Lesson Plan 1

IT 5510
Burchill
Rationale – Identification of Need

One of the biggest challenges in integrating technology into the curriculum of an applied
technology course has nothing to do with the technology. It is all about making it fun. After all,
it is a technology course. Integration is a given. Like any major project, routine becomes boring
regardless of whether it is a high school student or an engineer. The challenge comes from using
past knowledge to solve current problems with the added excitement of giving the task a
ridiculously short deadline and too many options.

For the past two years, the Ridge View Academy (RVA) Applied Technology Department has
spearheaded what has become known on campus as the RAMBOTIX team. For Inspiration and
Recognition of Science and Technology Robotics (FIRST), organizes high school teams
internationally to compete in a contest where two teams of three robots each must accomplish a
specific task as designed by the organizers and NASA. More like a track and field competition
than battle bots, the two teams compete to score points.

The competition is the culmination of at least an entire year’s worth of devotion and planning.
The culture of being a team in FIRST is driven not by the competition alone, but by inspiring
teachers and mentors to create ways to inspire the learners and to increase the number of students
going on to pursue education and employment in the science and technology fields. Further, the
FIRST culture adheres to a premise of “gracious professionalism,” which fully compliments
RVA’s motto and tradition of Respect, Attitude, Motivation and Spirit – the RAMS. In theory
and practice, although teams might compete fiercely with each other they will always help each
other through collaboration: sharing knowledge, expertise, parts and tools

FIRST in partnership with AutoDesk, supplies the teams with a version of their AutoCAD,
however, a lack of teacher expertise and time has always prevented us from teaching even
rudimentary concepts. Each year, students who might have potential using the AutoCAD
software were the only ones given the opportunity to scale a model during the build season.
They were put in front of the computer and told to play. Impressive as some of the results are, it
would be nice to make the use of the software less intimidating and offer it to more students.

Description Of The Technology Integration

The Lego Digital Designer (LDD) software was a natural selection for this assignment. Tying
directly into preparatory work for students who will progress to AutoDesk CAD software, LDD
is excellent software with the look and feel of AutoCAD, but at a much less complicated level.

The goal of this lesson is to both introduce the student to less intuitive software than he had
encountered before while providing the look and feel of AutoCAD designer software. Students
selected for this lesson are in the Applied Technology vocation and are progressing through
various stages of completing their Microsoft Office User Specialist (MOUS) – Master
Certification. By using their skills and comfort level attained through the MOUS coursework, it
is expected that the students will be able to troubleshoot and make use of the software to build a
small-scale Lego project. The hook for this lesson is the cool factor of the software. The user
 Lesson Plan 2
IT 5510
Burchill
can change the angle and perspective through the interface and build a respectable vehicle using
the racecar template.

The lesson will be delivered using LDD, a freeware program, on the student computers (see,
Lesson Plan). The instructor will demonstrate initial use and basic navigation, however, this
should be limited to only showing the user interface as one of the key objectives is to test the
students’ willingness to investigate the software and apply prior knowledge to make it work for
them. From the initial introduction and creation of the “project car”, the students may attempt to
build any other type of vehicle as time permits.

Class time allotted: 1 1.5hr class period for use and 1 1.5hr class period for evaluation.

The ticket back into class the next day is for the students to write a 3 paragraph report on their
conclusions regarding the software; and, in essence evaluate its usefulness and limitations (see,
Student Eval Sheet) based on the notes taken in class. The report should follow the standard
power paragraph format (Main Idea and a minimum of 3 Supporting Details).

Evaluation of Lesson – Integration

Students will present their impressions in an informal team meeting and discuss its usefulness
Based on classroom observation by the instructor, the level of interest demonstrated by the
student and the completion of the model, the software will receive a report card. The instructor
should note different learning styles, skills, and abilities during the first lesson. A final piece of
the evaluation will be to allow students during future downtime to hone their skills with this
software, creating the best drawing they wish.

The instructor will write a report on their impression of the lesson upon the conclusion of the
software evaluation. The follow-up to this lesson is to introduce to these same students the
concept of design through Autodesk. There will also be the opportunity for the students to
engage in programming classes where they will use miniature cars similar to Lego Mindstorm
thus, giving them an opportunity to pick design over programming.
 Lesson Plan 3
IT 5510
Burchill

Lego Digital Designer Student Review

Student Notes Comments & Concerns

Is the software easy to use?

Help System?

Screen Layout?

Toolbars?

Moving Blocks?

Changing View and Perspective

 Lesson Plan 4
IT 5510
Burchill
General Comments