This document provides resources for teachers taking students on a field trip to the Cooper Hewitt Design Museum focused on the exhibition "Tools: Extending Our Reach". It includes pre-visit activities to prepare students, such as introducing design vocabulary and having students analyze everyday objects. During the visit, students will tour the exhibition and do a hands-on workshop designing survival tools. Post-visit activities are suggested to reinforce concepts learned, like having younger students design paper backpacks and older students design clothing and tools for different climates. The packet also includes vocabulary words and standards alignments.
This document provides resources for teachers preparing students for a field trip to the Cooper Hewitt, Smithsonian Design Museum. It includes a table of contents listing pre-visit and post-visit activities focused on different design processes. The pre-visit activities introduce concepts like design vocabulary, testing products for different users, and ergonomics. The post-visit activities extend learning with tasks like identifying design problems, brainstorming ideas to meet user needs, and evaluating object modifications. Guidelines are provided for the field trip to ensure a safe and educational experience exploring the museum's Beautiful Users exhibition.
This document provides resources for teachers preparing students for a field trip to the Cooper Hewitt, Smithsonian Design Museum. It includes an introduction letter, guidelines for the field trip, and pre-visit and post-visit classroom activities focused on design thinking and applying the design process. The pre-visit activities introduce students to design vocabulary and challenge them to redesign everyday objects like toothbrushes. The post-visit activities involve applying the design process learned at the museum to projects like redesigning a bridge or creating seating. The goal is for students to explore how designers solve problems and for teachers to continue integrating design thinking into their curriculum.
This document provides resources for teachers taking students on a field trip to the Cooper Hewitt Design Museum. It includes an introduction letter welcoming teachers to the program. The main body provides:
- Guidelines for preparing for and participating in the field trip.
- Suggested pre-visit classroom activities centered around design thinking, including introducing design vocabulary and having students design items representing their identity.
- Suggested post-visit classroom extension activities, such as having students design outfits for different environments and identities.
- A vocabulary list relevant to design concepts.
In summary, the document outlines logistics for a museum field trip program and provides curriculum resources to introduce design concepts before and expand on them after
This document provides resources for teachers to prepare students for a field trip to Cooper Hewitt, Smithsonian Design Museum. It includes:
- An overview letter welcoming teachers to the program
- Suggested pre-visit classroom activities to introduce design concepts
- Information about the field trip program and workshop
- Post-visit classroom extension activities to continue exploring design
The pre-visit and post-visit activities provide lesson plans for different grade levels centered around designing community spaces. They guide students through discussions, art projects, and problem-solving challenges related to empathizing with others and improving shared areas. The overall packet aims to integrate design thinking skills into the classroom curriculum.
This document provides guidance on designing rigorous art lessons that incorporate Common Core standards. It discusses the importance of writing detailed unit and lesson plans to organize instruction, make learning objectives explicit, and demonstrate what skills students are gaining. Rigor is defined as helping students develop the ability to engage with complex, ambiguous, and personally challenging content. Sample lessons are provided that showcase techniques for building rigor, such as using authentic artworks, requiring evidence-based responses, and balancing practice with understanding. The document concludes with resources for further exploring rigor and state standards.
The document provides guidelines for setting up and running an art studio classroom. It discusses establishing a dedicated space with adequate materials and storage. It emphasizes exploring art mediums through experimentation with techniques and building comfort and skill over time. The teacher's role is to encourage students, ask questions, and gently coach without being overbearing. Documentation of the creative process and displaying the art are important for sharing experiences and assessing progress.
This workshop illustrates education-teaching strategies using evidence-based methods from SIOP 1 and flipped classrooms 2. Its objective is providing alternative-teaching methods to improve adult education by incorporating hands-on experiences that increase participation and engagement, and validates students’ experiences.
This document provides resources for teachers to use before and after visiting the Pixar exhibition at the Cooper Hewitt museum. It includes pre-visit activities to introduce students to concepts like storytelling, character design, and research. The activities guide students to create stories and characters. Post-visit activities extend these concepts by having students write stories about everyday objects or historical periods. The document outlines learning objectives, materials needed, and questions to guide each activity. It aims to help students understand and apply Pixar's principles of storytelling.
This document provides resources for teachers preparing students for a field trip to the Cooper Hewitt, Smithsonian Design Museum. It includes a table of contents listing pre-visit and post-visit activities focused on different design processes. The pre-visit activities introduce concepts like design vocabulary, testing products for different users, and ergonomics. The post-visit activities extend learning with tasks like identifying design problems, brainstorming ideas to meet user needs, and evaluating object modifications. Guidelines are provided for the field trip to ensure a safe and educational experience exploring the museum's Beautiful Users exhibition.
This document provides resources for teachers preparing students for a field trip to the Cooper Hewitt, Smithsonian Design Museum. It includes an introduction letter, guidelines for the field trip, and pre-visit and post-visit classroom activities focused on design thinking and applying the design process. The pre-visit activities introduce students to design vocabulary and challenge them to redesign everyday objects like toothbrushes. The post-visit activities involve applying the design process learned at the museum to projects like redesigning a bridge or creating seating. The goal is for students to explore how designers solve problems and for teachers to continue integrating design thinking into their curriculum.
This document provides resources for teachers taking students on a field trip to the Cooper Hewitt Design Museum. It includes an introduction letter welcoming teachers to the program. The main body provides:
- Guidelines for preparing for and participating in the field trip.
- Suggested pre-visit classroom activities centered around design thinking, including introducing design vocabulary and having students design items representing their identity.
- Suggested post-visit classroom extension activities, such as having students design outfits for different environments and identities.
- A vocabulary list relevant to design concepts.
In summary, the document outlines logistics for a museum field trip program and provides curriculum resources to introduce design concepts before and expand on them after
This document provides resources for teachers to prepare students for a field trip to Cooper Hewitt, Smithsonian Design Museum. It includes:
- An overview letter welcoming teachers to the program
- Suggested pre-visit classroom activities to introduce design concepts
- Information about the field trip program and workshop
- Post-visit classroom extension activities to continue exploring design
The pre-visit and post-visit activities provide lesson plans for different grade levels centered around designing community spaces. They guide students through discussions, art projects, and problem-solving challenges related to empathizing with others and improving shared areas. The overall packet aims to integrate design thinking skills into the classroom curriculum.
This document provides guidance on designing rigorous art lessons that incorporate Common Core standards. It discusses the importance of writing detailed unit and lesson plans to organize instruction, make learning objectives explicit, and demonstrate what skills students are gaining. Rigor is defined as helping students develop the ability to engage with complex, ambiguous, and personally challenging content. Sample lessons are provided that showcase techniques for building rigor, such as using authentic artworks, requiring evidence-based responses, and balancing practice with understanding. The document concludes with resources for further exploring rigor and state standards.
The document provides guidelines for setting up and running an art studio classroom. It discusses establishing a dedicated space with adequate materials and storage. It emphasizes exploring art mediums through experimentation with techniques and building comfort and skill over time. The teacher's role is to encourage students, ask questions, and gently coach without being overbearing. Documentation of the creative process and displaying the art are important for sharing experiences and assessing progress.
This workshop illustrates education-teaching strategies using evidence-based methods from SIOP 1 and flipped classrooms 2. Its objective is providing alternative-teaching methods to improve adult education by incorporating hands-on experiences that increase participation and engagement, and validates students’ experiences.
This document provides resources for teachers to use before and after visiting the Pixar exhibition at the Cooper Hewitt museum. It includes pre-visit activities to introduce students to concepts like storytelling, character design, and research. The activities guide students to create stories and characters. Post-visit activities extend these concepts by having students write stories about everyday objects or historical periods. The document outlines learning objectives, materials needed, and questions to guide each activity. It aims to help students understand and apply Pixar's principles of storytelling.
This document provides information about the Academy for Global Studies (AGS) at Austin High School. It discusses AGS's mission to provide a globally focused curriculum through projects like a community garden, waste management studies, a student magazine, and capstone projects. It also describes a service learning trip to Costa Rica to study topics like sustainability and connect to the curriculum. Students conduct research on a global issue and take local action through an advocacy project. They reflect on their work in an essay and showcase their learning at an event. The goal is for students to investigate the world, recognize multiple perspectives, communicate ideas, and take action on global problems.
Traditional & Technology Infused Foldables for the Foreign Language Classroomdesalynn
Traditional & Technology Infused Foldables for the Foreign Language Classroom - The technology infused foldables use PowerPoint templates allowing students to use technology skills while engaged in meaningful foreign language activities. The traditional foldables allow students to display information in a way to help them grasp concepts and ideas and also give them a sense of ownership and investiture in curriculum. Visit profehanson.weebly.com for examples & ideas for using foldables in the LOTE classroom
This document discusses creating inclusive learning environments for diverse learners. It covers topics like how different learning challenges like ADHD, autism, hearing or visual impairments affect learning and appropriate environments and teaching methods. Universal design principles are meant to create equitable spaces that are usable by all. Classroom designs can support inclusion through features like lighting, acoustics, display and storage options, and flexible seating. Studies show inclusion benefits all students by improving social skills and compassion. When planning new learning spaces, gathering input from various stakeholders is important to understand current and future student needs.
This document provides an introduction and schedule for an "Exploring Teaching" course. It introduces the instructor, Lisa Beal Hoxie, and outlines her background and qualifications. The schedule lists activities for the first class, including introductions, icebreakers, and an overview of the syllabus. It also outlines assignments like a reflection paper on why students want to teach, observations, and a vision paper. Students are asked to introduce themselves and share why they are interested in teaching and any questions. The class will review the School of Education framework and work in groups to understand its elements.
This document outlines the topics covered in an EDUC 1839 Classroom Management course at Northern Virginia Community College. The course covers teaching adult English language learners, conducting needs assessments, differentiating instruction, fostering a positive classroom culture, and discussing classroom management scenarios. It provides information on topics such as the characteristics of adult learners, creating needs assessments, differentiated instruction strategies, positive classroom techniques, managing large and open enrollment classes, grouping students, addressing problems, and providing feedback. Sample classroom scenarios are also presented to demonstrate classroom management strategies.
Creativity is nebulous to understand and problematic to nurture. Despite the fact that creativity is frequently observed in a range of contexts, being creative—or producing something that is deemed creative—is often very challenging for pupils. Moreover, what constitutes ‘creative’ is neither fixed nor similar between contexts. This presentation reports on the design and execution of a focused pedagogical learning and teaching strategy that enhanced the creativity of pupils when developing sketch-based ideas in response to a brief. The pupils (13-14 years old) were undertaking a design and make project in the technology department of a Scottish secondary school. The presentation explores how creativity can usefully be conceptualised for design and technology education. It explores cognitive and meta-cognitive aspects of associated pupil learning and considers way of mitigating challenge based upon the analysis of pupil mark-making. A very stark before and after case is presented that demonstrates the differences in pupil outcomes that can be achieved by altering the pedagogical approach in view of research selected evidence.
This document discusses thinking routines and their potential use in CLIL (Content and Language Integrated Learning) classrooms. It defines thinking routines as simple patterns of thinking that make the thinking process visible. The document explores how thinking routines can support learning by activating prior knowledge, encouraging questions, and promoting social construction of knowledge. It then analyzes three specific routines - Think-Puzzle-Explore, Circle of Viewpoints, and See-Think-Wonder - and provides examples of how they have been used in Spanish CLIL classrooms to support both content learning and language development.
This document summarizes a differentiated structures professional development session. It includes activities like rolling dice to break the ice, sharing differentiated strategies tried in classrooms, and a case study of a differentiated math lesson in division. Educators planned differentiated learning sequences in small groups using a template, with the plans posted on the wall for feedback. The session modelled differentiation through entry activities, choice, flexible grouping and pacing, and providing multiple ways for students to represent understanding.
Preparing staff and volunteers for working with the dementia population handoutsStephenVozzellaSlides
This presentation provides tools for training staff and volunteers on working with the dementia population. The presenter discusses different learning styles, topics to cover in training programs, and techniques for leading effective presentations. The objectives are to describe learner types, identify successful teaching methods, and implement a basic volunteer training program. Examples are given for training content, lesson plans, and leading interactive sessions. Emphasis is placed on practical skills like communication, documentation, and understanding dementia types and symptoms.
This document provides information and suggestions for introducing CLIL (Content and Language Integrated Learning) lessons. It discusses eliciting prior knowledge using tools like KWL charts and word clouds. It also describes various cooperative learning techniques teachers can use to support students and consolidate learning, such as think-pair-share, jigsaw, and gallery walks. Assessment ideas mentioned include traffic lights, exit cards, and peer/self-assessment using a 2 stars and a wish approach. The document also lists online resources for creating visual aids, concept maps, games, and simulations to use in CLIL lessons.
This document discusses strategies for teaching writing in science courses. It presents examples of activities used in a composition science course including: lab notebooks, whiteboards, peer feedback through "silent science", presentations through "gallery walks", and formal papers. These activities are designed to help students learn to write through practice and feedback by engaging in the writing processes that scientists use.
This document discusses creativity and science in early childhood education. It presents several models of creativity, emphasizing that creativity is not just for elites and that all children have creative abilities. The models address different types of creativity from original work to problem solving. The document also discusses key ideas around problem solving, possibility thinking, and the role of the adult in fostering creativity through hands-on activities, questioning, and playfulness. Core science skills are outlined, such as observation, questioning, investigation, and recording data. Suggestions are provided for supporting young children's development of these skills through activities in continuing provision areas.
This document outlines potential activities for early childhood education. It lists several activity ideas, including exploring water and sand play, observing natural specimens, building towers with construction blocks, and labeling internal body organs. Each activity suggests asking questions or modifying for younger children. The document encourages taking photos and videos for future assignments. It provides references on creativity, play-based learning, pedagogy, and creativity in early education.
Understanding big ideas as basis for art curriculumLizlangdon
Starting with an explanation of Understanding by Design, this presentation emphasizes that art develops understandings of facets of knowledge that are not touched upon in other subject areas
Shares concepts, ideas, and resources related to teaching art to young children, PreK-2, many based on articles written by art teachers and published in SchoolArts Magazine.
This document outlines a 5-day art project on imaginary spaces. On day 1, students analyze famous works of art using elements like foreground, background, and middleground. They choose an image and write an analysis. On day 2, they sketch the layers of their image and practice media techniques. Day 3 has a studio time to create a diorama responding to a masterwork. Day 4 focuses on adding details, and day 5 is assembly and completion. Examples of student work are shown, with notes on best teaching practices like differentiation, choice, appropriate challenges, and risk-taking.
The document provides an overview of the Postgraduate Certificate in Academic Practice (PGCAP) induction event. It introduces the PGCAP team and aims of the program. It outlines the intended learning outcomes of the core module which focuses on examining effective teaching practices. It then details the agenda for the induction event which includes introductions, an overview of the program structure and requirements, and information on the core module and online learning spaces.
32 studio art lessons for children PreK-2nd grade compiled from SchoolArts Magazine. Aligned with National Visual Art Standards and the National Association of Young Children Program Standards. Published by Davis Publications, www.davisart.com www.schoolartsmagazine.com
The document describes various math activities for early childhood education covering topics like matching, numbers, classifying, comparing, shape, space, parts/whole, ordering, measurements, and graphing. The activities are designed to help children develop key math skills through hands-on learning using different materials and methods of observation, individually or in groups. Detailed instructions are provided for setting up each activity along with the intended learning objective and ways to evaluate the children's understanding.
The Tula Region Development Corporation document provides information from Tula Region's participation in the XV International Investment Forum "Sochi-2016" in October 2016. Some key details include:
- Tula Region signed 3 agreements of intent worth over 10 billion rubles to cooperate on projects in the Special Economic Zone of Industrial Type "Uzlovaya".
- The Sochi forum provided an opportunity for Tula Region to present investment opportunities, resulting in the first investment agreements for the Uzlovaya zone.
- Upcoming events include the Russian Regions Day in Austria on November 18th, where Tula Region will present its largest investment projects.
This document provides information about the Academy for Global Studies (AGS) at Austin High School. It discusses AGS's mission to provide a globally focused curriculum through projects like a community garden, waste management studies, a student magazine, and capstone projects. It also describes a service learning trip to Costa Rica to study topics like sustainability and connect to the curriculum. Students conduct research on a global issue and take local action through an advocacy project. They reflect on their work in an essay and showcase their learning at an event. The goal is for students to investigate the world, recognize multiple perspectives, communicate ideas, and take action on global problems.
Traditional & Technology Infused Foldables for the Foreign Language Classroomdesalynn
Traditional & Technology Infused Foldables for the Foreign Language Classroom - The technology infused foldables use PowerPoint templates allowing students to use technology skills while engaged in meaningful foreign language activities. The traditional foldables allow students to display information in a way to help them grasp concepts and ideas and also give them a sense of ownership and investiture in curriculum. Visit profehanson.weebly.com for examples & ideas for using foldables in the LOTE classroom
This document discusses creating inclusive learning environments for diverse learners. It covers topics like how different learning challenges like ADHD, autism, hearing or visual impairments affect learning and appropriate environments and teaching methods. Universal design principles are meant to create equitable spaces that are usable by all. Classroom designs can support inclusion through features like lighting, acoustics, display and storage options, and flexible seating. Studies show inclusion benefits all students by improving social skills and compassion. When planning new learning spaces, gathering input from various stakeholders is important to understand current and future student needs.
This document provides an introduction and schedule for an "Exploring Teaching" course. It introduces the instructor, Lisa Beal Hoxie, and outlines her background and qualifications. The schedule lists activities for the first class, including introductions, icebreakers, and an overview of the syllabus. It also outlines assignments like a reflection paper on why students want to teach, observations, and a vision paper. Students are asked to introduce themselves and share why they are interested in teaching and any questions. The class will review the School of Education framework and work in groups to understand its elements.
This document outlines the topics covered in an EDUC 1839 Classroom Management course at Northern Virginia Community College. The course covers teaching adult English language learners, conducting needs assessments, differentiating instruction, fostering a positive classroom culture, and discussing classroom management scenarios. It provides information on topics such as the characteristics of adult learners, creating needs assessments, differentiated instruction strategies, positive classroom techniques, managing large and open enrollment classes, grouping students, addressing problems, and providing feedback. Sample classroom scenarios are also presented to demonstrate classroom management strategies.
Creativity is nebulous to understand and problematic to nurture. Despite the fact that creativity is frequently observed in a range of contexts, being creative—or producing something that is deemed creative—is often very challenging for pupils. Moreover, what constitutes ‘creative’ is neither fixed nor similar between contexts. This presentation reports on the design and execution of a focused pedagogical learning and teaching strategy that enhanced the creativity of pupils when developing sketch-based ideas in response to a brief. The pupils (13-14 years old) were undertaking a design and make project in the technology department of a Scottish secondary school. The presentation explores how creativity can usefully be conceptualised for design and technology education. It explores cognitive and meta-cognitive aspects of associated pupil learning and considers way of mitigating challenge based upon the analysis of pupil mark-making. A very stark before and after case is presented that demonstrates the differences in pupil outcomes that can be achieved by altering the pedagogical approach in view of research selected evidence.
This document discusses thinking routines and their potential use in CLIL (Content and Language Integrated Learning) classrooms. It defines thinking routines as simple patterns of thinking that make the thinking process visible. The document explores how thinking routines can support learning by activating prior knowledge, encouraging questions, and promoting social construction of knowledge. It then analyzes three specific routines - Think-Puzzle-Explore, Circle of Viewpoints, and See-Think-Wonder - and provides examples of how they have been used in Spanish CLIL classrooms to support both content learning and language development.
This document summarizes a differentiated structures professional development session. It includes activities like rolling dice to break the ice, sharing differentiated strategies tried in classrooms, and a case study of a differentiated math lesson in division. Educators planned differentiated learning sequences in small groups using a template, with the plans posted on the wall for feedback. The session modelled differentiation through entry activities, choice, flexible grouping and pacing, and providing multiple ways for students to represent understanding.
Preparing staff and volunteers for working with the dementia population handoutsStephenVozzellaSlides
This presentation provides tools for training staff and volunteers on working with the dementia population. The presenter discusses different learning styles, topics to cover in training programs, and techniques for leading effective presentations. The objectives are to describe learner types, identify successful teaching methods, and implement a basic volunteer training program. Examples are given for training content, lesson plans, and leading interactive sessions. Emphasis is placed on practical skills like communication, documentation, and understanding dementia types and symptoms.
This document provides information and suggestions for introducing CLIL (Content and Language Integrated Learning) lessons. It discusses eliciting prior knowledge using tools like KWL charts and word clouds. It also describes various cooperative learning techniques teachers can use to support students and consolidate learning, such as think-pair-share, jigsaw, and gallery walks. Assessment ideas mentioned include traffic lights, exit cards, and peer/self-assessment using a 2 stars and a wish approach. The document also lists online resources for creating visual aids, concept maps, games, and simulations to use in CLIL lessons.
This document discusses strategies for teaching writing in science courses. It presents examples of activities used in a composition science course including: lab notebooks, whiteboards, peer feedback through "silent science", presentations through "gallery walks", and formal papers. These activities are designed to help students learn to write through practice and feedback by engaging in the writing processes that scientists use.
This document discusses creativity and science in early childhood education. It presents several models of creativity, emphasizing that creativity is not just for elites and that all children have creative abilities. The models address different types of creativity from original work to problem solving. The document also discusses key ideas around problem solving, possibility thinking, and the role of the adult in fostering creativity through hands-on activities, questioning, and playfulness. Core science skills are outlined, such as observation, questioning, investigation, and recording data. Suggestions are provided for supporting young children's development of these skills through activities in continuing provision areas.
This document outlines potential activities for early childhood education. It lists several activity ideas, including exploring water and sand play, observing natural specimens, building towers with construction blocks, and labeling internal body organs. Each activity suggests asking questions or modifying for younger children. The document encourages taking photos and videos for future assignments. It provides references on creativity, play-based learning, pedagogy, and creativity in early education.
Understanding big ideas as basis for art curriculumLizlangdon
Starting with an explanation of Understanding by Design, this presentation emphasizes that art develops understandings of facets of knowledge that are not touched upon in other subject areas
Shares concepts, ideas, and resources related to teaching art to young children, PreK-2, many based on articles written by art teachers and published in SchoolArts Magazine.
This document outlines a 5-day art project on imaginary spaces. On day 1, students analyze famous works of art using elements like foreground, background, and middleground. They choose an image and write an analysis. On day 2, they sketch the layers of their image and practice media techniques. Day 3 has a studio time to create a diorama responding to a masterwork. Day 4 focuses on adding details, and day 5 is assembly and completion. Examples of student work are shown, with notes on best teaching practices like differentiation, choice, appropriate challenges, and risk-taking.
The document provides an overview of the Postgraduate Certificate in Academic Practice (PGCAP) induction event. It introduces the PGCAP team and aims of the program. It outlines the intended learning outcomes of the core module which focuses on examining effective teaching practices. It then details the agenda for the induction event which includes introductions, an overview of the program structure and requirements, and information on the core module and online learning spaces.
32 studio art lessons for children PreK-2nd grade compiled from SchoolArts Magazine. Aligned with National Visual Art Standards and the National Association of Young Children Program Standards. Published by Davis Publications, www.davisart.com www.schoolartsmagazine.com
The document describes various math activities for early childhood education covering topics like matching, numbers, classifying, comparing, shape, space, parts/whole, ordering, measurements, and graphing. The activities are designed to help children develop key math skills through hands-on learning using different materials and methods of observation, individually or in groups. Detailed instructions are provided for setting up each activity along with the intended learning objective and ways to evaluate the children's understanding.
The Tula Region Development Corporation document provides information from Tula Region's participation in the XV International Investment Forum "Sochi-2016" in October 2016. Some key details include:
- Tula Region signed 3 agreements of intent worth over 10 billion rubles to cooperate on projects in the Special Economic Zone of Industrial Type "Uzlovaya".
- The Sochi forum provided an opportunity for Tula Region to present investment opportunities, resulting in the first investment agreements for the Uzlovaya zone.
- Upcoming events include the Russian Regions Day in Austria on November 18th, where Tula Region will present its largest investment projects.
Este documento describe varios algoritmos de ordenamiento externo para archivos, incluyendo mezcla directa, mezcla natural e intercalación polifásica. La mezcla directa ordena un archivo separándolo en dos archivos auxiliares y luego mezclando registros individuales de forma ordenada. La mezcla natural mejora esto permitiendo secuencias más largas. La intercalación polifásica usa m archivos auxiliares, cambiando los archivos de entrada y salida durante el proceso de fusión.
El documento describe la importancia de establecer rutinas y límites para los niños desde una edad temprana. Explica que las rutinas diarias proporcionan una sensación de seguridad y orden, mientras que los límites les indican a los niños hasta dónde pueden llegar. También recomienda empezar a establecer rutinas simples con bebés recién nacidos, como un horario para comer y bañarse, y gradualmente introducir más límites a medida que crecen.
E_Dodson Final Presentation National Accounts Sales Intern 2016Emily Dodson
Emily Dodson interned at AGA Service Company for 12 weeks over the summer of 2016. She worked on 3 projects including updating field sales training modules, creating follow up materials for trainings, and providing an overview of national accounts. Additionally, she attended various meetings, webinars, and events to network and learn. The internship gave Emily hands-on experience and the opportunity to grow both professionally and personally.
The document provides a resume for Amit Kumar Prasad, who has an M.Tech in environmental engineering and B.E in biotechnology, and has work experience in EIA consultancy, teaching, and industrial roles, as well as publishing a book and papers in environmental engineering and water treatment technologies.
Dokumen ini membahas gambaran umum perekonomian Indonesia secara kronologis, mulai dari masa sebelum kolonial hingga masa reformasi ekonomi. Perekonomian Indonesia mengalami masa sulit sebelum 1966 akibat politik yang tidak stabil dan kebijakan nasionalisasi perusahaan asing. Setelah 1966, perekonomian mulai stabil berkat program stabilisasi jangka pendek dan pembangunan jangka panjang melalui Rencana Pembangunan Lima Tahun (REPELITA
Ringkasan dokumen tersebut adalah:
Dokumen tersebut membahas dinamika demokratisasi media dalam regulasi penyiaran di Indonesia berdasarkan UU No. 32/2002 dan revisinya. Penelitian ini menganalisis hubungan antara negara, publik, dan industri penyiaran serta menemukan bahwa semangat demokratisasi media dan kepentingan publik masih menjadi fokus utama dalam regulasi penyiaran di Indonesia.
http://www.akkus-laptop.com/hp-hstnn-f01c-akku.html Bei diesem Angebot für HSTNN-F01C handelt es sich um einen hochwertigen Akku, der sich ideal als Austauschakku für Ihren alten oder defekten HP HSTNN-F01C Notebook Akku , http://www.akkus-laptop.com/hp-compaq-nx6325-akku.html Bei diesem Angebot für HP Compaq nx6325 handelt es sich um einen hochwertigen Akku, der sich ideal als Austauschakku für Ihren alten oder defekten HP Notebook Akku, aber auch als zusätzlicher Ersatzakku für unterwegs eignet.
This document provides resources for teachers taking students on a field trip to the Cooper Hewitt Design Museum. It includes information about preparing for and following up on the field trip. The first section outlines logistics for the visit. Subsequent sections provide pre-visit and post-visit classroom activities aligned with design thinking processes. The pre-visit activities introduce design vocabulary and have students analyze book covers and advertisements. The post-visit activities have students create identity cards and evaluate objects. Additional resources include a design vocabulary list and information on how graphic designs work.
This teacher resource packet provides materials to prepare students for a field trip to Cooper Hewitt, Smithsonian Design Museum. It includes:
- Guidelines for the field trip visit and museum etiquette.
- Pre-visit activities introducing design elements like color, pattern, texture and form through a classroom scavenger hunt.
- Post-visit activities continuing design thinking around helping students get to school on time.
- Resources on design vocabulary and standards addressed.
The packet aims to engage students with design concepts before and after their museum tour, and support teachers in planning an educational experience connecting classroom lessons to the Cooper Hewitt collection.
This document provides an overview and resources for a workshop on design thinking for educators. It includes a welcome letter describing a 45-minute introductory workshop called "What is Design?" that will be facilitated in classrooms. The packet outlines how to prepare for the workshop, discusses connections to design thinking and curriculum standards, provides vocabulary, and recommends ways to continue exploring design thinking after the workshop through activities and lesson plans from an online educator resource center.
Proposal - Bringing the University Experience to Middle and High Schoolssmstraub27
This presentation will discuss strategies for bringing college-like experiences to middle and high school campuses. Presenters from Ogden International School of Chicago and YES Prep Brays Oaks will share their models of "International U Days," where students select optional courses similar to a college course catalog. Participants will then collaborate in groups to develop plans to implement similar programs at their own schools. The session aims to promote student choice, engagement, and the development of diverse interests and talents.
The document describes integrating art therapy into solution-focused brief therapy in school settings. It discusses setting up a portable art station with various materials, using art with elementary students to create a therapeutic space and teach emotional intelligence. It also describes a proposed 8-week art therapy group for 7th grade girls focusing on solution-focused goals and using art as a means of self-expression.
This document summarizes a presentation on showcasing creative thinking at Hurstville Public School in NSW, Australia. The presentation covered the school's goals of fostering 21st century skills like creative thinking across subjects. It introduced a creative thinking framework used to reflect on teaching practice and identify skills to develop in students. Examples were provided of how creative thinking was incorporated into projects in subjects like science, cultural studies and math. Assessment methods like student self-reflection were also discussed. The presentation concluded with interactive challenges to exercise attendees' own creative thinking.
10 Principles for Designing Your Makerspace—Detailed versionMelanie Kahl
Designed for a high school in Ohio, this resource illuminates 10 principles for community, materials, and environment of a community makerspace.
It draws from interviews with the d.school, Brightworks, Columbia College, and MAKE.
Done in partnership with Experience Institute in 2015.
NCERT Module Two - Course Design Using the 5E'sStudyvibe
This document outlines the 5E instructional model and inquiry process model for developing a unit of work. It discusses engaging students, eliciting prior knowledge, providing hands-on experiences, developing explanations, extending understanding to new contexts, and evaluating learning. Key aspects of each phase are described, including questions to ask students. The achievement standards for year 6 are also presented, outlining what evidence of learning should be demonstrated by students.
Students will develop ceramics and art skills over the course of a unit. They will learn techniques like slab building, coiling, and working with clay on a wheel. Students will understand elements of art and design and experiment with materials like paint and sculpture. The unit aims to teach skills and knowledge relevant to today's design world through project-based learning involving both groups and independent work. Assessment will involve self-assessment, peer review, and leveling of work based on criteria from the National Curriculum.
Project-based learning involves students investigating and responding to an engaging question, problem or challenge over an extended period of time. It is student-centered and results in a tangible product or presentation. Key characteristics include being problem-focused, inquiry-based and self-directed. The teacher acts as a guide, while students work individually or collaboratively to conduct research, find sources, and take responsibility for their own learning. Project-based learning develops important skills for students' future like problem solving, collaboration, and lifelong learning. It also makes teaching more authentic and accommodates different learning styles.
Fostering creative thinking skills through education and cultureEduSkills OECD
This presentation was given by Stephan Vincent-Lancrin at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Students will build on art skills from KS2 and develop more advanced techniques. They will work with various media like paint and sculpture to understand elements of art. The art projects will use modern, relevant designs. Students will learn basics and build skills through project-based, group, and independent work like drawing, CAD, sculpture. Safety rules will be followed. Students will create various artworks to enjoy, achieve, and display around the school. Work will be assessed against criteria and students will self-assess with peer feedback. The ceramics unit involves learning about clay, tools, and kilns then creating bug-themed sculptures using techniques like glazing.
VPSA62H3 Foundation Studies in Studio • Fall 2015 • Department.docxdickonsondorris
VPSA62H3 Foundation Studies in Studio • Fall 2015 • Department of Arts, Culture and Media | Studio
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Course Outline
Course: FOUNDATION STUDIES in STUDIO
Course Number: VPSA62H3
Co-requisite: VPSA63H3 (But Why is it Art?)
Class Hours: Tuesday 2pm – 5pm
Lecturer: Professor Tanya Mars
Office: AA324
Office hours: Tuesday, 11am to 1pm or by appointment
Email: [email protected]
Foundation Studies in Studio is an introduction to the importance of content and context in the making of contemporary
art. You will be expected to draw on a variety of methods/practices and to mine your own experiences to create works.
Readings, presentations, gallery visits and class discussions will provide a foundation for your investigations.
Along with content/context and methods/practice, the goals of this course are to challenge your preconceptions about art;
to help you develop a rigorous, independent work ethic; and to teach you to develop a critical eye and a sophisticated art
vocabulary. You will be given a series of projects that are designed to challenge you and your imagination. Finding
creative solutions to these projects may take more time and thought than you are accustomed to putting into art projects.
You will not be given examples of how to solve assignments because the point is to learn how to find your own solutions
to the problems. Don’t panic. Open your mind. Learn to take chances. Learn to experiment. Be sure to remember to
use library resources, as well as the Internet to do research. Foundation Studies in Studio is intended to prepare you for
further study in Studio.
Important Dates
Project 1: Modular Material September 22
Project 2: Text as Image/Language as Art October 20
Project 3: Site-specific Art November 10
Project 4: Performance Art (For One) December 1
Quiz on the reading “Art and Difficulty” October 27
Field Trip October 6
Draft of Critical Response October 27
Critical Response November 17
Research Assignment 1 September 15
Research Assignment 2 October 20
Research Assignment 3 November 10
Research Assignment 4 November 24
Research Notebook December 1
Grading Scheme
Modular Material 15%
Text as Image/Language as Art 15%
Site 15%
Performance 15%
Quiz 5%
Critical Writing 10%
Research Notebook 10%
Fabrication Studio Lab Service 2%
Participation/Development 13%
100%
VPSA62H3 Foundation Studies in Studio • Fall 2015 • Department of Arts, Culture and Media | Studio
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Grading Scale
For grading scales and an explanation of what grades mean, please refer to the Academic Handbook available on line at
the U of T website.
What is your mark based on?
A mark will be given to you for each project after it is critiqued. Work not critiqued in class will not be graded. Critical
writing and quizzes will be marked in a timely fashion. Marks are based on adherence to project parameters, clarity of
concept and effect ...
This document outlines an assignment for a creative thinking skills course. Students must complete both group and individual tasks centered around using daily objects as props or performers in a musical presentation. The group task involves creating a 5-8 minute performance using an assigned object as the main prop or performer. The individual task requires students to document their own performance ideas and poster design process to promote their group's performance. Students will be assessed on the appropriateness and creativity of their group performance, as well as the depth and clarity of their individual idea documentation.
This document outlines an assignment for a creative thinking skills course. Students must complete both group and individual tasks centered around using daily objects as props or performers in a musical presentation. The group task involves creating a 5-8 minute performance using an assigned object as the main prop or performer. The individual task requires students to document their own performance ideas and poster design process to promote their group's performance. Students will be assessed on the appropriateness and creativity of their group performance, as well as the depth and clarity of their individual idea documentation.
This document discusses differentiation strategies and technology tools to support differentiation. It defines differentiation as ensuring all students grow as much as possible each day. Teachers can differentiate instruction according to student readiness, interests, and learning profiles. Strategies discussed include pre-assessments, flexible grouping, tiered lessons, anchor activities, choice boards, graphic organizers, and various technology tools to support these strategies. The goal is to meet all students where they are and help them progress.
This document provides an example course roadmap for a 20th Century Design History course. It outlines the overall student learning outcomes as examining how design improves the human condition. It lists 4 modules that will be covered, focusing on different historical periods and innovations in art, technology, and commerce within the design field. The roadmap also details the weekly activities, which include readings, discussion boards, scrapbooking assignments, presentations, and an on-location final project. Assessment is through the scrapbook, discussions, 4 presentations on different design eras, and a final project. The roadmap aims to help students develop design appreciation and skills in analyzing everyday environments historically and aesthetically.
Science research involves using scientific methods to discover new facts about the natural world. It is important for society because it helps make life easier, allows for a deeper understanding of the environment, and satisfies curiosity. Research also benefits students by developing critical thinking skills, fosters life-long learning, and allows for inquiries into unknown areas. The goals of research are to discover unknown phenomena, solve problems, improve products, and satisfy curiosity.
This document provides information about using a project-based learning approach to teach students about graffiti art. It outlines a lesson where students can choose from three project options to study graffiti: creating their own graffiti work, observing and collecting images of street art from different places, or researching and analyzing whether graffiti is considered art or a crime. The goal is for students to learn about street artists and their work, develop preferences in art, apply artistic skills and critique works. Students will present their projects and provide feedback using a rubric to assess their learning. References for additional resources on street art and project-based learning are also included.
Students will create Glogster posters to review topics they have learned in Spanish 1 over the past semester. Over the course of a week, students will choose a topic, create a mind map, work on their poster using Glogster, and view at least 10 other student posters. The goal is for students to teach and review essential concepts with their peers before finals. This project allows for differentiation based on student abilities and needs.
Similar to Tools_Extending Our Reach Exhibition Teacher Resource Packet (20)
2. TABLE OF CONTENTS
WELCOME LETTER 3
PREPARING FOR DESIGN FIELD TRIPS 4
DESIGN THINKING RESOURCES 5
PRE-VISIT ACTIVITIES 5
DIGEST THE LANGUAGE | ALL GRADES
SUBJECTS: English, Art, Science
DESIGN PROCESS: Getting Ideas
UNDERSTANDING TOOLS | GRADES K–5
SUBJECTS: English, Science
DESIGN PROCESS: Testing and Evaluating
INSPIRED BY CHEETAHS | GRADES 6–12
SUBJECTS: English, Science
DESIGN PROCESS: Getting Ideas
POST-VISIT ACTIVITIES 8
BACKPACK FACTORY | GRADES K–1
SUBJECTS: Match, Science, Art
DESIGN PROCESSES: Prototyping, Making
SURVIVING THE SEASONS | GRADES 2–5
SUBJECTS: Math, Science, English, Social Studies
DESIGN PROCESSES: Defining Problems, Getting Ideas
WHAT’S IN A PATENT? | GRADES 6–8
SUBJECTS: English, Art, Science
DESIGN PROCESS: Defining Problems
DESIGN SOLUTIONS FOR LIVABLE CONDITIONS | 9–12
SUBJECTS: English, Art, Science
DESIGN PROCESSES: Defining Problems, Getting Ideas
VOCABULARY 12
3. 03
January 2015
Dear Educator,
Thank you for registering for Design Field Trips! This exciting 90-minute program is designed to
present Cooper Hewitt, Smithsonian Design Museum’s compelling content to your class(es)
through an interactive exhibition tour and hands-on workshop.
You have selected to focus your Design Field Trip on Tools: Extending Our Reach, an exhibition
that features 175 objects from Cooper Hewitt and nine other Smithsonian collections, spanning
1.85 million years of tools use and design. With the guidance of a Design Educator, your
students will explore the various ways that tools extend humanity’s ability to do everything
from completing daily tasks to to printing parts from a 3D printer in space! During the workshop,
students will design tools for survival.
This packet also provides several resources on how to how prepare for your museum visit and
what to do after, including pre-visit activities and post-visit ideas to continue integrating
design thinking connections into your classroom.
We enjoy receiving feedback from teachers about their experience with the program. Within a
month of your museum visit you will be emailed a brief survey. Thank you in advance for taking
time to provide your feedback so that we can continue to offer a high-quality program for all K–
12 schools.
Sincerely,
Kimberly Cisneros James B. Reyes
School Programs Manager Education Assistant
4. 04
PREPARING FOR DESIGN FIELD TRIP
During your Design Field Trip, the Design Educator assigned to your group will need your support in
helping students stay on task. You must remain with the group at all times with the Design
Educator. Please review the following museum guidelines and share them with your chaperones
and students.
ARRIVAL & DEPARTURE
Please arrive 10 minutes before your scheduled start time to check in; you will be greeted
at the main entrance (91st
Street between Fifth and Madison Avenues)
Non-NYC teachers with a cash payment, please remit to the Admissions Desk
Coat check will provide large bins to quickly store and retrieve coats and backpacks
Please call your bus in advance to meet you in front of the main entrance, and exit through
the main entrance.
MUSEUM RULES AND POLICIES
Please do not touch the objects or lean on the walls; view the objects at a safe distance
Use only pencils for taking notes or sketching; pens are not permitted
Food, drinks, and chewing gum are not permitted in the museum
All items entering and leaving the museum are subject to inspection
Please remain with your assigned group at all times
Please leave all backpacks and large purses on the bus or at the coat check
Photography without flash is welcomed; no tripods or selfie-sticks, please
TAKE AN ACTIVE ROLE
TEACHER & CHAPERONES
The classroom teacher and chaperones are essential to the success of a group's visit; they can
enhance the success of the tour and the amount of learning that can take place by showing active
interest in the works of art while supervising student behavior.
Please ensure that you and your group of students (10 students or fewer per chaperone)
stay together during your time in the museum (this includes the Shop)
You and the group chaperones are responsible for keeping track of each student in your
group, and for students’ proper behavior (including their respect of museum rules and
policies)
If you have questions, ask a museum staff member for help
STUDENTS
Students will be encouraged to share their ideas and work in teams
Students must stay with their chaperones at all times while in the museum and Shop
Please do not allow students to touch anything unless signs, museum staff members, or
designated volunteers let you know it's okay
5. 05
FOR MORE INFORMATION
Please visit our website at www.cooperhewitt.org/education/school-programs
DESIGN THINKING CONNECTIONS
The following pages include pre- and post-Design Field Trip activities. The pre-visit activities are
suggestions for how to help your students prepare for their trip; they are designed to introduce your
students to concepts that will be discussed during the program. The post-visit activities are
suggestions on how to extend your students’ thinking beyond the 90-minute program and reinforce
your classroom curriculum. For teachers who would like additional ideas, we recommend our free
Educator Resource Center (ERC) , which offers offering 400 design-focused lesson plans (available
at: http://dx.cooperhewitt.org/lesson-plans/)
PRE-VISIT ACTIVITIES
DIGEST THE LANGUAGE | ALL GRADES
SUBJECTS: English, Art, Science | DESIGN PROCESS: Getting Ideas
ACTIVITY TYPE: slideshow and discussion | 30 mins
Prior to visiting the museum, it would be helpful to familiarize students with design vocabulary.
Using our slideshow as a guide, introduce students to the idea that everything we see and touch
was made by a designer for specific functions and users. Each slide presents vocabulary and
guiding questions to help you lead a discussion around the selected examples. Afterwards, discuss
objects in the classroom; examine what their purposes are, and interpret how they are intended to
be used.
GUIDING QUESTIONS
What do you think of when you hear the word “design?”
Who are the users for each of these objects? What are their needs?
What were the designers’ solutions to those needs?
VARIATIONS AND EXTENSIONS
Take an informal or formal assessment and compare to final assessments after the post-visit
activities.
MATERIALS AND RESOURCES NEEDED
If available, a projector and internet connection
Our “What is Design?” slideshow at www.cooperhewitt.org/education/school-programs
VOCABULARY
See Cooper Hewitt’s design vocabulary on Page 12 of the Teacher Resource Packet
STANDARDS
Common Core
English Language Arts R.1, 7, 9; SL.1, 2, 4; L.4, 6
6. 06
Learning Standards for New York State
English Language Arts 1, 2, 4
UNDERSTANDING TOOLS | GRADES K–5
SUBJECTS: English, Science | DESIGN PROCESS: Testing and Evaluating
ACTIVITY TYPE: Discussion with touchable objects | 30 mins.
Have your students bring in examples of objects that have some sort of function or purpose (e.g.,
hair comb, spoon, etc). Invite students to think like designers by analyzing the object and its
intended use. The tools in our exhibition Tools: Extending Our Reach, have been separated into the
following categories: Toolboxes, Make, Survive, Communicate, Work, Measure, and Observe. Have
students sort their objects into these exhibition categories; some will only fit in one category, but
other objects may fit in several. This activity will help students begin to understand the roles that
objects play in our world.
GUIDING QUESTIONS
All of you brought in an object. Even though they all look different, they all fall under the
category of “tools.” Why do you think they all look so different?
What does each part of your object do? What does this object do that another one can’t?
Is the object comfortable to hold/use/etc.? Do you think the person who designed this
object wanted it to be comfortable?
If you were to change something about this object to make it work better or make it easier
to use, what would you change?
In what ways is a smartphone or computer a toolbox?
VARIATIONS AND EXTENSIONS
Instead of—or in addition to—looking at physical objects, students can list tools and functional
objects that they use every day and then analyze and categorize them.
MATERIALS AND RESOURCES NEEDED
Miscellaneous functional objects brought in by students, or found in the classroom
Artifact Analysis worksheet from National Archives
http://www.archives.gov/education/lessons/worksheets/artifact_analysis_worksheet.pdf
VOCABULARY
Tool, user, function, design, designer, form, materials, needs, prototype, solution
STANDARDS
Common Core
English Language Arts: R.1, 7
Learning Standards for New York State
Mathematics, Science, and Technology Standards 1, 4, 6, 7
7. 07
INSPIRED BY CHEETAHS | GRADES 6–12
SUBJECTS: English, Science | DESIGN PROCESS: Getting Ideas
ACTIVITY TYPE: Video clip and discussion | 45 mins.
Sometimes, designers borrow ideas from nature. Show students the Smithsonian video clip “This Is
Why You Can’t Outrun a Cheetah” and have students analyze its body and movements. Then show
an image of the Flex-Foot Cheetah® along with the animal. Have students compare and contrast the
two. Read the article “A Personal Call to Prosthetic Invention” and discuss the object using design
vocabulary to lead the discussion.
GUIDING QUESTIONS
What do you typically envision when you think of “prosthetic legs?” How is this product
different?
What is so special about how cheetahs run? How are their legs different from ours?
How do the form and materials of the Flex-Foot influence its performance?
Describe the relationship of the designer to the product. Why did he set out to make this?
What changes did the designer make in his prototypes as he revised his design solution?
How is the Flex-Foot ergonomic?
What other animals would be ideal for inspiring athletic prosthetic designs?
VARIATIONS AND EXTENSIONS
Have your students think of and draw designs for prosthetic legs for other situations:
swimming, horseback riding, skiing, dancing, a fancy occasion, snow conditions, etc.
Debate the argument that the runners with prosthetic legs have an unfair advantage in
races
MATERIALS AND RESOURCES NEEDED
Pogash, Carol. “A Personal Call to a Prosthetic Invention.” The New York Times.
http://www.nytimes.com/2008/07/02/sports/olympics/02cheetah.html?ref=sports&_r=0
Smithsonian video clip: “This Is Why You Can’t Outrun A Cheetah”
http://www.smithsonianchannel.com/sc/web/video/titles/18351/this-is-why-you-cant-
outrun-a-cheetah
http://historyexplorer.si.edu/PrimarySources.pdf
VOCABULARY
Design, designer, design process, design solution, form, function, materials, needs, prototype, user,
survival, ergonomics
STANDARDS
Common Core
English Language Arts: R.1-3, 7, 9, 10; SL.1-3; W.6-8.7, 10
Learning Standards for New York State
Mathematics, Science, and Technology Standards 1, 6
English Language Arts Standards 1-3
Career Development and Occupational Studies Standard 1
8. 08
POST-VISIT ACTIVITIES
BACKPACK FACTORY | GRADES K–1
SUBJECTS: Match, Science, Art | DESIGN PROCESS: Prototyping and Making
ACTIVITY TYPE: Design challenge | 45 mins.
Now that your students have been familiarized with the design process, give them a chance to play
designer! Begin by reviewing the parts of a backpack and the purpose of each part. If multiple types
of bags are available, compare and contrast them. Discuss who the user is for different types of
bags. Inform them that for the next 40 minutes, they are professional designers and their job is to
turn a piece of paper into a backpack for a person the size of a doll! Show them how to roll, fold, cut,
and tape paper into a basic structure to create their own backpack. Each bag must have a storage
compartment and straps, but they may experiment with different ways to make them.
GUIDING QUESTIONS
How can you turn this two-dimensional surface into a three-dimensional form?
What parts do you need to make a backpack? What extra features might you want to give
your imaginary person?
Do you have a specific doll or toy you’d like to make this bag for?
What can your user carry in this bag?
How does your bag fit your user’s body?
VARIATIONS AND EXTENSIONS
Have a stand-in for a human, such as a figure made of pipe cleaners, an action figure, or a
doll, and then test their designs on it
Use a variety of materials to open up the possibilities, such as collected and clean
recyclable items
MATERIALS AND RESOURCES NEEDED
Paper, scissors, tape, clean recycled items
VOCABULARY
Design, user, form, materials
STANDARDS
Common Core
Mathematics: MP5, MP7
Learning Standards for New York State
The Arts Standards 1, 2
Career Development and Occupational Studies Standard 1
Mathematics Standards 1, 5, 7
9. 09
SURVIVING THE SEASONS | GRADES 2–5
SUBJECTS: Math, Science, English, Social Studies | DESIGN PROCESS: Defining Problems and
Getting Ideas | ACTIVITY TYPE: Research and design challenge | 45 mins.
During their visit to Cooper Hewitt, students learned about how different people adapted to
different climates in order to survive. In native cultures, people used local materials to create
various tools for survival, such as the snow goggles and gut-skin parka. For this activity, assign
different climates and locales to students; they should design appropriate clothing and tools for
specific challenges related to surviving in the different climates and locales, and include a brief
description of what they designed. In their designs, students should only use materials that they
would be able to find in that particular region.
GUIDING QUESTIONS
What resources are available in your assigned climate?
What needs does your user have in that climate?
What materials are your design made of?
What is the function of your design?
What could be improved about your design?
VARIATIONS AND EXTENSIONS
Reverse the process: show an artifact (or image of an artifact) and have students determine its
place of origin by analyzing the object.
MATERIALS AND RESOURCES NEEDED
Information on climates or access to research tools
Drawing materials
VOCABULARY
Materials, function, needs, survival, resource
STANDARDS
Common Core
English Language Arts: R.1, 2, 4, 7; R.10; W.6-8.7, W.6-8.10
Learning Standards for New York State
Mathematics, Science, and Technology Standards 1, 6, 7
English Language Arts Standards 1, 2
Social Studies Standards 1, 2, 3
10. 10
WHAT’S IN A PATENT? | GRADES 6–8
SUBJECTS: English, Art, Science | DESIGN PROCESS: Defining Problems
ACTIVITY TYPE: Research and discussion | 45 mins.
Patent drawings record innovations over time; by studying these primary sources, students can
gain insight into the mind of the inventor. Provide students with examples of patent drawings so
they can explore an object of interest. You can pre-select source images and have a discussion as a
class, or you can direct students towards online or library resources for their own exploration. Upon
finding patent drawings of interest, students should learn how to read them by completing an
Artifact Analysis worksheet.
GUIDING QUESTIONS
What kind of information can you glean from this type of drawing?
What kind of problem was this invention solving?
Who was the user?
Was this invention designed to improve an existing product?
Is this invention something necessary to survive or is it a convenience?
VARIATIONS AND EXTENSIONS
Have students create models based on a patent using basic classroom materials (paper, tape).
MATERIALS AND RESOURCES NEEDED
Docsteach.org: search documents for “patent”
Smithsonian Industrial Drawings:
http://www.sil.si.edu/exhibitions/doodles/cf/doodles_alt.cfm
Artifact Analysis worksheet from National Archives at
http://www.archives.gov/education/lessons/worksheets/artifact_analysis_worksheet.pdf
Written artifact analysis worksheet
http://www.archives.gov/education/lessons/worksheets/written_document_analysis_wor
ksheet.pdf
http://historyexplorer.si.edu/PrimarySources.pdf
VOCABULARY
Primary source, patent, design process, prototype
Standards
Common Core
English Language Arts: R.1,, 4, 7, 10; W.1, 2, 7, 9
Learning Standards for New York State
Mathematics, Science, and Technology Standards 1, 6, 7
11. 11
DESIGN SOLUTIONS FOR LIVABLE CONDITIONS | GRADES 9–12
SUBJECTS: English, Art, Science | DESIGN PROCESS: Defining Problems and Getting Ideas
ACTIVITY TYPE: Discussion and research | 45 mins.
Human migration may have led us all over the planet, but our basic needs remain the same
throughout space and time; we need food, shelter, clothing, and transportation. Because of our
natural capacity to design, we’ve managed to survive and even thrive in a range of conditions, some
of them pretty extreme. Our responses to the same need can be very different depending on where
we are and what resources are available or they can be surprisingly similar. Choose or assign
civilizations or regions for your students to research how people responded to their basic needs.
GUIDING QUESTIONS
How do climate and geography influence survival needs?
How do human needs and available resources influence design solutions?
How did people in different regions fulfill their needs for food, shelter, clothing, and
transportation? How do the results compare or differ in different regions?
What artifacts from these civilizations were designed as a means to survive?
How did this item change over the years?
What do we have in our present society that serves the same function as this? How is it
the same or different?
VARIATIONS AND EXTENSIONS
Focus on one area as a class and report back final results for a well-rounded picture of a
single culture
Focus on one basic need and assign multiple areas to compare and contrast
Compare one civilization of focus to your own environment and analyze similarities and
differences. How have past solutions evolved?
Connect lesson to a culture or era that you are already focusing on
MATERIALS AND RESOURCES NEEDED
Artifact Analysis worksheet from National Archives
http://www.archives.gov/education/lessons/worksheets/artifact_analysis_worksheet.pdf
VOCABULARY
Design, needs, resources, survival
STANDARDS
Common Core
English Language Arts: R.1, 4, 7, 10; W.1, 2, 7, 9
Learning Standards for New York State
Social Studies Standards 2, 3
Mathematics, Science, and Technology Standard 6
12. 12
VOCABULARY
Design To make an object that solves a problem
Design Challenge A difficulty or challenge that can be solved through design
Design Process The steps that you take to solve your challenge:
1. Defining problems
2. Getting ideas
3. Prototyping and making
4. Testing and evaluating
Design Solution The way, idea, or answer to a design challenge or problem
Designer A person who creates a new object, idea, or plan
Empathy The ability to understand what another person is feeling without
adopting that emotion as your own.
Ergonomics The science of designing products to optimize them for human use.
Human characteristics, such as height, weight, and proportions are
considered, as well as information about human hearing, sight,
temperature preferences, and so on
Form The shape and structure of an object
Function The way something works, or a purpose of an object
e.g., the function of a paper clip is to fasten things together
Materials The items you are using to represent your ideas
Needs What the user must have in order to use the design successfully
Patent A document granting ownership of the design of a product
Primary source Original material with a direct connection to the period of study
Prototype An original model on which something is patterned
Solution The way, idea, or answer to a problem. There can be more than one
Survival Staying alive, especially in the face of challenging conditions
System A group of related parts that work together
Team A group working together on a common goal or activity
User A person who operates or experiences the design
User-centered design An approach to design that considers the needs of the user
throughout the design process
For additional information please visit our website
http://www.cooperhewitt.org/education/school-programs/
Or contact us at chtours2@si.edu