Teaching Teaching Physical Science, Physical Science,

Technology, and Technology, and EngineeringEngineering

GoalsGoals1.1. To distinguish science, technology, To distinguish science, technology,

and engineering.and engineering.

2.2. To become aware of community To become aware of community resources and instructional materials.resources and instructional materials.

3.3. To engage in a hands on physical To engage in a hands on physical science and technology activity.science and technology activity.

Distinguishing Science, Distinguishing Science, Technology, and EngineeringTechnology, and Engineering Science:Science: Body of knowledge and a way of Body of knowledge and a way of

finding out about the natural world.finding out about the natural world. Technology:Technology: Any thing or process that Any thing or process that

people create and use to solve a problem.people create and use to solve a problem. Engineering:Engineering: The process of designing The process of designing

under constraint to seek solutions for under constraint to seek solutions for society problems and needs.society problems and needs.

Source: Museum of Science NCTLSource: Museum of Science NCTL

Readings About Readings About Science and TechnologyScience and Technology

Carin et. Al. TextCarin et. Al. Text pp. 29-33 in Carin et. al. text.pp. 29-33 in Carin et. al. text. Section II: Physical Science Activities in Carin Section II: Physical Science Activities in Carin

et. al. text.et. al. text.

National Science Education StandardsNational Science Education Standards pp. 134-138, “K-4 Science and Technology pp. 134-138, “K-4 Science and Technology

Content Standard” Content Standard”

Physical Science and Physical Science and Technology Technology

Community ResourcesCommunity Resources

Museum of Science, Boston NCTLMuseum of Science, Boston NCTL Providence Children’s MuseumProvidence Children’s Museum Rhode Island School of the FutureRhode Island School of the Future DODDOD StarbaseStarbase in Newport, RI Click in Newport, RI Click

on Location-Click on RI.on Location-Click on RI.

Physical Science and Physical Science and Technology ResourcesTechnology Resources

FOSS and STC Modules in Rhode IslandFOSS and STC Modules in Rhode Island Marbles, Tracks, and Ramps (K)Marbles, Tracks, and Ramps (K) FOSS Balance and Motion (Grade 1)FOSS Balance and Motion (Grade 1) DACTA Simple Machines (Grade 2)DACTA Simple Machines (Grade 2) STC Sound (Grade 3)STC Sound (Grade 3) STC Electric Circuits (Grade 4)STC Electric Circuits (Grade 4) STC Floating and Sinking (Grade 5)STC Floating and Sinking (Grade 5)

Physical Science and Physical Science and TechnologyTechnology Resources Resources

Museum of Science’s Engineering is ElementaryMuseum of Science’s Engineering is ElementaryLearning Outcomes:Learning Outcomes: To learn about what engineering and technology are To learn about what engineering and technology are

and what engineers doand what engineers do To learn about various fields of engineeringTo learn about various fields of engineering To apply the engineering design processTo apply the engineering design process

20 Unit Overview20 Unit OverviewCurriculum MaterialsCurriculum MaterialsConnections to Science KitsConnections to Science Kits

RI GSEs in ScienceRI GSEs in Science5-8 Understandings5-8 Understandings

PS1 (5-6) Students demonstrate an understanding of PS1 (5-6) Students demonstrate an understanding of characteristic properties of matter by …characteristic properties of matter by …

1a comparing the masses of objects of equal volume 1a comparing the masses of objects of equal volume made of different substances.made of different substances.

2a recognizing that different substances have properties, 2a recognizing that different substances have properties, which allow us to identify them regardless of the size of which allow us to identify them regardless of the size of the sample.the sample.

RI GSEs in ScienceRI GSEs in Science5-8 Assessment Targets5-8 Assessment Targets

PS1 (5-8) INQ-1PS1 (5-8) INQ-1

Investigate the relationships among mass, volume and Investigate the relationships among mass, volume and density.density.

PS1 (5-8) INQ+POC –2PS1 (5-8) INQ+POC –2

Given data about characteristic properties of matter (e.g., Given data about characteristic properties of matter (e.g., melting and boiling points, density, solubility) identify, melting and boiling points, density, solubility) identify, compare, or classify different substances.compare, or classify different substances.

RI GSEs in RI GSEs in Engineering & TechnologyEngineering & Technology

Assessment Targets Assessment Targets ET2.3 (3-4)ET2.3 (3-4)

Students demonstrate an understanding of Students demonstrate an understanding of effective design by:effective design by:

3a. exploring the process of solving a real world problem.3a. exploring the process of solving a real world problem.

3b. using age-appropriate construction materials to build a 3b. using age-appropriate construction materials to build a

model to solve a specific problem.model to solve a specific problem.

3c. testing, troubleshooting, and evaluating a basic design 3c. testing, troubleshooting, and evaluating a basic design

solution.solution.

3d. documenting the advantages and disadvantages of 3d. documenting the advantages and disadvantages of

multiple designsmultiple designs

Engaging ScenarioEngaging Scenario The Wreck of the The Wreck of the

Edmund FitzgeraldEdmund Fitzgerald Freighter sank in storm Freighter sank in storm

in 1975.in 1975. Crew of 29 perished.Crew of 29 perished. The wreck is considered The wreck is considered

the most famous the most famous marine disaster in Great marine disaster in Great Lakes history.Lakes history.Source: http://www.ssefo.com/

My Focus QuestionMy Focus Question

Class Focus QuestionClass Focus Question

How can we design a boat to carry How can we design a boat to carry cargo and float?cargo and float?

PredictionPrediction

Draw a design of an aluminum Draw a design of an aluminum boat you think will float and boat you think will float and carry cargo. carry cargo.

I think this design can float and I think this design can float and carry cargo because…carry cargo because…

Planning-ProcedurePlanning-Procedure Gather Materials at Materials Display TableGather Materials at Materials Display Table

Each Group of TwoEach Group of Two 1 Tray1 Tray 2 Aluminum foil sheets2 Aluminum foil sheets 1 Bag of washers1 Bag of washers 1 Basin1 Basin 2 Paper towels2 Paper towels

Test Test DesignDesign. . Test.Test. Record. Reflect.Record. Reflect.

Data/ObservationsData/Observations

Design-Test 1Design-Test 1

Cargo (Number of Washers) =Cargo (Number of Washers) =

Making MeaningMaking Meaning

What did you notice while building What did you notice while building your boats?your boats?

What boat designs held the most What boat designs held the most cargo? Least cargo?cargo? Least cargo?

What factors affected the ability of What factors affected the ability of your boat to float and carry cargo?your boat to float and carry cargo?

Form and Form and FunctionFunction

A. Flat (flat boat) for A. Flat (flat boat) for travel in shallow watertravel in shallow water B. Round with keels (trawler) for B. Round with keels (trawler) for stability and travel in stability and travel in

deep waterdeep water C. Multi-hulled (catamaran) for C. Multi-hulled (catamaran) for stability and travel in stability and travel in

deep waterdeep water OTHER Tapered (canoe) for OTHER Tapered (canoe) for efficient travel through efficient travel through

waterwater

Source: M. Hebrank and T. Guentensberger

Planning-ProcedurePlanning-Procedure Clean-up PersonClean-up Person

- Dry your table with paper towels.- Dry your table with paper towels. - Return your materials display table.- Return your materials display table.

Place aluminum foil for recycling container.Place aluminum foil for recycling container. Dry basin and washers.Dry basin and washers. Dispose wet paper towels.Dispose wet paper towels.

Claims and EvidenceClaims and Evidence

- I know this to be true: - I know this to be true:

- Here is the evidence:- Here is the evidence:

ConclusionConclusion

- I learned . . . . - I learned . . . .

- I used to think (prediction)I used to think (prediction)

Now I think….Now I think….

Next Steps - Next Steps - New QuestionsNew Questions

- I want to know . . . - I want to know . . .

- I want to try this . . .I want to try this . . .

GoalsGoals1.1. To distinguish science, technology, To distinguish science, technology,

and engineering.and engineering.

2.2. To become aware of community To become aware of community resources and instructional materials.resources and instructional materials.

3.3. To engage in a hands on physical To engage in a hands on physical science and technology activity.science and technology activity.