Design Cycle Change You Can Believe In Name/Block ____________________________________
The students will create a game for children ages 8-10 that uses a Renaissance era (1450-1600)
theme. Each team of designers will create a game using spinners or number cubes that:

Describes the fair rules for play

Describes the purpose of the game and why it matters

Explains why the game is fair

Uses probability language

Lists the possible outcomes for each player

Incorporates primary source images from the renaissance era in its design.

Has a knowledge element that encompasses information gained from a study of Renaissance era
primary sources, both written and visual
Students will follow the game rubric to receive the maximum score.
Each student will create a Power Point which explains the game with text; uses probability language;
includes the game purpose, the fair rules, the possible outcomes for each player, and primary source
images. The Power Point presentation must ALSO include the Area of Interaction, how the AoI relates
to the real world, ten Graphics/MultiMedia Vocabulary terms which are numbered each time they are
used during the Power Point presentation, two possible solutions for the Power Point presentation—
which will be two different hand-written flow charts. In addition, each student must prepare and turn in
an Outline of their Power Point presentation and the typed copy of the completed documentation, AND
the Power Point must be presented by each student to the class.
Use the attached rubrics to complete each question.
Criterion A: Investigate
 Step 1--Identify the Problem
o What is the teacher asking me to do?
 How does it relate to the real world? (AoI connection)
 Step 2—Develop the Design Brief
What do I need to do to make sure I do my best work?
How can I make sure I’ve included everything the teacher has asked for?
Develop a Test (checklist) based on the above directions which lists everything which must be included.
The checklist is as follows:
What research do I need to conduct?
Step 3-Formulate a Design Specification
What resources can I use?
What limitations must I work within?
Criterion B – Design
 Brainstorm possible solutions.
o



Describe what information you need to include on each slide in the Power Point presentation in
an OUTLINE.
o Decide on and list the ten vocabulary words you think are the best to use in the Power Point
presentation.
o Decide which Formats to use in the Power Point and describe them.
o Decide on and list what information and details to include in the Power Point.
Check solutions using the test (your checklist which you were to make in Step 2 of Criterion A—
Investigate).
Provide pros (pluses) and cons (deltas) for each solution.
o What works well?
o What does not work well and how can I change it so it will work well?
Choose best solution and explain why it's the best one.
Criterion C - Plan
 Fully detail out your plan of attack with the following for each step:
o The information that will be covered—key in your Outline.
o Draw your flow charts of your Power Point presentation.
o What will be done
o Resources needed
o Time needed to finish your flow charts and your Outline.
Criterion D - Create
o Step 1: Use Appropriate Technique & Equipment
o Are there shortcuts?
o Are you using the best resources/application?
o Step 2: Follow the Plan
o Make note of the changes to your plan and which flow chart you chose to use.
o Step 3: Create the Product/Solution (the Power Point Presentation) and describe how long it took you to
create the Power Point.
Criterion E - Evaluate
 Step 1: Evaluate the Product/Solution.
o Did you meet the teacher's expectations?
o What would you improve upon?
 What did you do best?
 Step 2: Evaluate your use of the Design Cycle using the attached Rubrics.
o Did you follow each step of the Design Cycle?
o Did you spend enough time/put in enough work on each step?
o What would you improve upon?
o What did you do best?
Criterion F - Attitude in Technology
 Takes place the entire time you are working on the project/solution.
o Describe your Personal Engagement during this unit.
o Describe your Attitudes towards Safety, Cooperation and Respect for others during this unit.
Criterion A: investigate
Achievement level Descriptor
0
The student does not reach a standard described by any of the descriptors given below.
1–2
The student identifies the following:

What is the teacher asking me to do?

How does this project relate to the real world? (AoI connection)
The student presents a design brief that lists some criteria for evaluating the product.
The student has displayed evidence of research.
The student is able to identify some limitations to time and resources.
3–4
The student identifies the following:

What is the teacher asking me to do?

How does this project relate to the real world? (AoI connection)
The student presents a design brief that identifies the following:

What do I need to do to make sure I do my best work?

How will using the test help me ensure that my project meets teacher expectations?

What research (information) do I need in order to complete this project?

What are the sources of this information?
The student has provided one referenced source and some facts from their source.
The student is able to identify major limitations to time and resources.

What resources can I use?

What limitations must I work within?
5–6
The student clearly identifies the following:

What is the teacher asking me to do?

How does this project relate to the real world? (AoI connection)
The student presents a design brief that clearly identifies the following:

What do I need to do to make sure I do my best work?

How will using the test help me ensure that my project meets teacher expectations?

What research (information) do I need in order to complete this project?

What are the sources of this information?
The student has provided one source, using MLA style to reference their source and has validated the
source providing the minimum prescribed facts from their source.
The student is able to discuss limitations to time and resources.

What resources can I use?

What limitations must I work within?
Criterion B: design
Achievement level Descriptor
0
The student does not reach a standard described by any of the descriptors given below.
1–2
The student produces a less than the prescribed minimum designs.
The student provides a partial analysis of the designs.
The student selects one design or a hybrid design, but fails to give reasons why.
3–4
The student develops the minimum number of designs prescribed.
The student provides an analysis of the designs using some of the prescribed test. Analysis includes
pros and cons of the design.
The student justifies the selection of a design or the production of a hybrid design from the choices.
5–6
The student develops two designs, in detail.
The student provides an analysis of each design using the prescribed test. Analysis includes pros and
cons of the design.
The student justifies the selection of a design or the production of a hybrid design from the choices as a
result of testing against the design specification.
Criterion C: plan
Achievement level
Descriptor
0
The student does not reach a standard described by any of the descriptors given below.
1–2
The student produces a plan that contains a list of steps.
3–4
The student develops a plan, using the teacher prescribed format, that outlines the following:
 Logical steps
 Time needed
 Resources needed
5–6
The student develops a plan, using the teacher prescribed format, that outlines in detail the following:
 Logical steps
 Time needed
 Resources needed
Criterion D: create
Achievement level
Descriptor
0
The student does not reach a standard described by any of the descriptors given below.
1–2
The student uses some appropriate techniques, software and/or equipment.
The student attempts to follow the plan.
The student creates a product.
3–4
The student uses appropriate techniques, software and/or equipment.
The student follows the plan, making note of changes to plan.
The student creates a developmentally product of good quality.
5–6
The student uses appropriate techniques, software and/or equipment.
The student follows the plan and makes note of changes to plan or design with reasons for the
changes.
The student creates a developmentally appropriate product/solution of excellent quality.
Criterion E: evaluate
Achievement level Descriptor
0
The student does not reach a standard described by any of the descriptors given below.
1–2
The student provides an unjustified overall rating of their use of the Design Cycle.
The student provides an evaluation of the product.
3–4
The student provides a justified overall rating of their application of the Design Cycle.
The student provides an evaluation of the product based on the prescribed test; providing suggestions
for improvement.
5–6
The student provides a justified overall rating of their application of the Design Cycle and reflects upon
possible improvements.
The student provides evidence of evaluation of the product based on the prescribed test, provides
evaluation of the product based on testing and provides suggestions for improvement.
Criterion F: attitudes in technology
Achievement level Descriptor
0
The student does not reach a standard described by any of the descriptors given below.
1–2
The student shows a degree of competence in using technology. The student performs some assigned
tasks in collaborative work.
The student needs prompting to participate in class and to carry out tasks.
3–4
The student shows a degree of competence in using technology safely and using resources effectively.
The student completes assigned tasks in collaborative work.
The student is engaged in carrying out work, exhibiting motivation and independence.
5–6
The student shows a degree of competence in using technology safely and using resources effectively,
mindful that these are shared with other people. The student completes assigned tasks in a
collaborative work and assists other team members as needed.
The student shows personal engagement in carrying out work, exhibiting motivation, independence, and
a general positive attitude.