Learning

Experience Plan (Comparing)

Subject: Engineering Design Grade level: 7-9th Grade

Unit: Design Process Length of LEP (days/periods/minutes): 45 minutes

Topic: Adaptive Device Design

Content Standards: Define the criteria and constraints of a design problem with sufficient precision to
ensure a successful solution, taking into account relevant scientific principles and potential impacts on
people and the natural environment that may limit possible solutions.

Literacy Standards: Reading diagrams and summarizing a comparison in writing.

Learning Experience Outcomes (knowledge/skills) Learning Experience Assessments

Students will: I will check for understanding when students:
Learn about adaptive devices and their Seek improvements to a current adaptive
impact on society device with their teams
Examine the design process from a new Discuss and create a Venn diagram in groups
perspective Write their summary of similarities and
Relate engineering design to what they differences
already know from their science classes
Practice collaborative work

Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching On-level Beyond
Some students need to use the On-level students may not need Additional work for students
Venn diagram because they may the Venn diagram to help them interested:
not be able to visualize the summarize the similarities and Write an essay or a paragraph
comparison. I would make sure differences. In this case, I would describing which adaptive device
the students who struggle with give them the option not to you think has most dramatically
literacy draw it out before make one during the impacted the world. Give
writing their summary. Comparison Activity. I encourage supporting details, and offer
them to visualize it without suggestions for further
depending on the diagram. improvements to this device.
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)

During this lesson, students will be practicing their reading, writing, and analyzing skills as well as recalling
information from their science courses.

Materials Procedures/Strategies

- Comparison Day 1 (add additional days as needed)

Activity

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 worksheet Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be
(attached) learned)

A poll will be on the board when students come in (made using polleverywhere). As they
enter class they can answer the question, What is a synonym for the word adaptive?
-Student They will submit answers via text message and it will appear as a word cloud on the board
Resource as each word is submitted. Since it appears right away, students will be able to avoid
Sheets repeating the same words. In addition, since their phones will be out they can use the
(attached) internet to research some synonyms.

Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)
-Student
Worksheets What are adaptive devices?
(attached)
What are some examples of adaptive devices?
-For each
group: A pair How do ongoing changes to adaptive devices impact everyday life?
of sunglasses
Activating Prior Knowledge (what information will be shared with/among students to connect to prior
and an
knowledge/experience)
eyeglass
repair kit Comparison Activity worksheet (attached)
(including
mini Direct Instruction (input, modeling, check for understanding)
screwdriver,
First, we will discuss the results of the Comparison Activity worksheet. Then, I will pass out
replacement
the various Student Reference Sheets to read out loud together. Unless the students have
screws, and a
any questions, we can move on to the guided practice activity.
magnifying
glass) Guided Practice (how students will demonstrate their grasp of new learning)

Divide students into groups of 3-4 and provide each group with a set of materials listed left.
Hand out Student Worksheet: Component Parts (attached) and monitor as students
dissemble the glasses, fill out the sheet, and reassemble the glasses.

Independent Practice (what students will do to reinforce learning of the lesson)

Hand out Student Worksheet: Your Adaptive Device Design and read through it with
them to ensure they understand the assignment.

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)

Good luck with the homework and feel free to email me with any questions or ideas!

References: (e.g. Book, course packet, pg #, complete web address URL)

http://www.sciencebuddies.org/engineering-design-process/engineering-design-compare-scientific-method.shtml)

http://tryengineering.org/sites/default/files/lessons/adaptivedevices.pdf

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 Comparison Activity

We have been studying the engineering design process. Engineering depends greatly on

scientific principles and often requires experiments to be done in order to create solutions to

problems. Scientists rely on the scientific method while engineers approach their work with the

engineering design process. In groups, compare the two diagrams below on the following

characteristics: the individual steps of each process and the overall flow/sequence of the

diagrams. Briefly summarize the similarities and differences in 2-3 sentences. Hint: making a

Venn diagram will help organize your thoughts before writing the summary.

(image from http://www.sciencebuddies.org/engineering-design-process/engineering-design-compare-scientific-method.shtml)

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