Lesson 3 of 4
Objective: SWBAT apply the design process when organizing school supplies.
I call students to the carpet and ask, Have you ever had a problem? How were you able to solve it? After posing the questions, I lead the students through the Engineering Design Process PowerPoint presentation.
After the PowerPoint, students are asked: why is important to ask questions during the design phase of the design process? Then students place the engineering design process cards on the board and explain when the steps are used. (Student describes the engineering design process.) I want my students to apply the engineering design process and creative thinking to solve practical problems.
To address the science and engineering developing and using models, students use the steps of the engineering design process.
Students are placed in groups of 3-4 students. I assign roles, group labels, a leader, recorder, measurer, and reporter. I assign the leader which is one of my advanced students. Leadership qualities are present. I provide groups with a Engineering Design Lab sheet, so it can assist groups with the engineering design process.
As a class, I discuss one step at a time to ensure that students understand the steps.
Ask-Students are informed that they will complete the engineering design process. They will design a model of something to assist with organizing their school supplies.
Imagine- Then I tell the groups to imagine what they will design. I permit the groups to discuss their idea. I inform the students that they must design their idea on the provided lab sheet. My students are encouraged to observe the material area, so groups can see the resources they can select from. In the material area, I have child-size shoe boxes and pieces of card board. I spray paint the materials ahead of time to add color to their designs. Also, it allows the materials to become sturdier.
Plan- Groups are instructed to sketch their design on the lab sheet. Once they have sketch their design, groups can select a peer to select their supplies.
Create-Students create their products to store their supplies.
As groups collaborate, I play the role of the facilitator. I ask the groups: how did you design your creation? Did your design solve your problems? Also, I am monitoring groups' interaction to ensure that they are working with their peers.
Groups are called to the carpet, and the students sit in a circle formation. The circle formation permits students to have a visible view of group presentations in the center of the circle.
After the group presents, students share advice to their peers such as: what could be improved?; what could be done differently?; what they liked about the group's design. Once each group shares, groups are informed that they can return back to their area to make improvements. Students are called back to the carpet to share their final creations.