Work Hard and Work Smart: Designing for Athletes
By Cooper-Hewitt National Design Museum, October 5, 2006
Grade Level
- Middle School
Category
- Product Design
Subject Area
- Arts
- Language Arts
- Science
Lesson Time
Two fifty-minute class periods
Introduction
New designs often arise from insightful observations. In this activity students will design a sports bag for athletes. Students will investigate varied sports, interview people involved in varied sports, and engage in active problem solving as they create a new design. They will share their work in collaborative class presentations.
National Standards
Writing
Standard 1. Level III. Uses the general skills and strategies of the writing process
5. Uses content, style, and structure (e.g., formal or informal language, genre, organization) appropriate for specific audiences (e.g., public, private) and purposes (e.g., to entertain, to influence, to inform)
Reading
Standard 7. Level III. Uses reading skills and strategies to understand and interpret a variety of informational texts
1. Uses reading skills and strategies to understand a variety of informational texts (e.g., electronic texts; textbooks; biographical sketches; directions; essays; primary source historical documents, including letters and diaries; print media, including editorials, news stories, periodicals, and magazines; consumer, workplace, and public documents, including catalogs, technical directions, procedures, and bus routes)
Listening & Speaking
Standard 8. Level III. Uses listening and speaking strategies for different purposes
6. Makes oral presentations to the class (e.g., uses notes and outlines; uses organizational pattern that includes preview, introduction, body, transitions, conclusion; uses a clear point of view; uses evidence and arguments to support opinions; uses visual media)
Science
Standard 5. Understands the structure and function of cells and organisms
Health
Standard 7. Level III. Knows how to maintain and promote personal health
Benchmark 3. Knows strategies and skills that are used to attain personal health goals (e.g., maintaining an exercise program, making healthy food choices
Standard 11. Knows health risk factors and techniques to manage and reduce those risks
Physical Education
Standard 3. Level III. Understands the benefits and costs associated with participation in physical activity
1. Understands long-term physiological benefits of regular participation in physical activity (e.g., improved cardiovascular and muscular strength, improved flexibility and body composition)
2. Understands long-term psychological benefits of regular participation in physical activity (e.g., healthy self-image, stress reduction, strong mental and emotional health)
Working With Others
Standard 1. Contributes to the overall effort of a group
Thinking & Reasoning
Visual Arts: Artistic Expression & Communication
Objectives
Students will do the following:
- respond to writing prompts
- conduct Internet research
- explore the relationship between physical activity, health and nutrition
- compare, contrast, and analyze diverse sources of information
- create a class presentation
Resources
- Websites
- "Design for Athletes" handout
Materials
- computer with Internet access
- drawing or construction paper
- health and fitness-related magazines and books
- markers, crayons, pencils
- stapler, scissors, glue
Procedures
Building Background Generating Ideas
The purpose of this activity is to help students activate background knowledge on a variety of sports. 1. Lead a class discussion based on the following questions:- What kind of equipment does a soccer player use?
- What kind of equipment does a tennis player use?
- What kind of equipment does a basketball player use?
- What kind of equipment does a hockey player use?
- What kind of equipment does a softball player use?
- What kind of equipment does a lacrosse player use?
- What kind of equipment does a volleyball player use?
- What kind of equipment does a figure skater use?
- What kind of equipment does a surfer use?
- What kind of equipment does a field hockey player use?
- What kind of equipment does a ballet dancer use?
- What kind of equipment does a swimmer use?
- What kind of equipment does an equestrian use?
- What kind of equipment does a golfer use?
Steps for Learning Making It Work: Know Your Sport
The purpose of this activity is to help students create a design for a sports gear bag. 1. Divide the class into small groups. Give each group a copy of the "Design for Athletes" handout. 2. Have the students present their work to their classmates. 3. Host a mock design award show using the students' work. First, as a class, decide what categories you will use for the awards. The following is a list of suggestions:- Most Original Design
- Most Practical Design
- Most Attractive Design
Assessment
Reflection
Create a class rubric with your students that will help them understand the effectiveness of their design process. Use the following guidelines to help create the rubric. -How effective was your brainstorming in generating ideas? Excellent Good Adequate Poor -Rate how effectively you analyzed the information you used to identify your problem. Excellent Good Adequate Poor -Rate the effectiveness of your presentation. Excellent Good Adequate Poor -Rate how clearly you communicated your ideas. Excellent Good Adequate Poor -Rate how clearly you communicated your solution. Excellent Good Adequate Poor -Rate your effectiveness as problem solvers. Excellent Good Adequate Poor -Rate your creativity. Excellent Good Adequate PoorEnrichment Extension Activities
Activity One: The Human Body
Ask students to conduct research on how different sports require different body movements. Have the class complete a chart comparing the results of their research.
Activity Two: Nutrition & Sports
Have students explore the role of nutrition in athletic performance. Ask the students to create a poster to share what they learned with their classmates. Tell the class to begin by viewing the following website: http://www.kidshealth.org/kid/stay_healthy/food/sports.html.
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