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Ask students to summarize the task they have been given by describing
who is experiencing the problem, what the problem is, and the task they
have been asked to accomplish. Give students their engineering journals
and show them the graphic of the Engineering Design Process:
Discuss each of the stages students will work through briefly. Explain to
students that the first phase in the process is to think about what they
already know about heating and cooling and ask questions to identify
what information they need to know. Model for students how to complete
a KQT chart like the one in their engineering journal. In this chart,
students will think about what they know about the topic, questions they
have, and topics to search based on their questions. For example, students
may know that temperature can be measured with a thermometer.
However, they may wonder what scale scientists typically use to measure
temperature. Finally, you can show students how to identify the key words
and phrases to search when researching using the Internet or looking in a
book index. For the question above, students may want to search, scale
scientists use to measure temperature or measurement of temperature.
Work Session:
Students should complete their KQT chart listing information they already
know about the effects of heating and cooling, questions they have, and
identifying topics to search. It is important to allow student inquiry to
drive this process. However, you may want to lead students in asking
questions similar to these listed below if they did not include them in their
KQT chart.
What does a thermometer measure?
What is thermal energy?
How is thermal energy transferred?
Why does thermal energy flow from hotter to cooler objects?
How can we control thermal energy?
What are conductors?
What materials are good insulators?
How is heat produced?
Closing:
Students will have conversations with their peers as the closing for many
of the sessions during this unit. It would be helpful to have several
different pairings already established with students (some homogenous
pairings and some heterogeneous pairings). Tell students to share the
questions they are interested in researching with a partner. Allow
students time to add additional questions to their chart if they heard an
interesting question from their partner.
Mini Lesson:
Model for students how to use their KQT chart to research one of the
topics of interest. Show students how to search key terms using the
Internet and how to use headings to find the information that answers the
question. Model how to pull out key information from the text and record
it on a graphic organizer of choice.
Work Session:
Students should begin researching and recording the information learned
within their engineering journals. During this time the teacher should
circulate the room and support students as needed. Teachers may need to
pull a small group of students for guided research. As an extension, some
students may also wish to extend their knowledge regarding insulators
and look into the history of insulation or research ways in which effective
insulation can conserve energy.
Closing:
Allow students to measure the temperature of their cups and record the
information on the chart in their engineering journal. Ask students what
conclusions they made through this experiment. Students may wish to add
information learned through the experiment to their research regarding
insulators or measuring temperature.
Mini Lesson:
Model for students how to use their KQT chart to research one of the
topics of interest. Show students how to search for key terms using the
index of a book and how to use headings within the book to find the
information that answers the question. Model how to pull out key
information from the text and record it on a graphic organizer of choice.
Also show students how they can cite their resources by indicating where
the information was found.
Work Session:
Students should continue researching and recording the information
learned within their engineering journals. During this time the teacher
should circulate the room and support students as needed. Teachers may
need to pull a small group of students for guided research. As an
extension, some students may also wish to extend their knowledge
regarding insulators and look into the history of insulation or research
ways in which effective insulation can conserve energy.
Closing:
Allow students to share one interesting fact they learned today with a
partner. Have students then tell their partner how this information
learned may affect the insulator they plan to create.
Mini Lesson: Once again model for students how to use their KQT chart
to research one of the topics of interest. Highlight the use of key terms
when searching on the Internet and discuss with students tips to
identifying relevant and valid websites. For example, students may look
for websites from organizations with a high level of trust such as NASA,
state organizations, or universities. Also, websites in which the author of
the information may be identified and his or her credentials validated.
Model how to pull out key information from the text and record it on a
graphic organizer of choice.
*Teachers may decide to extend research for 1-2 more days depending on
the prerequisite knowledge of the class and experience with researching.
Closing: Tell students about their budget of $10 for their insulated
materials. Show students the materials and challenge students to incubate
on their ideas for creating an insulator for their water bottle until the next
class session.
Work Session: Students may draw the design for their insulators in their
engineering journals. Upon completion, students should complete the
budget form, deciding which materials to use, calculating the total cost of
their materials, and figuring out how much money they have left over to
use towards any improvements. Teachers should circulate the room
asking questions and providing feedback. Discuss the risks and benefits of
spending and/or saving too much money. Teachers may need to pull a
focus group to review mathematical concepts used in determining the
total cost and finding the difference between the budget and amount
spent.
Mini Lesson: Show students the video, How do you keep lemonade cool?
Allow students to turn and talk with a partner discussing, How might you
piggyback off of information learned in this video while building your
insulators?
Mini Lesson: Ask students, How can we decide if our insulators are
effective at keeping our water cool? Take students ideas on different
types of experiments that could be conducted to determine the
effectiveness of the insulators. Model for students one experiment that
could be conducted to test the insulators. Have two water bottles filled
with cold water that has been refrigerated overnight. Measure the
temperature in each bottle and record on a chart like the one the students
have in their engineering journals. Allow students to begin working on
their insulators. After 10 minutes, stop students and have them observe as
you measure the temperature in each water bottle. Discuss with students
how you can use your findings from the experiment to decide on
necessary improvements.
Mini Lesson: Watch the PBS kids Vacuum Hockey video with students. Ask
students how the kids in the video improved their inventions. Discuss,
How would the kids invention have been different if they did not test and
improve? Brainstorm questions students may ask themselves as they look
at their experiment results.
Work Session: Students should complete their final testing and make any
necessary improvements. Students that finish their improvements may
have time to complete an additional test experiment to see if their
improvements made a functional difference.
Closing: Students may complete a gallery walk where they can walk
around the classroom and look at the various insulators designed by their
peers. After walking, students should share noticings from their peers
insulators and indicate features of the insulators they think may make
them effective in keeping the water bottles cool.
Mini Lesson: Tell students that they will be creating their own product
description to persuade people to choose their water bottle insulator for
field day. Show students the rubric and checklist for the assignment.
Model completing the organizer with the students for a sample water
bottle insulator.
Differentiation:
Some students may finish their organizer quickly. These students may
choose from 3 options:
Begin writing their opinion piece/product description.
Work on an extension project researching ancient insulation
practices. Students may research information and create a
presentation on Prezi or Powerpoint to share information learned
with the class.
Look at additional examples of product descriptions on Toys R Us.
Write down exemplary introductions from at least 2 different
product descriptions to share with the class. Students could then
put their exemplary introductions on a class chart to give the other
students ideas to piggy back off of.
Some students may need additional support as they are completing their
organizers. Having their insulators in front of them may help them to
think of ideas to include in their product descriptions. It would also be
helpful to conference with students as they are working to address their
specific needs/concerns.
Mini Lesson: Show students the checklist for the introduction paragraph
in their engineering journals. Model for students how to write an
introduction paragraph that catches the purchasers attention and gives
an overview of the product.
Some students may need additional support as they are completing their
writing. Having their insulators in front of them may help them to think of
ideas to include in their product descriptions. It would also be helpful to
conference with students as they are working to address their specific
needs/concerns as discussed earlier. Finally, sentence stems may be
provided to help students craft appropriate sentences.
Closing: Model for students how to use the revising and editing checklist.
Have students utilize this checklist to make possible corrections from the
work they have written today. Breaking up the editing and revising makes
the process more meaningful for students and less overwhelming.
Mini Lesson: Show students the checklist for the body paragraph in their
engineering journal. As discussed in the video above, model for students
how to write a body paragraph that not only addresses the feature of the
insulator and states an opinion about why it is an effective component, but
then elaborates and describes why this feature works and is useful for the
audience.
Some students may need additional support as they are completing their
writing. Having their insulators in front of them may help them to think of
ideas to include in their product descriptions. It would also be helpful to
conference with students as they are working to address their specific
needs/concerns as discussed earlier. Finally, sentence stems may be
provided to help students craft appropriate sentences.
Closing: Model for students how to use the revising and editing checklist
on their body paragraphs. Have students utilize this checklist to make
possible corrections from the work they have written today. Breaking up
the editing and revising makes the process more meaningful for students
and less overwhelming.
Lesson Day Twelve
Standards
S3P1., S3CS6.a., ELAGSE3W1., ELAGSE3W6
Addressed:
Opening: Allow students who may have chosen the extension to find
interesting closings on the Toys R Us product descriptions to share with
the class!
Mini Lesson: Show students the checklist for the closing paragraph in
their engineering journals. Model for students how to write an effective
closing paragraph using the checklist that makes their audience want to
choose their insulators.
Differentiation:
Some students may finish their closing paragraphs quickly. These students
may choose from three options:
Begin on their advertisement poster using the checklist in their
engineering journals as a guide.
Work on an extension project researching ancient insulation
practices. Students may research information and create a
presentation on Prezi or Powerpoint to share information learned
with the class.
Look at additional examples of product descriptions on Toys R Us.
Write down attention catching closings from at least 2 different
product descriptions to share with the class. Students could then
put their exemplary conclusions on a class chart to give the other
students ideas to piggy back off of.
Some students may need additional support as they are completing their
writing. Having their insulators in front of them may help them to think of
ideas to include in their product descriptions. It would also be helpful to
conference with students as they are working to address their specific
needs/concerns as discussed earlier. Finally, sentence stems may be
provided to help students craft appropriate sentences.
Closing: Model for students how to use the revising and editing checklist
on the closing paragraph. Have students utilize this checklist to make
possible corrections from the work they have written today. Breaking up
the editing and revising makes the process more meaningful for students
and less overwhelming.
Mini Lesson: Discuss the checklist with students and key in on features
incorporated in the example advertisements from the opening. Brainstorm
possible slogan ideas with students. You may wish to share the tips from
this website with students.