Form, Function and Ergonomics in Our Lives

Begin the lesson by telling students that every structure and object in our homes and school was designed and created with a function in mind. Ask students to explain, in their own words, what “function” means.

As a class, decide on a definition of the word function, such as “Function is the purpose a structure/object serves or what it helps people do.”

Language

Post the definition of function in a visible location.

Choose an example of an object in the room, such as a chair. Have students identify what function or functions the object could or does serve.

Repeat with several other common objects such as a pencil, a desk, a door, windows, etc.

Begin to start a chart like this:

The chart could be on paper or projected digitally.

Discussions

Discussion prompts can include:

• “What is the function of a chair?”
• “What else could a chair be used for?”
• “What could happen if you use it for something it's not designed for?”
• “Are there limitations set in the design such as the weight it can hold? Is it a one-time use?”

Idea

Create a matching game in which students match the object with its function.

Once students have identified the functions of several objects, introduce or review the idea of form. 

Ask students to explain, in their own words, what “form” means.

As a class, decide on a definition of the word form, such as “Form is the characteristics of an object, including its shape, size, and the material it’s made of.”

Language

Post the definition of form in a visible location.

Describe the form of the first object (e.g., the chair). Record the descriptive words on the chart. Students can then take turns describing the form of the remaining objects as you record.

Discussions

Discussion prompts can include:

• “What is a chair made of?”
• “What is the shape of a chair?”
• “What is the size of a chair?”

Once students have identified the form of several objects, introduce or review the term “ergonomics”.

Ask students if they have heard the word before, and if so, in what context.

As a class, decide on a definition of the word ergonomic, such as “Ergonomics is the study of how humans interact with objects. An object is ergonomic if it works well with the human body” This may be based on class discussions alone or in addition to online research.

Ask students why they think ergonomics is important. Students should identify that ergonomics helps to keep people safe, helps them to feel comfortable using objects, and lets them use objects efficiently and effectively.

Language

Post the ergonomics poster in a visible location.

Discussions

Discussion prompts can include:

• “How can thinking about ergonomics keep people safe?”
• “How can thinking about ergonomics help people in using an object?”
• “How can thinking about ergonomics help people do things in a more efficient way?”

Have students think about and describe how ergonomic the first object is (e.g., the chair). Prompt students with questions that relate to how the object interacts with the human body and how the shape and materials help to keep people safe and comfortable.

In addition, show students the Ergonomic or not? image [png] and have them identify where a bad chair as well as bad posture impact parts of the body as well as what good sitting ergonomics looks like.

Record the ideas on the chart. Students can then take turns describing the ergonomics of the remaining objects as you record.

Discussions

Discussion prompts can include:

• “How does the form of the chair keep a person safe?”
• “How does the form of the chair help a person to sit comfortably?”
• “How could the form of a chair help a person to do a task better?”

Post this poster about ergonomics [jepg] in a place accessible to students for the following activities.

Provide students with the Form, Function and Ergonomics Around Us reproducible [Google doc] [Word doc] [PDF]. The template is based on the chart that was used during the Minds-on Activity.

Students could do the activity individually, in pairs or in small groups.

Idea

Students can complete the activity either at school or at home.

After students have completed the activity, interested students could share the information about one of their objects.

If more than one student has chosen a certain object, have them compare results in terms of form, function and ergonomics.

Share with students the Ergonomic or Not? questions [Google form] [Word doc] [PDF].

In it they will assess whether certain objects in certain conditions are ergonomic or not. Potential responses to guide assessment can be found in the Ergonomic or Not? Suggested Responses document [PDF]. These are not the only possible responses to the questions, but can give guidance as to the type of information to look for from students.

After students have completed the questions, and you have reviewed their responses, discuss any questions in which there was disagreement and encourage students to probe each other’s ideas.

Students may find that they considered the objects from different perspectives.

Community Connections

If you feel that any of the objects in the Ergonomic or Not questions would not be relevant for students, replace them with ones that would be more familiar.