Grade 10 - Communications

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

develop a plan to clearly communicate ideas for creating products and systems
use a variety of drawing projection methods
evaluate information-gathering tools and processes used to access, store, organize, and present data
apply knowledge and concepts from other disciplines in solving problems that arise during the design process
revise presentations based on personally set objectives
demonstrate skill in managing time and resources
use information-gathering and communication methods to solve problems involving technology and to create effective presentations

To view the prescribed learning outcomes for Communications in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

Activities involving communications are woven throughout all steps of a design process. Project work helps students explore traditional methods to communicate ideas and concepts and extend their understandings of applications for emerging technologies. Students connect their learning with other subjects and consider how to use their understandings of technical communications in everyday life and in the workplace.

Have student teams form companies to each design, develop, and market a product. In the process, encourage students to:
- use group interaction skills as they discuss market needs and create plans for developing products
- use electronic media to help develop product criteria and discuss the effectiveness of various information sources (e.g., Internet, World Wide Web, CD-ROM)
- create flow charts and graphics to communicate the construction process
- use applied mathematics to calculate the costs of materials required to create the products based on their designs, and summarize in reports for the CEOs of their companies
- develop prototypes, learn ways to try out new products, and develop presentations to summarize their findings
- produce three-dimensional and orthographic drawings as promotional materials for marketing their products in the school and in the community

SUGGESTED ASSESSMENT STRATEGIES

As students document their thinking in design portfolio, they demonstrate their abilities to communicate using drawings, sketches, and plans, and to integrate concepts from other disciplines into the design process.

Observe

Students develop and present flow charts to create a product or system. Note the extent to which the diagrams:
- reflect a logical progression of steps
- highlight key points in the manufacturing process
- show necessary detail
- make complex ideas easily understood
- reflect a professional finish

Collect

Students each develop a design brief (see appendices D and F) for a product that solves a problem for a particular client group (e.g., help the elderly retrieve items from the floor). Collect the design brief and look for evidence students are able to:
- identify potential problems their client group may encounter
- focus on one problem, describe it in detail, and generate possible solutions
- articulate what they still need to find out (e.g., client information, specific design parameters)
- identify appropriate sources of information (e.g., interviews, print resources)

Self-Assessment

As students develop presentations (e.g., design brief, manufacturing plan), have them list the objectives of their presentations and the extent to which they feel those objectives were met. Conference with students to assess the extent to which they recognize the strengths and limitations of their presentations. Help them develop a plan to improve future presentations and look for evidence that subsequent presentations are based on this plan.