When Getting There Is More Than Half the Battle
By Cooper-Hewitt National Design Museum, December 5, 2007
Grade Level
- High School
Category
- Design for the Other 90%
Subject Area
- Language Arts
- Social Studies
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.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
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.
CCSS.ELA-LITERACY.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences
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.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
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.
Objectives
Resources
- “Transportation Survey” handout (attached)
- "Moving On" handout (attached)
- Design for the Other 90% exhibition http://www.designother90.org/solutions/?exhibition=12
- Big Boda Load Carrying Bicycle http://www.designother90.org/solution/big-boda-loadcarrying-bicycle/
- World Bike Prototype http://www.designother90.org/solution/worldbike-prototype/
- Q-Drum http://www.designother90.org/solution/q-drum/
- Pot-in Pot Cooler http://www.designother90.org/solution/potinpot-cooler/
Materials
Procedures
- Tell the students to write the definition of the word “transportation” on a piece of paper. Divide the class into pairs and ask the students to share their definitions. Compile a class definition of the word.
- Provide each pair of students with a copy of the “Transportation Survey” handout. Tell the students to give the survey to at least five people of varied ages. Have the students conduct the survey as a homework assignment. After the surveys are complete, invite students to share and discuss the results with their classmates. After the discussion, ask the students if they would like to make any changes or additions to the class definition of transportation.
- Divide the class into small groups. Ask each group to select one item from the supermarket shelves and research its origin and how it arrived at its destination.
- Have each group share what it learns with the entire class.
- Create a list of ways that the items were transported and the reasons why different kinds of transportation were used. Post the list to use as a shared reference throughout the remainder of the lesson activities.
- Ask the students to brainstorm answers to the following question:
- What would happen if people only bought food that was grown and transported locally?
- Divide the class into small groups. Have each group investigate varied dimensions of transportation. Tell the students that after they conduct research, they are going to create a brief paragraph summarizing what they have learned, and share this information with their classmates. The paragraph should include information about the Design for the Other 90% design innovation listed below each group’s name, and how it impacts the way goods, people, water, or food are transported.
- Big Boda Load Carrying Bicycle http://www.designother90.org/solution/big-boda-loadcarrying-bicycle/
- World Bike Prototype
- Q-Drum
- Pot-in Pot Cooler
- How do you think transportation is related to politics?
- How do you think transportation is related to culture?
- How do you think transportation is related to economics?
- What role does transportation play in designing for the “other 90%"?
- Divide the class into small groups. Give each group a copy of the “Moving On” handout. Tell the students that they are going to create an original design based on what they learned about transportation.
- After each group has presented its work, lead a class discussion based on the following questions:
- What did you learn from your classmates’ presentations?
- What was the best part of each presentation?
Assessment
- Rate the effectiveness of your research on transportation issues.
- Rate the quality of your summary.
- Rate how well you used movement to convey a message about transportation issues.
- Rate the creativity of your presentation.
- Rate how well your group was able to collaborate.
Enrichment Extension Activities
- How many foods in your house come from another country?
- How many objects in your house come from another country?
- How do food items come into the United States?
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