Engineering is Elementary
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Transcript of Engineering is Elementary
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STEMstitute – June 24, 2014
Presented by the Clermont County Gifted Program
Fay Wagner, Gifted Intervention Specialist
Bethel-Tate, CNE, and Williamsburg Local School Districts in Partnership with the Clermont Co. ESC
ENGINEERING IS ELEMENTARY
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THE CLERMONT COUNTY GIFTED STEM PROGRAM• Our Mission: To develop a program that challenges students toward rigorous learning by
blending virtual learning with face-to-face lessons
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OUR PHILOSOPHY…• 21st Century Skills (The 4 Cs) – Communication, Collaboration, Critical
thinking, Creativity
• Mark Edwards (author of Every Child, Every Day) – Drivers of Student Engagement: instruction must be relevant, collaborative, personalized, and connected.
• Beers & Probst (authors of Notice and Note) – “…rigor does not reside in the barbell, but in the act of lifting it.” Students should be engaged, observant, responsive, questioning, and analytical.
• Carol Dweck (author of The New Psychology of Success) - Growth Mindset vs. Fixed Mindset
• Jim Stigler – Struggle for Smarts
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TOWER POWER!
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LEONARDO DA VINCI COMBINED ART AND SCIENCE AND AESTHETICS AND ENGINEERING…THAT KIND OF UNITY IS NEEDED ONCE AGAIN. -BEN SHNEIDERMAN
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WHAT IS TECHNOLOGY?
WHAT DO ENGINEERS DO?
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Grades K-4:
• Observe and ask questions about the natural environment
• Plan and conduct simple investigations
• Employ simple equipment and tools to gather data and extend the senses
• Use appropriate mathematics with data to construct reasonable explanations;
• Communicate about observations, investigations and explanations; and
• Review and ask questions about the observations and explanations of others
Grades 5-8:
• Identify questions that can be answered through scientific investigations
• Design and conduct a scientific investigation
• Use appropriate mathematics, tools and techniques to gather data and information
• Analyze and interpret data
• Develop descriptions, models, explanations and predictions
• Think critically and logically to connect evidence and explanations
• Recognize and analyze alternative explanations and predictions
• Communicate scientific procedures and explanations
THE NEW SCIENCE PROCESSES…WHERE DOES ENGINEERING FIT?
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DESIGN PARAMETERS OF THE EIE CURRICULUM• Every unit uses a field of engineering as a unifying theme
• Units can stand alone. You can use EiE units in any order
• Lessons are flexible—they can be adapted for different grades/abilities
• Lessons are scaffolded—they build logically to the final engineering design challenge
• All activities use simple, inexpensive materials
• The activities appeal to ALL students!
• When combined with your teaching methods, the potential exists for some very high-level, problem-based learning.
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EIE UNIT FORMAT:• Engage – The students are drawn to a challenge because it’s interesting and captures
the imagination.
• Explore - Students start to explore science and engineering principles through activities where they encounter problems or ask questions.
• Explanation - Students describe what they think is happening. They’re ready to learn from their teacher AND their peers.
• Elaboration - Students apply what they’ve learned to the engineering design challenge.
• Evaluation – Students reflect on what they have learned.
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• An Alarming Idea – Electrical Engineering
SAMPLE UNIT 1
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EMILY’S STORY…
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REPRESENTING CIRCUITS…
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REPRESENTING CIRCUITS…
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WILL THE BULB LIGHT?
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• Thinking Inside the Box – Plant Package Engineering
SAMPLE UNIT 2
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• A Work in Process – Chemical Engineering
SAMPLE UNIT 3
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Grades K-4:
• Observe and ask questions about the natural environment
• Plan and conduct simple investigations
• Employ simple equipment and tools to gather data and extend the senses
• Use appropriate mathematics with data to construct reasonable explanations;
• Communicate about observations, investigations and explanations; and
• Review and ask questions about the observations and explanations of others
Grades 5-8:
• Identify questions that can be answered through scientific investigations
• Design and conduct a scientific investigation
• Use appropriate mathematics, tools and techniques to gather data and information
• Analyze and interpret data
• Develop descriptions, models, explanations and predictions
• Think critically and logically to connect evidence and explanations
• Recognize and analyze alternative explanations and predictions
• Communicate scientific procedures and explanations
LET’S REVISIT THE QUESTION…WHERE DOES ENGINEERING FIT?
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OTHER UNITS FROM ENGINEERING IS ELEMENTARY
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POTENTIAL CHALLENGES…
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HAPPY ENGINEERING!
• Contact Information for Teachers:
• Heather Frost-Hauck, Gifted Intervention Specialist: [email protected]
• Fay Wagner, Gifted Intervention Specialist: [email protected]
• Contact Information for Administrators or Professional Development Requests:
• Amy Bain, Clermont County Gifted Coordinator: [email protected]