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Teaching Physical Science, Technology, and Engineering

Teaching Physical Science, Technology, and Engineering. Goals. To distinguish science, technology, and engineering. To become aware of community resources and instructional materials. To engage in a hands on physical science and technology activity.

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Teaching Physical Science, Technology, and Engineering

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  1. Teaching Physical Science, Technology, and Engineering

  2. Goals To distinguish science, technology, and engineering. To become aware of community resources and instructional materials. To engage in a hands on physical science and technology activity.

  3. Distinguishing Science, Technology, and Engineering • Science: Body of knowledge and a way of finding out about the natural world. • Technology: Any thing or process that people create and use to solve a problem. • Engineering: The process of designing under constraint to seek solutions for society problems and needs. Source: Museum of Science NCTL

  4. Readings About Science and Technology • Carin et. Al. Text • pp. 29-33 in Carin et. al. text. • Section II: Physical Science Activities in Carin et. al. text. • National Science Education Standards • pp. 134-138, “K-4 Science and Technology Content Standard”

  5. Physical Science and Technology Community Resources • Museum of Science, Boston NCTL • Providence Children’s Museum • Rhode Island School of the Future • DOD Starbase in Newport, RI Click on Location-Click on RI.

  6. Physical Science and Technology Resources • FOSS and STC Modules in Rhode Island • Marbles, Tracks, and Ramps (K) • FOSS Balance and Motion (Grade 1) • DACTA Simple Machines (Grade 2) • STC Sound (Grade 3) • STC Electric Circuits (Grade 4) • STC Floating and Sinking (Grade 5)

  7. Physical Science and Technology Resources • Museum of Science’s Engineering is Elementary Learning Outcomes: • To learn about what engineering and technology are and what engineers do • To learn about various fields of engineering • To apply the engineering design process 20 Unit Overview Curriculum Materials Connections to Science Kits

  8. RI GSEs in Science5-8 Understandings PS1 (5-6) Students demonstrate an understanding of characteristic properties of matter by … 1a comparing the masses of objects of equal volume made of different substances. 2a recognizing that different substances have properties, which allow us to identify them regardless of the size of the sample.

  9. RI GSEs in Science5-8 Assessment Targets PS1 (5-8) INQ-1 Investigate the relationships among mass, volume and density. PS1 (5-8) INQ+POC –2 Given data about characteristic properties of matter (e.g., melting and boiling points, density, solubility) identify, compare, or classify different substances.

  10. RI GSEs in Engineering & Technology Assessment Targets ET2.3 (3-4) Students demonstrate an understanding of effective design by: 3a. exploring the process of solving a real world problem. 3b. using age-appropriate construction materials to build a model to solve a specific problem. 3c. testing, troubleshooting, and evaluating a basic design solution. 3d. documenting the advantages and disadvantages of multiple designs

  11. Engaging Scenario • The Wreck of the Edmund Fitzgerald • Freighter sank in storm in 1975. • Crew of 29 perished. • The wreck is considered the most famous marine disaster in Great Lakes history. Source: http://www.ssefo.com/

  12. My Focus Question

  13. Class Focus Question • How can we design a boat to carry cargo and float?

  14. Prediction Draw a design of an aluminum boat you think will float and carry cargo. I think this design can float and carry cargo because…

  15. Planning-Procedure • Gather Materials at Materials Display Table • Each Group of Two • 1 Tray • 2 Aluminum foil sheets • 1 Bag of washers • 1 Basin • 2 Paper towels • Test • Design. Test.Record. Reflect.

  16. Data/Observations

  17. Making Meaning • What did you notice while building your boats? • What boat designs held the most cargo? Least cargo? • What factors affected the ability of your boat to float and carry cargo?

  18. Form and Function • A. Flat (flat boat) for travel in shallow water • B. Round with keels (trawler) for stability and travel in deep water • C. Multi-hulled (catamaran) for stability and travel in deep water • OTHER Tapered (canoe) for efficient travel through water Source: M. Hebrank and T. Guentensberger

  19. Planning-Procedure Clean-up Person - Dry your table with paper towels. - Return your materials display table. • Place aluminum foil for recycling container. • Dry basin and washers. • Dispose wet paper towels.

  20. Claims and Evidence - I know this to be true: - Here is the evidence:

  21. Conclusion • - I learned . . . . • I used to think (prediction) • Now I think….

  22. Next Steps - New Questions • - I want to know . . . • I want to try this . . .

  23. Goals To distinguish science, technology, and engineering. To become aware of community resources and instructional materials. To engage in a hands on physical science and technology activity.

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