Museum of Science - We put the “E” in STEM …EiE’s 20 units present fun, engaging engineering...
Transcript of Museum of Science - We put the “E” in STEM …EiE’s 20 units present fun, engaging engineering...
We put the “E” in STEM
educationSM
InnovativePROBLEMSOLVING
Supported byRESEARCH
HighlyENGAGING
Cross-CurricularINTEGRATION
Engineering is Elementary is a rigorously researched,
classroom-tested curriculum that increases students’ interest in
and confidence about engineering. EiE is designed to encourage
all children—including those from underrepresented groups—to
envision themselves as potential engineers.
EiE’s 20 units present fun, engaging engineering challenges that
allow students to apply science knowledge in meaningful ways.
Each unit is introduced by a storybook about a child who solves a
problem through engineering. Set in locations around the world, the
storybooks integrate literacy and social studies—and provide context
and meaning for the hands-on activities that follow.
“EiE is the BEST BEST BEST
[STEM] program I have used in
the classroom…the kids never
wanted the unit to end. The way
the program engages students’
thinking was the best part and
my kiddos made connections
with the engineering design
process and math. It's just really
a great program! If you can
participate, I encourage you to
do so—it's amazing! ”–Jami, fourth-grade teacher
Holyoke, Mass.
21st-Century SkillsIn addition to introducing students
to the excitement of engineering, EiE
fosters valuable cognitive skills such
as critical thinking, collaboration,
communication, creativity, flexibility,
persistence, and learning from failure.
engage and empower through
engineering
Comprehensive, Teacher-Tested, EconomicalThe EiE curriculum consists of three components: teacher guides,
storybooks, and materials kits.
Teacher guides include background content, four detailed lesson plans, and duplication masters for student handouts—including planning and data collection sheets as well as reflection and assessment sheets.
Background content includes learning goals, related scientific and social studies knowledge, information on alignment with common science curricula and national standards, and a unit-specific vocabulary list.
The Best of Bugs:
Designing Hand
Pollinators
Insects, Plants,
and Agricultural
Engineering
for Elementary
Students
Sounds Like Fun: Seeing Animal Sounds
Just Passing Through: Designing Model Membranes
An Alarming Idea: Designing Alarm Circuits
A Sticky Situation: Designing Walls
Earth Materials and Materials Engineering for Elementary Students
Sounds Like Fun: Seeing Animal Sounds
Just Passing Through: Designing Model
Membranes
An Alarming Idea: Designing Alarm
Circuits
Marvelous Machines: Making Work Easier
Simple Machines and Industrial Engineering
for Elementary Students
Sounds Like Fun: Seeing Animal Sounds
Just Passing Through: Designing Model Membranes
An Alarming Idea: Designing Alarm Circuits
Electricity and Electrical Engineering for Elementary Students
Sounds Like Fun: Seeing Animal SoundsJust Passing Through:
Designing Model Membranes
Organisms, Basic Needs, and
Bioengineering for Elementary
Students
Materials kits with supplies for 30 students are available for each unit. These kits were designed to include commonly available supplies, and materials lists are published in the teacher guides and online for those who prefer to create their own kits. (Refill kits that include consumable items only are also available.)
Storybooks introduce each unit with the tale of a child somewhere around the world who solves a problem through engineering. The books integrate literacy and social studies into the unit and illustrate for students the relevance of STEM subjects.
As they walked up to the huge model of the
Tyrannosaurus rex, Tanya pointed out the sharp, pointy
wedges that he had for teeth.
“I wonder if dinosaurs could dance.” Aisha giggled.
“I think the Tyrannosaurus rex would dance like this.” She
puffed up her chest and rocked back and forth with big,
lumbering steps as Tanya and Malcolm laughed.
They moved on to the baby chick incubator where
several chicks were about to hatch.
“So, Aisha, you were inspired by the dinosaur,” said
Malcolm. “Do the little chicks give you dance fever too?”
A Visit to the Museum of Science
Machines like this are designed to
make a simple process complicated,
using as many steps as possible!”
“It’s more fun this way. Look at
how many cool steps it takes to move
the little balls around,” said Tanya.
She watched the ball move from the
bottom of the machine to the top by
taking a ride on a corkscrew.
“I see a lever and wheels and
axles, too,” Aisha said. “We’ve barely
gone inside the Museum and we’ve
already found all kinds of simple
machines. I bet we can find more!”
she said, pulling Malcolm’s hand.
A Visit to the Museum of Science
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Lesso
n 4
114 Industrial Engineering: Making Work Easier
© Museum of Science, Boston Duplication Not Permitted
Part 3: Activity
1. Display the transparency of The Engineering Design
Process {4-1} or {4-2} and point out the “Improve” step
of the Engineering Design Process. Ask students:
♦ Why do you think this step is important?
♦ What information do you already have that might
help you figure out how to improve your subsystem
design? Data from testing our first subsystem design,
especially which parts of the design did not work very
well, what we learned in Lesson 3 about the different
simple machines and about ergonomics, etc.
2. Working in their groups, give students time to brainstorm
improvement ideas for their subsystems. If a group’s first
subsystem design was successful, encourage them to think
of ways to make their total score even lower. If groups
wish to swap simple machines, that is fine as well.
3. Have each student complete Engineering Design Process:
Improve! {4-7}. Remind them to make sure they list the
materials they will need for their improved subsystem
designs and label their diagrams.
4. Allow students to collect the necessary materials for
building their improved designs from the materials table.
5. Give groups time to create their subsystem designs,
reminding them to follow their plans on Engineering
Design Process: Improve! {4-7}. Assist students with
construction, if necessary.
Teacher Tip
To add an additional challenge to the “Improve” step of the Engineering Design Process, set a quantifiable “force goal” for the class. For example, challenge students to use less than X Newtons of force to move the load from the “X” on the floor to the Loading Dock. Determine the numerical value for X based on groups’ testing results from Part 2 of this lesson. Be sure to do some testing on your own to be sure you are setting a reasonable goal for your students.
Teacher Tip
Any materials not utilized by students during Part 2 of this lesson can be reused here.
Lesso
n 4
© Museum of Science, Boston Duplication Not Permitted
115 Improving a Factory Subsystem
6. Once a group has finished creating their improved
subsystem design, have them bring it over to the Testing
Station and set it up. Groups should test their improved
subsystem designs in exactly the same way as they did in
Part 2. See pp. 109-110 for detailed testing instructions.
7. Have each group complete a second copy of Scoring Sheet
{4-8} with the results of testing their improved designs as
well as a second copy of Engineering Design Process:
Create! {4-6}. Remind students to put a “2” in the
“Design #” box on each page, as these are their second
designs.
8. Once all groups have had the opportunity to test their
improved subsystem designs, gather the attention of the
class and discuss students’ findings. Ask:
♦ What part or parts of your original subsystem
design did you decide to improve? Why did you
choose those parts?
♦ Did your group’s improved design work better than
your first design? How do you know?
♦ How might you improve your subsystem even
more?
Teacher Tip
Remind students that if they are using the single or double pulley, they must wait to set it up until they get to the Testing Station as there are “over-the-door” hooks at the Testing Station that they can use (with your assistance) to set up the simple machines.
Teacher Tip
If time permits, have students go through another cycle of the Engineering Design Process and try to improve their subsystem designs even further.
English Language Learners
Instead of having each group report their results to the entire class, pair groups together and have each group explain their improved design to the other group.
Differentiation ideas are provided in the margin of the lessons.
Student handouts are shown on the relevant pages for easy reference.
Teacher Tips pass on handy insights, many suggested by teachers during field testing.
EiE teacher guides include lesson instructions and suggestions for leading thought-provoking class discussions.
Online “Educator Resources” include short videos that help with lesson prep and show experienced EiE teachers in action. A library of “Content Connections” or extension lessons help you integrate engineering with other content areas.
For Teachers
The teacher guides make preparation, instruction, activities,
and assessment as easy as possible.
Lesson 4: Designing a Water Filter
EiE: Designing Water Filters © Museum of Science, Boston Duplication Permitted
4-4
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Lesson 4: Designing a Water Filter EiE: Designing Water Filters
© Museum of Science, Boston
Duplication Permitted
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4-3
Ask
Imagine
Plan
CreateImprove
The Goal
A variety of handouts to help guide your students as they practice engineering skills.
Students practice science skills like observation, testing, data collection, and analysis.
Handouts guide students to predict, record, and reflect—and apply their literacy skills.
For Students
Reproducible student handouts guide students to practice
engineering skills.
The engineering design process
is central to EiE’s curriculum.
A Wide Range of Engaging Topics
20 units address different fields of engineering and reinforce the
most common elementary science topics.
S C I E N C E T O P I C U N I T T I T L E E N G I N E E R I N G F I E L D S T O R Y S E T T I N G
Water Water, Water Everywhere: Designing Water Filters
Environmental India
Air & Weather Catching the Wind: Designing Windmills
Mechanical Denmark
Earth Materials A Sticky Situation: Designing Walls
Materials China
Landforms A Stick in the Mud: Evaluating a Landscape
Geotechnical Nepal
Astronomy A Long Way Down: Designing Parachutes
Aerospace Brazil
Rocks Solid as a Rock: Replicating an Artifact
Materials Russia
Insects/Plants The Best of Bugs: Designing Hand Pollinators
Agricultural Dominican Republic
Organisms/Basic Needs Just Passing Through: Designing Model Membranes
Bioengineering El Salvador
Plants Thinking Inside the Box: Designing Plant Packages
Package Jordan
Ecosystems A Slick Solution: Cleaning an Oil Spill
Environmental USA
Human Body No Bones About It: Designing Knee Braces
Biomedical Germany
Simple Machines Marvelous Machines: Making Work Easier
Industrial USA
Balance & Forces To Get to the Other Side: Designing Bridges
Civil USA
Sound Sounds Like Fun:Seeing Animal Sounds
Acoustical Ghana
Electricity An Alarming Idea: Designing Alarm Circuits
Electrical Australia
Solids & Liquids A Work in Process: Improving a Play Dough Process
Chemical Canada
Magnetism The Attraction is Obvious: Designing Maglev Systems
Transportation Japan
Energy Now You’re Cooking: Designing Solar Ovens
Green Botswana
Floating & Sinking Taking the Plunge: Designing Submersibles
Ocean Greece
Light Lighten Up: Designing Lighting Systems
Optical Egypt
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Student Response to "I would enjoy being an engineer when I grow up"
Meets Curriculum Standards
EiE aligns with all 50 state science standards, the Common Core ELA
and math standards, and the Framework for K–12 Science Education.
Supported by Rigorous Research
Each EiE curriculum unit is the result of research-based design principles
and more than 3,000 hours of development, testing, and revision.
IMPLEMENTING Common Core State Standards and AssessmentsA Workbook for State and District Leaders
UPDATED MARCH 2012
EiE has a measurable impact
Children who use EiE perform significantly better than control group students on questions about engineering, technology, and science.
Students from groups historically underrepresented in engineering (women, racial and ethnic minorities, students with an IEP, students from low-income families, and English language learners) show enhanced interest, engagement, and performance after participating in EiE when compared to students participating in a science curriculum alone or in school in general.
In addition, children who use EiE are more likely than control group children to express interest in engineering as a career.
MassachusettsScience and
Technology/EngineeringCurriculum Framework
October 2006
Pre-Kindergarten–High School Standards as adopted by the Board of Education in 2001 (PreK–8) and 2006 (High School)
andUpdated Resources
Massachusetts Department of Education 350 Main Street, Malden, MA 02148 781-338-3000 www.doe.mass.edu
Environmental Engineering: Cleaning an Oil Spill
Content Connection: Leaf Poetry
Written by EiE Staff
Museum of Science, Boston, MA
This content connection is designed to be used with
Cleaning an Oil Spill (Lesson 1)
Preparation: 15 Minutes
Lesson (Part 1): 45 Minutes
Lesson (Part 2): (none)
Level: Grade 1Grade 2Grade 3Grade 4Grade 5
Lesson Description
In the storybook, Tehya's Pollution Solution, Tehya and her grandmother use photography and
drawings to show their appreciation of nature. In this activity, students will express their own
appreciation of nature through poetry and leaf rubbings.
Content Area: Language Arts
Strand: All language arts standards
Standards:- Students use spoken, written, and visual language to accomplish their own purposes
(e.g., for learning, enjoyment, persuasion, and the exchange of information).
- Students participate as knowledgeable, reflective, creative, and critical members of a
variety of literacy communities.
- Students develop an understanding of and respect for diversity in language use,
patterns, and dialects across cultures, ethnic groups, geographic regions, and social
roles.
Objectives
Students will be able to:
1. Compare their appreciation for nature to that of Tehya and her grandmother.
2. Use poetry and art to express their own appreciation of nature.
3. Construct a list of adjectives to describe the properties of leaves.
Materials
- Various types of leaves (Please be aware of any poisonous plants in your area. Test a few
leaves to know which types work best for leaf rubbings; some good varieties include ferns, maple,
and birch.) - Box for the leaves
- Crayons - 8 1/2" x 11" paper for each student or group
- Whiteboard/chart paper with markers
Lesson Plan
- IntroductionDuplication Permitted
Content Connection: Leaf Poetry
Page 1/2
Connection
Acoustical Engineering: Seeing Animal SoundsContent Connection: Character DevelopmentWritten by EiE StaffMuseum of Science, Boston, MA
This content connection is designed to be used withSeeing Animal Sounds (Lesson 1)
Preparation: Under 15minLesson (Part 1): 60 MinutesLesson (Part 2): 60 MinutesLevel: Grade 3
Grade 4Grade 5
Lesson DescriptionStudents listen to Peter and the Wolf. They explore how each character's musical theme (instrumenttype, pitch, volume, and note duration) describes the character. The class develops a way to recordand compare this information.
Content Area: Fine ArtsStrand: Making Connections Between Visual Arts and Other Disciplines
Standard:- Students identify connections between the visual arts and other disciplines in thecurriculum
ObjectivesPart One:
- Students will use knowledge of pitch, volume, and duration to analyze a piece of music. - Students will identify techniques of developing characters through sounds. - Students will use appropriate tools and strategies to record and analyze data.Part Two:
- Students will experience various musical instruments - Students will identify techniques of developing characters through sounds. - Students will use appropriate tools and strategies to record and analyze data.
Materials
- Peter and the Wolf recording (many different versions are available in libraries; choose therecording you think will best suit your class) - something that will play the recording (computer, CD player, etc.) - sheet of chart paper (optional)
Lesson PlanPart One 1. Introduce "character." Ask students, "What is a character? Has anyone invented a character fora story before? How did you show your character's personality? How did you describe yourcharacter? (using pictures/words/sounds, etc.) Has anyone ever tried to describe a character onlyusing music?" 2. Tell students, "Today we are going to listen to a music piece called Peter and the Wolf, in whichDuplication Permitted Content Connection: Character Development
Page 1/2
Connection
Agricultural Engineering: Designing Hand PollinatorsContent Connection: Content Connection: Adding & Subtracting Money;Making Change with MoneyWritten by Kathryn BrennanFLetcher Maynard Academy, Cambridge, MA
This content connection is designed to be used withDesigning Hand Pollinators (Lesson 4)Preparation: Under 15minLesson (Part 1): 45 MinutesLesson (Part 2): (none)Level: Grade 3
Lesson DescriptionGroups will be given different budgets in which they must work within. Students will have to use theHand Pollinator Materials Price List to come up with total costs.Content Area: Common Core MathStrand: Operations and Algebraic ThinkingStandard:
- Multiply and divide within 100
Objectives Students will use addition and subtraction to calculate the cost of their proposed hand pollinatormodel, staying within the constraints of their budget and determining the amount of change they willreceive.
Materials
1. Student Copies of 4-5, 4-6, 4-14, and 4-15. Multiple copies per student of 4-14 isrecommended 2. Math Journals or other Work Space 3. Money Manipulatives if necessaryLesson Plan
1. Students should have already met with their groups and come up with 2-4 design ideas (4-5). Begin by discussing the word budget and give real world examples of budgets. 2. Give each group a different budget ( Between $2.00 and $6.00) should work. As groupmembers are deciding which of their models to go with, they must calculate the cost of each and determine if it fits their budget. 3. Once they have found a model they feel can pollinate effectively and remain within theirbudget, they will check with a teacher. 4. They can then move on to Activity sheet 4-6.Reflections
Have students write on an exit slip what the process of having and sticking to a budget was like. Possible extensions include thinking about budgets in other areas. What are the pros and cons ofhaving a budget? Where and when do your parents need to have a budget? Share ideas whenfinished.
Duplication Permitted Content Connection: Content Connection: Adding & Subtracting Money; Making Change with MoneyPage 1/2
Connection
Name: _____________________________________ Date: ________________
EiE: Designing Parachutes © Museum of Science, Boston Duplication Permitted
A
1. Which step of the Engineering Design Process do you think they were working on? Explain your answer. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
A boy and a girl were talking about how to mix materials to make a good play dough. The girl said they could mix flour and water. The boy said they could mix salt, flour, and water. They thought of more ideas, too.
2. Which step of the Engineering Design Process would be BEST to do next? Explain your answer.
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
_________________________________________________
A-5 Student Pre-Post Assessment General Assessment
Name: _____________________________________ Date: ________________
EiE: Designing Parachutes
© Museum of Science, Boston
Duplication Permitted
B
A-2
What is Technology?
Which of these things are examples of technology?
1. Circle all of the items that you think are technology.
Cell Phone
Keyboard
Game Controller
Wind-up Toy MP3 Player Bird Bicycle
Oak Tree
Running Shoes Volcano Windmill Hand-held Fan
Dandelion
Sandals Piano Roller Blades
Broom Laptop Bonnet Basket
Student Pre-Post Assessment General Assessment
2. Is Lightning a kind of technology? Circle YES or NO.
Yes No
How-To videos aid preparation and share tips from experienced teachers and EiE staff.
Classroom videos show EiE lessons being implemented in actual classrooms.
A searchable library of Content Connection lessons explicitly connect mathematics, language arts, fine arts, and social studies topics with EiE lessons.
Student assessments measure what students have learned from EiE lessons.
Online Resources
An impressive array of online videos and lesson plans support
teachers in planning, preparing, and extending the EiE curriculum.
“Before the course,
I thought engineering
was some unknown
and somewhat mystical
profession for people smart
in science and math . . . .
I will impart to my students
that we can all think like
engineers.”
–K-5 science specialist
Professional Development
Engineering is a new discipline for many elementary
teachers. To support these busy professionals, EiE offers
workshops that bolster content knowledge, provide
teaching tips, and increase familiarity with the EiE
curriculum.
EiE offers 3 types of professional development
Customized PD at your school EiE staff can facilitate on-site workshops for up to 25 participants, tailored to meet the needs of your teachers.
Everyone Engineers” workshops Attend a two-day workshop at the Museum of Science, Boston, and learn about the EiE curriculum, engage with activities, and discuss implementation strategies.
Teacher Educator Institutes Want to train other teachers to use EiE? Attend an EiE Teacher Educator Institute to learn how.
Visit eie.org/content/workshops for more information.
“
“I wish we had school tomorrow so we could do this some more.”
“Now I know how
engineers feel when
things they design
don’t work the first
time, but I still want
to be one.”
“What I especially liked about the lighting system was when we got to improve our ideas to make our system better.”
“I liked being able to do the project with my friends and being able to pretend that it’s not just a project but the real world like being able to pretend you’re a real biomedical engineer.”
“I like the plant project because it was fun to mess up and try it again.”
Students Talk About EiE
“It was very fun
watching other groups
and designing my
group’s blades. I wish
we could work on the
activities longer.”
“Excellent inquiry-based STEM
curriculum like Engineering is
Elementary teaches students
the thinking and reasoning
skills they need to be successful
learners and workers. Because
EiE is built around the
engineering design process, it
teaches students how to solve
problems systematically. It also
creates the optimism that every
problem can be solved, which
is relevant to any subject area.
These skills and attitudes are
important for our kids’ future.
Life is not multiple choice.”—Laura J. Bottomley, Ph.D, director
The Engineering Place
North Carolina State University
“I am impressed with the clarity of your lesson plans and at how accessible and useful your ancillary worksheets and activities are. Elementary teachers who don’t have a specific engineering background will find this series quite user-friendly.”
—Susan Hyde, suite101.com
“[Delaware] is employing a program out of the Boston Museum of Science called Engineering is Elementary. It literally starts in first grade, and it’s the greatest little modules at the appropriate level for the grade level. That’s what’s needed. Because by the time a kid gets to eighth grade, it’s almost too late.”—DuPont CEO Ellen Kullman
in Bloomberg Businessweek 8/10/12
Engineering is Elementary is made possible by the generous
support of the Museum of Science, the National Science
Foundation, Raytheon, S.D. Bechtel Jr. Foundation, The Liberty
Mutual Foundation Inc., The Cargill Foundation, Cognizant,
National Institute of Standards and Technology, i2 Camp, NASA,
Cisco Foundation, Intel Foundation, and Google Community Grants
Fund of Tides Foundation.
Educators Talk About EiE
Museum of Science1 Science ParkBoston, MA 02114617-58 [email protected]
Engineering is Elementary® is a project of the National Center for Technological Literacy® (NCTL®), established by the Museum of Science, Boston. The Museum, through exhibits and programs, and the NCTL, through partnerships with schools, museums, and organizations, are leading the nationwide effort to enhance engineering and technology knowledge for all and to inspire the next generation of engineers, inventors, and innovators. For more information: mos.org/nctl.
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To purchase the leading elementary
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information, visit eie.org.
Please don’t hesitate to call or email with questions.