UNIT TWO
Unit Objective:
Using Walt's Disney's original design for EPCOT as our inspiration, students will work as a whole class to design a city. Each student will work independently or collaboratively with other students to design a structure for our city. They will also design the systems that will function within their structure such as processes, rules or patterns. These systems will be designed to specifically address or solve a problem unique to their structure or a problem in our cities today.
For example, a student may be interested in government and laws (systems) and how they can be implemented to deal with discrimination (problem). He/she could then decide to design a courthouse (structure) with specific laws and governmental structure that help prevent the problem of discrimination in our city.
As a part of the design process, students will conduct background research and develop research questions utilizing the prompts of depth and complexity. They will consider concepts such as the impact of their design on the city over time or the ethical issues related to their problem and proposed solution.
Students are able to choose a product in which they will present their ideas. Some suggestions could be: physical or computer models, drawings, diagrams, or websites. Students will also present to the class at the end of the unit.
Rubric will be added soon!
Using Walt's Disney's original design for EPCOT as our inspiration, students will work as a whole class to design a city. Each student will work independently or collaboratively with other students to design a structure for our city. They will also design the systems that will function within their structure such as processes, rules or patterns. These systems will be designed to specifically address or solve a problem unique to their structure or a problem in our cities today.
For example, a student may be interested in government and laws (systems) and how they can be implemented to deal with discrimination (problem). He/she could then decide to design a courthouse (structure) with specific laws and governmental structure that help prevent the problem of discrimination in our city.
As a part of the design process, students will conduct background research and develop research questions utilizing the prompts of depth and complexity. They will consider concepts such as the impact of their design on the city over time or the ethical issues related to their problem and proposed solution.
Students are able to choose a product in which they will present their ideas. Some suggestions could be: physical or computer models, drawings, diagrams, or websites. Students will also present to the class at the end of the unit.
Rubric will be added soon!
City Design Project
•Objective: Building on the big idea that “structures have parts that interrelate,” students will:
•*design a structure and its related systems (rules, patterns and processes) in order to solve a problem (ethics, relate over time) within a student-selected context
•*gather evidence to justify their project’s relevance while considering multiple perspectives and impact
•*create a prototype or a “possibility” (visual representation) of their project to share with others
•*support and encourage others in the design process by sharing ideas and giving feedback
•*design a structure and its related systems (rules, patterns and processes) in order to solve a problem (ethics, relate over time) within a student-selected context
•*gather evidence to justify their project’s relevance while considering multiple perspectives and impact
•*create a prototype or a “possibility” (visual representation) of their project to share with others
•*support and encourage others in the design process by sharing ideas and giving feedback
For this City Design Project, we will be using the Design Thinking Process (adapted)
EMPATHIZE
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DEFINE
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IDEATE
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Create a “character” using the “Create a Character” planning sheet and then conduct the research needed to understand this character’s perspective.
It could be someone who is involved in the design, or it could be someone who your project could impact. This will help you to empathize, to fully understand and consider the needs and feelings of others in your design. Consider: What perspectives would influence your design idea? |
Clearly define how your problem, systems and structure are interrelated.
Use icons of depth and complexity to create focus questions that will help you further your research so you can become an expert about your design field and project idea. Choose TWO focus questions for each of the three parts of your design and conduct the research needed to answer the questions. Then write at least one detailed paragraph for each element. The relationships between your problem, systems and structure should be evident. Consider: What focus questions will help you to think through, explain, and become an expert about your design? |
Complete brainstorming and make final decisions about your design (structure and systems).
Also brainstorm ideas for how you will communicate your design project to others. Your project needs to reflect what you have learned about all three elements AND include your character’s perspective. Consider: What research or background information did you learn that will impact the design of your project? |
TO DO LIST
1. Complete your character page. Make sure you explain and use the impact of multiple perspectives icon.
2. Meet with your partner or a classmate to discuss your characters’ multiple perspectives and how they will impact your design plan
3. Review your design plan: system/problem/structure. Go to
our class website and click on DESIGN UNITS to find a list of possible focus questions. Choose 2 focus questions for each section.
4. Gather more information based on the focus question you’ve chosen. Use the information to help you write at least one detailed paragraph about each section.
5. Decide how you will communicate your idea… Prototype or possibility? Work on a rough sketch or plan of your design project idea.
6. Work on part two of your design project (the structure- prototype or possibility)
2. Meet with your partner or a classmate to discuss your characters’ multiple perspectives and how they will impact your design plan
3. Review your design plan: system/problem/structure. Go to
our class website and click on DESIGN UNITS to find a list of possible focus questions. Choose 2 focus questions for each section.
4. Gather more information based on the focus question you’ve chosen. Use the information to help you write at least one detailed paragraph about each section.
5. Decide how you will communicate your idea… Prototype or possibility? Work on a rough sketch or plan of your design project idea.
6. Work on part two of your design project (the structure- prototype or possibility)
Students, these are possible focus questions to help you think through and explain your design. Choose 2 for each section: system/problem/structure.
UNIT ONE: Kids Think Design
Explore this website and choose ONE field of design you'd like to focus on.
Use the following graphic organizer to help you as you research and learn about your chosen field of design.
KIDS THINK DESIGN PROJECT IDEAS
After completing your research and learning about your field of design, you will explore more about it by working on a project related to your field. Here are some sample design project ideas.
After completing your research and learning about your field of design, you will explore more about it by working on a project related to your field. Here are some sample design project ideas.
**Do you have a different design project idea in mind?
Let Mrs. Isaac know about your Project Design Proposal!**
Let Mrs. Isaac know about your Project Design Proposal!**
UNIT 1 DESIGN PROJECT
Here are some guiding questions to help you through this learning process:
1. What is your design idea?
2. What other background information do you need to research to complete this project? Write a list of questions to look up. Find the information on the internet and record your notes.
3. What will your final draft look like?
4. Once you have answered the above questions and have completed your research, sketch out a rough draft.
2. What other background information do you need to research to complete this project? Write a list of questions to look up. Find the information on the internet and record your notes.
3. What will your final draft look like?
4. Once you have answered the above questions and have completed your research, sketch out a rough draft.
COLLABORATION
1. Partner up and present your idea and project to at least one other person in our class.
2. Listen to your partner present. Ask questions about their research, idea, and project. Do they connect and relate to each other?
3. Switch and have the other person present.
4. Go back to working on your final draft- make sure you take your partner's suggestions to improve on your design project!
1. Partner up and present your idea and project to at least one other person in our class.
2. Listen to your partner present. Ask questions about their research, idea, and project. Do they connect and relate to each other?
3. Switch and have the other person present.
4. Go back to working on your final draft- make sure you take your partner's suggestions to improve on your design project!
DESIGN PROJECT PRESENTATION
Use this Peer Feedback Form as a guide to help you think about what you need to include in your presentation. Mrs. Isaac and at least one other student will be giving you feedback after you present, but you will also be completing a self-reflection to help you set goals for our next unit.
Unit 1 Design Project Gallery
Interior Designers TT6 and CM6
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Architectural Designer LG6
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Environmental Designer HJ4
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Fashion Designers SF5, CM5, AS5
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Animation Designer KL4
Animation Designer EC6
Film Designers AA6 & SH6
Animation Designers BK4 and VR4
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Animation Designers DG6 and JW6
Animation Designers AM6 and EL6
Animation Designer CP4
Animation Designers ZS6 and AM6
Graphic Designers HC6 and SK
Graphic Designer GR5
Film Designers CM6 & SR6
Graphic Designer DP6
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Animation Designer JH6
Animation Designer ZP6
Graphic Designer RS5
Film & theater Designer RD5
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