1. QUESTION You have learned about the steps in the Engineering Design Process: 1. Watch the video about students designing a windmill (click to start). 2. How did the students in the video use the Engineering Design Process? Turn to a neighbor and share your ideas. 1 2 3 6 5 4 Next How can I use the Engineering Design Process to make a new toy? I Can Be A Mechanical Engineer! Video Source: Teachers’ Domain Image Source: Museum of Science, Boston Click the picture to view the video on Safari Montage
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You have learned about the steps in the Engineering Design Process: 1.Watch the video about students designing a windmill (click to start). 2.How did the.
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1. QUESTION
You have learned about the steps in the Engineering Design Process:
1. Watch the video about students designing a windmill (click to start).
2. How did the students in the video use the Engineering Design Process?
Turn to a neighbor and share your ideas.
1 2 3 654 Next
How can I use the Engineering Design Process to make a new toy?
I Can Be A Mechanical Engineer!
Video Source: Teachers’ Domain
Image Source: Museum of Science, Boston
Click the picture to view the video on Safari Montage
Supplement for Grade 1 Science – Unit Title: “As the Weather Changes”
Maryland State Curriculum
Science, Grade 1, Standard 1.0 Skills and Processes
Students will demonstrate the thinking and acting inherent in the practice of science.
Topic A. Constructing Knowledge; Indicator 1. Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out.
Topic D. Technology; Indicator 1. Design and make things with simple tools and a variety of materials.; Indicator 2. Practice identifying the parts of things and how one part connects to and affects another.
Common Core State Standards
Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Standards for the 21st Century Learner 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning.2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
Maryland Technology Literacy Standards for Students
3.0: Use a variety of technologies for learning and collaboration.
Time Frame:
2 – 3 50 minute periods
Differentiation: Research resources are differentiated by reading
level using silver/gold stars (basic/challenging) Cue students to use the closed-captioning feature
in Brainpop, Jr., while viewing the “Simple Machines” video on slide 2.
Direct students to use comprehension tools included in databases, such as: audio read-aloud, labeled reading levels, and embedded dictionaries.
Notes to the teacher: For teacher background knowledge, view the Safari Montage video “Mechanical Engineer” (running time ~ 1 minute).Collaborate with your school’s Library Media Specialist to implement this research project.This Slam Dunk research project should be used in conjunction with the Grade 1 science unit “As the Weather Changes” (3rd quarter).This Slam Dunk research project can be used to provide artifacts/data for PTD.Last updated: July 2014
Created by Cheryl Madden, Library Medial SpecialistBCPS Slam Dunk Research Model, Copyright 2012, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only.
All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.