supporting documents · each of which can be used to create base frames/templates for the specific...
Post on 30-Sep-2020
0 Views
Preview:
TRANSCRIPT
Supporting Documents
By: Teacher, Mrs. Melicia Plunkett-Mills | School, Mico
Practising Primary and Junior High
Sample STEM Lesson Plan
Sample Rubric
Group STEM Lesson Plan
Created Rubric
Sample STEM LESSON PLAN - Industrial Techniques
Date: September 30, 2014
Grade: 9
Subject: Resource and Technology
Module: Engineering and Mechanisms
Topic: Producing a Design
Lesson Duration: 4 x 40 minutes
Attainment Target:
Strand 2: Exploring Methods and Procedures:
Students will make informed decisions in the selection of materials, tools and equipment and demonstrate increasing skill in the execution of tasks in product development.
Science Standards:
Students will use scientific knowledge to select appropriate experimental methods.
Understand the formation and importance of minerals, rocks, and soils.
Understand the importance of conserving forests and wildlife.
Mathematics Standards:
Students will use the correct units, tools and attributes to estimate, compare and carry out the processes of measurement to given degree of accuracy.
Students will explore paths, geometric shapes and space and make generalization about geometric relationships within the environment.
Technology Standards:
Students will develop an understanding of the role of society in the development and use of technology.
Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.
Students will develop an understanding of and be able to select and use manufacturing technologies.
Resource Materials: (Audio visuals, print, internet)
Blank paper, hand tools, power tools, lumber, sheet metal, p.v.c. plastic, personal protective clothing, computer, drawing tables, internet access, fasteners
Learning Objectives:
Students will:
1. Define the term “production” and “marketing”
2. Explain/Discuss the series of events in history which lead to the development of the clock and other time pieces
3. Identify at least two (2)mechanical operation (features) critical to the operation (function) to clock design and construction
4. Brainstorm for designs of the clock given a set of criteria
5. Create/Use a brainstorming chart to identify important considerations for the design of the (personalized) concept clock
6. Develop an image board using images selected from predetermined sources of the target market
7. Discuss the considerations for the clock to be produce for the proposed target market
8. List at least six (6) features/considerations critical to the selection of materials for the construction of the concept clocks
9. Justify the type of material(s) selected for the production of the concept clocks
10. Identify the major steps to be taken in the engineering design process
11. Discuss some of the skills that may required of a professional time piece designer
12. Identify the teams that are important to carrying out the major activities to be performed in the Mini Enterprise activities
Classroom Safety e.g. Students will:
1. Demonstrate courtesy in regard to the ideas expressed by classmates and will show appreciation for the efforts of others.
2. Pay close attention to the instructions given by the classroom teacher with regards to procedural, personal, tools and equipment care and safety, while exercising due regard for themselves and peers/others.
Activity Highlights:
Engagement:
Through a process of online research track the series of events in history which lead to the development of the clock and other time pieces
Brainstorm for designs of the clocks by developing a cognitive charts (spider diagram) or attribute analysis by seeking answers to the following questions:
Where will the product be used? Who will use the product or system? What materials will the product be made of? How much money will it cost to make each product? Where will the resources come from to complete the product?
Exploration:
Collect and compare 3-5 interesting clock designs from a variety of sources and critique each
design based on the following factors: cost, user (buyer), aesthetics, size, environment and
materials used to construct the clocks.
From the information ascertained previously develop a ‘design needs table of specification’ for
the concept clock, the table created should be based on the following considerations: material;
where will it be used, size, colour(s), access and an estimated budget. This activity maybe
carried out in small groups with no more than four students.
Explanation:
Work in groups of twos to examine the operations of at least two mechanical components of the clock, which includes a complicated series of wheels, gears, pulleys and levers powered by a falling weight and with a pendulum (or later a wound-up spring). Watch a video: How clocks work http://youtu.be/7RgvXGPfTg8 to aid with the explanation.
Examine the types of materials used to making the different components/parts of the clock and explain how their characteristics or properties influence the effective operation/function of the clock.
Extension (working through the design process)
Students will begin to explore and carryout the major steps to be taken in the engineering the following design process
Investigate/research the following methods/processes:
o Vacuum Forming o Strip Heating o CAD CAM
Each of which can be used to create base frames/templates for the specific products, in this particular case (the base frames/templates for the clocks. Student will be asked to produce a 12 slide presentation using a multi media presentation format of their choice (use of offline/online resources is encouraged) to represent their findings. Watch a video on the making of a home made vacuum forming machine and its operation: https://www.youtube.com/watch?v=vFjnC47Y_i0 to aid with the explanation, encourage the students to find other related videos that will further assist with the clarification of the fore-mentioned processes.
The principles of vacuum forming can be further explained by exploring the information found on this web page http://www.technologystudent.com/joints/petevac1.html
Create templates or use a specific method to develop the required base frame for the concept clocks, this (base frame) should be able to make several frames from the single template or mould
Measuring and layout processes Cutting and modifying processes Joining and fitting processes
Evaluation:
Students will be asked to present their vacuum forming PowerPoint presentation and peers will use a presentation rubric to assess their peers’ overall delivery.
Enrichment:
Students will be placed in groups of four and asked to beginning to develop a preliminary design logo which will be used when marketing the concept clocks for sale in the mini enterprise project.
Students will collaborate and investigate to identify at least five skills/competencies which are important to the skills set of a professional time piece designer. Read the information found in this blog on Korean designer Eerune to help with formulating response http://www.ablogtowatch.com/piece-timepiece-watch-art-interview-korean-designer-eerune/
GROUP STEM LESSON PLAN –Industrial Techniques.
Date: July 7,2016
Grade: 7
Subject: Resources and Technology
Topic: Sources of Energy
Lesson Duration: 120 minutes
Attainment Target: Select from a range of alternatives, energy source.
Science Standards: Understanding the scientific process, and the impact of air and water on the
environment, and on our everyday life.
Mathematics Standards: students will use correct units of measurement to given degree of
accuracy.
Technology Standards: Students will develop an understanding of the role of society in the
development and use of technology.
Resource Materials: Internet, textbooks, charts, whiteboard, markers, projector, tablets, cell
phone.
Learning Objectives
Students will:
a) Name types of energy source
b)Compare the benefits of the various energy sources
c) Construct a chart showing how one source of energy can be converted into useable energy.
d) Create a short presentation explaining how the energy produced can be utilized efficiently.
Content Outline:
Definition: Energy is the power we use for transportation, for heat and light in our homes and for the
manufacturing of all kinds of products. Energy is the power exerted from natural sources. It is also the ability to do work.
There are two sources of energy:
Non Renewable - fossil fuels, such as coal, natural gas and petroleum.
Renewable- solar energy, wind, geothermal energy, biomass and hydropower.
http://www.factmonster.com/ipka/A0907040.html
Classroom Safety
Use tools and equipment safely in the class room.
Observe safety precautions.
Observe fire prevention techniques.
Activity Highlights:
Engagement
To allow students to become engaged in a discussion surrounding the sources of energy.
To allow students to answer question posed to them by the teacher.
Exploration
To allow students to do a research on two sources of energy and make a report on the generation
and distribution of energy.
Explanation
Students will clarify their understanding of their findings about different sources of energy.
Elaboration/Extension
Students will be allowed to publicly share their findings with the class to build a better
understanding surrounding the topic.
Evaluation
Students will be assessed according to their knowledge level in terms of the research, how well
they work as a cohesive group, and how they make their presentation.
Enrichment
Students will be required to broaden their vocabulary, knowledge, and awareness by being asked
to visit a JPS site to collect pamphlets about energy, and energy conservation.
SAMPLE
RECORD OF ASSESSMENT OF LEARNING OUTCOMES PROJECT:
STUDENTS’ NAMES LEARNING OUTCOMES
John Allen
Rupert Bonnett
Nayla Burnett
Key to Scale:
I Can do with a lot of help 30-49
II Can do with some help 50-64
III Can do with very little help 65-79
IV Can do independently 80-100
GROUP RUBRIC.
RECORD OF ASSESSMENT OF LEARNING OUTCOMES
PROJECT:
STUDENTS’ NAMES LEARNING OUTCOMES
Melicia Plunkett
Sobrina Duncan
Kevaughn Mills
Raul Blackwood
Kevin Smith
Key to Scale:
I Can do with a lot of help 30-49
II Can do with some help 50-64
III Can do with very little help 65-79
IV Can do independently 80-100
OTHER RUBRIC.
Student’s Name: ____________________________________
Key: No progress (0) Introductory (1) Emergent (2) Proficient (3) Mastery (4)
Nil 39-49 50-65 66-79 80-100
Descriptors (0) (1) (2) (3) (4)
Explanation Student work
demonstrates
no
understanding
or progress
towards
achievement of
the outcome.
Student can
explain only
limited aspects of
the work.
Logical.
Student can
explain the
solution but
cannot explain
why the
methods work.
Student can
explain
processes but
could not
provide
alternative
solution.
Students can
explain
thoroughly and
provide
alternate
solution.
Collaboration Team work
demonstrates
no
understanding.
Students worked
independently.
Students
worked
together on few
occasions.
Most members
made valuable
contribution.
Each member
worked
together to
achieve
objectives.
Design Student work
demonstrates
no
understanding
or progress
towards
achievement of
the outcome.
Student has made
an incomplete
attempt to create a
design.
Student creates
design that is
not logical to
the solution.
Student creates
a reasonable
design for the
solution.
Student creates
a logical
design for the
solution.
top related