Safe Racer Third Grade Engineering Challenge By: Gina Wade, Arbutus Elementary, 2004
PD Presentation Goals • The Constructivist approach to learning • Our model for connecting and integrating Science curriculum • The Safe Racer Challenge
Constructivist Approach • Learning is • dependent on prior knowledge • concrete • based on experience, hands on • cooperative • Learning experiences are reality based • Teachers act as guides • Students develop understanding for themselves by constructing their own meaning • http:home.okstate.edu/homepages.nsf/toc/educ5910iep12
Design & Technology • Constructivist approach • Based on problem solving • Based on integrating all subject areas • Includes model building • Cooperative learning • Provides for creativity of all individuals
PROBLEM SOLVING APPROACH Problem Solving Loop 1. Identifying the problem 2. Brainstorming solutions 3. Making a plan 4. Creating a model 5. Testing the model 6. Presentation
Voluntary State Curriculum Standards • Scientific Inquiry • Access and process information from readings, investigations and/or oral communications • Collect, record and accurately display data collected from investigations • Communicate processes and results from hands-on investigations
Voluntary State Curriculum • Critical Thinking • Provide supporting evidence when forming conclusions, devising a plan or solving a practical problem • Modify understandings of scientific ideas based on new information
Voluntary State Curriculum • Applications of Science • Apply scientific concepts to make decisions about an identified, relevant science issue • Use scientific knowledge to select and evaluate plans to address science-related problems
Voluntary State Curriculum • Technology • Recognize and explain that a model can be used to learn something about an object, event or situation • Design, plan and construction objects • Evaluate and modify designs and products based on performance
Presentation of the Problem Your team’s challenge is to develop a design for a: • Fast, open topped vehicle which will participate in a distance race • Suitable safety equipment to enable the racing driver, Eggbert (raw egg), to survive when his car crashes into a barrier • Team Logo
Creating a Plan • Think about what you already know about cars and their safety equipment • Brainstorm • Web ideas • Discuss which ideas might be best • Sketch and label a beginning design of your car
Design and Construction • Car • Use wheels and axles provided • Must use recyclable materials • Must have an open top • Body = 4 inches or less in width, 9 inches or less in length, 12 ounces or less in weight • Team logo clearly displayed
Design and Construction (cont’d) • Safety Equipment • May include seat belt, helmet, air bag, roll bar • Eggbert’s face must not be covered and must be able to “see the road” • Eggbert must be able to be removed by judges to examine for injury
Testing • Test your car using the ramp multiple times • Did your egg stay in your car? • Did your egg crack? • Did your car go a long distance? • Can you improve the distance your car traveled?
Revising the Plan • Listen to any ideas from your teammates • Make changes to your car and safety equipment • Make changes to the original sketch of your car and safety equipment
Retesting • Rerun the crash and distance tests several times • Did your egg stay in your car? • Did your egg crack? • Did your car go a long distance? • Can you improve the distance your car traveled?
Documenting the Design and Construction Process • Write down important information during the activity • Complete the design brief carefully • Be sure to answer all questions completely • Write neatly • Use as much science vocabulary as possible
Oral Report • Students will be interviewed by judges and will need to be able to discuss how the car and equipment were designed, constructed and tested.
Teachers - Start your classes !!!!!!!!!!
