Work Hard and Work Smart: Designing for Athletes

By Cooper-Hewitt National Design Museum, October 5, 2006

Grade Level

High School

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 IV. Uses the general skills and strategies of the writing process 5. Uses strategies to address writing to different audiences (e.g., includes explanations and definitions according to the audience's background, age, or knowledge of the topic, adjusts formality of style, considers interests of potential readers)

Reading

Standard 4. Level IV. Gathers and uses information for research purposes

2. Uses a variety of print and electronic sources to gather information for research topics (e.g., news sources such as magazines, radio, television, newspapers; government publications; microfiche; telephone information services; databases; field studies; speeches; technical documents; periodicals; Internet) Standard 7. Level IV. 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(e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, catalogs, job-related materials, schedules, speeches, memoranda, public documents, maps)

Listening & Speaking

Standard 8. Level IV. Uses listening and speaking strategies for different purposes 5. Makes formal presentations to the class (e.g., includes definitions for clarity; supports main ideas using anecdotes, examples, statistics, analogies, and other evidence; uses visual aids or technology, such as transparencies, slides, electronic media; cites information sources)

Science

Standard 5. Understands the structure and function of cells and organisms

Health

Standard 11. Level IV. Knows health risk factors and techniques to manage and reduce those risks Benchmark 3. Knows how to make positive health decisions related to injury, tobacco, nutrition, physical activity, sexuality, and alcohol and other drugs

Physical Education

Standard 3. Understands the benefits and costs associated with participation in physical activity

Working With Others

Standard 1. Contributes to the overall effort of a group

Thinking & Reasoning

Standard 5. Applies basic trouble-shooting and problem-solving techniques

Visual Arts: Artistic Expression & Communication

Standard 2. Level IV. Knows how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art 1. Understands how the characteristics and structures of art are used to accomplish commercial, personal, communal, or other artistic intentions

Common Core Standards

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.

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

Internet websites
"Design for Athletes" worksheet

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?

2. Ask the students to discuss how different sports involve different body parts and how different sports require different skills (for example, hand-eye coordination, strong aerobic capacity, the ability to jump high, etc.) Ask the students to discuss the relationship between physical activity, nutrition, health, and exercise.

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

4. Lead a class discussion on how the various designs met the specific needs of athletes involved in the varied sports activities.

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 Poor

Enrichment 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.