Materials:
 Materials:
 Whiteboards
 Markers
 Team Folder
 Computers with Internet Access
 All other materials, handouts, PowerPoints, resources, and websites are linked in the Activity Procedures below in yellow!
Teacher Advance Preparation:
 Give students PreTest (4.0.0a.) prior to beginning the first lesson. It is 8 questions (10 pts) and should take the students about 1520 minutes to complete.
 Hook
 Have the CBL PowerPoint ready to go with timers on the slides for the Logo Games.
 Have copies of the EDP WS printed and in folders.
 Have students grouped in engineering design teams of 2.
 Brainstorm of Essential Questions/Challenge
 Have whiteboards out for the brainstorm.
 Have computers available for Today's Meet
Activity Procedures:
PreTest (4.0.0a.) (link) Give students pretest prior to the Hook being implemented.
Assign students partners prior to the hook being implemented.
Use the CBL Powerpoint (link) to conduct all hook and brainstorming activities:
Day 1:
 Hook
 Logos Games (Part I) – 15 minutes
 Students will enter the classroom and get seated in their teams of 2.
 Students will be presented with the rules of the Logo Game (link)
 Each team will have 7 minutes to correctly identify as many corporate logos as possible.
 After you have allowed students to play the game, crown the team that has the most correct matches as the winner.
 Discuss why they knew so many and the importance of logos in the business world.
 Logos Game (Part II) – 15 minutes
 Students will be presented with the rules of this second Logo Game (link)
 Each team will have 7 minutes to find the hidden meanings in 15 everyday logos.
 The team with the most hidden meanings will be the winner.
 After you have allowed students to play the game, crown the team that has the most correct matches as the winner.
 Discuss how logos can be more impactful than just a simple design and more than just a picture.
 Golden Ratio Connection – 10 minutes
 Ask what do these logos all have in common?
 Introduce the idea of golden ratio in design
 Show video link to show students how it is used in design.
Day 2:
 Big Idea, Societal Impact, Challenge (30 mins)
 Students will be presented with the Big Idea and Societal Impact through the CBL PowerPoint (2.1.01b.) and will be asked to generate the essential questions, guiding questions, and a challenge:
 Essential/Guiding Questions (15 mins)
 Individually (3 mins) Whiteboard
 As a Team (6 mins) Whiteboard
 As a Class (5 mins) Todays Meet
 Challenge
 Individually (3 mins) Whiteboard
 As a Team (6 mins) Whiteboard
 As a Class (5 mins) Todays Meet
 Students will confer as a team and create their challenge for the unit
Formative Assessments
 Hook (Logo Game) (30 mins)
Summative Assessments:
 No Summative Assessments during this lesson, but rather at the end of the unit.
Differentiation:
 Students will be given visuals for all games/activities and given their own copies so they can follow along on their computer
 Daily Learning Objectives will be stated so students know exactly what to expect
Reflection:
Students were definitely engaged in the HOOK and logo games. I might add another activity where we “test” out the golden ratio as I had a few students who began measuring everything to see if it was “really true”. Again, this was great because it was genuine interest. When it came to the brainstorm, students wanted to go very narrow and design phones or objects that had the golden ratio, so I had to work to guide them to a broader term. However, this could be a fun tweak the the purchase of a 3D printer!
Unit Academic Standards  ONLS
8.EE.5: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distancetime graph to a distancetime equation to determine which of two moving objects has greater speed.
8.EE.6: Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
8.F.1: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1
8.F.3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s^2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
Common Core State Standards  Mathematics (CCSS)

Standards for Mathematical Practice

Construct viable arguments and critique the reasoning of others

Reason abstractly and quantitatively

Use appropriate tools strategically

Look for and make use of structure 