FallImplementation DREAM-ITphaseIII.docx.docx€¦ · Web viewK-2-ETS1-1, K-2-ETS1-2, K-2-ETS1-3, 3-5-ETS1-1, 3-5-ETS1-2, & 3-5-ETS1-3. Identified Results . In my Fall Implementation

Tasha D. HendersonMSU Urban STEMDREAM-IT Fall Implementation12/1/14

Title: Engineering All Around US

Grade Level: K-4

Next Generation Science Standards:

Engineering Design

K-2-ETS1-1, K-2-ETS1-2, K-2-ETS1-3, 3-5-ETS1-1, 3-5-ETS1-2, & 3-5-ETS1-3

Identified Results

In my Fall Implementation of the DREAM-IT project we explored the world around us through an

engineering lens. We used various items from our everyday life that has engineering embedded as it

foundation. The guiding question for the Unit is “Engineering is all around us in our world. How can

engineering be explored in everyday materials?” This question has and will continue to drive the

teaching and learning for the unit as whole.

Since children are born engineers! They are always fascinated with the world they are born into. To

understand the world we live in, it is vital that we foster a foundation for engineering and technological

literacy in people and especially our children. My goals during this Fall implementation has been the

driving force to my lessons surrounding this project. As stated before they are listed below:

● Exposure to the engineering field through the student’s eyes.

● Nearly everything in the human world has been touched by engineering.

● How the society they live in is influenced by engineering concepts.

● The profession of engineering is easily attainable through proper education.

● Exposure and education of various fields of engineering.

● Engineers are from all races, ethnicities, and genders.

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● Technology was designed by engineers and created through problem solving.

● Engineering is not a profession of isolation. Team work is vital for product development.

The goals listed above are key to the field of engineering because various items we use in our everyday

life are birthed from disciplines that are practiced by professional engineers. As I reflect on the Fall

Implementation of my DREAM-IT project I would definitely say my goals are being accomplished through

the pedagogy of Engineering Practices. These Engineering practices are the core standard from NGSS to

support my lessons.

DREAM-IT Timeline

The timeline for this project will be based on a quarterly system. The main questions first and second

quarter will focus on are listed below:

1. Is engineering all around us? -First Quarter

2. Does engineering concepts influence the way we live our lives?- Second Quarter

During the Fall phase of my implementation we have pretty much followed the timeline. This timeline

allows for the engineering projects to be explored in addition to the DREAM-IT project. Students have

worked on other projects I have already developed in my current engineering curriculum.

Acceptable Evidence

In efforts to assess my students understanding for this unit I had several means of achievement

measurements. The measurement I used to evaluate the impact of my engineering practices were

laboratory sheets with questions concerning their understanding of the engineering process steps. I

also used observations as I visited each group with a rubric of their processes of how well they

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deconstructed and reconstructed various items. The rubric captured team building participation points

and understanding using meaningful engineering conversations.

Do Now and Exit Tickets was given throughout the unit as informal and ongoing assessments. The Do

Now questions are an anticipatory or topic introduction to the students for what was explored each

class session.

My Dream IT project so far has changed a bit after meeting with my focus groups. The feedback I

received from my students during their focus group activity was such excitement and enthusiasm. I gave

my students a challenge of using simple engineered items such as Styrofoam plates, tissue paper,

masking tape, and Popsicle sticks to build the tallest tower. Students doubted if it could be done with

such simple materials and a team of four students. To their amazement they were so excited and

surprised that they could design and construct a tower from those types of materials.

The students’ feedback I received for more design challenges just as those they encountered during the

tallest tower was overwhelming.

The Fall implementation DREAM IT project according to my students’ feedback has added the element

of competition. So, during their exploration of various fields of engineering through their project builds

and testing I included some elements of design challenges. This feedback was evident from staff and

students as a result of my DREAM IT project modifications. I gave students self- assessments as well as

rubrics to monitor their participation. There results were all above average.

Learning Experience and Instruction

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Context

Kindergarten students have designed and created their own puff mobile units. They used everyday

objects they come in contact with such as straws, candy life savers, tape, construction paper and copy

paper. First grade glasses have adjusted very well to learning about pollination and starting to use

various common materials to design their own hand pollinators. Second grade students have designed

and constructed their own boats. They were given everyday materials such as cardboard, duct tape,

Styrofoam, straws, tape, and copy paper to design a boat that could hold up to 200-300grams. They

thought it would be impossible but they all accomplished their goal! Third and Forth grade students

designed and constructed their own towers that could be free standing and could possibly hold weight.

All grades have used the Engineering Design Process as a blueprint to each prototype and model. Fourth

grade students was also apart of a STEM engineering workshop as “Scientist for A Day” at Colombia

College Chicago.

My class period typically lasted for 60 minutes each week with time to explore the subject matter taught

watching a brief 10 minute video after the introduction question or “DO Now” question. After this

portion of the lesson I presented the mini-lesson or the “I DO” . Once I gave the mini-lesson we went

into the “We Do” we worked on a particular topic together and I scaffolded for the students as they

worked at their desk. After the “We do” students were presented with their challenge a or tasks and

they explored independently or in table partners or teams which was the “You do” portion of the lesson.

In closure for the lesson we huddle together and reviewed key concepts and activities from the lesson as

a conclusion or closure to the lesson.

The technology infrastructure I have access to afford my students to a rich tech environment. My

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students have utilized our MAC Book Air laptop cart and SMART Board. Below, I have included an image

of my students working on their Engineering Design Challenges for the boats and Puff Mobiles:

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Content

I am seeing a transformation in their understanding is actually what is engineering? Engineering is not

just a process but can be concrete items that are composed or decomposed. Communicating the designs

and process to a boarder audience is a means to help others understanding your ideas. The experiences

and skills my students have accessed to as by the end of “Engineering is All Around You” Unit will

continue to encompasses the following:

● Envision their own abilities as a future engineer

● Know and apply the Engineering Design Process

● Employ their understanding to carefully solve problems and use their creativity

● Learn from their failures and troubleshoot during the design and test phases of product

development

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● Utilize technology as a tool to communicate their findings and designs.

● Integrate Mathematics and Science in the engineering concepts.

The concepts that my students may find challenging with envisioning their selves as future engineers is

the environment they live in on a daily bases. Many may not know a engineer and even held of what a

engineer does for a occupation. The Engineering Design Process was explained as something they may

already do and part take in without even realizing it. Such as fixing their bike or a flat tire on a bike.

Making plans to fix it and testing it to see if it actually works! This will continue to tie into failures and

troubleshooting. Showing my students that failures does not always have to be tied to a negative

platform but is a natural progression to product development. Technology is often used as a means of

communication. I plan to show my students how to use Apple Keynotes as a presentation tool and the

“Talk to Me” book. It is key to show them that verbal communication can be captured using

technological devices.

Pedagogy

The pedagogy practices that worked best for Fall Implementation content was:

● Questioning instructional strategies will be at the core of the lessons to cause students to think

deeper about what they already know and what they would like to explore.

• Guided Discovery allowing the students to manipulate the everyday items we may use.

• Exploratory instruction open learning environment in which the students was provided a rich,

networked database of information, examples, demonstrations, and exercises from which the student

can select whatever is appropriate to their current needs and mental models.

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Technology

Technology integration has been used through-out the unit using various activities. They were able to

design, construct, test and improve their own prototypes. They used the Internet to gather various

examples of designs for their towers, boats and puff mobiles. Students have researched how their

models are actually used in real-life. The videos they have viewed has shown them how important wind

energy is to help make objects move at various speeds.

The TPACK framework is woven has been woven through-out each and every Engineering Lesson I have

conducted thus far. My students are continue to tie their knowledge of Engineering practices as they are

move forward with each new project and engineering design challenge. The three core concepts of

Content, Pedagogy, and Technology work hand in hand through TPACK or the Total PACKage. Three

pieces Content Knowledge, Pedagogical Knowledge & Technological Knowledge integrated as a network

of ideas in the engineering field of study. I would conclude the sweet spot with the three woven

together reproducing the Technological Pedagogical and Content Knowledge as noted in the article

“Using the TPACK Framework: You Can Have Your Hot Tools” by ISTE. As I integrate these strategies in

my Dream-It project I know my students understanding of the field of engineering and the world they

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live in will deepen as a result.

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Documents

FallImplementation DREAM-ITphaseIII.docx.docx€¦ · Web viewK-2-ETS1-1, K-2-ETS1-2, K-2-ETS1-3, 3-5-ETS1-1, 3-5-ETS1-2, & 3-5-ETS1-3. Identified Results . In my Fall Implementation