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Sample Activity Overview
An overview of the Project framework is presented here. Tentatively titled Fast-Food Facility, this physical technology activity illustrates the backward design approach and relationship to standards that will guide the development of all Project materials. The three proposed courses will explicitly reinforce NCTM, 2061, NSES, and NCTE concepts and skills.
| Tentative Title: Fast-Food Facility | Time: 70 hours | |
| Activity Description: In teams, students will research, design, and choose a theme for a fast-food facility (e.g., ethnic, Wild West, NASCAR). Their designs will consider impacts of the fast-food industry on society, culture, and the environment. On screen, students will model the architectural design; preparation, serving, and seating areas; placement of furniture, furnishings, and partitions; and interior customer traffic flow; they will also design signs and logos representative of the theme to be seen at a distance from highways. They will optimally site the facility in their community, using Internet-based GIS data. They will then construct a 3-D scale model that reflects technological, environmental, and social considerations. | ||
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Standards and Benchmarks STL - 1M: Development of technologies is driven by the profit motive and the market. 8H: Design involves a set of steps. 9K: Creating a prototype helps to guide the ultimate solution. 10J: Technological problems must be researched before they can be solved. 11O: Use prototypes and modeling. 11P: Evaluate the design solution using conceptual, physical, and mathematical models. 12L: Document processes and procedures. 13J: Collect information and evaluate quality. 16N: Power systems. 18J: Vital role of transportation. 18L: Importance of transportation services. 19L: Servicing keeps products in good operating condition. 19N: Differences in durable and nondurable goods. 19O: Types of manufacturing systems. 19Q: Uses of chemical technologies. 19R: Market a product. 20K: Structures are constructed using a variety of processes and procedures. 20L: The design of structures includes a number of requirements. 20M: Structures require maintenance, alteration, or repair. 20N: Structures can include prefabricated material. 2061 - 3A 6-8, #3: Architects and engineers use science knowledge to solve problems but take human values into account. 3B 6-8, #1: Design requires consideration of constraints. 3C 6-8, #2: Technology influences our history. NSES - Content Standard A: Develop abilities and understandings about scientific inquiry. Content Standard E: Develop technological design ability and understanding about science and technology. NCTM - 6.3: Length, perimeter, area, and volume. 6.4: Understanding congruence, similarity, and symmetry. NCTE - Standards 1, 4, 5, 7, 8, 12: See http://www.ncte.org/about/over/standards |
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Enduring Understandings (STL+) 1. The fast-food industry has affected our landscape, environment, and the way we eat, work, and live. 2. A fast-food facility combines various subsystems to meet human and environmental needs. 3. GIS data allow analysis of geography, workforce demographics, existing transportation, competing stores, etc. 4. Drawings and 3-D models help us plan and visualize a structure on the outside and the inside. 5. Product and service providers place a strong emphasis on style, logos, and signage to imprint a brand image. |
Essential Questions 1. How has fast food impacted our health, nutrition, eating habits, environment, and workforce? 2. What subsystems combine and what needs must be taken into account when designing a fast-food facility? 3. How may GIS data be collected and used to determine the best location for a fast-food facility in a community? 4. What methods, tools, and symbols are used in architectural drawings? 5. What kinds of logos and signs do fast-food restaurants use to imprint a brand image on consumers? |
Assessment Evidence 1. Students will develop annotated drawings, simulations, and 3-D models that reflect how the fast-food industry has affected our society, culture, landscape, and environment. 2. Students will identify fast-food systems and subsystems, and identify concerns that bear upon construction of a fast-food facility. They will address these concerns in their group's design. 3. Students will analyze, use, and evaluate GIS data relevant to siting a fast-food facility in their community. 4. Students will draw and construct representations of their restaurant layout and appearance. 5. Students will model and explain the desirability of brand recognition and design theme-based logos and signs. |
Knowledge and Skill Builders ( KSBs)
- Conducting research into the history and progression of fast-food facilities.
- Using drawing software to design subsystems such as structures and inner spaces.
- Using symbols and conventions to create floor plans.
- Collecting GIS data and interpreting maps that show demographics and various attributes of a geographic area.
- Construction concerns, constraints, and considerations.
- Branding and logo design.
- Economic factors influencing the success or failure of a fast-food business.
- Impacts of fast-food industry on society and culture.