Engineer Like an Ancient Greek

Ancient History STEM Engineer Like an Ancient Greek COLUMNS? ©Get  Caught  Engineering     ™   CREATED By ©Get Caught Engineering ©CLUE Resources...
Author: Kelley Scott
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Ancient History STEM

Engineer Like an Ancient Greek COLUMNS?

©Get  Caught  Engineering    


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Graphics By:

Lovin’Lit: Teaching Super Power: – Super- Power Ashley Hughes: Krista Wallden: Scrappin Doodles: Graphics by Lucy

Phillip and Gary Martin Clip Art:

NGSS  Engineering  Standards    

Grades  K-­‐  2:  ENGINEERING  DESIGN       •  K-­‐2-­‐ETS1-­‐1:  Ask  ques7ons,  make  observa7ons,  and  gather  informa7on  about  a  situa7on   people  want  to  change  to  define  a  simple  problem  that  can  be  solved  through  the   development  of  a  new  or  improved  object  or  tool       •  K-­‐2-­‐ETS1-­‐2:  Develop  a  simple  sketch,  drawing,  or  physical  model  to  illustrate  how  the  shape   of  an  object  helps  it  func7on  as  needed  to  solve  a  given  problem       Grades  3-­‐5:  ENGINEERING  DESIGN       •  3-­‐5-­‐-­‐ETS1-­‐1:  Define  a  simple  design  problem  reflec7ng  a  need  or  a  want  that  included   specified  criteria  for  success  and  constraints  on  materials,  7me,  or  cost.   •      •     

3-­‐5-­‐-­‐ETS1-­‐2:  Generate  and  compare  mul7ple  possible  solu7ons  to  a  problem  based  on  how   well  each  is  likely  to  meet  the  criteria  and  constraints  of  the  problem.   3-­‐5-­‐-­‐ETS1-­‐3:  Plan  and  carry  out  fair  tests  in  which  variables  are  controlled  and  failure  points   are  considered  to  iden7fy  aspects  of  a  model  or  prototype  that  can  be  improved.  


u Supervises and makes sure that all group members are on task



u  Records detailed notes on ideas and progress

u  Revises notes as needed u Encourages participation from tests of prototype u Has final say in arguments





u  Presents finished work to class u  Leads discussion of group’s work ©CLUE  RESOURCES  LLC  



Materials Manager

u  Gets materials and tools for group u  Makes sure materials are kept neat u  Supervises clean up





u  Reads the problem to the group


Time Keeper

u  Monitors the time

u  Helps to keep the group u  Leads discussion of ideas on task



Inquiry Questions  

What are some different things you could try?

What would happen if you…?

What might you try instead?

What will you do next?

Tell me about your materials?

Tell me what happened?

What does this make you think of?

What will you do next after you finish this part?    

© Clue Resources LLC

 ©  Clue  Resources  LLC  


  No  Evidence   Brainstormed   Ideas  

  Created  a   labeled  sketch     Evaluated  how   to  make  it   bePer   Completed     presenta7on    


Some   Good   Excellent   Understanding   Understanding   Understanding  

Calling  all  P.I.s  …PROBLEM  INVESTIGATORS!        The  town  of  STEM-­‐a-­‐lot  wants  to  build  a    museum  about  ancient  Greece  in   their  town.  They  want  the  museum  to  have  columns  to  support  the  roof   instead  of  walls.    They  know  that  as  an  engineer,  you  have  the  skills  to  build  a   prototype  for  this  structure.  They  are  coun7ng  on  your  skills  with  the  five  P’s:   problem  solving,  planning,  perseverance,  paNence,  and  presentaNon  as  you   engineer  an  answer!       ©Getcaughtengineering  

  Here’s  the  problem:                    

We  need  you  to  develop  a  prototype  for  the  museum.  Use  what  you  know   about  measurement,  geometry  and  mathemaNcal  shapes  to  build  a   museum  model  that  has  columns  instead  of  walls.  The  prototype  must  fit  on   a  cardboard  or  foam  core  base  that  is  no  larger  than  30  cm  by  30  cm.  The   columns  must  all  be  the  same  height  and  must  have  a  paper  roof  that  will   then  support  a  textbook.  Placement  of  the  columns  will  be  crucial  to  the   successful  support  of  the  roof  and  weight  of  the  textbook.    

Your  materials:  

•  •  •  •  •  •  • 

10  sheets  of  8  ½  by  11  inch  standard  copy  paper     Masking  tape   30  cm  by  30  cm  cardboard  or  foam  core  base   30  cm  by  30  cm  piece  of  construcNon  paper  for  roof   Ruler   scissors      

©  Getcaughtengineering  



What  do  you  know  about  the  Parthenon  building  in  Ancient  Greece?  

____________________________________________________________ ____________________________________________________________   _______________________________________________________________  


What  are  some  ideas  you  can  try  as  you  design  your  building?  How  does   that  informaNon  help  you  design  the  museum  prototype?  

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________       ©Getcaughtengineering  

Plan:   Sketch  your  team’s  design  

            Create:   Build  the  prototype  following  your  design   ©Getcaughtengineering  

Test                                                                                                                                        ™  

Check  your  building   Does  it  have  columns?        Yes  No                                If  yes?                How  many?_____   How  tall  are  the  columns?  ___________cm   Does  it  support  the  text  book?                              Yes        No   Will  it  support  more  than  one  text  book?                          Yes      No    


If  your  building  will  not  meet  your  criteria,  what  will  you  change?   __________________________________________________________________ __________________________________________________________________ __________________________________________________________________     ©getcaughtengineering  

PaNence  (Keep  Trying)                                                          ™  

Check  your  building  again.   Does  it  have  columns?        Yes      No/  If  yes….how  many?_____       How  tall  are  the  columns?  ___________cm   Does  it  support  the  text  book?                        Yes        No   Will  it  support  more  than  one  text  book?                Yes      No    


If  your  building  will  not  meet  your  criteria,  what  will  you  change?   _______________________________________________________________ _______________________________________________________________ _______________________________________________________________     ©getcaughtengineering      

PresentaNon                                                                                        ™   Prepare  a  presentaNon  that:     Explains  your  plan  and  why  you  designed  your  columns  the  way  you  did       Shows  how  you  solved  problems       Shares  how  you  persevered       Gives  examples  of  your  team’s  paNence  


   Teacher  Notes       This  ac7vity  is  designed  to  allow  students  to  apply  what  they  know  about  geometry  and  shapes  as  they  engineer  a   building  with  columns.  It  provides  an  opportunity  for  STEM  integra7on  into  an  Ancient  Greece  history  or  a  math   measurement  lesson.       Before  you  begin  the  ac7vity,  decide  on  how  many  groups  you  will  have  and  who  will  be  in  each  group.  We  recommend   that  each  group  be  composed  of  3  or  4  students.  Consider  each  of  your  students’  strengths  and  weaknesses  as  you  form   groups.  The  dynamic  within  each  group  can  dictate  whether  or  not  they  are  successful.  This  lesson  has  been  wriPen  to   allow  the  students  to  choose  from  a  variety  of  materials  that  will  be  offered.  Teachers  can  choose  to  make  the  problem   more  challenging  by  limi7ng  the  number  or  amount  of  materials  available.  Students  can  also  be  provided  a  budget  with   a  corresponding  price  list  for  supplies.  Upper  students  could  also  be  challenged  to  compute  the  cost  of  their  building.       Introduce  the  Design  Process   Pass  out  a  copy  of  the  Get  Caught  Engineering  Design  Process  so  the  students  can  refer  to  it  throughout  the  ac7vity.  Tell   the  students  that  the  Engineering  Design  Process  gives  engineers  a  framework  to  help  them  solve  problems.  Although   the  process  looks  like  a  con7nuous  circle,  most  7mes,  engineers  do  not  make  it  all  the  way  to  the  test  step  without   many  7mes  going  back  to  earlier  steps.       It  is  suggested  that  this  is  a  good  7me  to  address  that  the  solu7on  will  not  come  easily  and  it  is  expected  that  several   designs  will  have  to  be  created  in  order  to  be  successful.  Engineers  expect  to  fail  during  the  process  and  perceive  failure   as  merely  a  step  that  leads  them  to  the  solu7on.   “I  am  not  discouraged,  because  every  wrong  a6empt  discarded  is  another  step  forward”  Thomas  Edison            ©  Clue  Resources  LLC  

      Ask   Before  engineers  can  plan  and  design  a  solu7on  to  a  problem,  they  first  need  to  totally  understand  the  problem  and   know  what  all  of  the  constraints  are.   Define  the  word  constraint  and  have  the  students  compile  a  list  of  constraints  for  this  ac7vity.  Write  the  list  on  a  large   piece  of  paper  or  on  the  Smart  Board.  This  list  should  be  kept  posted  in  an  area  that  the  students  can  con7nually  refer   to  it.     Encourage  the  students  to  ask  ques7ons  about  the  requirements  of  the  solu7on  to  the  problem.  In  some  cases,  you   may  need  to  model  a  ques7on  that  might  be  asked.     Ask  the  students  what  they  know  about  buildings  in  ancient  Greece,  shapes,  and  geometry.  Have  them  complete  the   informa7on  on  the  design  brief.   Show  the  students  the  materials  that  will  be  available  for  their  use  during  this  ac7vity.        Plan   Have  individual  students  write  and  sketch  their  ideas  and  solu7ons.  Drawings  should  be  detailed  and  labeled.     Once  every  student  has  several  ideas,  assign  students  to  their  groups.  Each  member  should  have  an  opportunity  to   share  their  ideas  while  the  others  consider  the  pros  and  cons  of  each  idea.  It  is  important  for  the  teacher  to  set  this   expecta7on  at  the  beginning  of  the  first  mee7ng  of  the  groups.   The  group  should  decide  upon  a  design  and  create  a  detailed,  labeled  drawing.       Create   Once  the  group  has  produced  a  detailed  plan  and  drawing  they  can  gather  their  materials  and  proceed.     As  the  students  create,  circulate  among  the  groups  to  evaluate  how  they  are  progressing.   As  they  build,  the  students  will  face  and  need  to  overcome  many  problems.  It  can  be  frustra7ng  for  students  to  have   repeated  failures;  therefore  it  is  recommended  to  end  the  first  “crea7ng”  session  with  a  discussion  of  how  things  are   going.  Reiterate  to  the  students  that  engineers  fail  many  7mes  before  they  succeed  and  just  like  real  engineers,  they   are  con7nually  learning  while  they  are  failing.        CLUE  Resources  LLC  


As  you  walk  around  you  may  need  to  help  students  focus  on  what  specific  parts  of  their  design  are  working  and  what   specifically  is  not  working.  In  our  experience  some  groups  con7nually  start  over  rather  than  pinpoint  the  flaw  in  their   design       Encourage  group  members  that  are  having  great  difficulty  coming  up  with  a  plan  that  works.  Invite  them  to  walk  around   the  room  and  look  at  others’  designs.  You  may  have  to  have  a  discussion  with  the  class  that  this  is  not  chea7ng,  rather  a   communica7on  of  ideas.       Test   As  students  feel  that  they  are  ready,  they  can  assess  their  columns  and  building  using  the  ques7ons  provided  in  the   Design  Brief.       Redesign  or  Improve   If  a  group  is  successful  in  mee7ng  all  of  the  requirements,  ask  them  to  discuss  and  plan  with  their  group  members  how   the  building  can  be  improved.  They  can  be  challenged  to  find  ways  to  increase  the  building’s  ability  to  hold  more   weight.   If  the  building  fails  to  meet  the  requirements,  encourage  the  team  to  focus  on  the  part  that  isn’t  working.  Ask  them  if  it   is  a  problem  with  how  they  built  their  structure  or  is  the  problem  with  the  design?  Have  the  group  go  back  and  either   work  on  the  structure  or  begin  to  redesign  their  building.  .  Note  that  placement  of  the  columns  is  just  as  crucial  as  the   height  and  width  of  the  columns.         ReflecNon   It  is  helpful  for  the  students  to  reflect  on  their  experience  once  the  ac7vity  is  over.  They  should  reflect  upon  not  only   their  solu7on  but  also  to  the  workings  of  their  group.  Ques7ons  to  ask  are:   What  went  well?   What  didn’t  work?  Include  not  only  design  but  group  interac7on   What  would  you  do  differently  next  7me?          ©  Clue  Resources  LLC  

Get Caught Engineering Starting a STEM Program at your school? We have many helpful STEM and engineering lessons that will get you off to a good beginning. We  have  put  together  15  pages  of  general  informa7on  that  will  provide  an  overview  for  teachers  and  a  generic   student  notebook  that  could  be  used  with  any  engineering  project   The  STEM-­‐A-­‐THON  includes  12  engineering  ac7vi7es  as  well  as  a  collec7on  of  Get  Caught  Engineering  materials   for  a  center  or  bulle7n  board.  Ac7vi7es  use  recyclable  and  easy  to  find  materials.  Perfect  for  the  small  STEM   budget! We  have  chosen  twelve  of  our  most  popular  engineering  lessons  that  can  be  integrated  into  many  different   subject  areas  from  math  to  literature  to  history,  as  well  as  science.  We  have  included  student  handout  packets,   detailed  teacher  notes,  design  process  posters,  and  rubrics.  They  range  from  60  minute  ac7vi7es  to  lessons   that  will  take  several  hours.

Visit our TPT store to find many more STEM and Engineering activities for grade K-8 :


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Why Engineering?  


Engineering for children? Really?   Exciting activities that combine math, science, reading and writing?   Lessons that promote planning and problem solving?   Strategies that develop perseverance and patience?   Teacher friendly instruction that easily integrates into one’s units? Get Caught Engineering does all that and more, providing a unique application for the learning benchmarks.

 Get Caught Engineering was created to inspire elementary students to explore the world of engineering and apply the design process to problem solving. After investigating what is already available in this area, we found there are some great materials but they are either dedicated to gifted and talented classes, for after school programs, or are lengthy units that are too expensive or too time consuming. Get Caught Engineering has been developed to introduce all children to engineering concepts in a teacher friendly approach that easily integrates into subject areas. Simple low cost materials, lesson templates, and teacher tips all add up to user friendly activities that will inspire children to consider engineering as a cool career choice, and a reason to pursue math and science classes during their school years. The engineering profession is concerned within ten years there will not be enough engineers to meet America’s needs. Studies show that the time to inspire students’ interest in these fields is at the elementary level. Through introductory engineering lessons, elementary level teachers can plant the seeds of inspiration for future engineers for our country. Questions? Need an engineering lesson to fit your curriculum? Want some ideas for engineering resources? Please contact Wendy Goldfein and Cheryl Nelson at [email protected]  hPp://   hPps://   hPp://  

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