K-12 Blended and Online Learning

Worley, Joshua

Name of Unit: Introduction to Engineering

Overall Unit Information (Required for MOOC participants)

Self-Check

Unit or Course
Goal(s)

See A1

Lokey-Vega (2014)

Introduction to Engineering: In this unit students will be exposed to the different disciplines,
history, and skills required in engineering. Students will interact in an online environment
by publishing their thoughts to blogs and classroom discussion posts and then responding
to peers. This unit will use the blended flipped-classroom model.
1. Communicate effectively through writing, speaking, listening, reading, and interpersonal
abilities.
2. Explain a contemporary definition of engineering.
3. Identify education requirements for engineering occupations and locations where
programs of study are available.
4. Match engineering job titles with qualifications and responsibilities.
5. Participate in activities related to career interests.
6. Demonstrate creativity with multiple approaches to ask challenging questions resulting
in innovative procedures, methods, and products.
7. Exhibit critical thinking and problem solving skills to locate, analyze, and apply
information in career planning and employment situations.
8. Model work readiness traits required for success in the workplace including integrity,
honesty, accountability, punctuality, time management, and respect for diversity.
9. Apply the appropriate skill sets to be productive in a changing, technological, and
diverse workplace to be able to work independently, interpret data, and apply team work
skills.
10. Present a professional image through appearance, behavior, and language.
11. Describe the history and development of engineering.
12. Describe the social, economic, and environmental impacts of a technological process,
product, or system.
13. Explain the influence of technology on history and the shaping of contemporary issues.
14. Explain how the incorporation or lack of safety practices impact the economy and costs
of safety in business and industry.

K-12 Blended and Online Learning

Worley, Joshua

Standards

Name of standards: Foundations of Engineering and Technology

Link to standards: Engineering and Technology Standards
Location information: Georgia DOE STEM Career Cluster
Grade/Year: 9th-12th / (roughly 15-18 years old)
Subject: Engineering
Standards:
STEM-FET-1: Demonstrate employability skills required by business and industry.
STEM-FET-2: Develop an understanding of engineering and technology and describe the
principal fields of engineering specializations (ex. aeronautical, automotive, chemical, civil,
industrial, mechanical, computer software, electrical, and biomedical) and identify
associated career tracks.
STEM-FET-3: Identify the history of technology and engineering and its impact on society
in the past, present, and future.
STEM-FET-4: Demonstrate and follow safety, health, and environmental standards related
to the Science, Technology, Engineering, and Math (STEM) workplaces.
STEM-FET-5: Identify criteria of usage, care, and maintenance for tools and machines.
STEM-FET-6: Apply fundamental principles of the engineering design process.
STEM-FET-7: Use appropriate technology to collect, record, manipulate, analyze, and
report data.
STEM-FET-8: Students design a solution to an engineering problem applying math and
science principles.
STEM-FET-9: Demonstrate the application of STEM in the real world.

See A2

Learner
Characteristics

These learners are 9th-12th graders in a high school located in Spalding County, Georgia.
Spalding County is suburban/rural.
Gender: 90% of students who take this course are males.
SES: 53% students live in low socio-economic homes
Varying reading levels

See B1

Technology
requirements

Internet connected computer

ed.ted.com account
Autodesk (AutoCAD and Inventor)
SOLIDWORKS
Sketchup

See D5

Lokey-Vega (2014)

K-12 Blended and Online Learning

Worley, Joshua

Prerequisite
Skills

Safe and effective Internet research skills

Blogging experience
PC computer use
Google Drive experience
Gmail use

See A4 & D6

Introductory
Communication
Plans

The teacher will communicate the expectations through lectures (recorded or live), online
discussions, and through email. Students are expected to participate in daily discussions
and create one original blog per week. Students are expected to comment on two peer
blogs each week. Students are to use email as a primary means of communication
between peers.

See A4 B9 & B10

Universal Design
Principles
Considered

Multiple forms of representation: webpages, videos, and textbooks

Multiple forms of expression: quizzes, blogs, discussion forums, and career papers
Multiple forms of engagement: forums, face-to-face, and email (goggle hangout)

See B4

Number of
Modules or
Weeks

This will be a nine week blended unit. Students will begin each module on Monday and all
work will be due the following Monday.

See A3

Lokey-Vega (2014)

K-12 Blended and Online Learning

Worley, Joshua

Module 1 Plan (Explore Careers in Engineering)

Self-Check

Module
Objective(s)

1. Communicate effectively through writing, speaking, listening, reading, and interpersonal

abilities. (STEM-FET-1)
2. Explain a contemporary definition of engineering. (STEM-FET-2)
3. Identify education requirements for engineering occupations and locations where
programs of study are available. (STEM-FET-2)
4. Match engineering job titles with qualifications and responsibilities. (STEM-FET-2)
5. Participate in activities related to career interests. (STEM-FET-2)

See A1 & A2

Module
Assessment(s)

1. Quiz over Intro to Engineering and Careers (Answer Key) (STEM-FET-2)

2. Engineering Technician activity digital copy (Answer Key) (STEM-FET-2)
3. Ted Ed Discussion over Ed Ted Talk (STEM-FET-1)
4. Career Paper graded on a 4.0 scale to relate to GPA requirements (rubric) (STEMFET-1)
5. Module reflection (rubric) (STEM-FET-1, STEM-FET-2)

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1. Students will view presentations on Introduction to Engineering and Careers in

Engineering then take a quiz. (STEM-FET-1)
2. Students will complete Engineering Technician Activity (STEM-FET-2)
3. Students will view TedEd video: How farming planted seeds for the Internet and
participate in corresponding discussion. (STEM-FET-1)
4. Students will write a Career Paper (STEM-FET-2)
Choose one career in the engineering field
Give a description of the career
Starting salary for the career
Degree needed for the career
Two colleges that offer the degree
Requirements to get into the colleges
5. Students will write a reflective blog entry and respond to two peers. (STEM-FET-1)

See A2 A3 B3 B4 &
B10

Lokey-Vega (2014)

K-12 Blended and Online Learning

Worley, Joshua

Formative
Evaluation &
Feedback

Quiz over presentations

Engineering Technician Activity
Discussion Activity
Career paper (rubric)
Blog reflection: What is the most interesting thing that you have learned about
engineering? Why is it important to learn about college requirements now?

See A3 C1 C3 & C5

Physical
Learning
Materials

The district approved textbook

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

Downloadable Handout (Engineering Technician Activity)

TedEd video: How farming planted seeds for the Internet
Websites including:
http://www.aboriginalaccess.ca/adults/types-of-engineering (advanced)
http://www.aboriginalaccess.ca/youth/types-of-engineering (mid-level)
http://www.aboriginalaccess.ca/kids/types-of-engineering (lower level)
http://www.egfi-k12.org/ (all levels)
http://www.discovere.org/discover-engineering/engineering-careers (mid to advanced)
http://educatingengineers.com/career-specialties (mid to advanced)
http://www.energy4me.org/careerscholarships/engineering-careers/ (low to mid)
http://www.sciencekids.co.nz/sciencefacts/engineering/typesofengineeringjobs.html (low to
mid)
*Copyright: All learning objects are acceptable to use in the classroom.

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Students will be offered many leveled resources beyond their own research.
According to students IEPs, students may receive a printed outline for the module, a
timeline to help chunk the module, additional support in writing, etc
Students will be grouped based off of strengths and weakness in order to provide an
optimal learning environment.

See B1 B4 & B6

Lokey-Vega (2014)

K-12 Blended and Online Learning

Worley, Joshua

Module 2 Plan (Safety in Engineering)

Self-Check

Module
Objective(s)

1. Communicate effectively through writing, speaking, listening, reading, and interpersonal

abilities. (STEM-FET-1)
2. Explain how the incorporation or lack of safety practices impact the economy and costs
of safety in business and industry. (STEM-FET-4)

See A1 & A2

Module
Assessment(s)

1. Discussion within the TED-Ed Lesson (STEM-FET-1)

2. Safety Poster will be graded by a rubric for the following criteria: Completion of the
assignment, visual appeal, and appropriateness for the classroom. (Rubric) (STEMFET-4)
3. Blog Reflection (rubric) (STEM-FET-1)

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1. Students will view PowerPoint on Safety. (STEM-FET-4)

2. Student will complete TED-Ed lesson on safety: http://ed.ted.com/on/JKI6vUJH (STEMFET-4)
3. Students will create a safety poster using a slogan from the slogan document. (STEmFET-1, STEM-FET-4)
4. View Modern Marvels: Engineering Disasters (STEM-FET-4)

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

Safety Posters (rubric)

Quiz over Safety in the Classroom (answer key)
Blog Reflection: Why is safety important? What are general safety rules to follow? (rubric)

See A3 C1 C3 & C5

Physical
Learning
Materials

The district approved textbook

Modern Marvels video
Poster board

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

PowerPoint Safety
TED-Ed Video on Safety: Power Tool Accidents They can be Prevented
Modern Marvels: Engineering Disasters Video

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Students will progress through the content at their own pace with as little or as much
assistance as is needed. Students blog entries will be differentiated due to their reflective
nature.

See B1 B4 & B6

Lokey-Vega (2014)

K-12 Blended and Online Learning

Worley, Joshua

Module 3 Plan (History of Engineering)

Self-Check

Module
Objective(s)

1. Communicate effectively through writing, speaking, listening, reading, and interpersonal

abilities. (STEM-FET-1)
2. Exhibit critical thinking and problem solving skills to locate, analyze, and apply
information in career planning and employment situations. (STEM-FET-1)
3. Demonstrate creativity with multiple approaches to ask challenging questions resulting
in innovative procedures, methods, and products. (STEM-FET-1)
4. Describe the history and development of engineering. (STEM-FET-3)
5. Explain the influence of technology on history and the shaping of contemporary issues.
(STEM-FET-3)

See A1 & A2

Module
Assessment(s)

1. Testing of Catapult - (STEM-FET-1)

2. Blog Reflection - (STEM-FET-1)

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1. Students will view presentations on History of Engineering. - (STEM-FET-3)

2. Students will research building a paper catapult. - (STEM-FET-1)
3. Students will build catapults. - (STEM-FET-1)

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

Personal feedback on student research

Blog Reflection: What are the key historical events and their impacts on engineering and
technology? (rubric)

See A3 C1 C3 & C5

Physical
Learning
Materials

Textbook
Paper catapult template printed out
Poster board

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

PowerPoint Presentations History of Engineering and Historical Engineers

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Student catapults will be built based on prior knowledge and research conducted in class.
Students are researching inventions based on self-interest.

See B1 B4 & B6

Lokey-Vega (2014)

K-12 Blended and Online Learning

Worley, Joshua

Module 4 Plan (Future of Engineering)

Self-Check

Module
Objective(s)

1. Communicate effectively through writing, speaking, listening, reading, and interpersonal

abilities. (STEM-FET-1)
2. Exhibit critical thinking and problem solving skills to locate, analyze, and apply
information in career planning and employment situations. (STEM-FET-1)
3. Demonstrate creativity with multiple approaches to ask challenging questions resulting
in innovative procedures, methods, and products. (STEM-FET-1)
4. Describe the history and development of engineering. (STEM-FET-3)
5. Explain the influence of technology on history and the shaping of contemporary issues.
(STEM-FET-3)

See A1 & A2

Module
Assessment(s)

1. Poster and Google Slide presentation for their invention - (STEM-FET-1)

2. Classroom presentations Invention from History - (STEM-FET-1)
3. Writing Assignment - (STEM-FET-1, STEM-FET-3)

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1. Students will view presentation on Historical Engineers. - (STEM-FET-1)

2. Students will research an invention from history. - (STEM-FET-3)
3. Students will make a poster and Google Slides presentation for their invention of study.
(STEM-FET-1, STEM-FET-3)
4. GPS Tracking Writing Assignment w/research - (STEM-FET-3)

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

Poster and Google Slide presentation for their invention (rubric)

Classroom Presentation (rubric)
Writing Assignment (rubric)
Blog Reflection: How would life be different if the invention that you chose was never
invented? (rubric)

See A3 C1 C3 & C5

Physical
Learning
Materials

Textbook
Poster
Computers to conduct research and write essays.

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

PowerPoint Presentations History of Engineering and Historical Engineers

GPS Implants Writing Topic

See A3, A9, B1, B4,

& B6

Lokey-Vega (2014)

K-12 Blended and Online Learning

Plans for
Differentiation

Lokey-Vega (2014)

Worley, Joshua

Student blogs are reflective in nature. Students with IEPs may have assignments chunked
and get additional support with the writing process.

See B1 B4 & B6

K-12 Blended and Online Learning

Worley, Joshua

Module 5 Plan (Problem Solving in Engineering)

Self-Check

Module
Objective(s)

1. Communicate effectively through writing, speaking, listening, reading, and interpersonal

abilities. (STEM-FET-1)
2. Apply the appropriate skill sets to be productive in a changing, technological, and
diverse workplace to be able to work independently, interpret data, and apply team
work skills. (STEM-FET-1)
3. Exhibit critical thinking and problem solving skills to locate, analyze, and apply
information in career planning and employment situations. (STEM-FET-1)
4. Demonstrate creativity with multiple approaches to ask challenging questions resulting
in innovative procedures, methods, and products. (STEM-FET-1)

See A1 & A2

Module
Assessment(s)

1. Engineering Design Notebook - (STEM-FET-1)

a. Engineering Design Process
b. Engineering Chair Design
2. Chair Budget and Construction - (STEM-FET-1)
3. Basic Criteria Analysis - (STEM-FET-1)

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

Engineering Design Process Activity Cardboard Chair - (STEM-FET-1, STEM-FET-3)

a. Research
b. Building of Mock-ups
c. Designing Chairs
d. Estimation of Materials needed
e. Construction of Chairs
f. Create Posters to Market Chairs
g. Presentation, Analysis, and Testing of the chairs

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

Engineering Design Notebook to be graded on completion

Marketing Evaluation (rubric)
Presentation, Analysis, and Testing (rubric)

See A3 C1 C3 & C5

Physical
Learning
Materials

District approved Textbook

Cardboard
Tools

See A3, A9, B1, B4,

& B6

Lokey-Vega (2014)

10

K-12 Blended and Online Learning

Worley, Joshua

Digital Learning
Objects

Engineering Notebook PowerPoint

Cardboard Chair Project PowerPoint

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Students with IEPs will receive additional support if needed. Chairs that students build will
have different designs. Students have a choice of what type of presentation they would like
to prepare.

See B1 B4 & B6

Lokey-Vega (2014)

11

K-12 Blended and Online Learning

Worley, Joshua

Module 6 Plan (Universal Systems Model)

Self-Check

Module
Objective(s)

1. Communicate effectively through writing, speaking, listening, reading, and interpersonal

abilities. (STEM-FET-1)
2. Demonstrate creativity with multiple approaches to ask challenging questions resulting
in innovative procedures, methods, and products. (STEM-FET-1)
3. Exhibit critical thinking and problem solving skills to locate, analyze, and apply
information in career planning and employment situations. (STEM-FET-1)
4. Model work readiness traits required for success in the workplace including integrity,
honesty, accountability, punctuality, time management, and respect for diversity.
(STEM-FET-1)
5. Apply the appropriate skill sets to be productive in a changing, technological, and
diverse workplace to be able to work independently, interpret data, and apply team
work skills. (STEM-FET-1)

See A1 & A2

Module
Assessment(s)

Quiz - (STEM-FET-1)

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1.
2.
3.
4.

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

Size Up the System worksheet answer key

Production Game informal observation
Quiz answer key

See A3 C1 C3 & C5

Physical
Learning
Materials

District approved textbook

Size Up the System worksheet
Production game

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

Presentation on Universal Systems Model

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Students with IEPs will receive additional support or chunked assignments according to
IEPs.

See B1 B4 & B6

Lokey-Vega (2014)

View presentation on Universal Systems Model - (STEM-FET-1)

Size Up the System worksheet - (STEM-FET-1)
Candy Bar Presentation - (STEM-FET-1)
Production Game - (STEM-FET-1)

12

K-12 Blended and Online Learning

Lokey-Vega (2014)

Worley, Joshua

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