Work Hard and Work Smart: Designing for Athletes

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

Grade Level

Elementary School

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

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

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?

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 .