Work Hard and Work Smart: Designing for Athletes
By Cooper-Hewitt National Design Museum, October 5, 2006
Grade Level
- Elementary School
Category
- Product Design
Subject Area
- Arts
- Language Arts
- Science
Lesson Time
Two 50 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 II. Uses the general skills and strategies of the writing process
5. Uses strategies (e.g., adapts focus, organization, point of view; determines knowledge and interests of audience) to write for different audiences (e.g., self, peers, teachers, adults)
6. Uses strategies (e.g., adapts focus, point of view, organization, form) to write for a variety of purposes (e.g., to inform, entertain, explain, describe, record ideas)
Reading
Standard 4. Level II. Gathers and uses information for research purposes
4. Uses electronic media to gather information (e.g., databases, Internet, CD-ROM, television shows, cassette recordings, videos, pull-down menus, word searches
Standard 7. Level II. Uses reading skills and strategies to understand and interpret a variety of informational texts
1. Reads a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines)
6. Uses prior knowledge and experience to understand and respond to new information
Listening & Speaking
Standard 8. Level II. Uses listening and speaking strategies for different purposes
7. Makes basic oral presentations to class (e.g., uses subject-related information and vocabulary; includes content appropriate to the audience; relates ideas and observations; incorporates visual aids or props; incorporates several sources of information)
10. Organizes ideas for oral presentations (e.g., uses an introduction and conclusion; uses notes or other memory aids; organizes ideas around major points, in sequence, or chronologically; uses traditional structures, such as cause-and-effect, similarity and difference, posing and answering a question; uses details, examples, and anecdotes to clarify information)
Visual Arts: Artistic Expression & Communication
Standard 2. Level II. Knows how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art
3. Uses visual structures and functions of art to communicate ideas
Science
Standard 5. Level II. Understands the structure and function of cells and organisms
2. Knows that living organisms have distinct structures and body systems that serve specific functions in growth, survival, and reproduction (e.g., various body structures for walking, flying, or swimming)
Health
Standard 7. Level II. Knows how to maintain and promote personal health
1. Understands the influence of rest, food choices, exercise, sleep, and recreation on a person's well-being
Physical Education
Working With Others
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" 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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