1. Students will be
introduced to archaeology and anthropology by the teacher bringing in an
archaeologist to give a presentation.
The presentation will include a comparison of archaeology to
anthropology, a job overview for archaeologists, and a presentation of various
artifacts. Several of the
artifacts should be the same tool, but from different time periods, or from different
geographic regions. This portion
of the lesson will take an entire 45-minute class period.
2. The next step will
be the first step in the design process, which is to identify the
challenge. Students will be asked
to think of the next “step” in the “evolution” of the product. For instance, what problems do we still
face in different regions with a particular product or tool? Examples of a product might include
more advanced products such as toilets or ovens, or even something as simple as
a cup or pitcher. Students should
be thinking of the people using the product, and what the needs of that group
of people would be. Students will
be shown examples from https://other90.cooperhewitt.org/Design/q-drum,
and https://blog.ted.com/2009/09/adjustable_liqu.php. The time that it takes to complete
introducing the project and reviewing examples should take about twenty
minutes, as students will be given the opportunity to ask questions.
3. The second step of
the design process is to research and brainstorm. Students will be placed into groups of five. Students will brainstorm together
different products that could be improved upon. The students will have to choose a region in the world that
will be researched. Two students
who have access to the internet and a printer will do research on two of the
products the group comes up with.
One student will research the two products and bring in the findings,
and the other student will research the region. The region needs to be researched in terms of
resources. The in-class time for this
step will be about twenty-five minutes.
Students are not given a lot of time in class, as most of the actual
research will be done at home.
Students should commit about sixty minutes of research to the
project.
4. Students will meet
after the research is complete to choose one of the two products which will
then be used for the group’s project.
Students will then brainstorm ideas for a revised product. Students will be given about twenty
minutes in class to revise different ideas for the product based on the
research given.
5. The third step of
the design process is to design a solution. Students will be required to design a product using the
resources available in that region.
The students will need at least twenty-five minutes to work on this
portion of the project in class.
6. The fourth step of
the design process is to test ideas.
Though this may not be possible due to limited resources, students will
present either a drawing or a model of the new and improved product and a
written description of how the product works and how it solves a problem with
the current product. The actual
creation of the prototype and/or drawing will completed at home, and students
are expected to spend at least sixty minutes on this portion of the project.
7. Student groups
will then put together a complete presentation that one student will present to
the class. Students will be given
thirty minutes to put together their group presentation.
8. The fifth step of
the design process is to evaluate.
The students in the class will evaluate the product based on
functionality and total presentation:
- Does the group
present a solid design based on the needs of the people?
- Is the new product
realistic in its design?
Students will spend
one 45-minute class period listening to presentations, and presenting their own
product ideas.
9.
Due to lack of resources, students will not be required to build their ideas,
though it is the final step of the design process. If a student has the resources available to them, then they
may do so, but no extra credit will be offered.