LEARNING GOALS HCPS III

Unit Title: Chemical Engineering Soap Challenge Date Developed/Last Revised: June 18, 2013 Unit Author(s): Sara O’Rourke Grade Level: 11-12 Time Fram...
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Unit Title: Chemical Engineering Soap Challenge Date Developed/Last Revised: June 18, 2013 Unit Author(s): Sara O’Rourke

Grade Level: 11-12 Time Frame: 10 class periods spread over 6-8 weeks (Feel free to select individual lessons based on your instructional timeframe.) Primary Content Area: Chemistry

UNIT DESCRIPTION: This unit will introduce students to the field of chemical engineering. The students will be presented with a challenge in which they are chemical engineers in the soap manufacturing industry and they need to design and test an abrasive bar soap that will remove stubborn stains from clothing. They will use technology to create a digital presentation for the Board of Directors of the company that includes the name of their new soap, cost of manufacturing, and testing results. In this unit students will learn about chemistry, engineering design, and the work activities of a chemical engineer. Please note: This unit will take approximately eleven 1-hour class periods spread over 6-8 weeks to complete. This is because the students will be creating soap 2 times, and the soap takes approximately 3 weeks to cure before it can be tested. Big Ideas (Student Insights that Will Be Developed Over the Course of the Unit): • Chemical engineers apply knowledge of chemistry, along with math and economics, to create new products. • Chemical engineers follow the Engineering Design Process when they develop and test new products. • The chemical properties of soap make it useful in cleaning. • Soap is created through a chemical reaction called saponification. Essential Questions (Questions that Will Prompt Students to Connect to the Big Ideas): • What does a chemical engineer do? • Why is soap useful in cleaning? • How can knowledge of chemistry help to create useful products? BENCHMARKS/STANDARDS/LEARNING GOALS

Science

HCPS III Chemistry • SC.CH.1.2 Design and safely implement an experiment, including the appropriate use of tools and techniques to organize, analyze, and validate data. • SC.CH.1.2 Explain that chemical processes either absorb (endothermic) or release (exothermic) thermal energy. Page 1 Template last revised 8.28.12

• •

SC.CH.3.1 Explain the properties of acids, bases, and salt solutions. SC.CH.3.2 Use the pH scale to characterize acid and base solutions.

STEM Competencies • Indicator 6.4 Uses the appropriate technologies for communication, collaboration, research, creativity, and problem solving.

Technology

HCPS III Career and Technical Education • Standard 2: CAREER PLANNING Explore and understand educational and career options in order to develop and implement personal, educational, and career goals.

Engineering

HCPS III Career and Technical Education • Standard 1: TECHNOLOGICAL DESIGN Design, modify, and apply technology to effectively and efficiently solve problems.

Mathematics

CCSS Math • CCSS.Math.Content.6.RP.A.3b Solve unit rate problems including those involving unit pricing and constant speed.

English Language Arts and Literacy

CCSS Reading • CCSS.ELA-Literacy.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. • CCSS.ELA-Literacy.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. • CCSS.ELA-Literacy.RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. CCSS Speaking and Listening • CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

STEM Competencies

STEM Competencies • Indicator 2.2 Collaborates with, helps and encourages others in group situations • Indicator 2.5 Demonstrates responsible and ethical behavior in decision making • Indicator 3.3 Generates new and creative ideas and approaches to developing solutions • Indicator 4.1 Recognizes and understands what quality performances and products are • GLO #5 An effective communicator who is STEM literate uses technical drawings, graphic images, models, symbols, and/or language to gather and organize data/information; convey ideas/innovations to an audience; and interact with others. Page 2 Template last revised 8.28.12

Lesson Title/Description 1

What is a Chemical Engineer?

2

Chemistry of Cleaning and Soap Making

3

Let’s Make Soap!

4

Presentation to Board of Directors

LESSON SEQUENCE Learning Goals (What Students Will Know and Be Able to Do) Students will know the roles of a chemical engineer by creating a poster that identifies the roles.

Assessments

Time Frame



Chemical Engineer Poster

1 class period

Students will learn about the chemistry of cleaning and soap making and synthesize the information in a pamphlet.



2 class periods

Students will follow a basic soap making procedure and apply the steps of the Engineering Design Process as they design and test a more effective stain-removing soap by adding physical abrasives of their choice to the soap. Students will use digital technology to prepare a presentation for the Board of Directors of the soap company of their newly designed soap product by creating a PowerPoint, informative video, or commercial.

• •

Chemistry of Cleaning and Soap Making Pamphlet Final Soap Product Engineering Design Process Journal Digital Presentation

3 class periods



4 class periods (spread over 6 weeks)

Page 3 Template last revised 8.28.12

STEM Lesson

Unit Title: Chemical Engineering Soap Challenge Lesson Title: What is a Chemical Engineer? Date Developed/Last Revised: June 2013 Unit Author(s): Sara O’Rourke

Seven-Step Implementation Model

Lesson #: 1 Grade Level: 11-12 Primary Content Area: Chemistry Time Frame: 1 class period

PLANNING (Steps 1, 2, & 3) 1. Standards/Benchmarks and Process Skills Assessed in this Lesson: CCSS Reading CCSS.ELA-Literacy.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. CCSS.ELA-Literacy.RST.11-12.4 Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. HCPS III Career and Technical Education CTE Standard 2: CAREER PLANNING Explore and understand educational and career options in order to develop and implement personal, educational, and career goals. STEM Competencies Indicator 2.2 Collaborate with, help, and encourage others in group situations Indicator 4.1 Recognizes and understands what quality performances and products are 2A. Criteria- What Students Should Know and Be Able to Do: Students can• create a poster that identifies the roles/work activities of a chemical engineer. 2B. Assessment Tools/Evidence: Formative: • Conversations • Observations Summative: • Poster (Use “Chemical Engineer Poster Rubric”) 3. Learning Experiences (Lesson Plan) Materials: • Internet access, suggested websites below: • Chemical Engineering • Chemical Engineer • The Duties and Responsibilities of a Chemical Engineer • The Role of Chemical Engineers • Poster paper • Markers/colored pencils Page 1 of 4 Template last revised 8.30.12

STEM Lesson

Seven-Step Implementation Model

Handouts/Other Resources: • Chemical Engineer Poster Student Handout • Chemical Engineer Poster Rubric Procedure: • Divide class into small groups of 2-3 students. • Each group researches the work activities of a chemical engineer. Provide students with notes, textbooks, and/or internet access. • Each group will create a poster that explains the various work activities of a chemical engineer and includes illustrations. • Provide students with paper and colored pencils. • Listen as students share the information in the poster with another group. Provide reinforcement and feedback. • Display completed posters around classroom. Homework Activity (Optional): • Please feel free to assign any of this lesson as homework based on your available instructional window. TEACHING & ASSESSMENT (Steps 4, 5, 6, &7) Completed by teacher after instruction has taken place 4. Teaching and Collecting of Evidence of Student Learning: Teacher Notes: 5. Analysis of Student Products/Performances - Formative: Teacher Notes: 6. Evaluation of Student Products/Performances – Summative (Not necessary for every lesson): Teacher Notes: 7. Teacher Reflection: Replanning, Reteaching, Next Steps: Teacher Notes:

Page 2 of 4 Template last revised 8.30.12

STEM Lesson

Learning Targets:

Seven-Step Implementation Model

Chemical Engineer Poster Student Handout

CCSS Reading • CCSS.ELA-Literacy.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. • CCSS.ELA-Literacy.RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. HCPS III Career and Technical Education • CTE Standard 2: CAREER PLANNING Explore and understand educational and career options in order to develop and implement personal, educational, and career goals. STEM Competencies • Indicator 2.2 Collaborate with, help, and encourage others in group situations • Indicator 4.1 Recognizes and understands what quality performances and products are Your Task: Design and create a poster that defines chemical engineering and explains the work activities of a chemical engineer with in-depth descriptions and illustrations. The completed posters will be displayed in the classroom.

Steps to Follow: • Work in groups of 2-3 students. • Use notes, textbook, and/or the internet to gather information about the work activities of chemical engineers. • Design and create a poster that defines chemical engineering, describes some of the various work activities of a chemical engineer, and includes illustrations. • Self-assess your poster using the rubric and write the score in the space below the rubric. • Share the information in your poster with another group. • Ask the other group to peer-assess your poster using the rubric and write their score on your paper in the space below the rubric.

Page 3 of 4 Template last revised 8.30.12

STEM Lesson

Seven-Step Implementation Model

Chemical Engineer Poster Rubric Defines Chemical Engineering *CTE Standard 2: CAREER PLANNING

4 The poster NA accurately defines chemical engineering.

The poster Work Activities of a accurately Chemical Engineer describes four work activities of a chemical *CTE Standard 2: CAREER PLANNING engineer. *CCSS.ELALiteracy.RST.11-12.2

*CCSS.ELALiteracy.RST.11-12.4 Illustrations

*STEM Competency Indicator 4.1 Quality Product *STEM Competency Indicator 4.1

The poster includes four illustrations that show the work activities of a chemical engineer. The poster is exceptionally attractive in terms of design, layout, and neatness.

Self-Assessment Score

Peer-Assessment Score

Teacher Score

3

NA

2

NA

1

The poster accurately describes three work activities of a chemical engineer.

The poster accurately describes two work activities of a chemical engineer.

The poster accurately describes one work activity of a chemical engineer.

The poster includes three illustrations that show the work activities of a chemical engineer. The poster is attractive in terms of design, layout, and neatness.

The poster includes two illustrations that show the work activities of a chemical engineer. The poster is not attractive in terms of design, layout, and neatness.

The poster includes one illustration that shows a work activity of a chemical engineer. The poster is distractingly messy or very poorly designed. It is not attractive.

__________

__________

________ Page 4 of 4 Template last revised 8.30.12

STEM Lesson

Unit Title: Chemical Engineering Soap Challenge Lesson Title: Chemistry of Cleaning and Soap Making Date Developed/Last Revised: June 2013 Unit Author(s): Sara O’Rourke

Seven-Step Implementation Model

Lesson #: 2 Grade Level: 11-12 Primary Content Area: Chemistry Time Frame: 2 class periods

PLANNING (Steps 1, 2, & 3) 1. Standards/Benchmarks and Process Skills Assessed in this Lesson: HCPS III Chemistry • SC.CH.3.1 Explain the properties of acids, bases, and salt solutions. • SC.CH.3.2 Use the pH scale to characterize acid and base solutions. • SC.CH.6.1 Explain that chemical processes either absorb (endothermic) or release (exothermic) thermal energy. CCSS Reading • CCSS.ELA-Literacy.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. • CCSS.ELA-Literacy.RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context. STEM Competencies • Indicator 2.2 Collaborate with, help, and encourage others in group situations • Indicator 4.1 Recognizes and understands what quality performances and products are 2A. Criteria- What Students Should Know and Be Able to Do: Students can• comprehend how soap is useful in cleaning by completing a K-W-L graphic organizer. • comprehend the soap making process by summarizing the steps in a flow chart. • synthesize the information by creating an informational pamphlet called “Chemistry of Cleaning and Soap Making.” 2B. Assessment Tools/Evidence: Formative: • Conversations • Observations Summative: • Pamphlet (Use “Chemistry of Cleaning and Soap Making Pamphlet Rubric”) 3. Learning Experiences (Lesson Plan) Materials: • Internet access • Computer Page 1 of 4 Template last revised 8.30.12

STEM Lesson

• • •

Seven-Step Implementation Model

Projector Paper Markers/colored pencils

Handouts/Other Resources: • Chemistry of Cleaning and Soap Making Pamphlet Student Handout • Chemistry of Cleaning and Soap Making Pamphlet Rubric Procedure: • Prior to viewing the video, students need to set up a KWL graphic organizer in their notebooks/journals. • The students fill in the “K” (what I know) and “W” (what I want to know) columns when presented with the question “How is soap useful in cleaning?” • View the video It's a Wash: The Chemistry of Soap • During the video, students should fill in the “L” (what I learned) column of the K-W-L graphic organizer. • The students share K-W-L graphic organizers in small groups and then as a class. • Ask students, “How is soap made?” • Provide students with internet access to conduct research. • The students will create a flow chart that shows the procedural steps in the soap making process. • The students will share their graphic organizers in groups and then as a class. • Finally, the students will create an informational pamphlet called “Chemistry of Cleaning and Soap Making.” Homework Activity (Optional): • Please feel free to assign any of this lesson as homework based on your available instructional window. TEACHING & ASSESSMENT (Steps 4, 5, 6, &7) Completed by teacher after instruction has taken place 4. Teaching and Collecting of Evidence of Student Learning: Teacher Notes: 5. Analysis of Student Products/Performances - Formative: Teacher Notes: 6. Evaluation of Student Products/Performances – Summative (Not necessary for every lesson): Teacher Notes: 7. Teacher Reflection: Replanning, Reteaching, Next Steps: Teacher Notes:

Page 2 of 4 Template last revised 8.30.12

STEM Lesson

Seven-Step Implementation Model

Chemistry of Cleaning and Soap Making Pamphlet Student Handout

Learning Targets:

HCPS III Chemistry • SC.CH.3.1 Explain the properties of acids, bases, and salt solutions. • SC.CH.3.2 Use the pH scale to characterize acid and base solutions. • SC.CH.6.1 Explain that chemical processes either absorb (endothermic) or release (exothermic) thermal energy.

CCSS Reading • CCSS.ELA-Literacy.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. • CCSS.ELA-Literacy.RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context.

STEM Competencies • Indicator 2.2 Collaborate with, help, and encourage others in group situations • Indicator 4.1 Recognizes and understands what quality performances and products are Your Task: Design and create a consumer informational pamphlet that describes the chemistry behind cleaning and soap making. The completed pamphlets will be displayed in the classroom.

Steps to Follow: • Work in groups of 2-3 students. • Use your K-W-L chart from the video, your flow chart about the process of soap making, and other internet or print resources to gather information about the chemistry behind cleaning and soap making. • Design and create a consumer informational pamphlet that explains how soap is useful in cleaning and the chemistry involved in the process of soap making. Be sure to include the following terms and phrases in your pamphlet: o hydrophobic o salt (and how it relates to soap) o hydrophilic o pH (related to a base such as NaOH) o micelle o saponification o exothermic reaction o reactants needed for saponification o base o products of saponification • Your pamphlet needs to have at least 4 diagrams/drawings. • Self-assess your pamphlet using the rubric. • Share the information in your pamphlet with another group. • Ask the other group to peer-assess your pamphlet using the rubric.

Page 3 of 4 Template last revised 8.30.12

STEM Lesson

Seven-Step Implementation Model

Chemistry of Cleaning and Soap Making Pamphlet Rubric 4

How is soap useful in cleaning?

*CCSS.ELALiteracy.RST.11-12.2

*CCSS.ELALiteracy.RST.11-12.4

Chemistry of Soap Making *SC.CH.3.1 *SC.CH.3.2 *SC.CH.6.1

Quality Product *STEM Competency Indicator 4.1

The pamphlet accurately describes the process of how soap cleans, and uses the words hydrophobic, hydrophilic, micelle.

The pamphlet accurately describes the steps of soap making and includes all 7 of the following terms/phrases: *exothermic reaction *base *salt *pH *saponification *reactants needed for saponification *products of saponification The pamphlet is exceptionally attractive in terms of design, layout, and neatness.

3

The pamphlet accurately describes the process of how soap cleans, and uses 2 of the following words: hydrophobic, hydrophilic, micelle. The pamphlet accurately describes the steps of soap making and includes 5-6 of the following terms/phrases: *exothermic reaction *base *salt *pH *saponification *reactants needed for saponification *products of saponification The pamphlet is attractive in terms of design, layout, and neatness.

2

1

The pamphlet briefly describes the process of how soap cleans, and uses 1 of the following words: hydrophobic, hydrophilic, micelle.

The pamphlet poorly describes the process of how soap cleans.

The pamphlet is not attractive in terms of design, layout, and neatness.

The pamphlet is distractingly messy or very poorly designed. It is not attractive.

The pamphlet briefly describes the steps of soap making and includes 2-4 of the following terms/phrases: *exothermic reaction *base *pH *salt *saponification *reactants needed for saponification *products of saponification

The pamphlet poorly describes the steps of soap making.

Self-Assessment Score _______

Peer-Assessment Score ________

Teacher Score ________

Page 4 of 4 Template last revised 8.30.12

STEM Lesson

Unit Title: Chemical Engineering Soap Challenge Lesson Title: Let’s Make Soap! Date Developed/Last Revised: June 2013 Unit Author(s): Sara O’Rourke

Seven-Step Implementation Model

Lesson #: 3 Grade Level: 11-12 Primary Content Area: Chemistry Time Frame: 4 class periods over 6 weeks

PLANNING (Steps 1, 2, & 3) 1. Standards/Benchmarks and Process Skills Assessed in this Lesson: HCPS III Chemistry • SC.CH.1.2 Design and safely implement an experiment, including the appropriate use of tools and techniques to organize, analyze, and validate data. • SC.CH.3.1 Explain the properties of acids, bases, and salt solutions. • SC.CH.3.2 Use the pH scale to characterize acid and base solutions. • SC.CH.6.1 Explain that chemical processes either absorb (endothermic) or release (exothermic) thermal energy. HCPS III Career and Technical Education • CTE Standard 1: TECHNOLOGICAL DESIGN Design, modify, and apply technology to effectively and efficiently solve problems. CCSS Reading • CCSS.ELA-Literacy.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. • CCSS.ELA-Literacy.RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. CCSS Math • CCSS.Math.Content.6.RP.A.3b Solve unit rate problems including those involving unit pricing and constant speed. STEM Competencies • Indicator 2.2 Collaborates with, helps and encourages others in group situations • Indicator 2.5 Demonstrates responsible and ethical behavior in decision making • Indicator 3.3 Generates new and creative ideas and approaches to developing solutions • GLO #5 An effective communicator who is STEM literate uses technical drawings, graphic images, models, symbols, and/or language to gather and organize data/information; convey ideas/innovations to an audience; and interact with others. 2A. Criteria- What Students Should Know and Be Able to Do: Students can• implement the steps of the Engineering Design Process to create and test a new stainremoving soap. Page 1 of 5 Template last revised 8.30.12

STEM Lesson

Seven-Step Implementation Model

2B. Assessment Tools/Evidence: Formative: • Conversations • Observations Summative: • Students create a soap product • Verbal and/or written feedback on Engineering Design Process Journal 3. Learning Experiences (Lesson Plan) Materials: • Please note: materials will vary slightly depending on the soap making procedure that teacher chooses to follow. • Camera and/or video camera • Goggles • Gloves • Scale • Beakers • Hot plate • Thermometers • Different types of oils (olive, coconut, castor, etc.) • Sodium hydroxide (lye) *very strong base – DANGEROUS • White vinegar • Water • Spoon or whisk or electric mixer • Soap mold (such as cardboard milk container) • Abrasives (sand, crushed shell, etc.) • pH testing paper • Stained pieces of fabric (coffee, tomato sauce, grass stain, etc.) Handouts/Other Resources: • Engineering Design Process Journal Procedure: • Teachers will choose a soap making procedure. Several possible soap making websites are listed below: o Teaching Modules - Soap o Making Bar Soap o Easy Cold Process Recipes o Soap Queen - Lye Safety and Ingredients • Review the steps of soap making with the students. Please be sure to emphasize lab safety because a strong base, sodium hydroxide, will be used in the soap making process. Page 2 of 5 Template last revised 8.30.12

STEM Lesson



• • •

Seven-Step Implementation Model

Remember, all groups will be following a basic soap making procedure. However, the challenge is to create an abrasive soap that can remove stains, such as grass, tomato sauce, coffee, etc. So the groups will want to vary the design of their soap by choosing the types of oils they want to use and by adding abrasives to the soap. Review the steps of the Engineering Design Process by viewing NASA’s Engineering Design Process Video Series Review the “Engineering Design Process Journal” with the students. Provide groups with materials to design and create soap.

Homework Activity (Optional): • TEACHING & ASSESSMENT (Steps 4, 5, 6, &7) Completed by teacher after instruction has taken place 4. Teaching and Collecting of Evidence of Student Learning: Teacher Notes: 5. Analysis of Student Products/Performances - Formative: Teacher Notes: 6. Evaluation of Student Products/Performances – Summative (Not necessary for every lesson): Teacher Notes: 7. Teacher Reflection: Replanning, Reteaching, Next Steps: Teacher Notes:

Page 3 of 5 Template last revised 8.30.12

STEM Lesson

Seven-Step Implementation Model

Name ______________________________ Date _________________________ Engineering Design Process Journal The Challenge: You are working as a chemical engineer at a large industrial soap company. The company wants you to design and test a new abrasive bar soap that can be used to remove tough stains from clothing. After creating your soap you will need to test it on various stains. Then you will re-design your soap and try to make it better. At the end of designing and testing, you will create a digital presentation to show to the Board of Directors of the soap company to convince them to market your new soap. Make sure you are taking photos and/or videos throughout the entire process. Good luck! ASK: What questions do you have to clarify the criteria and constraints of the project? What prior knowledge do you have?

IMAGINE: Brainstorm a wide array of possible solutions. Gather materials and play with them. List, describe, and/or sketch here.

PLAN: Choose one idea and draw a model. Accompany your drawing with descriptions. What oils will you use in your soap? What abrasives will you use in your soap? What shape will your bar of soap be? How will you create the mold to pour the soap into?

Page 4 of 5 Template last revised 8.30.12

STEM Lesson

CREATE: Follow the basic soap making procedure provided by your teacher, choose your oil(s), add your abrasive(s), and pour your soap into your mold. Did you have to change anything from your original plan? If so, explain and/or draw here.

Seven-Step Implementation Model

EXPERIMENT: (First, figure out the cost per gram of your finished soap product.) Determine the pH of your soap. Test your soap on the stained pieces of cloth. Make observations. Collect data. Take photos and/or videos.

IMPROVE: Repeat the Engineering Design Process. Ask: What didn’t work? What might work better? Imagine: What are some possible new solutions? Plan: Make new sketches.

Create: Make a new batch of soap. Experiment: Measure and test. Are changes making a difference?

Page 5 of 5 Template last revised 8.30.12

STEM Lesson

Unit Title: Chemical Engineering Soap Challenge Lesson Title: Presentation to Board of Directors Date Developed/Last Revised: June 2013 Unit Author(s): Sara O’Rourke

Seven-Step Implementation Model

Lesson #: 4 Grade Level: 11-12 Primary Content Area: Chemistry Time Frame: 3 class periods

PLANNING (Steps 1, 2, & 3) 1. Standards/Benchmarks and Process Skills Assessed in this Lesson: CCSS Speaking and Listening • CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media in presentation to enhance understanding of findings, reasoning, and evidence and to add interest. CCSS Math • CCSS.Math.Content.6.RP.A.3b Solve unit rate problems including those involving unit pricing and constant speed. HCPS III Career and Technical Education • Standard 1: TECHNOLOGICAL DESIGN Design, modify, and apply technology to effectively and efficiently solve problems. STEM Competencies • Indicator 2.2 Collaborates with, helps and encourages others in group situations • Indicator 3.3 Generates new and creative ideas and approaches to developing solutions • Indicator 4.1 Recognizes and understands what quality performances and products are • Indicator 6.4 Uses the appropriate technologies for communication, collaboration, research, creativity, and problem solving 2A. Criteria- What Students Should Know and Be Able to Do: Students can• work in groups to create a digital presentation to communicate the design process and testing results of their new abrasive soap product. 2B. Assessment Tools/Evidence: Formative: • Conversations • Observations Summative: • Digital Presentation (Use “Digital Presentation Rubric”) 3. Learning Experiences (Lesson Plan) Materials: • Video camera (if students want to create a video) • Computer with PowerPoint and/or video editing software Page 1 of 4 Template last revised 8.30.12

STEM Lesson



Seven-Step Implementation Model

Projector

Handouts/Other Resources: • Digital Presentation Student Handout • Digital Presentation Rubric Procedure: • Provide students with time to create a digital presentation for the Board of Directors. Homework Activity (Optional): • TEACHING & ASSESSMENT (Steps 4, 5, 6, &7) Completed by teacher after instruction has taken place 4. Teaching and Collecting of Evidence of Student Learning: Teacher Notes: 5. Analysis of Student Products/Performances - Formative: Teacher Notes: 6. Evaluation of Student Products/Performances – Summative (Not necessary for every lesson): Teacher Notes: 7. Teacher Reflection: Replanning, Reteaching, Next Steps: Teacher Notes:

Page 2 of 4 Template last revised 8.30.12

STEM Lesson

Seven-Step Implementation Model

Digital Presentation Student Handout Learning Targets: CCSS Speaking and Listening • CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media in presentation to enhance understanding of findings, reasoning, and evidence and to add interest. CCSS Math • CCSS.Math.Content.6.RP.A.3b Solve unit rate problems including those involving unit pricing and constant speed. HCPS III Career and Technical Education • Standard 1: TECHNOLOGICAL DESIGN Design, modify, and apply technology to effectively and efficiently solve problems. STEM Competencies • Indicator 2.2 Collaborates with, helps and encourages others in group situations • Indicator 3.3 Generates new and creative ideas and approaches to developing solutions • Indicator 4.1 Recognizes and understands what quality performances and products are • Indicator 6.4 Uses the appropriate technologies for communication, collaboration, research, creativity, and problem solving Your Task: Work in your groups to create a digital presentation (video, PowerPoint, commercial, etc.) that you will present to the Board of Directors of the soap company to share the entire Engineering Design Process for your new abrasive bar soap. Steps to Follow: • Work in groups of 2-3 students. • Use the information in your Engineering Design Process Journal and photos and/or videos to create a digital presentation. This can be a video, PowerPoint, commercial, etc. • You should give your new soap a name. • Your digital presentation should be about how you designed, created, and tested your new abrasive soap product. • Be sure to include the price per gram to produce your new soap. This is an important aspect of a chemical engineer’s job. • Your group will share the presentation with the Board of Directors of the soap company.

Page 3 of 4 Template last revised 8.30.12

STEM Lesson

Seven-Step Implementation Model

Digital Presentation Rubric

Communication *CCSS.ELALiteracy.SL.11-12.5

4

Student presents information in logical, interesting sequence which audience can follow.

*STEM Competency Indicator 6.4 Engineering Design Student demonstrates full Process *Standard 1: TECHNOLOGICAL DESIGN

*STEM Competency Indicator 3.3 Cost Analysis

*CCSS.Math.Content. 6.RP.A.3b Quality Product

*STEM Competency Indicator 4.1

knowledge (more than required) with explanations and elaboration. Student provides in depth cost analysis showing breakdown of parts. The digital presentation is exceptionally attractive in terms of design, layout, and neatness.

3

Student presents information in logical sequence which audience can follow.

2

1

Audience has difficulty following presentation because student jumps around.

Audience cannot understand presentation because there is no sequence of information.

Student provides cost analysis.

Student provides partially correct cost analysis.

The digital presentation is attractive in terms of design, layout, and neatness.

The digital presentation is not attractive in terms of design, layout, and neatness.

Student does not have a grasp on figuring out cost analysis.

Student demonstrates full knowledge.

Student demonstrates partial knowledge.

Student does not have grasp of information.

The digital presentation is distractingly messy or very poorly designed. It is not attractive.

Score _________

Page 4 of 4 Template last revised 8.30.12