Seating Device Design
By Lee Sappingfield, February 1, 2007
Grade Level
- High School
Category
- Furniture Design
Subject Area
- Arts
- Technology
Lesson Time
Introduction
National Standards
Common Core Standards
Anchors for Reading:
Key Ideas and Details:
CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.
Anchor Standards for Writing:
Text Types and Purposes:
CCSS.ELA-LITERACY.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Production and Distribution of Writing:
CCSS.ELA-LITERACY.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-LITERACY.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing:
CCSS.ELA-LITERACY.CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Anchor standards for Speaking and Listening:
Comprehension and Collaboration:
CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.SL.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Anchor standards for Language:
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language:
CCSS.ELA-LITERACY.CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Objectives
- conduct research on different seating devices, analyzing different pieces
- compile the research into a research paper including examples, images, and descriptions of the seating devices
- sketch ideas for seating devices and choose one to create
- work as a group to create their final product
- present their final product and research in front of the group
- Stability-Students will design a seating device that is stable, and able to withstand an adult sitting on it.
- Comfort-Students will design and create a seating device that is comfortable for the client to sit on.
- Aesthetics-Students will design and create a seating device that is aesthetically pleasing.
- Uniqueness- Students will design and create a unique seating device, setting it apart from previously designed seating devices.
- Size-Students will design and create a seating device that is suitable for the specific size specifications of the client.
- Use-Students will design and create a functional seating device that is suitable for the specific designated use of the client.
Resources
- Internet use for research
- computer
- CAD
- VIZ
- Photoshop
Materials
- drawing paper
- colored pencils
- materials to produce seating device (decided upon by each firm)
Vocabulary
Procedures
- Stability-Students will design a seating device that is stable, and able to withstand an adult sitting on it.
- Comfort-Students will design and create a seating device that is comfortable for the client to sit on.
- Aesthetics-Students will design and create a seating device that is aesthetically pleasing.
- Uniqueness- Students will design and create a unique seating device, setting it apart from previously designed seating devices.
- Size-Students will design and create a seating device that is suitable for the specific size specifications of the client.
- Use-Students will design and create a functional seating device that is suitable for the specific designated use of the client.
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