Classroom Activity by NJ Educators••



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|Title: Cast Away at the Edge of the World |Author Information: |

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|Content Area: Technology Education |Name: Sherry Roses |

|Grade Level: 9-12 |School: Howell High School |

| |District: Freehold Regional High |

| |School District |

| |County: Monmouth |

|Student Learning Objectives: |NJ Core Curriculum Content Standards |

|Students will be able to: |Content Area |

| |Standard |

|Demonstrate desirable work habits, attitudes, and time |Grade |

|management skills; and the ability to work cooperatively to |Strand |

|solve a problem. |CPI |

|Know and apply the safety rules and safe operation of various | |

|hand tools, machines, materials, and equipment. |Technological Literacy |

|Solve real-world problems using the systems model approach; |8.2 |

|higher level thinking skills; individual and collaborative |12 |

|ingenuity; and a variety of resources including tools, |B |

|materials and other resources efficiently. |1, 3, 6 |

|Develop and evaluate a variety of alternate solutions to a | |

|given technological problem, under specific design constraints.|Technological Literacy |

|Record and store all documentation, inputs, outcomes, sketches,|8.2 |

|and self-evaluations in your journal (either paper, digital log|12 |

|or web folio) |C |

|Integrate technological systems with other school disciplines; |2 |

|including science, math, and language arts. | |

|Develop an understanding of social and environmental impacts of|Science |

|technology. |5.4 |

|Develop abilities and skills related to construction |12 |

|technologies. |A |

|Develop an understanding of the properties of materials. |1 |

| | |

| |Science |

| |5.4 |

| |12 |

| |C |

| |1 |

| | |

| |Science |

| |5.1 |

| |12 |

| |A |

| |1-4 |

| | |

| |Language Arts Literacy |

| |3.2 |

| |12 |

| |A |

| |1 |

| | |

| |Language Arts Literacy |

| |3.4 |

| |12 |

| |B |

| |1 |

| | |

| |Mathematics |

| |4.2 |

| |12 |

| |D |

| |2 |

| | |

| |Mathematics |

| |4.2 |

| |12 |

| |E |

| |1, 2 |

| | |

| |Comprehensive Health and Physical Education |

| |2.1 |

| |12 |

| |E |

| |1, 2 |

| | |

| |Comprehensive Health and Physical Education |

| |2.1 |

| |8 |

| |F |

| |1 |

| | |

| |Career Education and Consumer, Family, and Life Skills |

| |9.2 |

| |12 |

| |F |

| |4, 5 |

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|Purpose and Overview: |

|The purpose of this lesson is to reinforce the concepts of the problem-solving design loop. This design activity integrates mathematical, scientific,|

|personal health and safety, and technological concepts in order to create an efficient protective structure. Natural elements and the environment |

|play and important role in the efficiency of a structure. Knowledge of properties of materials and system components determine the safety factor of a|

|structure. The symbiotic relationship between science and technology is illustrated by looking at the effect of forces acting on a technological |

|system. |

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Learning Activities:

|CAST |

|AWAY |

|At the edge of the world, |

|this Technology Design challenge begins… |

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|Background: |

|In the beginning of Tech Design One, you were introduced to Abraham Maslow and his hierarchy of human needs. The most basic need we have as humans is|

|to physically survive in our world. The following “Rule of Three’s” is often associated with prioritizing physical needs when attempting to survive |

|in any situation. |

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|A human being can go: |

|Up to three minutes without oxygen; |

|Up to 3 hours without shelter from exposure to the elements; |

|Up to 3 days without water; and |

|Up to 3 weeks without food. |

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|Most survival training schools and the Boy Scouts teach the S.T.O.P. survival method if you are ever in an unplanned survival situation. |

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|“S” is for STOP. Take a deep breath, calm yourself and recognize whatever has happened to get you here is past and cannot be undone. |

|“T” is for THINK. Your most important survival resource is your brain. Take no action, even a footstep until you have thought it through. |

|Unrecoverable mistakes and injuries, potentially deadly in a survival situation, can occur if you act before you think. |

|“O” is for OBSERVE. Take a look around and assess your situation and options. Take an inventory of your supplies, resources, equipment, |

|surroundings, personal capabilities of you and your surrounding survivors. Decide who is best to lead in the situation. |

|“P” is for PLAN. Prioritize your immediate needs and develop a plan to systematically deal with the situation. Follow your plan. Modify your plan |

|and adapt to changing circumstances. |

|A final few fundamentals of survival: |

|You must maintain your body temperature at or near to 98.6 (. Too hot or cold and you may die of hypothermia (cold) or hyperthermia (heat). |

|Conserve energy and use it to follow your plan. |

|Water is vital for your body and mind to function properly. |

|Your only responsibilities are to stay alive and make yourself easier to find by attracting attention to yourself. |

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|Technology Concepts: |

|Every element of every structure is subject to a variety of forces; including compression, tension, shear, and torsion. |

|Materials have characteristics that make them more or less appropriate choices in the construction of various structures. Some of these include |

|elasticity, plasticity, hardness, toughness, fatigue, brittleness, ductility, and strength (tensile, impact, fatigue, shear, and torsion). |

| |

|Scenario: |

|You and five of your colleagues are aboard a FedEx plane that has made an emergency landing on an island in the South Pacific. The good news is that |

|miraculously, all of you survived the crash with only a few bumps and bruises. The bad news is that unfortunately, the unknown island is tiny, |

|uninhabited with very few resources. The only resources on the island in addition to yourselves is a FedEx package that washes ashore. You and your |

|group are down to your last hour (of the three) and must come up with a plan to create shelter and protection for your bodies from the elements. The |

|wind on the island is very strong gusting to 45 miles per hour; there are no caves for protection. |

|[pic] |

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|Design Brief: |

|Plan, design, and construct a shelter and/or protection for your bodies that will withstand 45 mph wind gusts, as well as provide shade. Your design |

|solution should also serve another purpose in your overall plan to survive. For example, the shelter could also serve as a water collection system, |

|or as a means to attract attention and be saved. |

| |

|Design Constraints: |

|You and your FedEx team must stay on the island since you spotted sharks in the water. The island is 9.5’ X 10.5’ square. |

|The remains of the crashed plane (the work table) can stay on the island and be utilized, or you may push it out in the ocean for space. |

|Be sure your shelter is properly ventilated and all team members can breathe. |

|The shelter must protect ALL members of your team. |

|Shade is vital to your survival. Surface temperatures can be as much as |

|40 ( hotter in the sun than the shade. |

|The following items were in the FedEx package that washed ashore and can be utilized in your design: |

|A pair of ice skates (Exacto knives and shoe laces); |

|A video tape wrapped in newspaper; |

|A dress with netting wrapped in 2 trash bags; and |

|Balloons, party streamers, and string for your balloons |

|In addition to the items in the FedEx package, the island has: |

|A piece of slate (cutting mat which cannot be destroyed); |

|Branches (dowel rods of various sizes); and |

|Rocks of various sizes. |

|Your designed shelter must be able to withstand a wind gust of 45 mph without falling over, falling apart, or collapsing. |

|Your shelter must serve at least one other purpose in your plan to survive. |

|You have 2 class periods to plan, design, and construct the shelter. |

|Work as a team to collaborate and use all your resources efficiently. |

|Any resource that is accidentally or purposely lost is gone forever and cannot be retrieved from the shark infested waters. |

|All materials and resources on the island can be used in the structure. However, items brought during the second class period are not included. Only|

|items that were available on the first day can be used. |

|All students must remain fully clothed, with the exception of their shoes. |

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|[pic] [pic] |

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|Required Project Documentation: |

|Inventory of available resources and brainstorm possible uses for each. |

|List of personal capabilities of each team member. Select a leader. |

|Minimum of three thumbnail sketches and one annotated concept sketch with estimated, basic size dimensions. See #1 worksheet. |

|Self- and peer-evaluation form. |

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|Directions: In the space below, take an inventory of all available resources and brainstorm possible uses for each. List brainstormed uses below |

|resource. |

|Resources |

|Possible Uses |

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|Directions: List the personal capabilities of each team member. Make sure this list includes things like “good at building” or “can’t draw to save my|

|life”. Select a leader and circle her/his name. |

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|#1 Worksheet: |

|Directions: Draw a minimum of three thumbnail sketches and one labeled (annotated) rough sketch in the space below. The labeled sketch should list |

|materials, and how each item works in the system. |

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|SELF & PEER EVALUATION NAME: ___________________________ |

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|USE FULL SENTENCES to answer the following. |

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|What activity did you like doing best during this technology challenge? Why? |

|________________________________________________________________ |

|________________________________________________________________ |

|________________________________________________________________ |

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|What activity did you find most challenging or unique during this challenge? Why? |

|________________________________________________________________ |

|________________________________________________________________ |

|________________________________________________________________ |

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|If you could redo this challenge, what would you do differently to improve? Why? |

|________________________________________________________________ |

|________________________________________________________________ |

|________________________________________________________________ |

|What aspect of your work would you like to improve this year? |

|________________________________________________________________ |

|________________________________________________________________ |

|________________________________________________________________ |

|Did your team mates do their fair share of the work? If not, which ones did the most work? What did they do? |

|________________________________________________________________ |

|________________________________________________________________ |

|________________________________________________________________ |

|On a scale of 1 to 10, rank each person’s team efforts. |

|________________________________________________________________ |

|________________________________________________________________ |

|In the end, who was the best leader? _____________________________________ |

|Was this person the leader you chose in the beginning? ___________________ |

|Which one of your shipmates would you choose to be stranded on an island with and why? |

|__________________________________________________________________ |

|__________________________________________________________________ |

|Assessment Strategies: |

|CRITERIA POINTS EARNED / POINTS POSSIBLE |

|Time Management |

|Was the task performed within 2 class periods? __________ / 10 |

|Safety |

|Was all construction performed with safety in mind? __________ / 10 |

|Use of Tools, Materials & Resources |

|Was every item used resourcefully and creatively? __________ / 10 |

|Design Constraints |

|Were all of the design constraints met? __________ / 10 |

|Teamwork, Cooperation & Attitude __________ / 10 |

|Team Member #1 _________________________ |

|Team Member #2 _________________________ |

|Team Member #3 _________________________ |

|Team Member #4 _________________________ |

|Team Member #5 _________________________ |

|Team Member #6 _________________________ |

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|Documentation |

|Brainstormed inventory of resources & uses __________ / 5 |

|Personal capability inventory of each person __________ / 5 |

|3 Thumbnail Sketches __________ / 5 |

|Annotated and Dimensioned Concept Sketch __________ / 5 |

|Self- and Peer-Evaluation Forms for each person __________ / 5 |

|Team Member #1 ________________ Team Member #4 _______________ |

|Team Member #2 ________________ Team Member #5 _______________ |

|Team Member #3 ________________ Team Member #6 _______________ |

|Design Solution |

|Were all the team members protected using scientific and |

|technology principles? __________ / 10 |

|Did the solution withstand 45 mph wind gusts without |

|collapsing, falling apart, or falling over? __________ / 10 |

|Did the solution have more than one purpose in your |

|overall survival plan? __________ / 5 |

|TOTAL POINTS EARNED OUT OF 100 POINTS POSSIBLE |

|Team Member #1 ________________ Team Member #4 _______________ |

|Team Member #2 ________________ Team Member #5 _______________ |

|Team Member #3 ________________ Team Member #6 _______________ |

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Framework for Technological Literacy

Classroom Activity by New Jersey Educator

Rough Sketch

Thumbnail Sketch

Thumbnail Sketch

Thumbnail Sketch

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