Part 1—Students will use a reading activity to familiarize themselves with key vocabulary and scientific concepts behind the lesson, and develop a context for the following activity. Part 2—The teacher will facilitate an exploration activity, highlighting what the students probably need to know to successfully engage in the design activity that follows. …. Part 3—In this design activity, students will go through the EDP themselves. 1.2—Lesson Breakdown with Engineering Design Engineering Design Step Related Activity Relevant Documents Product/Assessment 1. Define a problem or a need Part 1: Read Aloud Vocab Alert Handout Reading Handout Read Aloud discussion Part 3: Engineering Engineering Design Handout Engineering Design Handout 2. Propose a potential solution Part 1: Read Aloud Vocab Alert Handout Reading Handout Read Aloud–Think Aloud Class discussion Part 3: Engineering Engineering Design Handout Engineering Design Handout 3. Design a prototype Part 2: Exploration Exploration Handout Exploration Handout Part 3: Engineering Engineering Design Handout A design 4. Design and construct a possible solution Part 3: Engineering Engineering Design Handout Prototypes 5. Describe the cost, safety, appearance and environmental impact of the solution as well as what will happen if the solution fails. Part 3: Engineering Engineering Design Handout Evaluation questions 1.3—Pre-Requisite Knowledge Here, the lesson will briefly summarize what students must already know in order to be successful in this lesson. 2.1—Glossary of Terms will be a list of general EDP vocabulary, along with lesson-specific vocabulary, with definitions intended for teachers. You should insert additional words (in alphabetical order) that are associated with the new lesson and drop any that don’t apply to the specific lesson. Anything updated here must also be updated in the Vocab Alert Handout. Think
Pass out the Reading booklet to each student. Pass out the Vocab Alert! worksheet to each student. Explain to students that the words on this page are the important words to know for the upcoming story. Ask student to rate their knowledge of each word by circling a number in the “Before” column for the word. Read each word and have the class repeat the word aloud. Explain the following rating system to the students: 1 — I have never heard of this word before now. 2 — I recognize this word, but I don’t know what it means. 3 — I sort-of know what this word but I would have a hard time explaining what it means. 4 — I can explain what this word and use it in a sentence. Give students a chance to rank the word before moving on to the next word and repeating the process Read the storybook with the class using the Read Aloud–Think Aloud resource, following the prompts in it. After you read and discuss the story with your students, have them re-rate each vocabulary word in the “After” column on the Vocab Alert! page at the front of the book using the process from Step 2. Have students draw a picture of each word in the space provided on the Vocab Alert! page. 4.2—Part 2: Exploration Activity Note: As an optional alternative for teachers short on time, one can skip the exploration activity. Instead, you can hand out the Information for Design Activity handout and walk your students through it either as a very short Part 2 or as preface to Part 3. If activities are split into multiple days, they will be separated and organized like so: 4.2.1—Part 2, Day One In front of the students, as a class demonstration, go through the following steps and explain what you are doing to students. Sometimes these steps will involve students by having you ask them to help, which will increase attentiveness and learning. The steps for executing this part of the activity go here. These steps will commonly include prompts to stop and explain certain concepts to students. They can also include prompts start discussions with the class, to evaluate their knowledge of what is going on. 4.2.2—Part 2, Day Two The steps for executing this part of the activity go here. Some lessons will include reflection questions for further evaluation. They will be listed like this. Which prototype was the most successful, and why?