Aaron Parker

MEDT 7476
Dr. Haynes
Assessment Plan

Perform Handi-Wagon
ance
Task
Title
Grade 6th
Designer Aaron Parker
Perform Students sketch a design of a wagon that can be used by a
ance disabled student in their class.
Task *This is part 3 of a 5 part unit on how to properly use the
Annotati complete Engineering Design Process.
on
Subject( Engineering and Technology
s)
Approxi 2 hrs
mate
Duration
of
Perform
ance
Task
Focus
Standar STL 8: Understanding the Attributes of Design
ds
STL 10: Understanding the role of troubleshooting, research and
development, invention and innovation, and experimentation in
problem solving.

STL 11: Students will develop the abilities to apply the design
 process.

Comple
mentary 6.RP.1: Understand the concept of a ratio and use ratio language
Standar to describe a ratio relationship between two quantities. For
ds example, The ratio of wings to beaks in the bird house at the
zoo was 2:1, because for every 2 wings there was 1 beak. For
every vote candidate A received, candidate C received nearly
three votes.

6.RP.2: Understand the concept of a unit rate a/b associated with

a ratio a:b with b = 0, and use rate language in the context of a
ratio relationship.

7.NS.1: Use ratio and rate reasoning to solve real-world and

mathematical problems, e.g., by reasoning about tables of
equivalent ratios, tape diagrams, double number line diagrams,
or equations

7.NS.2: Apply and extend previous understandings of addition

and subtraction to add and subtract rational numbers; represent
addition and subtraction on a horizontal or vertical number line
diagram.

7.NS.3: Apply and extend previous understandings of

multiplication and division and of fractions to multiply and divide
rational numbers.

8.G.5: Solve real-world and mathematical problems involving the

four operations with rational numbers.

8.G.6: Use informal arguments to establish facts about the angle

sum and exterior angle of triangles, about the angles created
 when parallel lines are cut by a transversal, and the angle-angle
criterion for similarity of triangles. For example, arrange three
copies of the same triangle so that the sum of the three angles
appears to form a line, and give an argument in terms of
transversals why this is so.

8.G.7: Explain a proof of the Pythagorean Theorem and its

converse.

8.G.8: Apply the Pythagorean Theorem to determine unknown

side lengths in right triangles in real-world and mathematical
problems in two and three dimensions.

8.G.9: Apply the Pythagorean Theorem to find the distance

between two points in a coordinate system.

8.SP: Know the formulas for the volumes of cones, cylinders, and
spheres and use them to solve real-world and mathematical
problems.
National 1. Creativity and innovation Students demonstrate creative
Standar thinking, construct knowledge, and develop innovative
ds products and processes using technology.
a. Apply existing knowledge to generate new ideas,
products, or processes
c. Use models and simulations to explore complex
systems and
issues

2. Communication and collaboration Students use digital

media and environments to communicate and work
collaboratively, including at a distance, to support
individual learning and contribute to the learning of others.
 a. Interact, collaborate, and publish with peers, experts,
or others employing a variety of digital environments
and media
b. Communicate information and ideas effectively to
multiple audiences using a variety of media and
formats
c. Contribute to project teams to produce original works
or solve problems

3. Research and information fluency Students apply digital

tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and
ethically use information from a variety of sources
and media
c. Evaluate and select information sources and digital
tools based on the appropriateness to specific tasks

4. Critical thinking, problem solving, and decision making

Students use critical thinking skills to plan and conduct
research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and
resources.
a. Identify and define authentic problems and
significant questions for investigation
b. Plan and manage activities to develop a solution or
complete a project
c. Collect and analyze data to identify solutions and/or
make informed decisions
d. Use multiple processes and diverse perspectives to
explore alternative solutions

5. Technology operations and concepts Students demonstrate

 a sound understanding of technology concepts, systems,
and operations.
a. Understand and use technology systems
b. Select and use applications effectively and
productively

Descripti
on and **Prior to this activity, students have completed two assignments
Teacher that walks them through how to use the Engineering Design
Directio Process.
ns
1. The teacher explains that all engineering design processes
include some basic steps that help the inventor design the
best product or process possible.

2. The teacher guides students to develop an engineering

design process that can be used in their class. Students
should base their answers on the information researched
earlier.

3. The final design process should be displayed and referred

to during the year.

4. The teacher introduces the design process folio format to

help students document the process of their design.

5. During the discussion around the design process folio, the

teacher describes how the design process includes
sketching, modeling, testing, and redesigning or modifying
the original design to transform ideas into practical useable
solutions to the problem.

6. Students sketch a design of a wagon that can be used by a

 disabled student in their class.

7. Students share their designs. If SMART Board technology is

available, this would be a great way to share the ideas.
Passing a tablet around will engage students.

8. The teacher asks selected students to share answers.

Title of Using the Engineering Design Process

Rubric
Rubric This is a formative rubric that will help guide students through
Descripti each step of the Engineering Design Process (up to the design
on portion) in order to create a proper sketch of their wagon design.
It will make sure they dont skip anything or leave anything out.
Rubric Using the Engineering Design Process
or Other
Perform
Category Below Target (2) At Target (4) Above Target (6)
ance
Evaluati
on Tool
Rephrases the Rephrases the Rephrases the
Defining a
problem with problem clearly. problem clearly
Problem
limited clarity. and precisely.

Contributes few Contributes a Contributes

Brainstorming or implausible plausible idea. multiple plausible
ideas. ideas.

Researching and Contributes Contributes one Contributes

 ideas, but plausible idea multiple plausible
without based on ideas based on
documented documented documented
research. research. research.
Produces Produces Produces accurate
Generating incomplete marginally pictorial and
ideas sketches. Does accurate orthographic
not present a pictorial and sketches of
concept. orthographic design concepts.
sketches of
design
concepts.

Does not restate Restates the Restates the

Identifying
the criteria criteria clearly criteria clearly
Criteria and
clearly and fails and identifies and precisely and
Specifying
to identify several identifies many
Constraints
constraints. constraints. constraints.

Inadequately Satisfactorily Thoroughly

analyzes the analyzes the analyzes the
pluses and pluses and pluses and
Exploring
minuses of a minuses of a minuses of a
Possibilities
variety of variety of variety of possible
possible possible solutions.
solutions. solutions.

Selecting an Selection of Selects a Selects a

Approach solution is not promising promising
based on solution based solution based on
consideration of on criteria and a thorough
criteria and constraints. analysis of
 constraints. criteria and
constraints.

Design proposal Design proposal Design proposal

is inadequate is adequate, is accurate and
Developing a
and lacking containing all comprehensive.
Design Proposal
pertinent pertinent
information. elements.

TOTAL (__/42)

Example
of **See separate attachment.
Student
Work
with
Teacher
Commen
tary
Material
s and
Equipme Pencils
nt
Plain paper and graph paper

Computer w/ Internet access

 CAD or parametric modeling software

What
21st SMART Board
Century 3D design software
Technolo Piktochart (for advanced learners)
gy iPad
was
used in
this
perform
ance
task?
Different
iated Students share their designs. If SMART Board technology is
Instructi available, this would be a great way to share the ideas.
on Passing a tablet around will engage students.
Higher level learners will be required to hand-draw their
sketch, use a 3D design software of their choice, and
upload their drawings into an infographic for comparison
presentation. My average to lower level learners will be
required to submit a hand-drawn sketch and will be given
the option of using a 3D design software, if time permits.

Web America's Young Inventors Inductees

Resourc www.nmoe.org/gallery/ngind.html
es
Compare Contrast Graphic Organizers-Write Design Online

www.writedesignonline.com/organizers/comparecontrast.html
 Design Squad PBS Kids

http://pbskids.org/designsquad/parentseducators/program/viewin
g_tips.html

Intel Design and Discovery Curriculum

http://educate.intel.com/en/DesignDiscovery/Curriculum/

National Museum of Education www.nmoe.org/

Rube Goldberg Engineering

www.geri.soe.purdue.edu/PDF
%20Files/The_Simplicity_of_Co.pdf

Teachers Domain (Applying the design process)

www.teachersdomain.org/browse/?
start=40&fq_oer=2&fq_hierarchy=k12.sci.engin.design.approces
s