Thursday, June 29, 2017

Manaiakalani Google Class OnAir Lesson 9 - Cross Sectional Design Developments

Direct Instruction

Direct instruction was given via a very simple example of how to show different component parts of a design and how they fit together using cross sectional drawings techniques.
Instruction is also given about the collection of materials research via a structured template and how to use this information to analyse their own designs.
Links for all the resources were available to the students after the initial instruction on the group Google Plus Communities
Example Level 2 Community here

This video show the direct instruction about the concepts to the whole class, which is a mixture of Year 11, 12 and 13 students. They are all working on design developments of product designs.

This video show some one to one work with a Year 12 student to show him how to apply the concepts we had talked about to his particular designs.

This is a small part of the ongoing lesson from the day.

Detailed Lesson Plan

Lesson Topic :- Cross Sectional Design Development
Level 2 - Development of concept ideas - AS91342
Year Group :-  Year 12 (including Year 11 and Year 13)
Learning Outcome
To understand the reason why you draw cross sectional drawings of design ideas.
To be able to draw cross sectional drawings of their own design ideas to show how the design would be constructed.
To understand the importance of knowing what material a design would be made from and why.

Success Criteria
Using SOLO

Extended abstract
To be able to show the main form of the design as cross sectional drawing.
To correctly use the drawing conventions of cross hatching the cut edges.
To be able to show how the main parts of the design fit together as a cross sectional drawing.
To correctly use the drawing conventions of cross hatching the cut edges.
To be able to draw their own design ideas as cross sectional drawings to show how the parts of the design relate to each other and fit together.
To use the correct drawing conventions.
To be able to draw their own design ideas as a cross sectional drawing and show all of the relevant parts and how they fit together and using all the proper drawing conventions. To be able to explain how the design fits together. To show close up of details and show alternatives to design decisions.

Links with the New Zealand Curriculum
Level 2
Curriculum Level: 7
Learning Area: Technology
Strand: Design and Visual Communication
Achievement Objective: Outcome development and evaluation
Critically analyse their own and others’ outcomes and evaluative practices to inform the development of ideas for feasible outcomes. Undertake a critical evaluation that is informed by ongoing experimentation and functional modelling, stakeholder feedback, and trialling in the physical and social environments. Use the information gained to select, justify, and develop an outcome. Evaluate this outcome’s fitness for purpose against the brief. Justify the evaluation, using feedback from stakeholders and demonstrating a critical understanding of the issue.
Achievement Standard: AS91342
  • Thinking
  • Using language, symbols, and texts
  • Managing self
  • Participating and contributing

Prior knowledge
The students have drawn their designs as 2D lines drawings and as 3D rendered, coloured drawings.
Level 1, 2 and 3 students are all doing product design projects, but with a different focus.
Lesson Sequence

Session 1 - Wednesday 28th June
Student Activity
Teacher Activity
  • Students to come together round the front desk to be able to hear what is being said and see what is being discussed.
  • Ask questions as needed.
  • Show the students a simple box  in real life and talk them through how the example drawing shows what it would look like if it was cut in half.
Points to include:-
    • The outside shape will be the same
    • Any cut edge will be cross hatched at roughly 45’
    • The cross hatching has to look different for different parts of the design
  • Discuss notes to be written with design development drawings.
  • Highlight the materials research template that has been shared in the G+ communities to help them find them information that they need.
Session 2
Student Activity
Teacher Activity
  • Use examples of cross sectional drawings that have been shared with them to remind them what to do.
  • Use the materials research template to structure how to find the information they need for their products.
  • One to one help on individual project needs where needed.
  • Guidance about possibilities for materials.
  • Individual / group discussions where needed about reasons for material choices and how ideas could be constructed.
  • Draw cross sectional drawings of their 3D design developments.
  • Refer to the information collected on their materials research templates and apply it to their designs in the form of analysis notes.
  • Work with and have support conversations with other students who are doing the same design era. (Level 2)


Plain paper
Isometric grids
Drawing pencils
Coloured pencils
Next Steps

When the students have produced a range of development of their design ideas, including 3D rendered views, 2D cross sectional views and analysis notes about materials, they need to show the design to their respective ‘clients” to receive feedback on which direction to take the design work further.
Reflection and Analysis

What went well?
The students responded well to the shared resources and referred to them and used them well during the lesson and subsequently. This is good to see as they can use them to refer to when they forget what to do in the following lessons.
Having examples of my own that I had produced for a Level 2 product design project was useful as the students could see where this work fits into their own projects.
Showing the whole class what to do then having the resources available in the class Google Plus Communities gave me a lot of time during the lesson to do a lot of one to one help and support as it was needed.

What needs work?
The students had some difficulties in applying what we went over to their own design ideas. I should have done simple exercises with them first, where they were all using the techniques on simple shapes. I have had some success this year with them working together as groups. I will think about backtracking on this work slightly and doing some group exercise work, so they are more comfortable with what they are doing.

This is the information projected on the board and shared in the Level 1, 2 and 3 Google Plus Communities.

Click on the image to see the Google Drawing Template for materials research.

Here are the examples that I made for the Year 12 students to refer to about how to apply what we are doing to their own design projects.

This is the link to the class Google site where the work is presented as well as on the Google Plus Communities.

Student Created Content

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