Daily Learning Contract
- Topic: Biomedical Design
- Objective: Students will use the workbook's future-technology scenario to plan, label, and explain a tiny medical robot, then identify a biomedical career connected to the work.
- TEKS: d(1)(C)
- Demonstration of Learning: FYF pp. 80-81 design, one evidence question, and one biomedical-career connection.
Lesson Overview
| Time | 50 minutes |
| Objectives | Use the workbook's future-technology scenario to plan, label, and explain a tiny medical robot, then identify a biomedical career connected to the work |
| TEKS | d(1)(C) |
| 5E Phases | Engage: Warm-Up · Explain: Mission and constraints · Explore: Plan, draw, label, and map the journey · Evaluate: Comparison and Exit Ticket |
| Deliverable | FYF pp. 80-81 plus one evidence question and one career-work-product connection; optional expanded record |
| Materials | Find Your Future pp. 79-81, chart paper or plain paper, markers or pencils, rulers, projector |
Before Class
- Embed the licensed workbook crops for pp. 79-81 in the student guide.
- Students use FYF pp. 80-81 by default. Print the expanded design record only for the no-workbook or extended route.
- Put one set of drawing materials at each table.
- Decide whether students will use chart paper or the equal plain-paper route.
- Keep the four mission requirements visible for the full activity.
- Default route: individual workbook design with partner feedback. Provide one workbook and pencil per student, one ruler per pair, and one shared drawing-tool cup per table. Chart paper is optional; do not print the expanded record as a class set.
- Use the supplied label model: tracking signal — helps the trained team locate the design. Students create the remaining purpose labels.
Warm-Up (5 min)
WARM-UP: A tool must reach one exact place inside the body without damaging the path around it. What must the designer control?
Collect ideas such as size, direction, material, speed, tracking, and stopping. Tell students the workbook asks them to build a concept, not a clinically proven machine.
Activity 1: Read the Design Brief (8 min)
Read the workbook scenario and planning page together. If the class is using the optional expanded record, point out where the same checks appear. State the four checks in plain language:
- travel through moving blood;
- fit inside a narrow vessel;
- act on the clot without damaging the vessel wall;
- let trained medical staff guide, track, and confirm the mission.
Connect the work to careers without overclaiming the technology. Biomedical engineers design devices and systems. Medical scientists test ideas and study safety. Imaging professionals operate systems used to see inside the body.
Activity 2: Plan, Draw, and Map (24 min)
Chunk 1, plan, 8 minutes: Students name the design, compare its size to something familiar, explain guidance or tracking, list three tools or features, and include a completion signal. Check the mission list before releasing drawing.
Chunk 2, draw and label, 12 minutes: Students draw on FYF p. 81, chart paper, plain paper, or the optional expanded record. Every label states a purpose. Artistic skill is not graded.
Chunk 3, journey, 7 minutes: Students explain entry, travel, action, and finish. They answer what evidence a researcher would need before the idea could move toward testing.
Time, Voice, Body: Voice 1 for design talk and Voice 0 for the final two-minute label check. Keep paper flat on desks and materials at tables. Use a visible countdown.
Activity 3: Compare One Design Choice (5 min)
Students compare with a partner or use the teacher model if working independently. Each student identifies:
- one choice that helps the design complete the mission;
- one unanswered safety question;
- one career that would help design, test, or operate the system.
Students also name what that worker would produce, such as a design specification, test result, or imaging record. This sentence is the direct d(1)(C) evidence.
No public presentation is required.
Safe trim: Cut chart-paper transfer and the partner comparison first. Protect the mission check, labeled workbook design, evidence question, and career-work-product sentence. Reserve three minutes to return rulers and drawing tools and collect or check workbook evidence.
Exit Ticket (5 min)
EXIT TICKET (Diagnostic MCQ with Misconception Distractors) · Printable PDF:
A team makes its nanobot smaller and adds a brighter color. Which revision provides the strongest evidence that the design is safer?
- A. The color makes the poster easier to see.
- B. The smaller size may help it fit, but the team still needs evidence about control and vessel damage.
- C. A smaller design is automatically safe.
- D. The team should remove the completion signal to save space.
Teacher Key and Extension Prompt
Key: B. Students justify why size alone does not prove safety.
DOK 3 prompt: Which design feature would require the strongest safety evidence before testing, and what result would make you revise it?
Access, Absence, and Extension
- Support: A student may work alone, use a pre-drawn outline, or respond through approved teacher scribing. The explanation may be typed, spoken, or written.
- ELL: Use bilingual labels and the word bank for clot, vessel, guide, signal, control, and evidence.
- Absence: An absent student uses the workbook crops. The expanded design record is available when the workbook is unavailable. No special equipment is required.
- Extension: add one safety feature and name the evidence needed to test it.