problem - consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques (group discussion, brainstorming, forced connections, role play); defer judgment until a number of ideas have been generated; evaluate (critique) ideas; and explain why the chosen solution is optimal - develop plans, including drawings with measurements and details of construction . || and creative processes environments Students will be able to: - Sketch a floor plan layout - Follow a list of criteria, which will tell them what they need in the house - Use an architects scale to properly draw the floor plan - Draw a scaled floor plan on a piece of 11 x 17 graph paper || - Create a criteria list for what should be included in the house plan (i.e. # of sq ft, # of bedrooms, # of bathrooms) - Get 11 x 17 sheets of graph paper with 1/8th in boxes - Students already have drafting boards and drafting tools || Day 1 Day 2 Day 3 Day 4 +5 Day 6 Day 7 Day 8, 9 and 10 |||| **Instructional Activities:** I will introduce Architectural Unit. We will first review chapter in textbook then I will go over the actual project the students will be doing. I will be highlighting that this is THEIR project and they can design THEIR own house, however they want to. I will hand out the criteria list and explain what is on it. We will get the graph paper mounted on the drafting boards. I will go over how we are going to use the architects scale and draw a ¼ scale house. Students will spend at least the period using the criteria sheet to SKETCH a floor plan. I will be walking around the room making sure students are including the different rooms they are required to have. Once the students have finished the sketch, now they need to figure out how to come up with the correct square footage for there floor plan. I show the students different designs like a rectangle are very simple but they there can be additions to the house or any different shape. I show them how to calculate the square footage according to what shape their house is. Students will take the floor plan sketch and lay it out on the graph paper using the correct scale (1/4” = 1’). The reason I use graph paper with 1/8” boxes is to get the students used to reading the scale. On the graph paper they can just count the boxes to find the number of feet. Once the students finish the outline of the house, now I explain how to fill in the walls. Exterior walls are 6” thick and interior walls are 4” thick. Students will spend the rest of this class and the next class filling in the exterior and interior walls. * Students have a design packet which will give them example rooms sizes to get and idea of what a small, medium and large room is. I will show students how to add doors and windows to their floor plan. Students will then spend rest of class adding doors and windows to their floor plan. *I have templates to aide them with drawing doors and furniture. Students will now start furnishing their house. Each room has been identified and will now have to contain furniture. I have templates to help them draw things like toilets or counter tops. Most things like beds or sofas must be drawn by the students. Students will be spending the next 3 days at least furnishing there house. || **Materials and Resources:** Drafting board, drafting instruments, floor plan templates, pencil, drafting packet, floor plan criteria sheet || At the end of each day I will be checking each students floor plan to make sure they have done what is required for that day and that it is correct. I actually design a house along with them and draw it along with them so they have a real life example to assist them, also I want them to know that I know what I am doing and can actually draw what I am teaching. It helps to turn their creative switch on because I often go above and beyond which shows them it can be done. Students who need extra time to finish are welcome to come to my room any time I am there even if I have another class. Because each student gets to design their own house, the evaluation process is a bit more difficult. I use my criteria sheet to make sure they have included the correct number of rooms and square footage. Once I have looked at those, I look at the amount of detail in the furnishings. The more detailed, the more points. The students know that from the start. LESSON REFLECTIONS AND NOTES: Ben, This project will definitely enable your students to explore many different subject areas in one! Perhaps I am missing it, but what is the actual problem that you are presenting students with? For this lesson of the series, it is my understanding that we should be focusing on a PBL. While the project itself can easily become a PBL, it seems that there is no specific problem you are presenting at this time. You could pose the problem in prompt format. Also, what is stopping students from recreating the same floor plan that you are modeling or from the student sitting next to them? That is to say, are there various solutions to the problem that you are posing or students are all expected to come to a particular solution? Also (and this may clarify some of my questions above for me), what is the chapter in the textbook focusing on? For example, is the focus measurement, construction, planning, etc.? Overall, I think students will be excited to build their own home! Caitlin || Caitlin, You bring up some great questions. The problem is actually a design problem. They have been given the challenge of designing their own "dream" home according to certain requirements i have set. Before doing this project, i go over building codes and the permit process, etc.... This is there term project which they have to present to me with finished and furnished floor plans, 2 elevations (side views of the house), and a up close kitchen view. This project covers many different categories. It covers measurement, construction, drafting, designing, etc.. The students have to come up with a pre-sketch before they can start their drawing. So far (knock on wood) i have not had any students copy each other. Most get really excited about this because they basically have an unlimited budget to design their house with. My basis for the project is to test their drawing skills which we have been doing all year and to get them to think creatively. We draw this blueprint to scale so that a contractor could read the plans. The chapter in my text is focusing on architectural drawing. It is a really fun project and i get some really good house designs! Thanks for the comment!
 * = Daily Lesson GAME Plan = ||
 * **Lesson Title:** Developing a Floor Plan |||| **Related Lessons:** Creating an Elevation, Drawing a scaled view of your kitchen ||
 * **Grade Level:** 10-12th |||| **Unit:** Architectural Drafting ||
 * ==GOALS== ||
 * **Content Standards: Technology Education**
 * **ISTE NETS-S**
 * Facilitate and Inspire Student Learning and Creativity**
 * a.** promote, support, and model creative and innovative thinking and inventiveness
 * b.** engage students in exploring real-world issues and solving authentic problems using digital tools and resources
 * c.** promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,
 * d.** model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual
 * Instructional Objectives:**
 * ==ACTION== ||
 * **Before-Class Preparation:**
 * During Class ||
 * **Time:**
 * Note student groupings, environmental modifications needed, etc: ||
 * ==MONITOR== ||
 * **Ongoing Assessment(s):** I will constantly be walking around the room giving students ideas, critiquing what they are doing and asking them to explain why they have done things a certain way. I want my students to be as creative as they can. Sometimes all it takes is one hint or idea which will help them to start designing.
 * **Ongoing Assessment(s):** I will constantly be walking around the room giving students ideas, critiquing what they are doing and asking them to explain why they have done things a certain way. I want my students to be as creative as they can. Sometimes all it takes is one hint or idea which will help them to start designing.
 * Accommodations and Extensions:**
 * Back-Up Plan:** I use the smart board and white board plus the drawing I am creating so I have plenty of backup. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

Ben

Ben, As a math teacher, I appreciate your incorporation of ratios and proportions through the requirement of scale drawings. This shows a real-life application of math concepts which your students have probably studied at great length. It is always beneficial to use cross-curricular connections. You can also reinforce measurement with the students. Sometimes my students forget how many inches are in a foot and feet in a yard. It sounds basic, but it is beneficial to use measurement often. I have one suggestion to add as an extension. You mention that students basically have an unlimited budget. Would it be possible for students to calculate approximately how much their house would cost to build and furnish? Maybe students who finish early could research the cost of the entire project. You could offer extra credit as well, if you wanted. Sarah

Ben,

I also like the incorporation of math terms, fractions, proportions into your project. Oftens times in math class they are not used in a real life context. Your problem is less obvious, because it is not the type of "problem" that many people think of. It is a valid issue that arhitects must deal with, though. Students, and many adults, have no idea what constraints exist when designing a building. The costs, space, and building codes can alter many projects. I also like how your studnets are designing their dream home. They have the opportunity to use aspects of their real home or make a change that they would like to see in their real home. The best part of your problem is the ability of each studnet to apply the concepts to their own life. That is what intrigues students while helping them actually learn the material. Nice job!

- Curt G.

Students will: - generate creative solution ideas, break ideas into the significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human values, economics, ergonomics, and environmental considerations have influenced the solution - identify, locate, and use a wide range of information resources including subject experts, library references, magazines, videotapes, films, electronic data bases and online services, and discuss and document through notes and sketches how findings relate to the problem - consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques (group discussion, brainstorming, forced connections, role play); defer judgment until a number of ideas have been generated; evaluate (critique) ideas; and explain why the chosen solution is optimal develop plans, including drawings with measurements and details of construction || and creative processes environments Instructional Objectives: Students will be able to: - Sketch a solution to the beverage dispenser problem - Discuss possible solutions on a blog with there group members - Pick a final solution within the group - Build a prototype of the solution from the sketch - Test the prototype - Drawing the final prototype orthographically || Day 2 Day 3 and 4 Day 5 Day 6 Day 7-14 Day 15-16 Day 17 Day 18-20 |||| Introduce Beverage dispensing activity, what is all about and how it is going to be completed. The problem my students have been presented with is they have been hired by a design firm to come up with a beverage dispenser which will hold a half gallon carton to be used by the elderly and young children which might not have the hand strength to pick up the carton and pour the beverage in a cup. Divide students into groups and help them set up a blog for each group. I need to make sure that I explain what a blog is and how each group is going to use this system. Since about 99% of my students have internet access they will be able to use the blog from school and at home. I will take my students to the library to use the computers. They will do research on beverage dispensers which are currently on the market and they will also research different systems to be use in there design (levers, pulleys, fulcrums, etc). During this time, students will be posting to there own groups blog. Students will continue posting to there blogs. They will start sketching ideas and compiling information they have posted to their blogs. Each group will come up with a finalized sketch, which they will use to build their prototype. Through blog chats and group chats in class, they will finalize the sketch. Students will begin building their prototype ONLY out of scrap wood in the classroom. I have a huge box, 2 barrels and 2 smaller bins of scrap wood. Part of the challenge is using what we already have and not using up new material. The students make due with what is available to them. Groups which have completed the beverage dispenser will now test by filling the carton full of water. They have to dispense all liquid out of the carton into a cup, until it is empty. I will check them on spillage and ease or use. Students will now go back to the blog and discuss how the prototype worked, what went wrong, what could have been done differently. They will then fill out an evaluation form. Each group member has to tell me how the design worked and what they did throughout the project. Students will use the prototype they built to draw an orthographic (multiview) drawing. || Handout on beverage dispensing activity Computer and Internet Tools, machines and scrap wood Evaluation form || Accommodations and Extensions: Students with any disabilities or IEP will be delt with according to there paperwork. Back-Up Plan: If for some reason the computers in the library cannot be reserved, then we will be using the computer in my classroom, the smart board in my classroom and any other classroom computers I can get to use from other teachers. || LESSON REFLECTIONS AND NOTES: || Ben,
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Beverage Dispensing Activity |||| Related Lessons: ||
 * Grade Level: 10th – 12th |||| Unit: Online Collaboration ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * Facilitate and Inspire Student Learning and Creativity**
 * a.** promote, support, and model creative and innovative thinking and inventiveness
 * b.** engage students in exploring real-world issues and solving authentic problems using digital tools and resources
 * c.** promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,
 * d.** model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual
 * ==ACTION== ||
 * Before-Class Preparation: Students have already been trained in the use of the machines, tools and the idea of how to construct items out of wood. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Day 1
 * Note student groupings, environmental modifications needed, etc: Students will be grouped in threes unless there is an odd number with one group either being two or four. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): I will be in constant contact with each of the groups and monitoring each of the group’s blogs. Because the blogs cannot be controlled through the school server, I will be taking charge to make sure that everything the blog is used for is school related. I will be asking questions about student’s designs and helping them with construction techniques.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: Students projects will be evaluated using a rubric with a series of criteria, which will be graded from 1-5, with 5 being the highest. They are graded on their sketches, construction, test, presentation of prototype during test, and final drawing.
 * I do have this rubric saved on another computer. I will be uploaded as soon as I can get it

This project sounds very interesting. I have some friends at the high school level who have done similar projects and the students have really enjoyed it. I particularly like the way you incorporate the use of simple machines in the design. Students in my district study the simple machines in the eighth grade so this would be a good real-life application of this concept of which they have prior knowledge. It is also a good life lesson for students to be forced to use the scraps in the classroom rather than all new wood. I do the same thing in my classroom. I also collect cardboard, toilet paper rolls, paper towel rolls, and 2 liter bottles so that students can construct different projects.

Do you discuss patents with your students? If a group has a really good design, maybe they can develop it even more as an extension with the goal of getting a patent. I know it is a long process, but if students are motivated enough, it is worth introducing them to the concept.

Sarah

Ben,

The project appears to be very detail oriented and involved. I am sure the student’s know exactly what needs to be done and I am sure they have a lot of fun with it. The use of a blog is great for collaboration and gaining ideas or comments from other groups. I wish our high school did more projects like this. Our technology department has become more involved but our math department is still very curriculum based and we do not have time to do many projects. I would be nice to have the time to do a cross-curriculum with the technology department or something.

I like Sarah’s idea of introducing patents. If they do not peruse it then at least they could research what they would need.

Jason

.Students will: - generate creative solution ideas, break ideas into the significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human values, economics, ergonomics, and environmental considerations have influenced the solution - identify, locate, and use a wide range of information resources including subject experts, library references, magazines, videotapes, films, electronic data bases and online services, and discuss and document through notes and sketches how findings relate to the problem - consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques (group discussion, brainstorming, forced connections, role play); defer judgment until a number of ideas have been generated; evaluate (critique) ideas; and explain why the chosen solution is optimal - develop plans, including drawings with measurements and details of construction ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: CO2 Dragster (digital Storytelling) |||| Related Lessons: Machine tools ||
 * Grade Level: 8th |||| Unit: ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * Facilitate and Inspire Student Learning and Creativity**


 * a.** promote, support, and model creative and innovative thinking and inventiveness


 * b.** engage students in exploring real-world issues and solving authentic problems using digital tools and resources


 * c.** promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,

and creative processes


 * d.** model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual

environments

Instructional Objectives: Students will be able to: - Brainstorm ideas or solutions for the problem of designing a CO2 powered dragster - Draw a series of design sketches - Fill out a design packet as part of the design process - Create the chosen design from a given block of wood following certain constraints - Successfully complete a CO2 dragster - Race a CO2 dragster in a race against their classmates - Record every step of the entire design and construction process using a provided camera. - Assembly a presentation at the end, which will tell the students story of the design and construction of their CO2 dragster. It can either be a powerpoint, podcast or some other form of technology. ||
 * ==ACTION== ||
 * Before-Class Preparation: students have been introduced to all machine tools in the lab, which they will need to use to complete the CO2 dragster. ||
 * During Class ||
 * Time

Day 1

Day 2

Day 3 and 4

Day 5

Day 6-15

Day 16-17

Day 18-20

Day 21-24

Day 25-27 |||| Instructional Activities Students will get design packets and be introduced to CO2 dragsters. Also students will be told about how digital storytelling will be incorporated into this project. Students will be required to come up with at least 5 different thumbnail sketches of CO2 cars. They are allowed to use the internet or any magazines to come up with the ideas.

Students will now begin filling out the design packet. The first step is to come up with 6 ideas, narrow that down to 3 and redraw them with more detail. From those 3 we narrow it down to one and redraw that with greater detail. Once the students have completed this step them will now begin to add measurements.

Students can now begin to form their block of wood, making sure that they follow all constraints. All the constraints are listed on the front of the design packet. Throughout the last 5 days, students have been taking pictures of each design through the different stages of development.

Students will be continuing to manipulate and shape their block of wood. Students will be taking pictures to record the progress of each step they take.

Most students will be done at this point. Due to a situation last year, no more painting can take place in my room. Students will be allowed to paint in the art room or take their cars home to paint.

Race day. I will make sure each car has followed all constraints and check to see if it is ready to race. I have made up a bracket system and randomly selected students to fill out the brackets. We will race through each of the brackets till be come up with a winner.

Students will be able to work on there presentations. Since most students have cell phones with cameras, I have allowed the use of the cell phones to serve as digital cameras. Students can then email the pictures to themselves and use them in there presentation.

Students will begin and finish presenting to the class about why they picked there design and how they proceeded to bring it to life. || Materials and Resources: CO2 car design packet. || I will be in constant contact with my students throughout each step in the process. I would hate to have to disqualify a students for not following directions so I am always there to help. Accommodations and Extensions: Students with disabilities or IEP’s will be handled according to what is said in the report. Back-Up Plan: To use scrap paper in the case that the copier cannot get my design packets done in time. || **Grading Rubric ** ||  ||
 * Note student groupings, environmental modifications needed, etc: Students will be working individually ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):
 * Ongoing Assessment(s):
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: ||  || **Whitehall Dragster Competition **


 * CATEGORY || 20 Points || 15 Points || 10 Points || 5 points ||
 * **//Creativity //** || It is evident that The student put a lot of time and effort in the design of this car. || Student put some time into this project. || Student didn't spend much time designing your car. || Student did not care about project and has a block with wheels. ||
 * **//Design //** || Students finished product and original design look alike. The student’s plan was followed exactly. If They had to change Their design, It was reflected on the drawing. || Students finished product and original design look similar. Student followed parts of their plan. They did not change drawing to reflect new design. || Students finished product and original design look nothing alike. || Did not create a design. ||
 * **//Design Packet //** || Student completed design packet in its entirety. || Student filled out most of the design packet. || Student did some of the design packet. || Student did not fill out any of the design packet. ||
 * **//Specifications //** || Student met all requirements and specifications. || Student me most of the specifications. || Student met mew of the specifications. || Student met none of the specifications. ||
 * **//Craftsmanship //** || Car is symmetrical. Band saw and file cuts have been removed. Car was sanded properly. Student took their time and the car was completely smooth. || Car is symmetrical. Even though car was sanded with sand paper, there are a few marks present on the project which should have been removed || Car is symmetrical. Even though you sanded with sand paper, there are many marks from the machine tools which are present on the car. || Car is not symmetrical. Sanding is not evident and machine tools marks are still present and all over. ||
 * **//Finish Quality //** || Finish on the car is nearly perfect and smooth. || Finish on car is fairly smooth and close to perfect. || Finish on the car is rough and not smooth at all. || No finish was applied to car. ||
 * **//Weight //** || Car weighed 2 - 4 oz. || Car weighed 5 - 8 oz. || Car weighed 9 - 12 oz. || Car weighed over 12 oz. ||
 * **//Safety Rules //** || The student followed all safety rules. The student never had to be reminded of the safety rules. || The student followed most of the safety rules. The student had to be reminded to follow safety rules. || The student followed few of the safety rules. The student had to be reminded over and over again to follow safety rules. || The student did not follow safety rules. The student is a distraction to other students and could cause a safety issue. ||
 * **//Behavior in classroom //** || The student acted appropriately at all times in the classroom. || The student acted appropriately most of the time in the classroom. || The student seldom acted appropriately in the classroom. || The student never acted appropriately in the classroom and had to be sent out of the classroom at times. ||
 * **//Finish Place in the race //** || Final Round Finish || Semi-Final Round finish || 2nd Round || 1st Round ||

Design Sketch Rubric


 * || Achieved || Satisfactory: || Needs Attention || Redo entire design ||
 * Quality of Sketches || Students sketches are nicely drawn || Students sketches are fine but could have taken more time || Students sketches are sloppy and need to be fixed || Student drew stick figures and needs to redo them. ||
 * Variety of Design || Student has many different designs which all could produce fast cars || Students have a few challenging designs but lost interest for some || Student has one or two creative designs but most are plain || Student did not spent any time being creative, they drew boxes ||
 * Difficulty of Construction || Student planned out design and is trying to challenge himself or herself || Student has some challenging aspects to design || Student is trying to take the easy road with a simple design || Student is only making one or two cuts and calling it good. ||

Presentations will be a separate grade. They will be graded on quality of information and delivery of presentation. LESSON REFLECTIONS AND NOTES: