Transcript What is engineering?

SRP Education Presents
Presented by:
Kevin Rolfe – SRP Education Manager
Jason Vander Kamp – Elementary Teacher, Kyrene School District
Claudine Truxal – Energy Programs Manager, E.E.E.
Sarah Sleasman- Elementary Teacher, Creighton School District
Agenda
Introductions and Logistics
What is Technology?
What is Engineering?
Engineering Process and the 5E Model
Reduce, Reuse, Recycle
What is Energy?
*Natural Resources
*Energy Literacy - “What Should Students Learn About Energy?”
What is Electricity?
*Electricity and Magnetism - “That Magnetic Dog”
*Energy Sources - “Cool Coal Story”
Energy Activities
Debrief and Share
Learning Goals Today
• Understand that engineering is everywhere.
• The Engineering Process is not too different
from the old Science Process
• Engineering can be incorporated into much
of the curriculum.
• Engineering is more than just building things.
Write down your ideas about technology in
your Science Notebook. Share out with the
table when finished.
What do you think your students
would say?
Technology in a Bag
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What is the object?
What does your technology do?
What problem does it solve?
How else could you use it?
What material(s) is it made of?
What other materials could it be made of?
Technology in a Bag: Spoon
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What is the technology?
What does your technology do?
What problem does it solve?
How else could you use it?
What material(s) is it made of? Why?
What other materials could it be made of?
Technology in a Bag: Glue stick
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What is the object?
What does your technology do?
What problem does it solve?
How else could you use it?
What material(s) is it made of?
Why?
What other materials could it be made of?
What is your definition of “technology”?
Record thoughts in your science notebook
and share.
EiE defines technology as:
Anything created that is used to solve a problem or
meet a need.
Technology can be an object, a system, or a process.
What is
engineering?
Let’s start with a problem:
A bigger problem:
Would your design change if your task
was to feed fluffy? How?
Engineering Design Challenge
A Frog Tower
Constraints
What do you need to
know before you start?
Share your thoughts.
Share your students’ thoughts.
What does success look like?
• Structure will be strong enough to support
the Tower itself
• Structure must be at least 18 inches tall
• “Froggy” must rest on top of your Tower for
10 seconds
Reflection…
In your science notebook, draw a picture of the
structure you built during your design process.
How could your structure have been improved?
Engineering Design Process
Imagine
Brainstorming
No evaluation
Ask
Criteria
Constraints
Science Knowledge
How can you solve
a problem or improve
a desire?
To solve a problem by
developing or improving
a technology
Plan
Improve
Create
Redesign a new
or existing
technology
and test
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21 -Century
Skill Building
Critical Thinking
Collaboration
Communication
Creativity
BSCS “5E” Instruction Model
• Engage
– Capture students interests
– Uncover misconceptions
– Find out what students know or think
about topic
BSCS “5E” Instruction Model
• Explore
– Give students concrete experiences
– Purpose is to provide hands on
experiences that can be used later to
formally introduce the concept
BSCS “5E” Instruction Model
• Explain
– Learners articulate ideas
– Teacher clarify concepts and correct
misconceptions
– Clearly connect explanations to
experiences in engage and explore
phase
BSCS “5E” Instruction Model
• Elaborate
– Helps students correct remaining
misconceptions
– Generalize concepts in a broader context
BSCS “5E” Instruction Model
• Evaluate
– Formal and informal procedures to
assess concept
BSCS “5E” Instruction Model
Engage
Elaborate
Discuss
and
Evaluate
Explain
Explore
BSCS “5E” Instruction Model
What are your thoughts?
Engage
Elaborate
Discuss
and
Evaluate
Explain
Explore
Reduce, Reuse, Recycle!
from Even More Picture Perfect Science Lessons, K-5
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5E Model
Are we shifting gears?
Why teach the 3-R’s?
Lesson plan overview
• “Big picture
understanding”…what are natural resources?
Engage:
• What IS garbage, or trash?
• How much garbage does one person throw
away in a day?
• In a week?
• In a year?
Explore: “Keeping Track of Trash”
• Give each student a piece of scrap paper and
tape it to their desk.
• Throughout the day, draw or write the things
they throw away.
• Include classroom, playground, cafeteria, etc.
• Visit the lists at the end of the day.
Explain: “I Can Save the Earth” (fiction)
• Can you name the 3-R’s?
• What happens to trash when it leaves your
school or home?
• The 3-R’s + 1
• Key vocabulary: blackout, electricity, green,
litter, pollution, landfill, reduce, reuse,
recycle, compost, ???
Elaborate:
• Write a Letter
• Have a chart of the key vocabulary.
• Students can write about where trash goes,
why we should follow the 3 R’s +1, or how
they can reduce what they throw away.
Evaluate:
• My 3 R’s Super Hero Pledge
• Students will write or draw things they can
do to be a # R’s Super Hero.
• Draw a picture of themselves as a Super
Hero.
• Give themselves a Super Hero name like
Trash Terminator or Green Machine.
We Recycle!
Check your
district and
municipality
for recycling
outreach
programs!
Natural Resources
• What is a “natural resource”? Record in your
science notebook.
• How are natural resources related to
technology and the 3 R’s?
• What’s the big picture?
• Consumables, energy
and electricity
Break time!
What Does It Mean To Be
“Energy Literate”?
• Brainstorm
• Write down your group’s ideas on Post-Its
• Label one cup as “Energy Literacy” and place
at the top
What should students learn
about energy?
• Building an understanding about energy
– Write ONE concept on each cup
– Stack cups to symbolize the knowledge that
builds the foundation for energy literacy
– Put the “Energy Literacy” cup on the top
– Justify your thinking
Electricity and Magnetism
“Picture Perfect Science”
“That Magnetic Dog”
Magnetic Testing
From “More Picture
Perfect Science”
(NSTA Press)
How is Electrical Energy Generated?
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Coal Plant Simulation
“A Cool Coal Story” from NEED.org
Energy Sources
“Energy Infobooks” from NEED.org
How is Electrical Energy Generated?
Primarily by the ELECTROMAGNETIC EFFECT
Moving Electrons
• Set the switch to “Incan” for incandescent bulbs
• Turn the generator and see if you can light all the
lights
• Now set the switch
to LED and turn the
generator again
• What happened?
• Discuss at your table
Solar Fountain Activity
A Solar Hydro Experiment
Engage, Explore, Explain
• Using the solar fountain and pan of
water, explore ways to get production
from the fountain
• Come back with three statements about
the process
• Be prepared to support your statements
K-2 Engineering Our Future:
What’s the Big Picture?
• Relationship between “technology” and
“engineering”?
• How has your thinking changed?
• How do energy and electricity contribute to
technology and engineering?
• How are natural resources related to the 3
R’s?
• What daily, practical methods can be used
to implement 21st century thinking skills in
our K-2 students?
Resources
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[email protected]
www.srpnet.com/education
www.need.org
www.thescienceoutlet.com
www.arborsci.com
www.nsta.org
Wrap Up
Thank you for coming!
Please take a moment to fill out the
evaluation.
Be sure to check the website for
other workshops, free materials and
grant information.
[email protected]