Daily Learning Contract
- Topic: User-Centered Design
- Objective: Students will identify how oral-health workers respond to user needs and classify two Health Science careers using labor-market evidence.
- TEKS: d(1)(C), d(5)(B)
- Demonstration of Learning: Completed FYF toothbrush prototype and two evidence-based career classifications.
Lesson overview
| Time | 50 minutes |
| TEKS | d(1)(C), d(5)(B) |
| Evidence | FYF p. 73 prototype + two Canvas classification responses |
| Sources | FYF pp. 72-73; design brief; career evidence guide |
Learning target
I can design for a user's oral-health need and classify career evidence using one clear rule.
Before class
Default materials are one FYF workbook per student, one teacher display with the fixed design facts and career guide open, and one pencil per student. Students give feedback in pairs; use pairs of two, with one group of three only when enrollment is odd. Print the two-page design scaffold only for students assigned the access/no-workbook route: one copy per assigned student, double-sided when available.
Lesson flow
1. Choose a user (4 minutes)
Students choose a fictional user: a young child learning to brush, a person with limited grip strength, or a student with braces. They name one need. No personal health disclosure is required.
2. Read the fixed design facts (7 minutes)
Project the fixed design facts instead of assigning open web research. Students highlight the fact that matters most for their user in FYF p. 72. The optional design PDF is an access or no-workbook fallback, not a default class set.
3. Sketch and label (16 minutes)
Students work in FYF p. 73. A complete prototype labels the bristles, head, handle, one added feature, and the user need addressed. Students without the workbook use the optional Canvas/paper scaffold. Paper and digital routes are equal.
4. Quick feedback and revision (7 minutes)
Partners answer two questions: “Which feature matches the user's need?” and “What label or explanation is still missing?” Students without a partner use the self-checklist.
5. Classify the first two careers and revise (11 minutes)
Apply the course evidence rule:
- high-wage evidence: median above the same-source all-occupation median of $49,500;
- high-demand evidence: growth above the same-source all-occupation rate of 3%;
- high-skill evidence: specialized preparation, licensure/credential, or duties.
This is a classroom comparison rule, not a government designation. Students classify Dental Assistant and Dental Hygienist and cite the number or preparation fact used.
The two classifications are the day's final evidence; students do not complete a second matrix. The printable matrix is an outage/access fallback only.
At the classification step, use the complete frame: “I classified _ as _ because the guide shows ____.”
(d(5)(B))
6. Submit and reset (5 minutes)
Students confirm four labels, one user-need explanation, and two evidence classifications before submitting or closing the workbook. Trim point: if design work runs long, keep one round of partner feedback and require one visible revision; do not cut the classifications or close.
Active monitoring move
- CFU after fixed facts: ask students to point to the fact that fits their chosen user and explain the connection in one phrase.
- Lap 1: check for all four required labels and a user-need link. If more than one in four designs is feature-only, model “feature → need” with one example.
- Lap 2: check whether the student uses the stated 49,500/3% comparison lines. If the class treats labels as career value judgments, restate that these are course evidence labels, not official designations.
Supports and recovery
Allow a tactile or verbal design description, speech-to-text, or a pre-labeled sketch scaffold. Put this frame beside the design explanation: “I chose _ because my user needs _.” An absent student uses the fixed fact card and completes the same prototype. Do not grade artistic quality.