MrosC+Lesson+Plans+1,2+and+3

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Lesson 3
 * Unit: Earthquake Towers **

and optimization used to develop technological solutions to problems within given constraints.
 * Grades: 9-12 **
 * Overview ** : In this lesson students will use digital storytelling to demonstrate their understanding of the unit content. They will do this by reflecting on their videos of their second build of the towers with their respective groups. I will provide them with a good example of what I expect and then facilitate them in the process of producing their own.
 * Outcomes: ** Students will be able to design using an iterative process involving modeling

Students will have to continue to use and improve upon their creative thinking skills and use the problem solving steps to rebuild their towers and offer suggestions to each of the students.
 * Steps: **** First students will watch an example of digital storytelling to get them interested and provide a basis for what to expect. The next step is I will provide the students with different digital story telling site for them to use and chose along with the link [] to provide them with tutorials and help them solve any issues. Next the students will upload the newest videos of their second chance on building the towers and as a group narrates what went right and what failed on their new towers using class vocabulary and demonstrating their understanding of the content. Next the students will save and post their link to their digital storytelling application on their blog page created in their last lesson.  ** At the end of the lesson I will pull up the class wiki on the projector and play the stories the students made for the class so they can show off their work.
 * Technology/Diversity ** : The students will interact online through their digital storytelling activity. Students are all ready paired in groups to help the upper level learner’s assist others in the classroom. The technology being used is the internet, digital storytelling applications, class blog, video camera and the earthquake simulator.
 * Assessment/Management: ** This activity will be controlled and monitored by the teacher by their posting to their wiki for the digital storytelling link they provided. Students will be graded and assessed based on participation and the Project Lead The Way rubric. Additional grades will include being able to effectively upload their videos. The job of the teacher is to facilitate this activity to allow the students to problem solve and use their creative thinking skills.

Lesson 2


 * Unit: Earthquake Towers **


 * Grades: 9-12 **


 * Overview **: This lesson feeds off the previous lesson of designing and building the earthquake tower. During the testing period students will video tape their towers to watch numerous times and use the results given by the earthquake simulator to understand what forces destroyed their towers first. They will work collaboratively online to discuss pros and cons to their towers to rebuild.

and optimization used to develop technological solutions to problems within given constraints.
 * Outcomes: ** Students will be able to design using an iterative process involving modeling

Students will have to continue to use and improve upon their creative thinking skills and use the problem solving steps to rebuild their towers and offer suggestions to each of the students.


 * Steps: ** First students will record their towers being tested and load the video footage onto the computer and edit and post it to a site like youtube.com. Next students will be invited to join the class wiki which is secured and safe to use. In this wiki each group will create a page to post the link to their video and start dialogue about their projects. Based on each others projects they will then pick another group of two to work with and rebuild their towers to try and improve upon their designs. Students must keep track of their problem solving steps and record them in their engineering journals.


 * Technology/Diversity **: The students will interact online through the class wiki and will use youtube.com to post their videos of testing. Students are originally paired in groups given by the teacher to accommodate diversity by having a high level student paired with others students.


 * Assessment/Management: ** The wiki will be controlled and monitored by the teacher. Students will be graded and assessed based on participation and the Project Lead The Way rubric. Additional grades will include being able to effectively post the video to youtube.com. The job of the teacher is to facilitate this activity to allow the students to problem solve and use their creative thinking skills.

Lesson 1 Earthquake Towers Design and Drawing for Production (DDP) Grades 9-12

balsa wood and carpenters glue to hold 1 pound plates at each level and withstand an earthquake simulation at the highest magnitude possible. Students will use their research skills to design a working model to overcome tension, compression and shear force.
 * Overview:** In this lesson students will find ways to build a model four story tower out of

solve a given task. In this case it is to learn about forces behind construction and how to overcome these forces.
 * Explanation**: Students need to show they can use the 12 problem solving steps given to

solving abilities and effort outlined in their Problem Solving Project Lead The Way Rubric. Outcomes: Students will be able to design using an iterative process involving modeling and optimization used to develop technological solutions to problems within given constraints.
 * Assessment:** Students are assessed based on the project outcome and their problem


 * Outcomes**: Students will be able to use computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.

and how to overcome these forces when building a tower. While researching students will receive the project goal and all the constraints they must follow. After researching students will submit 10 thumbnail sketches and chose the best one then submit a detailed drawing of their decision. Once they have the detailed drawing of their project the students are handed the materials to build their towers and a set testing day is in place.
 * Steps:** Students will use the computers to research tension, compression, and shear force

ge here.
 * Technology integration**: Students will use computers and the internet to research ideas and important information regarding their task. Students will also use the program Autodesk Inventor to draw up their detailed sketch. Also the earthquake simulation machine analyzes the forces to give back to te computer for a read out to diagnose the testing.