Milligan Sydney CTF Challenge Plan

CTF Detailed Challenge Plan- Sydney Milligan
Title The Ultimate Design Challenge Grade 8
Challenge How can the concept of design influence young adults Estimated
Question creativity and innovation of oneself and their Challenge Time 24 hours
surroundings?
All outcomes in the CTF Program of Studies should be addressed in each CTF course.
Challenge Career and Technology Foundations:

Description Career and Technology Foundations (CTF) is a program of studies for Grade 5-9. CTF focuses
on students who want to explore a variety of occupational areas that introduce them to
future CTS courses in secondary education that can lead to possible careers outside of
school. The CTF program emphasizes experiential, hands- on learning to help students
identify connections between passions and interests in school and life experiences. CTF also
asks students to employ collaboration, communication and problem solving skills to
complete challenges posed to them both individually and in groups throughout the course.
CTF courses also offer a great foundation for students to learn basics before entering and
continuing on with CTF courses in CTS programs later on in Grades 10-12. The options
provided in CTF offer students the chance to explore their interests and discover which skills
are their strengths and weaknesses that they will eventually be able to use in the future.
With CTF classes being based on passions and interests of students and teachers, students
are more likely to choose these types of courses that best suit their needs and interests.
Within CTF, there are five clusters: Business, Communication, Resources, Technology, and
Human Services. Within the five clusters, there are fifteen occupational areas that lead
towards multiple challenges that are only the beginning framework for a course that may be
offered to students. Students are then challenged and assessed on applying their skills inside
and outside the classroom, where it is prior or new knowledge. Throughout the challenges
that are incorporated in this class, students participate in a sequence of planning, preparing,
collecting, creating, appraising and communicating within a team setting.
Challenge Description:
This particular CTF challenge combines areas such as Marketing and Management (MAM),
Communication Technology (COM), Construction (CON), Design Studies (DES) and Fashion
Studies (FAS). This challenge requires students to participate in three design and
construction challenges in groups within multiple classroom spaces including in the shop/
construction room in the school. It allows students to think outside the box and design
furniture/ décor that best suits their style, personality and design vision. The main purposes
of these design challenges are to benefit families/businesses in the community who are in
need of items that are created. It is my goal to meet the needs of students who are
interested in design and décor but also those who enjoy hands on building and construction.
This challenge plan has a series of challenges that students can take on in a sequential
sequence, all building onto one another throughout the semester. Each challenge will be
allotted four class periods with 90 minutes each. It is designed to allow students to explore
what they are interested and develop skills that will help them in the future find their
passions and hobbies that could lead to potential careers. It allows students to plan, create,
appraise, and communicate. This challenge is relevant to students as it provides them with
real life skills, with managing, design, building, organization, etc. as well as give each student
CTF Detailed Challenge Template

© 2017 Alberta Education, Alberta, Canada Page 1 of 20
exposure to balancing and budgeting with money. Students will be able to use their
individual skills and abilities while developing group work skills.
Rationale:
This challenge plan explores the Financial Management area of the business cluster. During
the challenge, students will be given a budget to stay within while purchasing materials and
supplies to create their design project. This project also has a Design Studies area of the
business cluster as students will be asked to create drafts and plans of their ideas in groups,
and use those designs to aid in their budgeting and construction of the final project. It is
important to realize when students leave school and enter the work force, they will have to
perform all of these steps before creating a product for a company of choice. It is my hope
that students can receive practical skills in which they can gain experience from.
In the interest of time for this module, each design challenge will be pre-organized with the
construction/ shop class, and the Home Ec. class. Materials will be purchased before each
challenge starts and students will be given their profit before each challenge and will have to
spend all money allotted for each challenge before moving on to the design. These
parameters are important to follow, as they will add to the experience students need to
forego before entering into higher-level CTF/ CTS courses, and continuing on into the future.
As someone who has a huge passion for design, I have always wanted to apply my skills, and
show others that it takes interest and hard work to pursue something that is important to
you. I believe that it is important for students to know, that if they are interested in
something that they are unsure about, it is only of their benefit to try it, and see if it is
something that could spark an interest for the future. I believe the more knowledge students
have in this area, the more they will gain from this course, as it is a challenge that can be
foreseen to be challenging. Students will fill out an inventory of their style; preferences etc.
on the first day of class, so grouping of students can be made before the challenges begin.
For the purpose of designing such large décor items, each design challenge item will be
donated to a local family, business, or non- for profit around the city.
Facilities and Supplies:

For this particular challenge to be successful, students will collaborate with the shop/
construction teacher as well as the Home Ec. Class, as well as with their peers in the class
itself. Students will be given the responsibility to work wherever they work best that wont be
a distraction to them or others around them. Areas in the school will be blocked off and
assigned for these projects, as they entail large building products and tools as well as cause
for lots of noise and movement. When students are completing design challenges, they will
have to forego a design process, firstly submitting a draft, organization of materials, group
member list, safety test etc. before starting their design. It is crucial that all students go
through each and every step before starting their construction of the design.
Students will be participating in challenges that use a wide variety of materials, products,
tools etc. and therefore will have to take a safety test during the third class period. This test
will show whether or not they are ready to take on the series of challenges, and if they are
advanced enough to take the course. Students will also be asked to take the WHMIS test
online during this 90 minute class period to ensure they are aware of products surrounding
them for the sake of their own safety and their classmates safety as well.

Scenario Have you ever wanted to design and build your dream piece of furniture, or décor item?
With this class, I have created a design challenge that gives you freedom to choose what
item you build and how it is done. In groups, students will be able to put their personality,
style, and creativity into these challenges to create a product of their choice. The sky is the
limit! Except, you have a budget of $300 as a group to stay within. The first step is the design
and drafting stage, leading into the money management and budgeting stage where you will
shop till’ you drop, and finally the building and production stage. At the end of each
challenge, our class will team up with the Leadership team, and will have a show room of all
the designs created! Be creative and have fun!
Occupational BUSINESS
Areas ☐ Computing Science ☐ Financial Management ☐ Management & Marketing
(Select at least ☐ Enterprise & Innovation ☐ Information Processing ☐ Networking
two to explore.)
COMMUNICATION
☐ Communication Technology ☐ Design Studies ☐ Fashion Studies
HUMAN SERVICES
☐ Community Care Services ☐ Foods ☐ Legal Studies
☐ Cosmetology ☐ Health Care Services ☐ Recreation Leadership
☐ Esthetics ☐ Human & Social Services ☐ Tourism
RESOURCES
☐ Agriculture ☐ Forestry ☐ Wildlife
☐ Environmental Stewardship ☐ Primary Resources
TECHNOLOGY
☐ Construction ☐ Fabrication ☐ Mechanics
☐ Electro-Technologies ☐ Logistics
Links Between Financial Management- Students will calculate costs of materials and plan accordingly to a
Occupational budget set by the teacher.
Areas and This Design Studies- Students will have freedom to design the project of their choice, and draw a
Challenge
draft in preparation of starting their design.
Enterprise and Innovation- Students will develop brand-new that are based off a ‘design
challenge’ provided from the teachers. Rules and regulations must be followed while working
on the design challenge.
Construction- Students will safely use tools and machines to construct their design pieces of
their choice. The knowledge of proper handling and technique of using construction
machines and materials will be taught the first day, or will be covered prior to this module.
Fashion Studies- Students will explore the elements and principles of design, including space,
visual weight, lines, colour, shape, balance, texture, unity

Skills, Knowledge MAM COM
and Technologies  The components of the  Design, balance,
Related to the target market proportion, repetition
Occupational (community)  Elements of design
Areas  Business Ownership-  Appropriate tools and
partnership methods for
 Relationship between communication
customer satisfaction  Project Planning
and profits  Design techniques
 Product merchandising  How to critique or
strategies- sampling and assess composition
product demonstrations created by yourself or
others
DES CON FAS

 Sketching, drawing,  Building  The elements and
modeling  Structural principles of design,
 Appropriate Scale-  Materials- Construction including space, visual
drawing  Project Management weight, lines, colour,
 Design Process- steps  Scaling Techniques shape, balance, texture,
 Proportion, balance,  Appropriate use of unity
repetition tools, materials,  How fabrics are made
 Architecture processes  Basic construction skills
 Interior design  Safe operation of tools in assembling a sewing
 Landscaping project
 Exhibit Designer
 Fashion Illustrator
Safety and/or Environmental Stewardship

Environmental  Dispose of materials in an environmentally safe manner (building materials)
Considerations General Safety
 Ensure safety of equipment, software, supplies and personal work.
Digital Citizenship
 Protect personal safety when using the internet
Personal Protective Equipment
 Use personal protective equipment.
o Personal Protective Equipment
o Napo Films: Safety with a Smile
o 7 Things You’d Better Know: Young Worker Awareness Program (pages 14-
15)
Safety Precautions
 Ensure safety of equipment, software, supplies and personal work.
 Know the proper emergency response to follow in case of an emergency.
o In Case of Emergency (Poster from the University of Georgia.)
 Assess the facility and the environmental conditions for conditions that may cause
potential injury.

 Know some of the health and safety issues for office workers and some preventative
measures that can be put into practice.
o Health and Safety Issues for Office Workers
 Know the health and safety issues for retail sales and service personnel and the
preventative measures that should be adopted.
o Health and Safety Issues for Retail Sales and Service Personnel
WHIMIS
 Identify and correctly interpret Workplace Hazardous Materials Information Systems
(WHMIS) symbols.
o Canada’s National WHMIS Portal
o Health and Safety Teaching Tools: WHMIS Basics
WHMIS 2015
o WHMIS 2015 – General
o WHMIS 2015 – Fact Sheets
WHMIS 1988
o WHMIS 1988 – General
o Material Safety Data Sheet User’s Guide
o 7 Things You’d Better Know: Young Worker Awareness Program (pages 15-
17)
Retrieved from: CTF Safety and Environmental Considerations for Occupational Areas
Facility Type  This challenge is best suited for an open area that gives students space to build
bigger design projects. In collaboration with the construction and shop classes,
students will be in a general area close to a shop so materials can be used and
provided when necessary.
 An area in the school will be provided where if students are noisy with construction,
there are no interruptions to other operating classes.
Equipment  Fabric
and/or  Construction materials- wood, nails, hammer, saw etc.
Consumables  Planning paper
 Shopping list
 Paint
 Paint brushes
 Construction tools
 Design accessories- buttons, thread, needs, etc.
 Sewing Machines
Possible SUBJECTS
Interdisciplinary ☐ English Language Arts ☐ Health and Life Skills ☐ Religious Education
Connections ☐ Fine Arts ☐ Mathematics ☐ Science
(CTF challenges can ☐ French Language Arts ☐ Outdoor Education ☐ Social Studies
be stand-alone ☐ French Second Language ☐ Physical Education ☐ Other
courses or
interdisciplinary.) Learning Outcomes
CTF Learning Outcomes: Identify the learning outcomes from the CTF Program of Studies that will be
addressed in this challenge. (ALL APPLY)
☐ I explore my interests and passions while making personal connections to career possibilities.
☐ I use occupational area skills, knowledge and technologies.

☐ I follow safety requirements associated with occupational areas and related technologies.
☐ I demonstrate environmental stewardship associated with occupational areas.
☐ I plan in response to challenges.
☐ I make decisions in response to challenges.
☐ I adapt to change and unexpected events.
☐ I solve problems in response to challenges.
☐ I create products, performances or services in response to challenges.
☐ I appraise the skills, knowledge and technologies used to respond to challenges.
☐ I communicate my learning.
☐ I determine how my actions affect learning.
☐ I develop skills that support effective relationships.
☐ I collaborate to achieve common goals.
Competencies: Identify the competencies that will be addressed in this challenge. (ALL APPLY)
☐Critical Thinking
☐ Problem Solving
☐ Managing Information
☐ Creativity and Innovation
☐ Communication
☐ Collaboration
☐ Cultural and Global Citizenship
☐ Personal Growth and Well-being
Literacy and Numeracy: Identify how the challenge supports the development of literacy and numeracy.
“Literacy is the ability, confidence and willingness to “Numeracy is the ability, confidence and willingness to
engage with language to acquire, construct and engage with quantitative or spatial information to
communicate meaning in all aspects of daily living.” make informed decisions in all aspects of daily living.”
☐ Students recognize that literacy provides enjoyment ☐ Students recognize that numeracy enables people to
and enables them to make sense of and participate in make informed decisions in all aspects of daily living.
the world around them.
☐Students identify what they know, are able to do and
☐Students identify what they know, are able to do and
need to learn when engaging in tasks that involve
need to learn when engaging in tasks that involve numeracy.
literacy. ☐ Students are aware of the numeracy demands
☐Students are aware of the literacy demands within a within a task.
task. ☐ Students apply knowledge of quantitative
☐ Students use rules of language to acquire, construct information to make an informed decision.
and communicate meaning. ☐ Students apply knowledge of spatial information to
☐ Students use efficient and effective strategies to make an informed decision.
acquire, evaluate and ethically use information. ☐ Students interpret, represent and communicate in a
☐ Students use efficient and effective strategies to variety of digital and non-digital formats to support
construct meaning. decisions in situations involving numeracy.
☐ Students communicate to convey concepts, ideas ☐ Students use efficient and effective strategies and
and understandings. methods or tools to manage quantitative or spatial
information.
Fair and balanced Assessments: ASSESSMENT ON PAGES 7 & 8.

Formative Assessments Summative Assessments
 Observations  Observations/ Conversations
 Design check-ins  Design Drafts
 Project Manager notes  Presentation- Rubric
 Final Check ins  Design Challenges
 Voting  Design Challenge #1- Crate Expectations
 Exit Slips  Design Challenge #2- From Trash to Treasure
 Design Challenge #3- Nailed It!
Resources: Identify potentially useful resources for teaching and learning the challenge.
Program of Studies – CTF
https://education.alberta.ca/career-and-technology-foundations/program-of-studies/
CTF Occupational Area Skills, Knowledge, and Technologies Lists
https://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0ahUKEwjT4OSL08zbAhXZGDQI
HU2TCcoQFggvMAE&url=https%3A%2F%2Feducation.alberta.ca%2Fmedia%2F3114907%2Fctf-occupational-
area-skills-knowledge-and-technologies-lists.pdf&usg=AOvVaw0zELEUNiGF594zOzYxrl_X
CTF Safety and Environmental Considerations for Occupational Areas
https://open.alberta.ca/publications/ctf-safety-and-environmental-considerations-for-occupational-areas
 https://education.alberta.ca/career-and-technology-foundations/program-of-studies/everyone/ctf-
program-of-studies-doc/
 https://www.rockyview.ab.ca/acl_users/credentials_cookie_auth/require_login?came_from=http%3A//ww
w.rockyview.ab.ca/home/21stC/teaching/inquiry
 http://www.bie.org/about?gclid=EAIaIQobChMIz92qj7fM2wIVlKDsCh1_bAHuEAAYASAAEgJQJvD_BwE
Books and Articles

N/A
Websites and Multimedia

http://cemusstudent.se/wp-content/uploads/2012/12/IDEO-Frame-Your-Own-Design-Challenge.pdf
https://www.draftingsuppliesdew.com/supplies/architectural-templates
https://sketchlist.com/furniture-design-
professionals?campaignid=1367887370&adgroupid=52710061817&adid=270780122862&gclid=EAIaIQobChMI_6XF
m7XM2wIVB8RkCh2zNA64EAAYASAAEgJgMvD_BwE
https://www.pinterest.com
Student Handouts
 Course Outline Handouts
 Rubrics for design challenges (4)
 Group lists
 Safety Tests (WHMIS)

Design Draft 1 Design Draft 2 Design Draft 3 Design Challenge 1 Design Challenge 2 Final Design Challenge 3
Title
“Crate Expectations” Draft “From Trash to Treasure” Draft “Nailed It” Draft Crate Expectations” “From Trash to Treasure” “Nailed It”
Purpose / Type
 Pre-Assessment / Diagnostic
Formative/ Pre Summative
 Formative Formative/ Pre Assessment Formative/ Pre Assessment Summative Summative Summative
assessment WHMIS TEST
 Summative
Task
 Process
 Competencies
 Growth / Development Growth/ Development Growth/ Development Growth/ Development Product Product Product
 Product
 Performance Task
 Quiz / Test
Learning Outcomes Modality
 Write
Write/Say Write/Say Write/ Do Write/Do Write/Do
 CTS Module(s)  Do Write/ Say
 Core Subject(s)  Say
 K&E Competencies Assessor
 8 Competencies (Alberta  Self
Education) Peer/ Teacher Peer/ Teacher Peer/ Teacher Teacher Teacher Teacher
 Peer
 Literacy/Numeracy  Teacher
Progressions Device
 Others  Anchor / Sample / Exemplar
 Anecdotal Notes
 Checklist / Rating Scale Anecdotal Notes / Conversation Q & Anecdotal Notes / Conversation Q Anecdotal Notes / Conversation Q &
Checklist/ Rating Scale Checklist/ Rating Scale Checklist/ Rating Scale
 Conversation / Q & A A &A A
 Heuristic
 Rubric
 Other
Audience
 Individual
Individual/ Class Individual/ Class Individual/ Class Class/ School/ Community Class/ School/ Community Class/ School/ Community
 Class / School
 Community / Online
Weighting -- -- -- 30% 30% 40%
Level(s) of Cognition / Performance Criteria

Prioritized / Clustered Outcomes
 I explore my interests and

passions while making
personal connections to
career possibilities.
 I use occupational area skills, Application: Students will show what
Application: Students will show what
they know about the challenge and
Application: Students will show what
they know about the challenge and
they know about the challenge and apply
knowledge and technologies. their knowledge, skills and attributes to
apply their knowledge, skills and apply their knowledge, skills and
attributes to their design of choice. attributes to their design of choice.
 I follow safety requirements their design of choice.
Understanding: Students will show Understanding: Students will show
associated with occupational Understanding: Students will show their
understanding of the design and draft
their understanding of the design and their understanding of the design
draft accordingly to show what will be and draft accordingly to show what
areas and related accordingly to show what will be expected
expected on design challenge reveal will be expected on design
on design challenge reveal day.
technologies. day. challenge reveal day.
Evaluation- Creating a design for the
 I demonstrate environmental challenge and peers will give feedback
Evaluation- Creating a design for the
challenge and peers will give feedback
Evaluation- Creating a design for
the challenge and peers will give
before students begin
stewardship associated with before students begin feedback before students begin
occupational areas.

 I plan in response to
challenges.
 I make decisions in response
to challenges.
 I adapt to change and
unexpected events.
 I solve problems in response
to challenges.
Evaluation- Use of principles and Evaluation- Use of principles and Evaluation- Use of principles and
 I create products, knowledge from the module knowledge from the module knowledge from the module
-Interests, values, beliefs, strengths, -Interests, values, beliefs, strengths, -Interests, values, beliefs, strengths,
performances or services in weaknesses, resources weaknesses, resources weaknesses, resources
response to challenges.
 I appraise the skills,
knowledge and technologies
used to respond to challenges.
 I communicate my learning.
 I determine how my actions

affect learning.
 I develop skills that support Application: Students will apply their
knowledge, skills and attributes while Application: Students will apply their
Application: Students will apply their
effective relationships. working with their group
knowledge, skills and attributes while
knowledge, skills and attributes while
working with their group
 I collaborate to achieve working with their group
common goals.

Challenge Plan at a Glance: Provide a general outline that describes how the challenge unfolds.
Lesson #1 Introduction to Challenge- (Ellen Design Challenge) Time Allotted: 90 min.
Objective  Students will be aware of upcoming design challenges
 Students will understand expectations in the course
 Students will understand what the course is about
Learning □ I use occupational area skills, knowledge and technologies.
Outcomes □ I develop skills that support effective relationships.
□ I collaborate to achieve common goals.
Competency □ Manage information
□ Demonstrate good communication skills and the ability to work cooperatively with others
□ Think critically
□ Manage information
Literacy and □ Students identify what they know, are able to do
Numeracy □ Students are aware of the literacy demands within a task.
□ Students apply knowledge of quantitative information to make an informed decision.

□ Students identify what they know, are able to do and need to learn when engaging in tasks
that involve numeracy.
Assessment Pre-Assessment: Students understand what level of knowledge students already have on design and
construction
Write and Do- Q & A with students
 Students will participate in-group discussions of what they think the course is about and talk
about possible design ideas or what they think the design challenges are about.
Formative: Students are following along with the course outline and are encouraged to ask
questions throughout each section, and are encouraged to ask questions if any clarification is
needed.
Exit slip: List a design that interests you, and your background in construction/ design
Resources Ellen Design Challenge Video, PowerPoint (Prezzy)
Notes  Students will be given time to dissect the course outline with a group of peers. They
will be encouraged to write down any questions or key words throughout the course
outline so the class can discuss the concept as a group.
 Presentation of challenges
 Crate Expectations- Building a piece of furniture out of a crate
 From Trash to Treasure- Field trip to the junk yard- students will refurbish an item of
choice.
 Nailed it! Students will only be allowed to use nails to reconstruct a desk/chair, and
can design it however they choose and will be donated to the school for flexible
seating
 Divide students into groups (Design Challenge 1,2,3)
 Brainstorming, design plans
Lesson #2 So you think you can plan & budget? Time Allotted: 90 min.
Objective  Students will learn how to draft and design (computers and paper draft)
 Students will learn the importance of working collaboratively in groups

 Students will learn how to manage money when given a strict budget to follow for
each design challenge
Competency
□ Know how to learn
□ Identify and apply career and life skills
Literacy and ☐Students identify what they know, are able to do and need to learn when engaging in tasks
Numeracy
that involve literacy.
☐ Students use rules of language to acquire, construct and communicate meaning.
☐ Students use efficient and effective strategies and methods or tools to manage
quantitative or spatial information.
Assessment Formative: Students will share what they know about planning and budgeting and will have
share with peers how they plan to go about both objectives in the course.
 Students will have time to define what both terms mean
 Students will have time to go over PowerPoint posted on class page
Conversations, Q & A: students will have time to discuss each design challenge and how they
will plan and budget for each.
Exit Slip: Please list one thing you learned today about budgeting and how you will apply that
to your design challenge project
Resources Budgeting 101, Designing 101 (student PowerPoint), laptops
Notes  Instructor with give mini lesson on drafting and design

 Instructor will give mini lesson on managing money when given a strict budget
 Students will participate in a series of mini challenges where they have to plan a
mini (hypothetical) design and have to manage a given budget
Lesson #3 Safety Time Allotted: 90 min.

Objective  Students will learn safety in the Construction Room/ Home Ec. Room
 Students will take a WHMIS test, to secure their knowledge on workplace safety,
and handling materials
Competency
□ Know how to learn

Numeracy
that involve literacy.
Assessment Formative: Ensure that students are on task throughout the work period. Once students
finish half of their WHIMIS test, they are able to come get it checked by an instructor to know
they are on the right track. Students are encouraged to ask questions throughout class to
know they understand the test.
 Write and Do
 Checklist- Students will be completing a checklist in this class to prepare for the
following class periods. Students must complete the WHMIS test, will also need to
have a budget plan and design plan for all 3 challenges from last period
Growth and Development
 Have student’s check-in where they are at with their progress before the end of
class to make sure they are on task
 Students who have not finished up to half of the assignment, remind them they can
work on assignment as home if they work better at home
Resources Safety Video- Construction Zone, WHMIS test, Laptops, Student Checklist
Notes  Instructor will hand out the WHMIS test and provide examples on the board to
follow if students are need of help
 Students are encouraged to ask the instructor for help if stuck
 Students are also encouraged to assign out a laptop to watch WHMIS videos, or look
up information needed for completion.
 Students will learn safety in the classroom, and in the construction room
 Students will be given time to review the safety guide
 Students will participate in a mini safety test
Lesson #4,5,6,7 First Challenge Prep- “Crate Expectations” Time Allotted: 90 min.
Objective  Students will learn to work within groups to make a design of choice that is drafted
and designed prior to
 Students will learn to use materials, tools etc. to create their final design for their
first reveal day
 Students will collaborate to achieve common goals
Outcomes □ I follow safety requirements associated with occupational areas and related technologies.
□ I create products, performances or services in response to challenges.
□ I communicate my learning.
Competency □ Know how to learn

Numeracy that involve literacy.
☐ Students interpret, represent and communicate in a variety of digital and non-digital
formats to support
Assessment Formative: Check progress and presentability as students draft their design for the first
challenge.
 Students will provide a draft and design and will need to have the instructor give
them the green light before they head to the design ‘store’ to gather materials,
supplies, tools etc.
Formative: Ensure students are on task throughout this class period
Growth and Development: Instructor will be going around from group to group to ensure
their pan is drafted and designed and students are starting to pick out material, tools and
supplies by the end of this class period.
 Students will be encouraged to work in areas that best suit their learning type
Resources Google, Draft and Design, YouTube, Construction class, Home Ec. class
Notes  Introduction to first design challenge- “Crate Expectations”

 Students must complete their design/ draft and begin to find materials, supplies,
and tools in the design ‘store’
 Students will work to reconstruct the crate that they were assigned to. Students
have the freedom to reconstruct it to form any type of furniture, by dismantling it
and refurbishing the crate.
 Students will work in their teams in different areas, in conjunction with the
construction/ shop class and the Home Ec. class.
Lesson #8 Reveal Day “Crate Expectations” Time Allotted: 90 min.
Objective  Students will learn that product has purpose

 Students will know the importance of collaboration to finish a final product with a
purpose

formats to support
Assessment Formative: Instructor will have invited teachers to act as ‘judges’ on reveal day
 A large space will be used as the show room for reveal day
 Students will design a set for their design challenge project and will make it
aesthetically pleasing for judges to vote
 Students will work as a team to ‘sell’ their product and show the steps they took to
complete their design
Summative: Students will be graded on set criteria listed for each design challenge
 Students will also be graded on teamwork, budgeting, design, drafting,
sportsmanship, etc.
 Students will be ‘peer assessed’ from the judges as well as team mates on each team
Resources Ellen DeGeneres Theme Song, ‘Show room’ display, judges panel
Notes The big Reveal Day! “Crate Expectations”

 Students will have their finished product to reveal and showcase.
 A panel of judges (admin, teachers etc.) will judge the challenges and pick who the
‘winner’ is and will decide who put the most craftsmanship, creative taste, effort,
design difference, etc.
 Students will be graded from a rubric and peer assessed from judges and teammates
 Students will display their work in show cases in the hallways for all students to see,
and at end of term all furniture/ designs will be donated to the community or to
classrooms
Lesson #9,10,11 Second Challenge Prep “From Trash to Treasure” Time Allotted: 90 min.
Objective  Students will learn to work within groups to make a design of choice that is drafted
and designed prior to
 Students will learn to use materials, tools etc. to create their final design for their
first reveal day

formats to support
challenge.
Students will be encouraged to work in areas that best suit their learning type
Resources Ellen Design Challenge- HGTV, YouTube Tutorials safety guides, tool guides, teacher/student
resources
Notes  Students will be working on their design in groups, in a space that best fits their
design “From Trash to Treasure”
 Students must be done their design/draft as well as begin to pick out materials,
tools and supplies before the end of the first class period allotted for this design
 In collaboration with the construction class, students will be working each day trying
to get their design done for the reveal day
 Students will have multiple class periods to work on their design in preparation for
reveal day with the panel of judges (different from first challenge)
Lesson #12 Challenge 2 Reveal Day “From Trash to Treasure” Time Allotted: 90 min.
purpose
 Students will learn that anything can be turned into something purposeful
 Students will learn that working in a group to reach a common goal, can benefit the
community

formats to support
Assessment Formative: Instructor will have invited teachers to act as ‘judges’ on reveal day- “From Trash
to Treasure”
sportsmanship, etc.
Students will be ‘peer assessed’ from the judges as well as team mates on each team
Resources Ellen Design Challenge- HGTV, Judges Panel,
Notes The big Reveal Day! “Trash to Treasure”

classrooms
Lesson #13,14,15 Third Challenge Prep “Nailed It!” Time Allotted: 90 min.
Objective  Students will learn to work collaboratively with a group to finish a design challenge
project
 Students will learn that working hard and putting in hard work and pay off, when
connecting to the community
 Students will then donate their designs to a family/business in need
 I plan in response to challenges.
□ I follow safety requirements associated with occupational areas and related technologies.

Outcomes □ I create products, performances or services in response to challenges.
formats to support
challenge.
Students will be encouraged to work in areas that best suit their learning type
Resources YouTube tutorials, safety guides, tool guides, teacher resources
Notes  Students will be working on their design in groups, in a space that best fits their
design “Nailed it!”
 Students must be done their design/draft as well as begin to pick out materials,
tools and supplies before the end of the first class period allotted for this design
 In collaboration with the construction class, students will be working each day trying
to get their design done for the reveal day
 Students will have multiple class periods to work on their design in preparation for
reveal day with the panel of judges (different from first challenge)
Lesson #16 Final Challenge Reveal- Show Room Time Allotted: 90 min.
purpose
Competency □ Think critically

☐ Students apply knowledge of spatial information to make an informed decision.
Assessment Formative: Instructor will have invited teachers to act as ‘judges’ on reveal day- “Nailed it!”
sportsmanship, etc.
 Students will be ‘peer assessed’ from the judges as well as team mates on each team
Resources Ellen Design Challenge, ‘show room’ display, judges panel
Notes The big Reveal Day! “Nailed it!”

classrooms
 Final Reveal day will be the culminating showcase, all students in school will be
invited down to the gymnasium during last period and will have a chance to look at
all designs made from all groups over the course of the semester




Milligan Sydney CTF Challenge Plan

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Milligan Sydney CTF Challenge Plan

Transféré par

Droits d'auteur :

Formats disponibles

CTF Detailed Challenge Plan- Sydney Milligan

Title The Ultimate Design Challenge Grade 8

Challenge Career and Technology Foundations:

CTF Detailed Challenge Template

Facilities and Supplies:

CTF Detailed Challenge Template

CTF Detailed Challenge Template

DES CON FAS

Safety and/or Environmental Stewardship

CTF Detailed Challenge Template

CTF Detailed Challenge Template

Fair and balanced Assessments: ASSESSMENT ON PAGES 7 & 8.

CTF Detailed Challenge Template

Books and Articles

Websites and Multimedia

CTF Detailed Challenge Template

Weighting -- -- -- 30% 30% 40%

Level(s) of Cognition / Performance Criteria

 I explore my interests and

CTF Detailed Challenge Template

 I determine how my actions

CTF Detailed Challenge Template

□ Students apply knowledge of quantitative information to make an informed decision.

CTF Detailed Challenge Template

Notes  Instructor with give mini lesson on drafting and design

Lesson #3 Safety Time Allotted: 90 min.

CTF Detailed Challenge Template

CTF Detailed Challenge Template

Notes  Introduction to first design challenge- “Crate Expectations”

Lesson #8 Reveal Day “Crate Expectations” Time Allotted: 90 min.

Objective  Students will learn that product has purpose

CTF Detailed Challenge Template

Notes The big Reveal Day! “Crate Expectations”

CTF Detailed Challenge Template

CTF Detailed Challenge Template

Notes The big Reveal Day! “Trash to Treasure”

CTF Detailed Challenge Template

CTF Detailed Challenge Template

Notes The big Reveal Day! “Nailed it!”

CTF Detailed Challenge Template

CTF Detailed Challenge Template

CTF Detailed Challenge Template

Vous aimerez peut-être aussi