June 15, 2014
June 15, 2014
June 18, 2014
K-12 & Pre-College Engineering
24.1212.1 - 24.1212.2
The EngrTEAMS Project: STEM Integration Curricula for Grades 4-‐8 (Curriculum Exchange) Description of the ProjectThe Engineering to Transform the Education of Analysis, Measurement, & Science (EngrTEAMS) project is an engineering, design-‐based approach to teacher professional development that has 50 teachers per year designing curricular units for science topic areas related to the Next Generation Science Standards. The project includes summer professional development and curriculum writing workshops, paired with coaching, to allow teams of teachers to design engineering curricular units focused on science concepts, meaningful data analysis, and measurement. Each unit goes through an extensive design research cycle to ensure its quality and is published in an online format for use across the United States and beyond. Description of the ResourcesThe presenters will provide access to the twenty-nine units that were created in year one of theEngrTEAMS project. Three units will be highlighted in detail, where attendees will be able tolook through the lesson plans, play with the manipulatives, and see student designs.For earth science, the Rockin’ Good Times unit will be highlighted. In this unit, students select a site to safely build and anchor an amusement park ride in an earthquake prone area and build, test, and redesign a prototype of an anchoring system. The STEM integration activities include using shake tables to show how earthquakes change the surface of the earth, testing earth materials for stability while measuring movement of structures anchored in them, measuring the forces created by the shake tables, analyzing survey data using range, mean, and rational number operations, and presenting data using appropriate graphing techniques. For physical science, the Rehash Your Trash unit will be highlighted. In this unit, students are faced with an engineering design challenge in which they must develop an automated sorting process for a recycling company that is transitioning from manual sort to single-‐stream, automated sorting. To develop the tools necessary for this challenge, students must learn about intrinsic and extrinsic physical properties as well as chemical properties. Specifically, students learn how density can be used to separate different types of materials, and while investigating this concept, students collect and analyze real data and apply their knowledge of proportional relationships. For life science, the Floating Islands unit will be highlighted. This unit has students designartificial floating islands for the purpose of habitat restoration. The unit introduces the context ofa polluted lake. Through activities regarding water quality (a field trip – if possible), studentsexplore the sources of pollution and pollutants for the lake system. Measurement and dataanalysis are used to collect and analyze the data for the field trip. Students design a prototypefloating island with a predetermined perimeter that has maximum area, test it for its ability toclean the water and fit the predetermined criteria, and redesign based on the results of the test.
Moore, T. J., & Guzey, S. S., & Glancy, A. W. (2014, June), The EngrTEAMS Project: STEM Integration Curricula for Grades 4-8 (Curriculum Exchange) Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/23145
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