Module 1: The Design Process (Core)

This module will introduce design terminology and the stages of the design process that could be used to develop design ideas. Foundational Objectives

To understand and use vocabulary related to design. (COM)

Note: Other CELs may be emphasized.

Learning Objectives	Notes
1.1 To recognize the steps in the design process .	List the steps in the design process. The steps/headings include: Determine the Need, Brainstorm, Design the Brief, Research, Plan, Fabricate, and Evaluate, followed by product Presentation. Different situations may require a change to the steps or sequence in the process. Before preparing design briefs, the students should conduct simple market surveys to determine the need for the product idea. Use the design brief to describe the problem. Teachers may wish to limit the tools and materials that students can use for projects.
1.2 To explore the steps in the design process. (CCT, TL, NUM)	Have the students develop a flow chart that illustrates the steps in a design process and describe each step. Using small working groups, have students develop a solution to a simple problem. Using small working groups, have students develop a solution to a simple problem. Suggested ideas for three-dimensional designs: a rubber band powered model, a CO2 powered model, a wind powered electrical generator, a kitchen cutting board, a chair, desk organizer, etc. Suggested ideas for two and three-dimensional designs: a model of a Styrofoam glider that has a logo on it, packaging for a commercial product (a cereal box), or a display about a social issue such as drinking and driving. Students need to become aware of ethical, societal and cultural influences in design (PSVS). Researching fashion changes, advertisements, or perhaps comparing the designs of buildings used by various religious groups may help students to see some of these influences. Teachers may wish to invite a professional designer from the community as a resource; e.g., if the project is to design an automobile powered by electricity, having an electrical engineer work with the students would be a valuable asset. To give students a sense of manufacturing, students could plan and make a snack food or an item such as a simple stool, or a lighting fixture, etc. See the Entrepreneurship 30 Curriculum Guide, regarding "Ideas and Innovations".
1.3 To discuss the project with the teacher using appropriate terminology.	Verbal discussion of their work allows students to share ideas, develop cooperative work skills, develop presentation skills, and gain confidence in expressing themselves. (COM) Student will discuss two- and three-dimensional designs with the teacher or do a presentation to the class. This assignment may be displayed in the school for others to see. (Use Education Week or a parent interview day.)
1.4 To discuss the project with other students. (PSVS)	Constructive criticism and feedback from peers provides positive reinforcement.
1.5 To maintain a written journal and a design portfolio. (COM)	A portfolio is a common tool used in the design occupations. Students will need guidance as to what they should include in a portfolio. Students should keep a record of the steps they followed, materials and processes they used to reach a solution for their design problem. Students may want to divide the portfolio - one part for presentation work and one part for work in progress.
1.6 To conduct a presentation for a project outlining the design process development as it applies to the project. (IL)	Students will present and analyze their designs as they relate to the design process. This objective will be repeated each time a project presentation is conducted throughout the course.
1.7 To describe the correct procedures in the case of fire.	Point out where fire alarms, fire extinguishers, and exits are located. Discuss fire evacuation procedures and the effects of equipment and power cut-off in case of a fire.