How do scientists and engineers repurpose technological tools to improve the quality of life for humans and other animals? Student Outcomes: Identify the transferable knowledge and skills that students should understand and be able to do when the lesson is completed. Outcomes must with but not limited to Maryland State Curriculum and/or national standards. Students will be able to: investigate different NASA technologies and relate their findings to products they use in their daily lives. employ the engineering design process to design a unique product from a researched NASA technology. discover and discuss STEM Careers that connect to different NASA technologies. employ technological to create a multimedia presentation on their assigned NASA technology. Product, Process, Action, Performance, etc.: Identify what students will produce to demonstrate that they have met the challenge, learned content, and employed 21st century skills. Additionally, identify the audience they will present what they have produced to. Students will produce a multimedia presentation depicting their understanding of how a specific original NASA technology can be partnered with other inventors or corporations and be engineered or designed into new products or technologies. The presentation will also include student-designed spinoff innovations. Student groups will present findings and project to the class. STEM specialists from can be invitied to provide feedback to students on presentations or the help students develop innovative technologies. Audience: Peers Experts / Practitioners Teacher(s) School Community Online Community Other______ Standards Addressed in the Unit: Identify the Maryland State Curriculum Standards addressed in the unit. Technology Education: Engineering Design and Development: Students will demonstrate knowledge of and apply the engineering design process. The Designed World: Students will demonstrate knowledge of the major enterprises that produce goods and services for the designed world. Next Generation Science Standards: Scientific and Engineering Practices are indicated throughout the lesson.
Have students communicate with each other the highlights in NASA innovation for each of their assigned time set. Then, as a group, allow them to discuss with each other what NASA has to offer or look forward to in the future – up to 2050. Transition: After the Group Share activity, move into the NASA Home and City interactive website... NASA Home and City Interactive Website: After the conclusion of the Think-Pair-Share activity, transition into an online interactive exploration activity on NASA Spinoff products. This activity will allow students to engage in an interactive webpage that shows students a large variety of NASA Spinoff technologies. First, show students how to navigate the webpage. It’s very easy. You simply click on what you want to see, read the information, look at the picture, watch the video clip, and click on other resources if you want to further your exploration of that product. Pass out the NASA Home and City worksheet and allow students to interact with the website to complete the worksheet. If time remains, you may wish to conduct a class discussion of the many different Spinoff products the students discovered while navigating the NASA Home and City webpage. Engagement Materials: (DAY THREE) Student copies of the “temperfoam” article Student copies of the product template Teacher computer with projector and internet access Asking questions (for science) and defining problems (for engineering)
Show students how to navigate the tutorial link found at... . Students are usually not very familiar with the Windows Movie Maker program, so you may want to use this time to familiarize the class with the basics of the program. - Students may choose to create a PowerPoint instead depending on their background knowledge of Movie Maker or their comfort level with technology. Transition: Allow students to get into their groups and create an outline, brainstorm ideas, and assign tasks to each group member. Obtaining, evaluating, and communicating information Lesson 2 of 2 Learning Experience 5E Component Identify the 5E component addressed for the learning Details Science and Engineering Practices
Engagement Exploration Explanation Extension Evaluation Materials: (DAYS NINE and TEN) Computer and projector with speakers for student presentations. Preparation: Make sure that all student projects are saved and ready for presentation. Have the grading rubric for scoring of student presentations. Facilitation of Learning Experience: Students will present videos to the class. Students should provide feedback on the presentation of their peer identifying what they learned, what they liked about the presentation, and suggestions for improvement. After all students present, display the exit slip slide from the PowerPoint (slide 27). All students should develop an individual response reflecting on how technology used for space exploration impact human lives daily. Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information