Engineering is Elementary ~ A Work in Process: Improving a ...



A Work in Process: Improving a Play Dough ProcessGrade Level: Basic (Grades 1-2) with Advanced (Grades 3-5) AdaptationsTitle: Improving a Play Dough ProcessTopic: Chemical EngineeringLesson: Prep Lesson~ Technology in a BagFocus Question: What are technologies and who designs them? Unit Learning Targets: Engineering, Technology and the Application of ScienceScience and Engineering PracticeP8 Obtaining, evaluating, and communicating InformationCross Cutting ConceptsCCC 1 PatternsCCC 6 Structure and FunctionTime For Lesson: 30-40 Minutes without Supports50-60 Minutes with Migrant SupportsContent Objectives: (Student Friendly)I can identify and speak about technology in everyday objects.I can identify engineers as people who design objects to help people.Language Objectives:(Throughout unit make sure all four language modalities, reading, writing, speaking and listening are addressed)I can identify and speak about technology in everyday objects.I can write complete sentences to share my ideas about what an object can do and what problems that the object solves. Student Engagement: Leadership I can work with other people in my group cooperatively by showing respect, making good decisions and solving problems.Developing RelationshipsMaking Choices5481955-571500Setting GoalsProblem SolvingFuture Action PlanningStudents discuss in groups what an object does, who created that object and what problem the object solves. (Discussion of how problems can be solved through technologies)Prior to Preparatory prepare students to work in cooperative teams by using the GLAD Strategy of T-Chart of Social Skills- Set up groups, define cooperationUtilize the strategy of Numbered Heads togetherUtilize Super Scientist AwardsKey Vocabulary: Engineering-EngineerMaterialProblemTechnologySolutionLesson SupportsSuper Engineer AwardsT-Chart of Social SkillsNumber Spoons(Graphic Organizers, Adapted Texts, Notes, Photos, Charts, Realia)Inquiry Chart Observation Charts Prior to the Prep Lesson-students write questions, predictions, observations while looking at the pictures.What is…An EngineerTechnologyTemplate Chart-With QuestionsMaterials: Brown Paper BagMaterials from Pg. 33Include materials from the migrant lifestyleAsparagus cutterTrompoMolcajeteRecipe card for traditional dishPanuelo Other Vocabulary:List of objects in bags found on page 33. (Realia)Higher Order Questions: What is an engineer?What is technology?Do you know someone who is an engineer? What kind of work do they do? During Lesson: Template/Chart…Is the object natural or human-made?What is material(s) is it made of?What problem does it solve? How else could you use it? What other materials could the object be made of? Who do you think creates these technologies? Social and Cultural Processes: Adding migrant related realia during the Technology in a Bag activity.Building Background ActivitiesIntroduction on pages 34-35 Comprehensible Input and Output Charts-T Chart of Social SkillsCharts: Inquiry ChartRealia-Items in BagEL Achieve Cards during student discussions-Specific Strategies-Share your Thinking CardLearning Strategies: Student ActivitiesStudent NotebooksLearning Log-at the end of the notebook (write or sketch)ChartsPractice and Application:Discussion of realia in bagsTechnology Around Us Worksheet P-1Student InteractionDiscussion and Discourse of objects (EL Achieve Cards-Present and Idea… I think…, I noticed that… Collaboration using “Leadership” team building using Social Skills and Number Heads.Positive InterdependenceStudents discuss questions from page 34 and ideas are charted on chart paper. Student Reflection Return to the Inquiry Chart What is an Engineer-What is technology) (See page 37)Realize that nearly everything we use is engineered, that we all engage in engineering…How did you work in your group?Review and AssessmentA-1 and A-2 Prior to the Lesson- Place in notebook. At the end of the unitParental Support OpportunitiesHome-School Connection: Take or draw a picture, or bring in real object of a “technology” found in the child’s home. Explain how it is used in the child’s home, explain what problem it solves, who created it. Ask your parents the following question:What technology do you remember your parents (child’s grandparents) using? How has the technology changed from your parents to your generation?A Work in Process: Improving a Play Dough ProcessGrade Level: Basic (Grades 1-2) with Advanced (Grades 3-5) AdaptationsTitle: Improving a Play Dough ProcessTopic: Chemical EngineeringLesson: Lesson OneMichelle’s MVP AwardFocus Question: What is a process? What are the steps in a process? What is a chemical engineer?Unit Learning Targets: (Big Ideas Built Over Time)Solids retain their shape when movedLiquids take the shape of their container in which they are being heldThe three states of matter are solid, liquid, and gasEngineering Design ProcessScience and Engineering PracticeCross Cutting ConceptsTime For Lesson: 2-3 Class Periods 90- 120 Minutes without Migrant Supports3 Class Periods 120-150 Minutes with Migrant SupportsContent Objectives: I understand the difference between recipes and processes.I know that engineers solve problems by designing solutions. I know the Engineering Design Process can help solve problems. Language Objectives:I can listen to a story that has a problem that will need to be solved. I can read a story about a girl engineer, Michelle. I can explain how the main character in the story used the Engineering Design ProcessStudent EngagementDeveloping RelationshipsMaking ChoicesSetting GoalsProblem SolvingFuture Action PlanningContinue working on T-Graph of Social Skills- Add to the list what does cooperation look like? What evidence have you seen? What does cooperation sound like? What evidence have you heard? Collect more ideas from the class.“What does teamwork look like when you are having a discussion?” “What does it sound like?”Key VocabularyChemical engineer Down syndromeEngineerEngineering Design ProcessLiquid ProcessSculptSolidTeamwork TechnologyOther Vocabulary:(Other unfamiliar vocabulary from the story)Lesson Supports(Graphic Organizers, Adapted Texts, Notes, Photos, Charts, Realia)Big Book of EngineersObservation ChartsMaterials: (Science Lesson Specific Student handouts-Section One Basic or Advanced depending on grade levelBig BookObservation ChartsHigher Order Questions: (See Lesson Specific Questions Embedded within Lesson)Social and Cultural Processes: Change Pre-Reading Questions to reflect the migrant lifestyleDiscuss the location of the story-Canada (4-1)Building Background ActivitiesObservation charts-chemistry, solids, liquids, gas, chemical engineersBig Book of EngineersPictorial (comparing two different engineers and their equipment)Comprehensible Input and OutputCharts: Observation ChartsCharts: T-Graph of Social SkillsEL Achieve Cards during student discussions-Specific Strategies-Agree-Disagree Reflection Pg. 50 Learning Strategies: Student ActivitiesDiscuss Chemistry and Chemical Engineers-Good place for observation chartsPreview the story-Picture cards from the book-sorting, sequencingPre-reading questionsDiscuss the differences between recipes and process after page 18During Reading Discussion QuestionsPractice and Application:Engineering Design Process (1-2, 1-3)Vocabulary: (1-4, 1-5)Advanced or Basic depending on the grade levelStudent InteractionBy the end of chapter 4, discuss and review what chemical engineers do. Students can add or modify their thoughts based on what they read in the story. Either during reading or after chapter 5, students can think about why the order of the steps of the play dough process is important. What do you think might happen to the play dough if someone does not follow the steps of the process in the correct order?What are some things Michelle could do to make sure people follow the steps in the right order?Students work on record sheet 1-3 to decide how Michelle used the steps of the Engineering Design ProcessReview vocabulary from the storyStudent Reflection Use “Steps of a Process” (1-7) to check for students understanding of the definition of a process.Discuss student ideas and allow students to share their tasks and steps of a process.Do you think a process is a technology? Why or why not?What are some things that Michelle had to keep in mind when she was engineering her play dough process?Review and AssessmentParental Support OpportunitiesHome School Connection: Share with your family, what you know about processes. Talk with your family about processes they have used in their lives. Example- Describe the materials, instructions, steps to make tamales or other traditional foods. Write, draw, or sketch your ideas. A Work in Process: Improving a Play Dough ProcessGrade Level: Basic (Grades 1-2) with Advanced (Grades 3-5) AdaptationsTitle: Improving a Play Dough ProcessTopic: Chemical EngineeringLesson 2: Get the Creative Juices FlowingFocus Question: How do chemical engineers use product research to help them design and improve technologies so they are appealing to consumers?Unit Learning Targets: (Big Ideas Built Over Time)Solids retain their shape when movedLiquids take the shape of their container in which they are being heldThe three states of matter are solid, liquid, and gasEngineering Design ProcessScience and Engineering PracticeP7 Engaging in argument from evidenceCross Cutting ConceptsCCC 6 Structure and functionTime For Lesson: Prep 5-10 MinutesLesson 50-60 minutes without enhancementsLesson 2 days 40 minutes with enhancementsContent Objectives: (Student Friendly)I can perform, collect, and analyze product research to help a company decide what color to make their new juice product. Language Objectives:I can discuss data from a survey.I can write down a claim and back it up with evidence about why a particular color is best for a new juice product. I can use and discuss the steps of the Engineering Design ProcessStudent EngagementDeveloping RelationshipsMaking ChoicesSetting GoalsProblem SolvingFuture Action PlanningDeveloping Relationships: Continue working on T-Graph of Social Skills- Add to the list what does cooperation look like? What evidence have you seen? What does cooperation sound like? What evidence have you heard? Collect more ideas from the class.“What does teamwork look like when you are having a discussion?” “What does it sound like?”Problem Solving: Students work in pairs. As students work in pairs think about how to solve a problem using different materials? Key Vocabulary: Vocabulary Specifically Taught before, during or reinforced after instructionAnalyzeChemical EngineerConsumerDataIngredientProductResearchSurveyLesson Supports(Graphic Organizers, Adapted Texts, Notes, Photos, Charts, Realia)Record Sheets2-12-32-42-6Color AColor BColor CMaterials: (Realia)Chart paper3 clear plastic 2 liter bottlesSpoon10 clear plastic cupsWaterFood coloringTape markersOther Vocabulary:appealingHigher Order Questions: (Introduction)Introduction questions on page 58Either listen to or read the “Meet a Chemical Engineer Transcript” and answer the following questionsWhat new product is Jenny working on and who are the consumers?Are you surprised that a chemical engineer works for a juice company? Why or why not?What problem is Jenny working to solve?Why is it important to do product research?Jenny asked you to do the product research for this new juice color. How do you think you could help her solve this problem?Social and Cultural Processes: Building Background ActivitiesReview the Guiding Question-How do chemical engineers use product research to help them design and improve technologies so they are appealing to consumers?What are the steps needed to complete this product research survey?What do we want to know? What is the research question?What might we do first?How could we brainstorm colors and choose the best ones for the survey?Who should we include in our product research serve? Why?How should we survey them?How should we analyze the data we collect from the survey?Comprehensible Input and OutputCharts: Observation ChartsCharts: T-Graph of Social SkillsChants (Solid Liquid, Gas)EL Achieve Cards during student discussions-Specific Strategies- Cite Evidence (Change to reflect grade level)Learning Strategies: Student ActivitiesAskWhat is the flavor of the new juice product from Creative Juices Company?What color do you think the new juice should be?Brainstorm possible colorsMake samples of the juice samples with food coloringHave the class vote on which three juice colors to include in their product research survey (Chart paper and dots to record class data VISUAL)Practice and Application:Work through other challenges in pairs…Mix the top three colors in bottles and label them A, B, CA new class now votes for which color do consumers prefer for a new strawberry orange juice?Students then ask the survey participants what they like and don’t like about the three samples A, B, CStudents tally the results from the survey participantsStudent InteractionStudents use page 2-3 to create a bar graph of the data.Discussion questions from page 63.Prepare a report for the president of the Creative Juices CompanyWhat information do you think might be important to include in our report?Students work in groups to complete the report (2-4)Student Reflection Go over and discuss the reflection questions from page 65-66Student Notebook- Claims, Evidence and Justification for answering the focus questionReview and AssessmentEiE Assessments-A/B-Multi LevelA Advanced LevelB Basic LevelParental Support Opportunities: Home School ConnectionsAsk parents/family members about how they might have improved a process in their lives or childhood to make it work better or more appealing like you did for the juice company. Draw the steps they used in solving this problem that was solved through engineering. A Work in Process: Improving a Play Dough ProcessGrade Level: Basic (Grades 1-2) with Advanced (Grades 3-5) AdaptationsTitle: Improving a Play Dough ProcessTopic: Chemical EngineeringLesson 3: All Mixed UpFocus Question: How can we determine the quality of a play dough process?How do the play dough materials change when they are mixed together? Unit Learning Targets: (Big Ideas Built Over Time)Solids retain their shape when movedLiquids take the shape of their container in which they are being heldThe three states of matter are solid, liquid, and gasEngineering Design ProcessScience and Engineering PracticeP1 Asking questions and defining problemsP2 Developing and using a modelP3 Planning and carrying out investigationsP4 Analyzing and interpreting dataP8 Obtaining, evaluating and communicating informationCross Cutting ConceptsCCC 2 Cause and effectCCC 6 Structure and functionTime For Lesson: Part 1: Prep 10-15 minutes- Lesson 50-60 minutes w/o enhancements 70-90 minutes w/ enhancementsPart 2: Prep 25-30 minutes- Lesson 50-60 minutes w/o enhancements 40 minutes over 2 days w/ enhancementsContent Objectives: Mixtures can have properties that differ from the individual materials they contain.Mixing solids and liquids can sometimes result in a solid and other times a liquid.Adding different amounts of material to a mixture can change the properties of the mixture.Language Objectives:I can critique quality levels of play dough samples and determine how to change a process when mixing ingredients. Student EngagementDeveloping RelationshipsMaking ChoicesSetting GoalsProblem SolvingFuture Action PlanningKey Vocabulary: CriteriaDissolveLiquidMixtureProcessPropertySolidTest Texture12547607175500Lesson SupportsLesson Part One: Use a box and t chart to show the similarities and differences of the two different engineers from the pictorial.GLAD support Materials: See materials list on page 72Buckets of soapy water and paper towels for clean up Texture Test scoring sheet 3-1Usage Test scoring sheet 3-2Engineering Design Poster 4-1PreparationStudents work in pairsPrepare a batch of low quality play dough from page 73MUST BE REALLY STICKYOther Vocabulary:Higher Order Questions/IntroductionWhat was the word that Michelle learned to describe the steps for making her play dough?What is a process?Discuss with students questions on page 74 regarding the Engineering Design Process.How can we determine the quality of a play dough process and how do the play dough materials change when they are mixed together? Have you ever used play dough before? What did you use it for?Was it high-quality play dough? How do you know?Social and Cultural Processes: Building Background Activities In pairs, students receive a small amount of the store bought play dough. Do you think this is high quality play dough? Why?What are some properties of this play dough? (Record ideas on chart paper)Next, distribute to pairs a sample of the low quality play dough and ask the same two questions to students. Student jobs as chemical engineers is to “Improve” the process that creates low-quality play dough so it creates high-quality play dough. Show students Texture Test scoring sheet and discuss “Texture” and record properties for level 1 and level 3 play dough.Brainstorm ways to test how well the play dough works Teacher Tip on pg. 78)Select a test and pairs try it with the high-quality and low-quality play dough. Discuss what a level 2 play dough might do in the usage test. Discuss questions from the Texture and Usage test sheets as a prehensible Input and Output Chart with properties of high quality and low quality play doughLearning Strategies: Practice and Application:Part 1 ReflectionWhat is your goal?How will you know if you have been able to “Improve” the low quality play dough?Review the concept of “Process”Preview Part 2Student Interaction (Part 2)Review the design challenge and the focus question for the lesson Discuss properties of the flour, salt, and water. Are they a solid or liquid? Use chart paper and a table to chart student responses.What materials are we testing in our experiment?How many materials should we mix at a time? Why do you think so?How much of each material should we mix? The same amounts of each, or different amounts?Which combinations of materials should we test?What could we use to mix the materials?How long should we mix them?*discuss variables* Model the first combination for students using sheet 3-3Students continue mixing combinations and recording observations on sheet 3-3Discuss questions about the mixtures on page 90Student Reflection How could all of this information about the play dough materials help you to improve a play dough process?What might you do if the play dough is too sticky?What might you do if the play dough is too dry?What might you do if the pay dough is too grainy? Reflection questions could be answered in student notebooks or verballyReview and AssessmentStudent Rubric Parental Support Opportunities: Home School ConnectionsInterview your parents: Ask them to tell you about their favorite family recipe or dish. Try to list or sketch the solids and liquids used for that dish.A Work in Process: Improving a Play Dough ProcessGrade Level: Basic (Grades 1-2) with Advanced (Grades 3-5) AdaptationsTitle: Improving a Play Dough ProcessTopic: Chemical EngineeringLesson 4-Improving a Play Dough ProcessPart One: Ask/Imagine Part Two: Imagine/PlanPart Three: Create and ImproveFocus Question: How can we use our knowledge of the properties of play dough materials and the Engineering Design Process to improve an existing play dough process?Unit Learning Targets: (Big Ideas Built Over Time)Solids retain their shape when movedLiquids take the shape of their container in which they are being heldThe three states of matter are solid, liquid, and gasEngineering Design ProcessScience and Engineering PracticeP1 Asking questions and defining problemsP2 Developing and using a modelP3 Planning and carrying out investigationsP4 Analyzing and interpreting dataP6 Constructing explanations and designing solutionsP7 Engaging in argument from evidenceP8 Obtaining, evaluating and communicating informationCross Cutting ConceptsCCC 2 Cause and effectCCC 4 Systems and system modelsCCC 6 Structure and functionUnit Learning Targets: (Big Ideas Built Over Time)Solids and liquids can be combined to create a mixtureI can use the Engineering Design Process to improve an existing play dough process so the product is like store-bought play doughTime For Lesson: Part One: Ask, Imagine, Plan- 50 MinutesPart Two: Create- 50 MinutesPart Three: Create, Improve- 60-75MinutesPart Four: Improve 60 MinutesContent Objectives: I can use the engineering design process to solve a problem. I can use the Engineering Design Process to improve an existing play dough process so the product is like store-bought play doughLanguage Objectives:I can use the Engineering Design Process to discuss and record the steps and materials needed to create and improve a play dough process. (Throughout unit make sure all four language modalities, reading, writing, speaking and listening are addressed)Student EngagementDeveloping RelationshipsMaking ChoicesSetting GoalsProblem SolvingFuture Action PlanningBased on what students learned in lesson three, students will be asked to work together to create a play dough similar to store bought play dough. These lessons lend themselves to connect with planning ahead in other areas of school and home. Key Vocabulary: DesignEngineering Design ProcessGoalImproveKneadProblemProcessRedesignSolutionTest TextureLesson SupportsSentence Frames or Observational Organizer in science notebooksI noticed…I observed…When the…. Part 4: Use claims and evidence to answer the following: “Did the redesign of the mortar strengthen the wall? Materials: Part 1 Materials- Page 100Part 2 Materials Page 108Part 3 Materials Page 115Other Vocabulary:constraints-Higher Order Questions: (See Lesson Specific Questions Embedded within Lesson)Social and Cultural Processes: Building Background ActivitiesComprehensible Input and Output : Use student sheets to create booklet for students using the design process- Student sheets for ask, imagine, plan, create and improveLearning Strategies: Part 1 Intro: Review the Engineering Design ProcessReview Lesson 3Sheet 4-3 (do question 3 together as a class)Practice and Application:Part 1: Activity Discuss the low quality play dough so students can be thinking how to improve it.Cut out and tape together the following process cards 4-10 through 4-14 in the correct order.Do the TEACHER DEMONSTRATION, going through all the steps to create the low quality play dough.Discuss how we could improve the order of the steps “Imagine”Come to a consensus so all pairs in the class will be using this orderStudents complete sheet 4-16 (This is the PLAN step of the Engineering Design Process.Student Interaction/Part 2Today students will “Imagine” ways to improve the play dough process by observing what happens when the amounts of materials are changed.Model the new steps for students to make the play dough and use questioning strategies after each step.Students will now “Imagine” ways to change the amounts of materials to improve the play dough further. Discuss adding more or less materials and give students time to brainstorm ideas on the sheet 4-5Students then choose 1 of their ideas to “Plan” and “Create”Glue the steps in the order the class decided, either in a student notebook, or on sheet 4-6Part 3Review the goal of the design challenge and what technology students are working on.Review with students sheet 4-3Review how students will test their play dough, reviewing sheets 3-1 and 3-2 and 4-7. Students look at the “Plan” section of sheet 4-6 and remind students to follow the steps of the process exactly.Students will follow their steps to “Create” their play dough from sheet 4-6. Once the play dough is created, guide students in testing and scoring their designs. Use sheet 4-7 for scoring the samples on texture and usage like they did before.After pairs have performed their tests, use the questions on page 119 as discussion questions.Next, discuss ways to “Improve” their play dough using sheet 4-9Do we want to change the order of the steps using the sample process cards? Rearrange the steps like the manual suggests and give students new copies of sheet 4-16Students change material amounts if they wish, follow the new order of steps, create their new sample and record scored on #2 of sheet 4-7.Discussion questions from page 122. Improving a Play Dough ProcessWhat worked well…What were some challenges…Student Reflection Use a t chart to reflect on the building of the wall. Use sentence frames or observational organizer to bring out ideas how the order of steps and amounts of materials changes the play dough. Refection Questions on page 123. Review and AssessmentAdminister the Pre-Post Test within the Engineering is Elementary Unit in the Assessment TabAlternate Assessments on the EIE websiteParental Support Opportunities: Home School ConnectionTalk with your family about how you improved the play dough process and the ingredients you used. Work with your family to make more play dough and create a sculpture out of it. (You could create a plant, an animal, an object out of the play dough. Sketch and write the steps you did in creating your object. Home/School Connection (Prep Lesson)Discuss with your parents/family members the following questions. Write or sketch what they talked about.What technology do you remember your parents (child’s grandparents) using?How has the technology changed from your parents to your generation?Parent/Adult Signature: ______________________________________Home/School Connection (Lesson 1)Share with your family, what you know about processes. Talk with your family about processes they have used in their lives. (A process is a series of actions or steps leading to a result of goal)EXAMPLE-Describe the materials, instructions, steps to make tamales or another favorite traditional food. Parent/Adult Signature: ______________________________________Home/School Connection (Lesson 2)Ask your parents/family members about how they might have improved a process in their lives or childhood to make it work better or be more appealing like you did for the juice company.Draw the steps they used in solving this problem.(A process is a series of actions or steps leading to a result of goal)Parent/Adult Signature: ______________________________________Home/School Connection (Lesson 3)Interview your parents: Ask them to tell you about their favorite family recipe or dish. Try to list or sketch the solids and liquids used for that dish.Parent/Adult Signature: ______________________________________Home/School Connection (Lesson 4)Talk with your family about how you improved the play dough process and the ingredients you used. Work with your family to make more play dough and create a sculpture out of it. (You could create a plant, an animal, or any object out of the play dough. Sketch and write the steps you used in creating it.Parent/Adult Signature: ______________________________________ ................
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