Design & Making: Step 3

			.	Design & Making across the Curriculum An interactive study of the Design Process
When you have finished with this page, click this belt to add it to the model and move on to Step 4.				The criteria that was set for this website were that it should use multiple, overlaid presentations to convey the information directly, by example, by illustration, and through it's own design and organization. By adding the belt to the model, we have completed Step Three: Define Criteria. At this point, the animated model begins to make clear that the steps in the design process are both interdependent and cumulative.

		Meeting content standards: do you want your students to...
		Identify problems, issues, and needs? Learn how to test and evaluate their work? Use a process to develop their evidence?			National Science Standards
		Become better researchers? Support their thoughts with evidence?			Language Arts Standards
		Become more organized? Identify resources necessary to complete a task? Become self-directed learners? Be able to structure their work independently? Develop high quality work?			SCANS Competencies and Foundations (Secretary's Commission on Achieving Necessary Skills
		Examine and analyze history through economics, technology, and social consequences? Become more thoughtful about their work?			History Standards
		Become better problem solvers? Use mathematics procedural and operational skills in context?			National Mathematics Standards
		Develop their questioning skills?			Habits of Mind/Intelligent Behaviors

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