of Elements Design Project
Author(s) Evin Gamal Prather Subject(s) Technology / Engineering Design Grade Level 9 Duration Four 70-minute class periods Rationale (How this relates to engineering) Engineers must become increasingly sensitive to design in order to produce desirable consumer products. Engineers must learn to work well in interdisciplinary teams in order to make themselves more desirable employees. Engineers must apply theoretical knowledge they obtain in academic settings to practical endeavors. Activity Summary (Day 1) Students will be shown the Elements of Design PowerPoint slideshow and encourage to discuss the material contained therein to promote their understanding. (Day 2 and Day 3) Students will be separated into groups of three. The groups should contain students who have different personality types and do not typically hang out or associate with one another. These groups should be slightly uncomfortable for students to exist in because of the lack of familiarity. Each group
will be supplied with a 20 cardboard cube-shaped box along with packaging tape and an activity handout. Students will use days two and three to use the Elements (Fabric swatches, buttons, construction paper, magic markers, glue, beads, fake gemstones, glitter, etc.) to demonstrate one of the six principles of design on each face of the cardboard box. (Day 4) Each group will give an informal 5-minute oral presentation about the principles of design using their decorated cube as a visual aid. Students should be encouraged to be creative in their interpretation the use of Elements of Design to demonstrate the Principles of Design. Objectives 1. Students will understand the difference between the principles and elements of design 2. Students will apply their understanding of the principles of design 3. Students will improve their oral presentation skills 4. Students will work in teams to achieve an objective Ohio Department of Education Standards Met by this Lesson Science
Math
N/A N/A
Standard 6: Design o Benchmark A: Identify and produce a product or system using a design process, evaluate the final solution and communicate the findings. Grade Nine Requirements Indicator: Identify the elements of quality in a product/system (e.g., tolerances, fit, finish, function, form (aesthetics), repeatability, durability, material). o Benchmark B: Recognize the role of teamwork in engineering design and of prototyping in the design process.
Technology
Background Knowledge
Students should be familiar with information contained in the Principles and Elements of Design PowerPoint slideshow in order to effectively apply the Elements of Design to the faces of the 20 cubes. The most confusion generally involves the difference between the Elements and the Principles of Design. Elements of Design are the physical characteristics or details that an object has that work together to create the Principles of Design (unity, balance, rhythm, emphasis, proportion, repetition, opposition, subordination, and transition). Instructors should pay attention to the notes inserted into the PowerPoint slideshow to aid in its presentation to the students. Materials Required 1. Principles and Elements Design of PowerPoint slideshow (egp_eod_eod.ppt) as a visual guide for students 2. 1 20 x 20 x 20 cardboard box per 3 students 3. Packing tape to close the boxes 4. Kraft or butcher paper to wrap the boxes (optional) If the boxes are free of typography and graphics, then no paper is needed to cover it up 5. Fabric swatches, buttons, construction paper, magic markers, glue, beads, fake gemstones, glitter, etc. to use as the elements of design on the six faces of the boxes. Teacher Comments I think this lesson went very well and the kids enjoyed it. It seems like every time they get to put their hands on what theyre learning, they really learn it more effectively and more permanently because if they forget something I can make them recall an experience they had in learning what we are talking about. Their oral presentations keep getting better as they practice having to give them more frequently throughout the year. Student Comments This lesson was fun because we could almost make up anything we wanted to put on the cubes. It was interesting that we could interpret things the way that WE saw them and not just how we were told to see them.
Assessment of Student Learning See egp_eod_r.doc
Student Feedback Form Please answer the following questions by circling the ONE of the numbers following the questions using the following scale. 1 = Strongly Agree, 2 = Agree, 3 = Not Sure, 4 = Disagree, 5 = Strongly Disagree 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5 I enjoyed this activity. I feel more knowledgeable about principles and elements of design. I understand the difference between principles and elements of design. The S.T.E.P. Fellow made this activity more interesting.
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97% of the students enjoyed this activity 69% of the students felt more knowledgeable about principles and element...