Ancient History STEM
Engineer Like an Ancient Greek COLUMNS?
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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.
Facilitator
u Supervises and makes sure that all group members are on task
Reporter
Reader
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
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Presenter
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
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©CLUE RESOURCES LLC
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
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©CLUE RESOURCES LLC
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?
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© Clue Resources LLC
Rubric
No Evidence Brainstormed Ideas
Created a labeled sketch Evaluated how to make it bePer Completed presenta7on
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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
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Ask:
What do you know about the Parthenon building in Ancient Greece?
____________________________________________________________ ____________________________________________________________ _______________________________________________________________
Imagine:
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
Improve
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
Improve
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
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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 http://www.teacherspayteachers.com/Product/Ready-SetSTEM-An-Introductory-Packet-toStart-A-STEM-Classroom-1210120 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! http://www.teacherspayteachers.com/Product/Back-to-School-STEM-A-THON-Get-CaughtEngineering-for-a-Year-1313732 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. http://www.teacherspayteachers.com/Product/Get-Caught-Engineering-All-Year-Long-TwelveSTEM-Lessons-for-Your-Class-820886
Visit our TPT store to find many more STEM and Engineering activities for grade K-8 : http://www.teacherspayteachers.com/Store/Get-Caught-Engineering-Stem-For-Kids
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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
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