Mr. Rogers' IB Design Technology Objectives
Syllabus 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
Inv. innov. & design Design cycle  Green Design Group IV  

Group IV

The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared. This is to encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method.

 

Lesson Plan Practice Test Study Guide

Objectives (those directly related to the IB Design Technology Standard are shown in blue)

 
Essential Question: How can a simple human form be made in Adobe Illustrator?

  1. Correctly use the following features in Adobe Illustrator:

  • text tool: wrap text along a path using the type on a path tool, put text in box

  • color pallet

  • View-Show Grid

  • Align

  • Gradient

  • shapes: star, oval

  • Object-Path-Add anchor points

  • Object-Group

2. Create a human-like figure with correct proportions.

 

Assessment 1 -- Starman

Specifications: Using Adobe illustrator create a starman figure with correct human proportions. The head is to be an oval. The body and head are to use realistic looking shading using gradients. No facial features, hair or hands are required. Write a title in the shape of an oval above starman using the type on a path tool.

Deliverable: Place the completed Illustrator file in the IB Design Technology folder of your student drive.

Work Group: Individual.

Relevance: Being able to create a stylized human figure is often helpful in illustrations.

 

Essential Question: What do students at Southside high need to know about green design that they are not already aware of ?

 

Assessment 2 -- Designing a 24 x 36 Inch Content-Rich Poster Illustrating Green Design

IB Standards

  1. Plan as a team: Select the central topic and plan how the project will be pursued This stage must involve all group 4 students meeting to “brainstorm” and discuss the central topic, sharing ideas and information.

  2. Demonstrate and apply information and communication technology skills in the study of science”.

  3. Raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology”.

  4. Demonstrate teamwork, self-motivation, perseverance, and self reflection

    5.

 

Specifications:

  1. Participate with your team members:
  • Select a common theme: Meet with the members of your Team and decide on a single aspect of green design as the common Theme. No two groups will be allowed to select the same topic.
  • Develop common standards: Your group is to produce a set of posters (one per person) that have a similar appearance but different content. The similar appearance can be achieved with common standards such as font, background color, overall color scheme, and/or related titles. List the theme and the standards in a word document.
  • Perform ongoing peer evaluation: Meet with your group frequently to evaluate each other's posters and make sure that common standards are dev eloped and followed.
  1. Topic: Each person in a group will focus on one of the subjects: biology, chemistry, and physics and relate how it is applied to enable the aspect of green design chosen by your group as its theme. In the process describe the chosen green design aspect and explain why it should be important to the person viewing the poster. Some repetition of information will be needed on the posters your group creates but keep it to a minimum. It should be possible to show the posters as a group or separately.
  2. Customer: This will usually be one or more teachers but can be a club or organization
  • Must keep notes in your log book on all customer interactions and peer evaluations. At minimum, you should have 2 customer interactions.
  1. Content Rich Presentation: The purpose of the poster is first to draw in the consumer from a distance, then to convey information that the consumer reads up close.
  • 200+ words
  • HSAP writing rubrics--must be completely free of spelling and grammar errors
  • Tight writing
  • Accurate facts
  • Information must be fully referenced concerning its source
  • Title readable from 30+ ft
  • content readable from 3+ ft
  1. One or more graphs: must present at least some of the information as a graph produced in an  Excel Spread sheet. If a table is used it must contain formulas. All data must be fully referenced concerning its source
  2. One or more graphic elements: must have at least one significant graphic element
  • Scanned photograph
  • Original drawing
  • MUST use public domain graphics or student drawn graphics. DO NOT violate copyright laws. Sources of public domain pictures: PublicDomainPictures.net , Public-Domain-Photos.com, also many of the pictures on the Wikipedia are public domain
  • NOT acceptable the cheesy low resolution clip art included with many applications
  1. Aesthetic Design Elements: must be aesthetically pleasing
  • Balance
  • Color selection
  • Composition
  • NOT acceptable: solid backgrounds (other than white)
  1. Impact: A good poster must have both an immediate and lasting impact on the consumer
  • Hooks the consumer
  • Engages the consumer
  • Informs the consumer
  1. Authorship: The poster is to include a small photograph of the individual who creates it and include a line below the picture giving the person's name,

Deliverables (Summative Assessment)

These are to be submitted for grading of the final project

  • Log book record--customer contact pages bookmarked
  • List of common standards developed by your group--paper copy typed
  • A fully referenced list of at least 3 sources  you used to prepare your poster that differ from those used by your other team members. The Wikipedia is a starting point. It is not considered a source.--paper copy typed
  • Spread Sheet--paper copy
  • Adobe Illustrator file of your poster--RGB color--submitted as an Illustrator file on student virtual hard drive

 

Work Group: Groups of 3 - 4.

 

Assessment 3 -- Poster Peer Review 1

IB Standards: See Assessment 2

Specifications: Present your poster to the class and modify it as needed based on input from the class.

Deliverable: Your participation both as a presenter and evaluator will be recorded by the teacher

Work Group: Individual.

 

Assessment 4 -- Poster Peer Review 2

IB Standards: See Assessment 2

Specifications: Evaluate one of the poster's in your group using the form provided.

Deliverable: A paper copy of the form provided filled out with the appropriate point ratings.

Work Group: Individual.

 

Relevance: Within the lifetime of today's high school students, there are likely to be petroleum product shortages due to a lack of supply and significant environmental disruptions due to global warming. Green design is a way to minimize these problems but it requires that the population be well educated in the facts. Posters are one of many ways to educate the population.
 
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