Great Designs Last Forever
6th Grade Oral Language Resources
Students will:• Learn about the concept of design.
• Access prior knowledge and build background about creating designs and building things.
• Explore and apply the concept of how designers do their jobs and the difference between professional designs and artwork.
Students will:• Demonstrate an understanding of design.
• Orally use words that name the tools designers use and the various kinds of designs they create.
• Extend oral vocabulary by speaking about the relationship between aesthetic and technology within the field of design.
• Use key concept words [design, blueprint, drafts, miniature, scale, proportion, Renaissance, artistic, technology, redesign].
Explain• Use the slideshow to review the key concept words.
• Explain that students are going to learn about design:
• What are professional designs used for?
• Are architects considered designers?
• What do they design?
• What are some differences between professional designs and other kinds of artwork?
• Why are many inventions redesigned?
Model• After the host introduces the slideshow, point to the photo on screen. Ask students: What are some types of designs? (blueprints, drafts, models, etc.)
• Ask students: What types of things are built based on designs? (cars, buildings, phones, virtually anything man• made).
• Say: Designs take a lot of careful planning, and creativity. That is why it is a good idea to sketch out your ideas. You have to consider many things when making a design such as materials and space. What are some tools that designers use? (computers, pencils, glue, etc.)
Guided Practice• Guide students through the next five slides showing them various types of drawings and sculptures, asking them which ones could qualify as designs. Always have the students explain why they do or do not think each item is a design. If the picture is a design, have the students identify what type of design it is.
Apply• Play the games that follow. Have them discuss with their partner the different topics that appear during the Talk About It feature.
• After the first game, ask students to name something from their home that was designed. After the second game, have the students describe the designs of their chosen objects and speculate about the reasoning behind the various characteristics of the designs.
Close• Ask students: What would you like to redesign?
• Summarize for students that basically every man• made thing came from a design. This means that someone came up with an idea, probably made a sketch, and then turned that sketch into something. Encourage them to pick anything that people use, create a new design for it, and explain what is new and/or improved about their design.