Teacher: Logan Garrett Date: 2/14/17

School: Fort Collins High School Grade Level: 9th

Content Area: Technology Education

Title: The Design Process: Catapult Edition!

Lesson #:_1_ of _1_

Lesson Idea/Topic I am going to teach a lesson that allows the students to apply
and their knowledge of the design process. In this lesson they will
Rational/Relevanc build catapults and fill out a work sheet to hold their thinking.
e: What are you This is of relevance to the students because they are
going to teach and currently working through the design process so they can
why is this lesson of apply it to engineering tasks. This is a group of boys (and 1
importance to your girl) who have a lot of energy and are not fans of sitting still.
students? How is it This lesson will allow them to apply their knowledge by
relevant to students working hands-on to create a catapult that will be fired at the
of this age and end of class.
background?

Student Profile: This is a group of mainly young boys and one girl. They seem
Write a narrative to be a high-energy bunch. Being young, their maturity level
about your learners. is not very high. They also seem to be a bunch that has a
What are their hard time getting motivated. They seem most engaged when
special needs? they are working through a hands-on task. To keep the
Exceptionalities? students engaged I will keep the lesson short and give them
Giftedness? most of the time to work through their problem.
Alternative ways of
learning? Maturity?
Engagement?
Motivation?

Content Standard(s) addressed by this lesson: (Write Content Standards

directly from the standard) Students will develop an understanding of the
attributes of design.

Students will develop the abilities to apply the design process.

Understandings: (Big Ideas)

Utilization of the design process is important in product outcomes.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

How does application of the design process impact final outcomes?

 What are the steps of the design process?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can: apply my knowledge of the design process by creating a product for a given
consumer.

This means: I will work in a team to produce a product and record each step of the
design process on a worksheet to be added to my engineering notebook.

List of Assessments: (Note whether the assessment is formative or summative)

Students will be expected to fill out a worksheet including all of the steps in
the design process. This sheet will help them hold their thinking. I will also
walk around to make sure they are filling it out correctly and understanding
each piece.

I will walk around the room and ask each group questions about the design
process to make sure they are familiar with the steps and their importance.
Some of these questions would include: what step in the design process are
you working on now? Which step of the process will take the most time?
What is the main purpose of the step you are working on now? How will
the step you are working on now influence your final design?

Near the end of class each group will have the opportunity to test their
catapults. This will be an assessment in itself to see if the students were able
to work through the process with a group to create a functional product.

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
Planned Lesson Activities
Name: The Design Process: Catapult Edition!
Purpose: To give students the ability to apply their knowledge of the
design process. This lesson will assess weather students can use the
design process to get through a given task. This process is essential for
getting through all engineering tasks and it is important that they are
able to work through it.
Approximate time: 50 minutes (1 class period)
Materials:
60 popsicle sticks (12 per group)
50 rubber bands (10 per group)
5 plastic spoons (1 per group)
Multiple small pieces of cut paper for catapults to be tested
indoors
15 (or more) ping-pong balls
At the beginning of class I will have a video playing. It will play as the
students are coming into class and as class is starting. This video will be
of last years punkin chuckin contest. This video shows multiple
pumpkin throwing catapults being shot. I think this is a good start for
the lesson because it is entertaining and will definitely grab their
attention. It has cool music playing in the background and provides the
students with examples of what real catapults look like.
How do you intend to engage your
students in thinking during the
Anticipatory Set?
Why are you using it at this point in
your lesson?
Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input/actions, student actions
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
The strategy I intend to use is __Interest/Hook___________________
I am using this strategy here because: This class is full of lively students
who will need their attention drawn in somehow, the video plays cool
music and is all about catapults!
Teacher Actions Student Actions
1. Have Learning Target posted 1. Come into class and are
on the board before seated at their computers.
students come into class
and begin playing video 1
minute before class. (2 2. All students will be looking
minutes) up at the board paying
2. Once students are seated attention as I provide
and bell has rung, start out information and instruction
with a good morning, and to them. They will not need
move into explaining the to take notes since I will
learning target. Alright, provide them with a
today our learning target is, worksheet that has all
I can apply my knowledge of necessary information on it.
the design process by
creating a product for a
given customer. This means
I will work in a team to
produce a product and 3. Same as 2.
record each step of the
design process on a
worksheet to be added to
my engineering notebook.
3. Go through a quick 4. Students will be engaged in
PowerPoint presentation to the images provided and
show the students what the will have the opportunity to
client demands, what is ask questions and will be
expected of them, and what analyzing specific design
they will have to work with. features. Some may choose
4. Provide a couple images of to draw little sketches at
 catapults to get students
thinking about shapes and
design features. Point out
things like, the triangular
shape at the base, the long
arm that shoots the object,
and the way the ropes are
tied in the shape of an X.
5. Now, move into the activity.
Have all of the materials
sorted into piles for quick
handout (12 popsicle sticks,
6 rubber bands, and so on,
in 5 sets).
6. Have students pair up in
groups of three. If they are
struggling, pick groups for
them.
7. Hand each group their
materials and each student
their own worksheet. (Steps
2-7 will take about 5
minutes)
8. Explain to the students that
because they only have 25
minutes to design, it would
be a good idea to have one
person fill out the worksheet
while the other two build
and once the catapult is
finished all group members
can copy the work sheet.
9. At this time let the students
know that their time has
begun and they now have
25 minutes to complete
this times.
5. Students will wait at their
desks for further instruction.
6. Students will find
classmates in which they
would like to work with and
make their groups.
7. They will sit in their groups
and wait for materials.
8. Same as 7.
9. Students will begin working.
They will start working
through the steps on their
worksheet. One student will
be recording the thinking,
while the other 2 build.
10.Each group will be using
their provided materials to
create catapults. They will
be given small pieces of
paper to try testing indoors
to see what improvements
need to be made. They will
 their catapults and work
through the design process.
10.Wonder around to each
group as they work to see
what they are thinking and
ask questions. Some good
questions include, what
step of the design process
are you on? What is the 12.Students will put on their
hardest step of the process
so far? what are you
struggling most with?
Which step in the process
will take the longest, why?
(25 minutes)
11.Let the students know when
they have 10 minutes, 5
minutes, and 2 minutes left.
12.Have the students put on
their finishing touches and
grab their catapults to be
tested outside.
13.Take the students to an
open space outside and
have them all line up in a
row. Have a tape measure
ready to go.
14.When all of the students are
lined up, tell them that we
will be shooting one
catapult at a time using a
ping-pong ball. We will
measure after each ball is
shot and then move to the
next group. The group that
shoots the ball the farthest
be talking out problems and
solutions and listing each
piece in the appropriate box
on their worksheet.
11.Students will keep working
and start wrapping up when
necessary.
finishing touches, copy
notes, clean up, and grab
materials to take outside.
13.Students will go outside to
an open space and start
lining up in a row,
discussing who will shoot
the catapult off first.
14.Students will listen to
directions and stay lined up
and ready to go.
15.The first group will get grab
their ball and shoot. Other
groups will watch.
16.Students will use the tape
measure to measure out
how far their ball went.
Other groups will be
preparing.
17.When not shooting other
students will be watching

How do you intend to engage your
students in thinking during the
PROCEDURE?
Why are you using it at this point in
your lesson?
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
wins. their classmates. They will
15.Give the first group a ball record observations about
and have them shoot. what improvements can be
16.Take the students and made.
measure how far the ball 18.Students will go back inside.
went and have at least one 19.Students will talk with their
group member record the group members about what
distance on their worksheet. changes they would make
17.Repeat 14 and 15 for each next time and record this on
group and then let them all their worksheets in the
have at least 2 more turns, improvements section.
so each person in the group
can shoot one if they would
like. (15 minutes)
18.Take the students back in so
they can complete their
worksheets.
19.Tell the students to discuss
with their group what went
well and what did not. Talk
about what improvements
would need to be made to
the design for next time. (5
minutes)
The strategy I intend to use is: Questioning
I am using this strategy here because: I will keep the students thinking
while they are working. It should help them think through solutions and
engrain the design process into their brains. They will hold their
thinking on a worksheet so they can refer back to it whenever it is
needed.
The big closure will be when the students have the opportunity to test
out their catapult designs. It will be a fun activity that I am sure they
will never forget. We will talk through what went well and what needs
improvements while the students are on the line.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
How do you intend to engage your
students in thinking during
CLOSURE?
Why are you using it at this point in
your lesson?
Differentiation:
Differentiation should be
embedded throughout your whole
lesson!!
This is to make sure you have met the
needs of your students on IEPS or 504.
Consider your student profile narrative
at the beginning. What do your
students need to be engaged and
successful?
To modify: If the activity is too advanced
for a child, how will you modify it so that
Another closure will be allowing students to finish their worksheets and
having them discuss strength and weaknesses in their design and the
process. I will ask students to share out what they easiest and hardest
part was and why. If they do not use the terminology from the design
process, I will reframe their answers. This will help the students to apply
the design process terminology to each engineering project they work
on.
The strategy I intend to use is _Wrap-up discussion___
I am using this strategy here because: After spending time outside, it
will benefit the students to take a moment to remember what the class
was all about. Rather than leaving thinking the class was about
catapults, I will remind them that it was about using the design process
effectively.
Too advanced: If this activity is too advanced for student and their
group cannot help out, I will provide this student (or group) with a
drawn-up blueprint of a design. It will not tell them how to put together
the catapult, but it will provide them with some guidance of how to get
one completed.
Too easy: If a student is finding this task too simple, I will have them
think deeper about the catapult project. I will have the student include
more information in their worksheet including what changes would need
to be made to shoot a heavier object. Which step of the design process
would need to be altered to make the catapult shoot farther? What
kinds of materials would affect the speed at which the object is flung?
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
Assessment Reflection: (data
analysis)
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
While students are shooting their catapults I will ask them questions to
see if they know which steps of the design process were used and how
to apply them to other tasks. My best data analysis will come from their
worksheets. When I look at these I will know which students fully
understood how to use the process and which students are struggling.
When looking at the worksheet the first thing I want to see is that the
entire thing is complete. In the Develop possible solutions box I hope
to see at least two ideas, these ideas can be in written form or can be
drawings. If there is only one, but it is well thought out, that is great
also. In the model box and the evaluation box I need to see a drawing of
the design and results from the testing they do outside. In the
communication box, the students must include the features of their
designs that work well and what they plan to work on. The final
revisions box should include a thoughtful response of changes that
could be made that do not involve changing the constraints.
Some examples of Designs to refer to:

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
Overall I think the lesson objectives were mostly achieved. The groups
of students each created catapults that worked effectively and shot far.
They were all working through the design process by coming up with
plans, testing them, and then changing them if the outcome wasnt
ideal. The final assessment was the shooting of the catapults and I was
impressed by the height and the length that they shot!

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
Originally I had planned for much smaller groups and when it came
down the actual lesson we ended up with three large groups. If I were
to do this again I would have them work in either groups of two or
individually. This would make it so that I could assess each student
individually. Large groups make it hard to know who did all of the work
and what thinking each of the students was doing.
I also would have set up the lesson better. I would have went through
the design process with them. Each student would draw an idea, then
construct it, then test it, and so on, in a more step-by-step process. To
do it this way students would have a more organized and systematic
structure. It would probably take two class periods ideally.

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)
This class was moving into a lesson on projectile motion. In the next
lesson I would have the students take out their catapults again and we
would start to use physics vocabulary. We would talk about force and
motion and dive deeply into what aspects of the catapults would have
to be changed to get specific results. I would like to then have them
adjust their catapults so they could see the effects of the adjustments.