Submitted by:Lisa Palen
Collaborators:Wylie Schwieder, Jennifer King, Kristen Green
School: Henrico High School
Summary
Students form their own small groups to take the role of a flooring contractor or interior designer. The group objective is to design an original tile arrangement for a kitchen with an island for a prospective customer and present it in an appealing way. Students conduct online research to discover possible tile arrangements, costs, and an appealing blueprint for a kitchen of this kind. Once the group selects an appealing blueprint, they will begin to take floor, wall and island measurements. They need to have the dimensions of all edges and the island. Although they are allowed to begin with square or rectangular tiles, the design of the tiles on the floor should consist of triangles that do not directly make a square or rectangle. In addition to researching for the floor plan and tile sizes they’ll also need to calculate the final price of the tiles based on their findings. Students need to use the Pythagorean Theorem to find the diagonal of the tiles so that they can calculate how many they will need to cover the floor with no gaps and no overlaps. As a conclusion each group will decide how they’re going to present their project. Students are given the freedom to choose how the project will be presented including the visual aspect and the method of presentation. Students and are encouraged to seek out and find new tools.
TIPC Ratings
The teacher designed a challenge in which students responded to a research task using their existing skills and knowledge of information fluency to find resources and tools for the task. Students applied digital search techniques using a variety of sources, selected and vetted sources, analyzed information for the class-assigned project, organized information to address the project task, and documented sources for materials. Students were also encouraged to search for and select their own web 2.0 tools to accomplish the task.
The teacher designed a challenge that allowed students to create original solutions while collaborating without direct supervision. Students formed their own groups, divided the roles, and used digital tools to complete the tasks needed to design, price, and create a proposal for a prospective customer. Student groups presented these proposals, and discussed and critiqued the designs as a group.
The teacher created a simulation in which students would use analysis and synthesis skills in designing an original tiled space for a prospective customer. Students conducted research to select a room design, and diagrammed and measured the room elements. Students used traditional measurement tools and sought out new Web 2.0 tools to assist in problem-solving. Students shopped online for materials and selected the best based on cost, availability, size and design of their kitchen. Students synthesized their choices into a presentation for the prospective buyer.
The teacher designed a project in which students were free to create their own original designs and make their own original choices within the parameters of the simulation. Students were free to choose software to analyze and create the initial basic design, and display the design in the final product. Students used software such as Photoshop along with Web 2.0 tools such as: Auto-Desk Homestyler, and Google sketchup.
Student Artifact
Palen Kitchen Tile Lesson from HCPS Instructional Technology on Vimeo.
