Supporting Documents

By: Teacher, Mrs. Melicia Plunkett-Mills | School, Mico

Practising Primary and Junior High

Sample STEM Lesson Plan

Sample Rubric

Group STEM Lesson Plan

Created Rubric

Sample STEM LESSON PLAN - Industrial Techniques

Date: September 30, 2014

Grade: 9

Subject: Resource and Technology

Module: Engineering and Mechanisms

Topic: Producing a Design

Lesson Duration: 4 x 40 minutes

Attainment Target:

Strand 2: Exploring Methods and Procedures:

Students will make informed decisions in the selection of materials, tools and equipment and demonstrate increasing skill in the execution of tasks in product development.

Science Standards:

Students will use scientific knowledge to select appropriate experimental methods.

Understand the formation and importance of minerals, rocks, and soils.

Understand the importance of conserving forests and wildlife.

Mathematics Standards:

Students will use the correct units, tools and attributes to estimate, compare and carry out the processes of measurement to given degree of accuracy.

Students will explore paths, geometric shapes and space and make generalization about geometric relationships within the environment.

Technology Standards:

Students will develop an understanding of the role of society in the development and use of technology.

Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.

Students will develop an understanding of and be able to select and use manufacturing technologies.

Resource Materials: (Audio visuals, print, internet)

Blank paper, hand tools, power tools, lumber, sheet metal, p.v.c. plastic, personal protective clothing, computer, drawing tables, internet access, fasteners

Learning Objectives:

Students will:

1. Define the term “production” and “marketing”

2. Explain/Discuss the series of events in history which lead to the development of the clock and other time pieces

3. Identify at least two (2)mechanical operation (features) critical to the operation (function) to clock design and construction

4. Brainstorm for designs of the clock given a set of criteria

5. Create/Use a brainstorming chart to identify important considerations for the design of the (personalized) concept clock

6. Develop an image board using images selected from predetermined sources of the target market

7. Discuss the considerations for the clock to be produce for the proposed target market

8. List at least six (6) features/considerations critical to the selection of materials for the construction of the concept clocks

9. Justify the type of material(s) selected for the production of the concept clocks

10. Identify the major steps to be taken in the engineering design process

11. Discuss some of the skills that may required of a professional time piece designer

12. Identify the teams that are important to carrying out the major activities to be performed in the Mini Enterprise activities

Classroom Safety e.g. Students will:

1. Demonstrate courtesy in regard to the ideas expressed by classmates and will show appreciation for the efforts of others.

2. Pay close attention to the instructions given by the classroom teacher with regards to procedural, personal, tools and equipment care and safety, while exercising due regard for themselves and peers/others.

Activity Highlights:

Engagement:

Through a process of online research track the series of events in history which lead to the development of the clock and other time pieces

Brainstorm for designs of the clocks by developing a cognitive charts (spider diagram) or attribute analysis by seeking answers to the following questions:

Where will the product be used? Who will use the product or system? What materials will the product be made of? How much money will it cost to make each product? Where will the resources come from to complete the product?

Exploration:

Collect and compare 3-5 interesting clock designs from a variety of sources and critique each

design based on the following factors: cost, user (buyer), aesthetics, size, environment and

materials used to construct the clocks.

From the information ascertained previously develop a ‘design needs table of specification’ for

the concept clock, the table created should be based on the following considerations: material;

where will it be used, size, colour(s), access and an estimated budget. This activity maybe

carried out in small groups with no more than four students.

Explanation:

Work in groups of twos to examine the operations of at least two mechanical components of the clock, which includes a complicated series of wheels, gears, pulleys and levers powered by a falling weight and with a pendulum (or later a wound-up spring). Watch a video: How clocks work http://youtu.be/7RgvXGPfTg8 to aid with the explanation.

Examine the types of materials used to making the different components/parts of the clock and explain how their characteristics or properties influence the effective operation/function of the clock.

Extension (working through the design process)

Students will begin to explore and carryout the major steps to be taken in the engineering the following design process

Investigate/research the following methods/processes:

o Vacuum Forming o Strip Heating o CAD CAM

Each of which can be used to create base frames/templates for the specific products, in this particular case (the base frames/templates for the clocks. Student will be asked to produce a 12 slide presentation using a multi media presentation format of their choice (use of offline/online resources is encouraged) to represent their findings. Watch a video on the making of a home made vacuum forming machine and its operation: https://www.youtube.com/watch?v=vFjnC47Y_i0 to aid with the explanation, encourage the students to find other related videos that will further assist with the clarification of the fore-mentioned processes.

The principles of vacuum forming can be further explained by exploring the information found on this web page http://www.technologystudent.com/joints/petevac1.html

Create templates or use a specific method to develop the required base frame for the concept clocks, this (base frame) should be able to make several frames from the single template or mould

Measuring and layout processes Cutting and modifying processes Joining and fitting processes

Evaluation:

Students will be asked to present their vacuum forming PowerPoint presentation and peers will use a presentation rubric to assess their peers’ overall delivery.

Enrichment:

Students will be placed in groups of four and asked to beginning to develop a preliminary design logo which will be used when marketing the concept clocks for sale in the mini enterprise project.

Students will collaborate and investigate to identify at least five skills/competencies which are important to the skills set of a professional time piece designer. Read the information found in this blog on Korean designer Eerune to help with formulating response http://www.ablogtowatch.com/piece-timepiece-watch-art-interview-korean-designer-eerune/

GROUP STEM LESSON PLAN –Industrial Techniques.

Date: July 7,2016

Grade: 7

Subject: Resources and Technology

Topic: Sources of Energy

Lesson Duration: 120 minutes

Attainment Target: Select from a range of alternatives, energy source.

Science Standards: Understanding the scientific process, and the impact of air and water on the

environment, and on our everyday life.

Mathematics Standards: students will use correct units of measurement to given degree of

accuracy.

Technology Standards: Students will develop an understanding of the role of society in the

development and use of technology.

Resource Materials: Internet, textbooks, charts, whiteboard, markers, projector, tablets, cell

phone.

Learning Objectives

Students will:

a) Name types of energy source

b)Compare the benefits of the various energy sources

c) Construct a chart showing how one source of energy can be converted into useable energy.

d) Create a short presentation explaining how the energy produced can be utilized efficiently.

Content Outline:

Definition: Energy is the power we use for transportation, for heat and light in our homes and for the

manufacturing of all kinds of products. Energy is the power exerted from natural sources. It is also the ability to do work.

There are two sources of energy:

Non Renewable - fossil fuels, such as coal, natural gas and petroleum.

Renewable- solar energy, wind, geothermal energy, biomass and hydropower.

http://www.factmonster.com/ipka/A0907040.html

Classroom Safety

Use tools and equipment safely in the class room.

Observe safety precautions.

Observe fire prevention techniques.

Activity Highlights:

Engagement

To allow students to become engaged in a discussion surrounding the sources of energy.

To allow students to answer question posed to them by the teacher.

Exploration

To allow students to do a research on two sources of energy and make a report on the generation

and distribution of energy.

Explanation

Students will clarify their understanding of their findings about different sources of energy.

Elaboration/Extension

Students will be allowed to publicly share their findings with the class to build a better

understanding surrounding the topic.

Evaluation

Students will be assessed according to their knowledge level in terms of the research, how well

they work as a cohesive group, and how they make their presentation.

Enrichment

Students will be required to broaden their vocabulary, knowledge, and awareness by being asked

to visit a JPS site to collect pamphlets about energy, and energy conservation.

SAMPLE

RECORD OF ASSESSMENT OF LEARNING OUTCOMES PROJECT:

STUDENTS’ NAMES LEARNING OUTCOMES

John Allen

Rupert Bonnett

Nayla Burnett

Key to Scale:

I Can do with a lot of help 30-49

II Can do with some help 50-64

III Can do with very little help 65-79

IV Can do independently 80-100

GROUP RUBRIC.

RECORD OF ASSESSMENT OF LEARNING OUTCOMES

PROJECT:

STUDENTS’ NAMES LEARNING OUTCOMES

Melicia Plunkett

Sobrina Duncan

Kevaughn Mills

Raul Blackwood

Kevin Smith

Key to Scale:

I Can do with a lot of help 30-49

II Can do with some help 50-64

III Can do with very little help 65-79

IV Can do independently 80-100

OTHER RUBRIC.

Student’s Name: ____________________________________

Key: No progress (0) Introductory (1) Emergent (2) Proficient (3) Mastery (4)

Nil 39-49 50-65 66-79 80-100

Descriptors (0) (1) (2) (3) (4)

Explanation Student work

demonstrates

no

understanding

or progress

towards

achievement of

the outcome.

Student can

explain only

limited aspects of

the work.

Logical.

Student can

explain the

solution but

cannot explain

why the

methods work.

Student can

explain

processes but

could not

provide

alternative

solution.

Students can

explain

thoroughly and

provide

alternate

solution.

Collaboration Team work

demonstrates

no

understanding.

Students worked

independently.

Students

worked

together on few

occasions.

Most members

made valuable

contribution.

Each member

worked

together to

achieve

objectives.

Design Student work

demonstrates

no

understanding

or progress

towards

achievement of

the outcome.

Student has made

an incomplete

attempt to create a

design.

Student creates

design that is

not logical to

the solution.

Student creates

a reasonable

design for the

solution.

Student creates

a logical

design for the

solution.