May/June 2017 – Vol. 29 No. 7

Getting Started with Engineering

Posted: Thursday, September 15th, 2016

by Meredith Casalino

Having been in the classroom for nine years, I have seen all sorts of crazy things. One of those things is that kids will rise to virtually any challenge you give them, and if you let them build something you will have them completely hooked!  For the last three years I have had the incredible privilege to work on a strong 9th grade team at Da Vinci Communications, dedicated to interdisciplinary project based learning. Through this experience I was given the freedom, guidance, and support to integrate engineering into my physics classroom and have seen the power of this practice first hand.

Teaching kids processes to use in order to think and create like an engineer is a great way to get started. In my classroom I used the Project Lead the Way engineering design process, but there are lots of different takes on the engineering design process out there. I do recommend teaching your kids an engineering design process and sticking to it in order for them to have a richer, more meaningful engineering experience. Many schools or districts have one that they prefer so you many not even have to find one on your own. An engineering design process should include lots of flexibility, as well as ways to generate, evaluate, test, and revise multiple solutions to a single problem.

-advertisement-

-advertisement-

Engineering practices can be incorporated in different ways, for different purposes, and at different scales in a science classroom. I have used basic engineering challenges when students have switched groups. These may or may not connect to the current physics content the kids were working on but they definitely required collaboration, communication, and critical thinking skills of all members of the new group. I have introduced my kids to engineering games, both hands-on and digital. I have given kids individual engineering challenges and projects that they had to complete individually, and some they needed to complete as a group. We have even done projects where kids had an individual design challenge, which they then had to incorporate into a larger group deliverable. The vast majority of the time projects combined both science and engineering content, but there is also a time and a place to practice engineering skills, especially since it can help enforce 21st century skills along the way.

I have included brief descriptions of some of the larger projects my students completed, along with some of the beginning details to give you some ideas of where you could start integrating engineering, too. There are also some resources at the end to find other engineering challenges and projects both big and small.

Be Heard is a signature project that all of the Da Vinci high schools do. Our team has done this project in a couple different ways over the years, incorporating everything from poetry and Romeo and Juliet in English, to statistics and music mixing in math and computer science, but it always involves the students making headphones in my class. In physics I usually pair this project with electricity, magnetism, and electromagnetic induction topics. My students usually completed a project on circuits previous to this project which allowed me to focus on magnetism, electromagnetism, and, of course, engineering. Headphones are much easier to make than it seems like they should be, and with some wire, a neodymium magnet, and an audio jack you can have your very own working headphones.

Our team has also put on TEDx events, and my kids completed two different projects for these events. For two years my kids had to complete an individual lighting structure in which they had to use a combination circuit to light up a certain number of lights. This structure also had to be representative of their TED talk that they wrote in English class and was displayed at the actual event. One year the kids created a hands-on demonstration of a certain physics topic and put on a small physics demo fair before the TEDx event. The kids had to physically construct the demonstration and present it to all of our guests before the event.

During our Cultivating Community Project, my kids learned all about energy through the lens of renewable energy and green spaces. They had to design and construct a green space for our school’s blacktop area and write up an energy profile of our school, their home, and their home city. These profiles incorporated their knowledge and understanding of energy including conservation of energy, types of energy, transformation of energy, and renewables, as well as how green spaces can impact those energies. They presented their findings to a panel to persuade the city to incorporate more green spaces, as well as actually constructing their own green space at our school.

Resources:

Pinterest.com It may sound funny but there are TONS of great ideas on how to incorporate engineering and various engineering challenges. Often all you need is an idea, a challenge question, and a possible list of supplies

Tryengineering.org There are lots of lesson plans, games, and project ideas here!

pbskids.org/designsquad While the site seems like it is more for younger kids, a lot of the projects can be easily adapted for big kids!
Meredith Casalino is a CSTA member who taught at Da Vinci Communications High School the last 3 years and recently became the STEM coordinator for the Orange County Department of Education.

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Leave a Reply

LATEST POST

CSTA Annual Conference Early Bird Rates End July 14

Posted: Wednesday, July 12th, 2017

by Jessica Sawko

Teachers engaged in workshop activity

Teachers engaging in hands-on learning during a workshop at the 2016 CSTA conference.

Don’t miss your chance to register at the early bird rate for the 2017 CSTA Conference – the early-bird rate closes July 14. Need ideas on how to secure funding for your participation? Visit our website for suggestions, a budget planning tool, and downloadable justification letter to share with your admin. Want to take advantage of the early rate – but know your district will pay eventually? Register online today and CSTA will reimburse you when we receive payment from your district/employer. (For more information on how that works contact Zi Stair in the office for details – 916-979-7004 or zi@cascience.org.)

New Information Now Available On-line:

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Goodbye Outgoing and Welcome Incoming CSTA Board Members

Posted: Wednesday, July 12th, 2017

Jill Grace

Jill Grace, CSTA President, 2017-2019

On July 1, 2017 five CSTA members concluded their service and four new board members joined the ranks of the CSTA Board of Directors. CSTA is so grateful for all the volunteer board of directors who contribute hours upon hours of time and energy to advance the work of the association. At the June 3 board meeting, CSTA was able to say goodbye to the outgoing board members and welcome the incoming members.

This new year also brings with it a new president for CSTA. As of July 1, 2017 Jill Grace is the president of the California Science Teachers Association. Jill is a graduate of California State University, Long Beach, a former middle school science teacher, and is currently a Regional Director with the K-12 Alliance @ WestEd where she works with California NGSS K-8 Early Implementation Initiative districts and charter networks in the San Diego area.

Outgoing Board Members

  • Laura Henriques (President-Elect: 2011 – 2013, President: 2013 – 2015, Past President: 2015 – 2017)
  • Valerie Joyner (Region 1 Director: 2009 – 2013, Primary Director: 2013 – 2017)
  • Mary Whaley (Informal Science Education Director: 2013 – 2017)
  • Sue Campbell (Middle School/Jr. High Director: 2015 – 2017)
  • Marcus Tessier (2-Year College Director: 2015 – 2017)

Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Finding My Student’s Motivation of Learning Through Engineering Tasks

Posted: Wednesday, July 12th, 2017

by Huda Ali Gubary and Susheela Nath

It’s 8:02 and the bell rings. My students’ walk in and pick up an entry ticket based on yesterday’s lesson and homework. My countdown starts for students to begin…3, 2, 1. Ten students are on task and diligently completing the work, twenty are off task with behaviors ranging from talking up a storm with their neighbors to silently staring off into space. This was the start of my classes, more often than not. My students rarely showed the enthusiasm for a class that I had eagerly prepared for. I spent so much time searching for ways to get my students excited about the concepts they were learning. I wanted them to feel a connection to the lessons and come into my class motivated about what they were going to learn next. I would ask myself how I could make my class memorable where the kids were in the driver’s seat of learning. Incorporating engineering made this possible. Learn More…

Powered By DT Author Box

Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

State Schools Chief Tom Torlakson Unveils Updated Recommended Literature List

Posted: Wednesday, July 12th, 2017

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson unveiled an addition of 285 award-winning titles to the Recommended Literature: Prekindergarten Through Grade Twelve list.

“The books our students read help broaden their perspectives, enhance their knowledge, and fire their imaginations,” Torlakson said. “The addition of these award-winning titles represents the state’s continued commitment to the interests and engagement of California’s young readers.”

The Recommended Literature: Prekindergarten Through Grade Twelve list is a collection of more than 8,000 titles of recommended reading for children and adolescents. Reflecting contemporary and classic titles, including California authors, this online list provides an exciting range of literature that students should be reading at school and for pleasure. Works include fiction, nonfiction, poetry, and drama to provide for a variety of tastes, interests, and abilities. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Teaching Science in the Time of Alternative Facts – Why NGSS Can Help (somewhat)

Posted: Wednesday, July 12th, 2017

by Peter A’Hearn

The father of one of my students gave me a book: In the Beginning: Compelling Evidence for Creation and the Flood by Walt Brown, Ph. D. He had heard that I was teaching Plate Tectonics and wanted me to consider another perspective. The book offered the idea that the evidence for plate tectonics could be better understood if we considered the idea that beneath the continent of Pangaea was a huge underground layer of water that suddenly burst forth from a rift between the now continents of Africa and South America. The waters shot up and the continents hydroplaned apart on the water layer to their current positions. The force of the movement pushed up great mountain ranges which are still settling to this day, resulting in earthquakes along the margins of continents. This had happened about 6,000 years ago and created a great worldwide flood. Learn More…

Powered By DT Author Box

Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.