Total Duration: |
61 to 90 Minutes |
Materials and Resources: |
Teacher Materials Engineer Design Process (EDP) Anchor chart PLTW IQ VEX Kit (if available) Newspaper Cardboard Straws Cups Popsicle Sticks Screen wire Masking Tape Other recycled materials STEM Reflection class set Tackling GPGB Rubric group sets |
Technology Resources Needed: |
Interactive White Board Laptop Projector Speakers for listening Tablet or iPad Internet access |
Background/Preparation: |
Teacher Preparation: Teacher will gather the necessary materials and place in a central location for all students to have access. The teacher will need enough materials for each group students to construct a device to remove waste. Students are familiar with the steps of the Engineer Design Process (EDP). *There are variations to the EDP. This is the method chosen for this lesson* Ask Imagine Plan Create Improve Teacher should access video to ensure that links and audio are working properly: Great Pacific Garbage Patch Great Pacific Garbage Patch Testing Rubric |
Step 1 Teacher will have a pile of trash spread across the floor or table. Begin to probe students about the amounts of trash accumulated throughout a day. Where is our trash's final destination? How can we reduce the amount of trash to the environment? Then, show the video The Great Pacific Garbage Patch (GPGP) video. After the film, inform students they will become Environmental Engineers and will design and build a structure to remove waste from the Pacific Ocean and solve the problem of the GPGP. Divide students into groups. In their groups, prompt students to go through the Engineer Design Process (EDP) to design and build a structure to remove waste from the Pacific Ocean. Allow students to brainstorm and complete the EDP on their own. However, the teacher should walk around to each group and guide student's thinking to design structure to remove or filter garbage from the GPGB. Students will need to complete the Ask, Imagine and Plan steps before they can Create. Their information should be recorded in their science notebook/journal. Step 2 Using materials, students will build their design. If the teacher has VEX IQ Kits, students can construct their device using the robotics kits. Allow ample amount of time for students to create. Step 3 Students will share out and test structures using Tackling GPGB Rubric. Step 4 After testing, allow students to improve their structures design and retest. In their science notebook, have students to summarize how their structure minimizes impact to the environment. This can be in the form of a 3-2-1. This can be modified to the following: 3- ways your design minimizes human impact on the environment 2- methods to improve your design 1- questions you still have |
Assessment Strategies |
Teacher Observation- Teacher will observe students' design and written notes on their structure. Make sure students' structure focuses on minimizes the pollution in the Pacific Ocean. Completion of EDP in science notebook/journal STEM Reflection placed in science notebook/journal |
Acceleration: |
Students can research structures that have been built by engineers to solve environmental problems similar to the Great Pacific Garbage Patch. Students can then share information through a Prezi or another presentation format. |
Intervention: |
Pull students who are having difficulty and assist them in designing their structure. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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