Middle School Trainers’ Agenda for Day 2 of a 3 day workshop 8:00-4:00

Interactive teacher workshop on using the Engineering Design Process to improve

teachers’ effectiveness at teaching science

Engineering Design in Oregon Science Classrooms

Copyright 2013, Oregon University System, All Rights Reserved

Workshop Goals and Objectives

  • To increase understanding of the Oregon Engineering Design Core, Content, and Process Standards;
  • To increase understanding of the Elements of Effective Science Instruction; and
  • To develop understanding of teaching strategies that engage students in “Science as Practice” by incorporating engineering design to learn science content.

Day Two – Middle School

Time / Activity / Lead / Facilitator Notes / Materials / Set-up
Total: 10 min
8:00-8:10: Opening slides
(10 min) / Unit One – Welcome Back and Overview
  • Introductions – Facilitators/Participants
  • Workshop Goals (on slide and poster)
  • Logistics– description of baskets
  • Expectations (Hopes)
  • Bike Rack
  • Credit Information
  • Workshop and Folder Overview
  • Group Norms
  • Day 2 Agenda review(slide)
  • Explain dots & #s on name tags if using them to assign people to break-out groups.
In Folder:
Agenda / 1)Welcome participants to the EDP PD.
2)Facilitators Introductions.
3)Participants introduce themselves:
Please share: Your name, Your grade level, Your school, What you hope to get out of the training
4)Facilitator explains the goals of the workshop.
5)Facilitator then discusses the housekeeping includes restroom locations, manage your needs, & site specific information.
6)Expectations (Hopes) – have table groups discuss expectations and share out.
7)Explain the Bike Rack and posters in the room.
8)Credit info
9)Workshop and folder overviews.
10)Basket supplies
11)Facilitator leads discussion to obtain the group agreements (such as cell phones, respecting other opinions/ideas, basic needs, side conversations and comments, respect others and have fun.
12)Agenda review
13)Explain dots & #s on name tags / Main Room:
Laptop Computer
LCD Projector
Speakers
EDP Facilitator’s Folder
Folder:
Agenda
Training Kit:
PPT
Agenda
Supplies:
EDP Posters
Agenda
Folders
Sign-in Roster
Name Tags
Markers & Chart pack
Baskets with
highlighters
post it notes
toys
Resource Books
Bioswales Full Lesson Plan
Coaster Car Challenge Full Lesson Plan
Posters:
Goals
Agenda
Bike Rack (by coffee)
Expectations
Group Agreements/Norms
Name tag dots & #s
Standards
Essential Skills
Science Inquiry and the EDP / Before Session:
Hang standards posters, set out participant folders, & baskets
Post Workshop Goals& Agenda written on poster
Post Bike Rack, Name tag dots & #s, Expectations, and Group Agreements charts
Sign in & Name Tags out
Resource Books, Primers and Full lesson plans for Bioswales and Coaster Car Challenge on Table
Breakout Rooms:
  • Laptops, projectors, and speakers
  • Posters, chart packs, and markers
Set up a laptop in main room with a timer for us.
Total: 50 min – 8:10-9:00
8:10-8:40
Engineering Design drawing and carousel
(30 min)
8:40-9:00
EDP for MS
(20 min) /
  • How the engineering-design process applies to teaching and learning science in elementary school
In Folder:
1)Activity Instructions (Pages 4-5 in Training Materials Day 2 file)
2)MS ED Standards Handout
3)Loose Blank Paper / Engineering Design Standard Activity
1)8:10 - Group participants by grade.
2)Have each group choose a strip of paper out of the bowl. 5 min
3)8:15 - As a group, participants will draw or sketch a representation of the Engineering Design Standard that go along with the grade level they selected (15 minutes).
4)8:30 - When each group has finished creating their picture or series of pictures, have them complete a tour (carousel).
5)Each small group will rotate to the 5 other stations (5 minutes each).
6)At each station, participants will review the Engineering Design standard for each grade level.
7)Rotating groups will provide feedback with sticky notes.
8)Groups review feedback (5 minutes). / Participant Folder:
Loose blank paper
MS Engineering Design standard
EDP Process diagram for MS
Training Kit:
PPT
Supplies:
Strips of paper with 6th Grade, 7th Grade, and 8th Grade written on them.
Pencils and Markers
bowl, box or hat for paper strips
Tape to hang what they draw on chart packs, unless you have them draw directly on…
Chart Packs
Total: 45 min.
9:00-9:45
9:00-9:25
What students should learn about the process
(20 min)
9:25-9:45
Sharing and Cleanup (20 min) /
  • Index Card Chair Activity
In Folder:
1)Activity Instructions (Pages 6-8 in Training Materials Day 2 file)
2)MS ED Standards Handout
3)EDP for MS
4)Index Card Chair Challenge Sheets / What the teachers should learn about the process (9:00)
1)Show the Slide, “The Engineering Design Process for Middle School” to have a quick reference on the engineering design process. For more detailed descriptions of the process, review the Teacher’s Guide, Middle School Edition
2)9:05 - Tell participants that they’ll be working in pairs to design a chair that can support the weight of an apple, orange or soda can out of index cards only – no tape is allowed.
3)Hand out the Index Card Chair Challenge Sheet.
4)Have participants brainstorm two chair designs.
5)Keep the participants on time. Give a few minutes of warning when the activity is about to end.
6)After the participants have built their chair, line the chairs up side by side on a table and see which chairs can hold the designated object.
7)9:25 – Have participants reflect on designing their chair and share what they feel students should learn about the engineering design process.
8)Have participants create a list on chart packs and share out / Participant Folder:
EDP Process for MS
Index Card Chair Challenge Sheet
Training Kit:
PPT
Supplies:
Strips of paper with 6th grade, 7th grade and 8th grade written on them.
Pencils and Markers
Index Cards (6/group)
Scissors
small cans of tomato sauce or similar
Chart Packs
9:45-10:00
Break
(15 min) / BREAK / Participants take a break
Total: 105 min
10:00 – 10:40 Presenting and Completing the lesson (40 min)
10:40-11:00 Sharing and Cleanup (20 min)
11:00-11:25 Scientific Inquiry vs the EDP (25 min)
11:25-11:45 Small Group Discussion (20 min) / Unit 2 – Bioswales
Hands-on exercise featuring the Engineering Design process for learning Earth and Space Science
In Folder:
Bioswales Full Lesson Plan / 1)10:00 Introduce the lesson, show the materials and have participants design their filters.
2)Have participants complete their handouts.
3)10:40 Have participants share what they have learned. Ask about things they will have noticed or had difficulty with
4)Summarize main idea on chart pack (15 min)
5)11:00 Group Discussion: Scientific Inquiry vs. the Engineering Design Process. Groups use flip charts to answer 3 questions (6 min per question) on p14. (20 min)
6)Summarize the project, and reflect on the discussion questions as well as the overarching messages about using the engineering design process to improve the teaching of science (5 minutes).
7)11:25 Small group discussion on implementing the EDP into their lesson plans or grade band level. / Folder:
Bioswales Handouts (Bioswales Article, Data Table, BioswaleResearch Handout, and and Research Handout)
Training Kit:
PPT
Supplies per group of 3 or 4
(review current Lesson Plan for details and changes)
Dirty Water 80+ ounces (40 oz per trial)
1 Tub of Soil
1 Tub of Pea Sized Gravel
1 Tub of Sand
1 Tub of Granulated Limestone
2 tea bags
2 ozLemon juice
2 L bottle parts
Ph test strips
Stop watch or timers
2 Beakers – 200ml+
100ml Graduated Cylinder
Common Materials
  • Scissors
  • Duct or masking tape
  • Plastic containers or bins for used materials
  • Colander to wash materials
/ Prepare test kits for each group of participants (p10).
Prepare at least 600ml of dirty water solution for each group.
Wash gravel and rocks to remove sediment.
Lay out and label bins for used materials.
Place paper towels and sponges around the room in case of spills.
Total 45 min
11:45 – 12:30 / LUNCH
Individual Reflection or Team Planning Time
Total: 75 min
12:30- 1:45
12:30 – 1:25 Presenting and Completing the lesson (55 min)
1:25-1:45 Discussion
and Cleanup (20 min) / Unit 3 – Ultimate Speed Challenge
Hands-on exercise featuring the Engineering Design process for learning Physical Science
In Folder:
Ultimate Speed Challenge
-- Full Lesson Plan
-- Reading article
-- Work sheets / In groups of 2 have participants use the engineering design process to design the fastest car.
1)12:30 Have participants read the Ultimate Speed Challenge Article,fill out the criteria, priorities, constraints, and trade-off section of the Ultimate Speed Challenge Design Handout, and brainstorm and sketch two different coaster car designs.
2)1:15The big race.
3)1:25
  1. Have participants share what they have learned. Ask about things they will have noticed or had difficulty with
  2. Summarize main ideas on chart pack
  3. Summarize the project, and reflect on the discussion questions as well as the overarching messages about using the engineering design process to improve the teaching of science
/ Folder:
Ultimate Speed Challenge Article
Coaster Car Design Handout
Completed Data Table
Training Kit:
PPT
Supplies:
Two or more test fixtures (stopwatch, ramp, etc. – See Lesson Plan)
Supplies per Group
(review current Lesson Plan for details and changes)
Regular sized and jumbo craft sticks
Straws
Lego 20 tooth black double conical wheels
Lego 12 tooth black double conical wheels
Lego axles size 6M
pennies
Stop watches or timers
markers / On a counter or table-top, lay out the materials you have available for the coaster cars.
Put out duct tape, masking tape, scissors, glue, sandpaper, handsaws and any other construction tool you want the participants to have the option of using.
Put together fixtures. See Lesson Plan and Ramp Building Instructions.
1:45-2:00 / Troubleshooting as an opportunity for learning science / Short presentation followed by discussion / Training Kit:
PPT
Supplies: None / None
2:00-2:15 / BREAK / Participants take a break
Total: 60 min
2:15-3:15
2:15-2:20
2:20-2:50
2:50-3:15 / Formative Assessment of Engineering Design process
Participants form small groups to go over a set of questions (handout) relating to formative assessment of students’ understanding of the steps in engineering design. / Divide participants into groups of 2-4 participants
Teachers develop answers to questions on handout.
Go through slides that have the same questions and ask for input from each group on each question. Encourage discussion
/ Training Kit:
PPT
Handout on formative assessment
Supplies: None
Pens / Distribute Chart pack paper and markers to table groups.
Total: 60 minutes
3:15-4:15
3:15-3:45
3:45-4:05
4:05-4:15 / Using Engineering Design in Your Classroom / Have teachers break into groups and
  • Choose a lesson that they currently teach using science inquiry or otherwise
  • Discuss how engineering design could be used
  • Use flipchart to capture
  • Ideas
  • Issues
Take about 30 minutes
Report out – 5 minutes per group
Discuss as a group what patterns and issues were observed / Training Kit:
PPT
Supplies
Markers & Chart pack
Total 15 Min
4:15-4:30 / Closure Activities:
  • Bike Rack(review items added during the day)
  • Goals
  • Review expectations
  • Expense claim forms?
  • Pluses/Wishes
/ Facilitator reviews items on the bike rack.
Review goals and expectations. Have table groups discuss the expectations. See if they are the same now or if they would like to add any.
Participants write 2 pluses about the PD that day and 2 wishes that they had on post-it and turn in when they leave. / Supplies:
Post it notes / Debrief pluses and Wishes at end of the day.

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