Exploring Technology Part 4: Designing Our Technology Prototype

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  Integrated Technology Studies

  Course Title:

  Exploring Technology

  Course Number:

  8600020

  Career Cluster:

  Engineering & Technology Education

  CIP Number:

  08210122EX

  Course Type:

  Orientation/Exploratory

  Standard(s) or benchmarks

  Focus

  11.03

  Make two-dimensional and three-dimensional representations of the designed solution. 

  11.01

  Apply a design process to solve problems in and beyond the laboratory-classroom. 

  Supporting

  01.01

  Develop new products and systems to solve problems or to help do things that could not be done without the help of technology.

  08.01

  Use design as a creative planning process that leads to useful products and systems. 

   

• Unit Outline

  
  

  The focus of this unit is for students to explore technology and develop their own technology prototype to address a school or community need. The fourth lesson builds on the previous lessons in the series. Students will design a prototype for their technology. In prior lessons, students conducted research on inventions and innovations, identified a school/community need, brainstormed ways to address the need with technology, and engaged in the planning process to create a sketch of their prototype. In the final lesson, students will decide how to present and promote their technology to the school or community.

   

• Career Connection

  
  

  Critical thinking and problem-solving skills are essential for the twenty-first century workplace. Students will be able to apply these skills in the lessons to creatively address needs in their school and community by finding technological solutions. Asking students to innovate will encourage and empower them to be independent thinkers.

   

• Learning Objectives

  
  

  Students will be able to:

  • Collaborate with peers on a design for an original prototype to address a need outside of the classroom.
  • Apply digital tools to create an original 2D or 3D technology prototype based on a completed plan.

   

• Prior Knowledge

  
  

  Students should be familiar with

  • Definitions for the terms, technology, and prototype.
  • Norms for small group collaboration.
  • Identified community need and technological solution from Part 2.
  • A variety of digital tools/devices.

   

• Guiding Questions

  
  
  • How can technology address a societal need and improve people's lives?
  • Why is collaboration important in the design process?
  • How can digital tools help in developing a solution for a need outside of the classroom?

   

• Procedure

  
  

  1. To introduce the lesson, display Slide 1 (see Teacher Slides attachment) for students. Review the definition of prototype with students if needed.

  • The images on the slide are of Leonardo da Vinci’s sketch of a flying machine from the 15^thcentury and a prototype constructed from his sketch.
  • Ask how a sketch can turn into a prototype (model) of the invention/technology. Sample discussion questions:
    • What steps does an inventor need to take to turn a sketch into a prototype?
    • How does an inventor begin to design a prototype of a technological invention?
    • How does an inventor decide which tools to use?
    • What are potential challenges in the design process?

  2. Display Slide 2 (see Teacher Slides attachment) to set the purpose for the lesson. Remind students they will be using their sketches from Part 3 to collaborate and create a prototype for their technology.

  • Ask students to reflect on the steps in the process before the design phase.
  • Review the steps students have taken to develop their technology.
    • Identify a school/community need.
    • Brainstorm a technological solution.
    • Plan/sketch a prototype.
    • Receive feedback and refine ideas.
  • Preview the next lesson and last step of the process (see Teacher Notes). Ask students to consider how they will promote their prototype to the school/community.

  3. Allow students to work with their small groups to design their 2D or 3D prototype using available digital tools (see Teacher Notes).

  • Monitor students as they work to ask questions about their design and provide any guidance.

  4. To bring the lesson to a close, display Slide 3 (see Teacher Slides attachment) and ask students to respond to the questions in their journals (notebooks) in 2-3 sentences.

  • Reflection Questions:
    1. On a scale of 1-5, how well did you and your group collaborate? Explain.
    2. What was the least challenging and most challenging part of the design process?
    3. Name a challenge you encountered and describe how your group adapted.
    4. How did you and your group decide on which tools/devices to use?
    5. Did your prototype come out as your group intended? Would you change any part of the process? Explain.

   

• Teacher Notes

  
  
  • This lesson is the fourth in a unit. Refer to CPALMS Resources ID# 206487 and 206631 for the first two steps in the process, and CPALMS Resource ID# 207285 for the planning process. To complete the unit, see CPALMS Resource ID 207423.
  • If it is not feasible to create designs for outside of the classroom, students can work to solve problems in the classroom using technology.
  • The bulk of the instructional time should be for students to design the prototype. The teacher may decide to extend the lesson to two days if students need additional time to complete their prototypes. Suggested pacing for 60-minute class period:
    • Opening of lesson/review process 5 minutes
    • Design 45 minutes
    • Reflection 10 minutes.
  • Students can create a 2D or 3D prototype (model) depending on the digital tools/devices available to them and the most effective for their design.
    • Suggested digital tools include engineering, design, and drawing software, and coding applications.
    • Suggested devices include digital printers, tablets, laptops, cellphones.
  • For the closing activity, the teacher can choose to debrief with each group rather than students writing responses to questions.

   

• Optional

  
  

  Formative Assessment Ideas:

  • The teacher can observe students’ discussions to monitor small group collaboration and decisions taken by students during the design process.

  Extension Ideas:

  • Students can submit their prototype to a local or national competition for a CTE student organization (CTSO). A list of organizations is available on the Florida Department of Education website at https://www.fldoe.org/core/fileparse.php/7515/urlt/CareerTechStudentOrg.pdf.