ARTS INTEGRATED LESSON PLAN

“DIVE INTO DESIGN: PLAN (Stage I)” CONTENT AREA: Science

GRADE LEVEL: 9-12

AUTHOR/SCHOOL SITE: Alanna Purdy/City Neighbors High School Residency

STANDARDS ALIGNMENT:Science (NSTA Next Generation)HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impactsHS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratiosHS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

Arts StandardsVisual Arts 1.1.B1 Working from observation, memory and/or experience, create a work using a mode of representation and format that serves personal ideas, thoughts, and feelingsVisual Arts 1.1.C1 Develop unique or special ways to advance feeling, ideas, or meaning by using specific elements of art and/or principles of organizationVisual Arts 1.1.C2 Use art vocabulary to describe and analyze the role of design in expressing unique visionsVisual Arts 1.3. A1 Within the context of a given or chosen art problem, select media, experiment with processes and representational skills, exploring a range of ideas that can be expressed with different mediaVisual Arts 1.3.A2 In reflecting on the completed work, describe, analyze, and interpret the meaning created and evaluate the choice and use of media, skills and knowledge in solving the art problem

Visual Arts 1.3.B1 Draw upon individual experiences as the basis for personally meaningful images developed through a process that includes: using two or more strategies to generate ideas for personal work; solving intermediate representational problems by doing research, using references, models, or practicing different strategies; or crafting a quality product demonstrating care, thought, and skill in makingVisual Arts 1.3.B2 Describe source(s) of ideas for a personal work and discuss how ideas were generated, how representational problems were solved, what visual references and/or sources of information were used, and how the work changed from beginning to completion and what was thought about in the process of making the workVisual Arts 1.3.C1 Search the observed world to find a problem needing a design solution and develop a proposal and use elements of art and principles of design to develop the model

Math, Reading, and Writing (CC)RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the textRST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video multimedia) in order to address a question or solve a problemRST.11-12.9 Synthesize information from a range of sources (e.g. texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possibleSL.11-12.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.MP.1 Make sense of problems and persevere in solving themMP.2 Reason abstractly and quantitativelyMP.7 Look for and make use of structure

OBJECTIVES:Students will….

Explore design alternatives through the creation of 2D and 3D prototypes. Explain the difference between prototypes and models. Compare and contrast the use of different construction materials in the development of

prototypes. Create a 3D prototype of an Aquarium exhibition about pollution in the Chesapeake Bay.

MATERIALS/PREP: foam core board cardstock or cardboard wooden dowels craft utility knives rulers (if using utility knives, metal-edged rulers work best) cutting surface, such as a plastic board, kitchen cutting board or back of a newsprint pad hot glue and hot glue gun large butcher paper and markers

ASSESSMENT(S): Please see “Evaluate” section of lesson plan below

MODIFICATIONS:(For Middle School): Provide more scaffolding and checklists for students throughout the design and prototyping process will help eliminate confusion and the “I don’t know what to do next” look in students’ eyes. In addition, breaking up the prototyping task by assigning jobs to students will also help everyone feel as though they have a feasible task to accomplish by the end of class. For example, you can assign one

student to gluing, two to cutting up foam core, two to assembling the pieces, one to making sure every “design requirement” listed below is met by the prototype and also to manage time, and so on. (For IEP/Special Education): Present students with an agenda for the day’s lesson, as well as the objectives the students should shoot to accomplish by the end of the lesson. Work one-on-one with students to develop a smaller scale model and provide supervision if needed with the hot glue gun and Exacto knives.

TIMING AND PACING:The entire lesson (through all five stages of the lesson cycle) should take 2 class period(s), or about 120 minutes. The lesson can also be extended to cover 4 class periods or more if you would like to give students more time to build their 3D prototype.

LESSON PROCEDURE (NOTE: This lesson template is based on a unique blending of the 5-E Model and the Engineering Design Process).

ENGAGECapture students’ attention, activate their prior knowledge, and introduce the design challenge

1. Begin the class meeting by asking students: “What is an advantage of building a prototype prior to actually mass-producing a product or idea?” (Possible answer: Exploring design alternatives with a prototype saves resources [time, money and materials] required to manufacture a final product.)

2. Explain to students that a prototype, a model of your idea that users can interact with, allows you to get feedback that will help you improve and perfect your design.

3. As a group, review the “needs” and “design requirements” (aka how the design will meet the needs of the challenge), drafted by students at our previous class meeting. See the user needs and design requirements outlined in the table below:

User (Aquarium Visitor) Needs Design Requirements

1. Change user habits to stop pollution in the Bay

1. Create a slogan, theme, and use data and pictures to inform users what impact they’re having and what they can do about it

2. Encourage users to learn more about the causes and effects of Bay pollution

2. Show users before/after (historic/current) conditions of the Bay through sculpture

3. Emphasize how user waste/recycling habits contribute to trash in the Bay

3. Show visually (and in facts) how much trash is being funneled into the Bay from city streets

4. Make learning fun and active for the user

4. Make the exhibition fun and interactive (i.e. show people the positive and negative of the issue; make users throw out and pick up trash as part of the exhibit; introduce actors and performance in the exhibition space)

5. Make the visitor/user feel as though he/she can make a difference

5. Incorporate a list of organizations that users can connect with to help further their efforts to save the Bay; show the ecosystem-level effects of people’s positive actions

6. Create a sense of urgency among users to initiate action

6. Create a video about seafood (an issue everyone can relate to)

4. Last time we met, the group decided that we should use song + dance (perhaps a music video) highlighting issues about how pollution contaminates seafood, and an interactive sculpture (perhaps involving a layered tank) showing how user habits contribute to pollution and also showing what they can do to improve pollution.

EXPLOREAllow students to research the problems by observing, recording data, and developing hypotheses or possible solutions via brainstorming.

5. Next, show the class some individual prototypes drafted by students from the last class meeting:

Student 1’s 2D prototype showing drafted design of interactive Aquarium exhibition from various views.

Student 2’s 2D prototype showing drafted design of interactive Aquarium exhibition from various views.

These drawings were made as a result of combining several brainstorming ideas the students came up with in a previous lesson. Remind students that brainstorming is a team activity that helps to generate a large number of ideas, spark creativity, and find the most promising solutions.

6. As a class, draft a prototype together on a piece of large butcher paper, agreeing on what it will look like, how it will interact with the user, and what they want the user to learn from their experience with the sculptural piece. Oftentimes making a chart or notes above the next prototype design will help keep students’ focus on what objectives they want to prioritize in their design.

EXPLAINTeacher introduces knowledge and skills to guide students toward logical generalizations and help students understand the results of their explorations. Students then use these explanations to select the most promising solution or hypothesis they brainstormed.

7. Before students start prototyping the design they all agreed on, share the following “Foam Core Tips” (see page 7 and 8) with students to ensure correct cutting techniques and that student know how to make several shapes with the foam core by making different cuts. Begin by demonstrating the techniques outlined in the worksheet, then asking students to replicate them with their own small piece of foam core.

ELABORATEStudents have the opportunity to apply their knowledge to new domains, raise new questions, and take their understanding of a problem further. Students should select their most promising idea and prototype it using 3D materials.

8. Next tell students that they are going to make their 2D prototype drawing into a 3D crude prototype, or model. Remind students that a crude prototype does not need to be a working model. Its purpose is simply to help you think deeply about your invention and how it will function. This is not a beauty contest. Ugly is ok. Inform them that they have foam board, cardboard, hot glue, tape, dole rods, craft utility knives, rulers, paper, and markers available to help build their model.

9. Hand out materials to students. Remind them that they should assign tasks amongst themselves to facilitate getting the model made in the most efficient way possible.

10. Allot anywhere from 20 minutes to two 60-minute classes for students to complete their 3D crude prototype. Circulate the room, check-in on students’ efforts, ask probing questions about how the prototype is meeting the design needs students identified and reviewed earlier in the lesson, and offer insights as needed.

EVALUATETeacher checks for student understanding through formative assessments. Students test and evaluate their prototype, analyze the results, and communicate the final design through a presentation or display.

11. At the end of class, ask students to step back and “test out” their prototype. Divide the class into two teams, one that pretends to be the Aquarium staff and another that pretends to be the users (Aquarium visitors). Have the class “act out” a typical user interaction at the aquarium, with the students playing the Aquarium staff narrating what the visitors should be doing.

12. After role playing how the prototype should work, review as a group:a. Is the prototype functional? What does not work?b. Does the prototype take into account different user ages and interest levels?c. What improvements could be made to the prototype?

13. After “user testing” role-play, have the students reflect on the feedback received. Have them write short documents for the teacher summarizing the feedback and the changes they intend to make in the next class meeting where they will tweak their design model.