Sample 1

Prescribed Learning Outcomes:

Design and Communication (Principles and Concepts of Technology)

It is expected that students will:

• describe how product and system designs are influenced by specifications such as:
  • industry standards
  • function
  • availability of resources
  • user requirements

Design and Communication (Problem Solving) It is expected that students will:

• demonstrate ability to collaborate to analyse and solve design and communication problems

Design and Communication (Modification and Manipulation)

It is expected that students will:

• develop and present design solutions using:
  • manual and computer drafting
  • prototypes and models
  • multimedia
  • computer animation or simulation

Product Development (Problem Solving)

It is expected that students will:

• analyse the effects of design elements in the production process, based on the following factors:
  • principles of engineering
  • standards of quality and reliability
  • reduction of waste
• demonstrate an understanding of the steps involved in managing product development projects

Product Development (Modification and Manipulation)

It is expected that students will:

• apply the processes of combining, forming, separating, and finishing
• apply safe work habits in accordance with established regulations, including WCB and WHMIS regulations

Systems Integration (Principles and Concepts of Technology)

It is expected that students will:

• demonstrate an understanding of the application of computer control, including characteristics and configurations

Systems Integration (Problem Solving)

It is expected that students will:

• justify solutions to systems integration problems

Systems Integration (Modification and Manipulation)

It is expected that students will:

• select and use a variety of input and output devices to achieve specific purposes
• construct control systems or robotics devices that connect components, including:
  • controller
  • manipulator
  • end effector

Overview

• greenhouse design and construction
• group work
• problem-solving skills

Planning for Assessment and Evaluation

• The teacher divided the class into four groups and asked each to brainstorm ideas and develop a list of design specifications for a greenhouse. Each group presented its ideas to the class.

• The groups then researched greenhouse designs, temperature control systems, and methods of construction to further develop their design solutions. Their research included a field trip to a working greenhouse.

• Using their research information, the groups developed the following:
  • sketches to explain their ideas
  • flow charts for the planning and construction process and for the integration of the automated temperature control systems
  • formal working drawings, using manual or computer drafting, outlining the construction of the greenhouses and the integration of the control systems
  • materials and components lists with accurate costing

• When the groups completed the design work, they constructed their greenhouses and integrated the automated control systems. Students divided the tasks among group members and regularly communicated with one another to ensure that they met all design requirements.

• As an extension, students tested the effectiveness of their greenhouses and control systems by germinating seeds and growing bedding plants.

Defining the Criteria

Design Process

To what extent is the group able to:

• develop design specifications that address the function of the product and show appropriate use of resources
• incorporate principles of engineering
• apply industry standards regarding quality and reliability

To what extent is the group able to:

• use a variety of communication processes and media to present design solutions
• present ideas in a clear and logical way
• use appropriate technical vocabulary when providing design ideas
• provide a rationale for the chosen design solution

To what extent is the group able to:

• incorporate a functioning control system
• select appropriate construction methods
• demonstrate safe work practices when using tools, equipment, and materials
• apply project-management strategies
• develop a finished product of commercial quality

Group Work

To what extent does the student:

• participate willingly and constructively in the group
• initiate, develop, and sustain interactions in the group
• contribute ideas and build on the ideas of others

Problem Solving

To what extent does the student:

• engage in design and production problems
• use background knowledge appropriately
• use effective problem-solving processes
• present solutions to problems

Assessing and Evaluating Student Performance

The teacher used a rating scale to evaluate each group´s work in designing and constructing a greenhouse.

Group Work

The teacher used two sections ("Social" and "Ideas") of the reference set Evaluating Oral Communication Across Curriculum as the basis for a rating scale to assess individual students´ contributions to their groups. The teacher collected information about student performance by observing them as they worked.

Problem Solving

As students worked on their design and production problems, the teacher observed and recorded their problem-solving performance using the "Individual Observation Checklist" from the reference set Evaluating Problem Solving Across Curriculum.

Greenhouse Design and Construction

Criteria	Rating
	5	4	3	2	1	0
Design Process
develops design specifications that address the function of the product and show appropriate use of resources
incorporates principles of engineering
applies industry standards regarding quality and reliability
Presentation
uses a variety of communication processes to develop and present design solutions
presents ideas in a clear and logical way
uses appropriate technical vocabulary when providing design ideas
provides a rationale for the chosen design solution
Production Processes
incorporates a functioning control system
selects appropriate construction methods
demonstrates safe work practices when using tools, equipment, and materials
applies project-management strategies
develops a finished product of commercial quality

Key:

5­Excellent; criterion met to an exceptional or unusual degree.
4­Very good; criterion met in a very effective way.
3­Good; criterion met in a competent and an effective fashion.
2­Satisfactory; criterion met but with considerable room for improvement.
1­Minimally acceptable; criterion met to some extent.
0­Not evident; criterion not met.

Group Work

Rating	Criteria
	Social Interaction	Ideas Development
5 Shapes the way the group works. Develops and extends the group´s work.	The student is able to initiate, develop, and sustain interactions so that the group is able to work together harmoniously. Frequently encourages the efforts of other group members, often asking them questions. The student is comfortable, but not driven, in providing leadership when needed. Attempts to resolve conflicts among other group members and is able to let go of own ideas to further progress of the group. Approaches the task with obvious enjoyment, often accompanied with humour.	The student participates in all phases of the activity, although contributions may vary according to the relevant information or experience he or she possesses. Provides constructive feedback, offers predictions and hypotheses, and poses intriguing questions. The student is able to offer clarification, elaboration, or explanation as needed, and builds upon and, in some cases, synthesizes the ideas others offer. May use comparisons, analogies, examples, or humour to illustrate or emphasize a point.
4 Social interactions comfortable and well developed. Flexible attitude and well- developed ideas.	The student is comfortable working in a group and contributes to the social dynamics. May take a leadership role in organizing how the group will interact. The student takes responsibility for the group process by facilitating and extending discussion and persevering beyond initial solutions. Is responsive to other group members and their ideas. While the student tends to interact effectively, he or she may not have much effect on how the other group members work with one another.	The student contributes ideas, experience, and information that the group is able to use. May help to develop ideas by providing details, examples, reasons, and explanations. The student often makes suggestions, asks questions, or adjusts thinking after listening to others. May also rephrase, paraphrase, or pose questions as a way of challenging or building on ideas from other group members. The student is able to make relevant connections to other situations or ideas.
3 Socially engaged. Ideas are appropriate and related to the task.	The student takes part in the group discussion and follows the basic rules for working with others­taking turns, listening while others are speaking, and sometimes offering recognition or support. May ask for or offer needed information. The student is willing to accept group decisions and may share some responsibility for how the group works.	The student contributes some suggestions and ideas to the group. Responds and sometimes adds to suggestions that others make, participates in brainstorming activities, shows interest in others´ ideas, and adds information. The student may not defend her or his ideas and tends to give in quickly when someone disagrees.
2 Inconsistent social interactions. Ideas often disconnected.	The student may begin to show some awareness of the responsibilities of contributing to a group. May sometimes recognize and respond to the needs and ideas of others and show appreciation or support. At other times, the student may have difficulty taking turns or accepting suggestions from other students. The student may remain uncommitted, focussing on own needs rather than the group´s task.	The student contributes ideas to the group that address the task, but these may be unconnected to the ideas of others. May offer several suggestions, but appears unable to elaborate, explain, or clarify ideas. Often relates the activity to personal experiences by telling stories. The student may think out loud, judge others´ ideas quickly, or drift off task easily.
1 Largely unaware of others´ needs. Limited contribution of ideas.	The student may not understand how his or her behaviour affects others, and may be disruptive, aggressive, uninvolved, or easily frustrated.	The student may remain silent throughout the activity, contribute one idea repeatedly, or recount personal experiences unrelated to the group task. May not acknowledge or add to the contributions of other group members, but may respond to direct questions or other prompts from adults.

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