Activity 1

Author:

Kimberly  Brassfield

Lesson Title:

Brainstorming and Building Design Phase 

Activity Title:

Hook, Big Idea, Essential, Guided Questions

Lesson Duration:

3  50-minute class periods

Activity Duration:

2  50-minute class periods

Setting:

Outside on football field and inside classroom

Date:

June 25, 2017

Activity Objectives:
  • The objective of this activity is to introduce the students to the unit. The students will go out on the football field and watch a certified UAV pilot fly his drone at altitudes not legal for the general public and engage in conversation about drones with this gentleman. They will be introduced to the big idea and begin to brainstorm the essential question and the challenge. The following day, they will develop the challenge through a class discussion of their brainstorming and generate guiding questions that are needed to complete the challenge.
Activity Guiding Questions:
  • How has packaging methods changed throughout the years?
  • How has shipping methods changed throughout the years?
  • What contributes to a packages effectiveness?
  • When was bubble wrap introduced?
  • What contributes to the package’s contents staying presentable?
  • How were things shipped in the early 1900’s?
  • How does a drone fly?
  • What are the rules and regulations to shipping with a drone?
Materials:

 

Teacher Advance Preparation:
  • Practice making shipping containers similar to students prior to doing the unit.
  • Contact Carl Ray (FAA Certified Pilot)
  • Have challenge and essential questions well-defined in your head.
  • Copy Essential Question Brainstorm Sheet  for entire class

 

Activity Procedures:

Day 1

  1. The students will go out on the football field and watch a certified UAV pilot fly his drone at altitudes not legal for the general public and engage in conversation about drones with this gentleman. They will be introduced to the big idea and begin to brainstorm the essential question and the challenge.
  2. Assign students Brainstorm Sheet to complete and bring to class the following day having filled in box one brainstorming ideas on big idea discussed.

Day 2

  1. Have each student share out at least one essential question they came up with for homework out loud to the class.
  2. Jot all of these questions down (may be used as guiding questions later).  As a class, decide one or two to focus on. Jot the question(s) down on the Essential Question Brainstorm Sheet under the section titled, Essential Question decided on as a class.
  3. From these questions, help students formulate the challenge that you have already planned. Once challenge has been developed, have students jot this down on their Essential Question Brainstorm Sheet under the Proposed Challenge section.  Then, individually have students brainstorm guiding questions that they will need to be able to answer in order to accomplish the challenge. Then, have students discuss these questions with their seat partners, lastly, discuss as a class. Have them record the finalized list of guiding questions on their Essential Question Brainstorm Sheet under the section Questions to help solve Challenge.

 

Formative Assessments
  • Classroom discussion
  • Check off that Brainstorm Sheet is filled in correctly and accurately followed classroom discussion.

 

Summative Assessments

No summative assessment at the end of this activity.

 

Differentiation:

Students are given the opportunity to work individually to come up with questions before working in groups or discussing as a class.

 

Reflection:

This lesson went great. Students were very engaged by the hook. Due to weather conditions, I flew the drone myself short distance in front of the school building and back, but students were still very impressed. I also showed the students videos of two different companies using drones for shipping purposes; this led way to great conversation. Students were then prompted to fill out a Google Form identifying a challenge and essential question they would like to solve about this topic, in correlation with the mathematics we had been doing recently. That afternoon, I compiled the results and students had successfully come up with the challenge themselves. The following class, I had students independently and then within their groups fill out  potential guiding questions on a google doc. Students then shared their ideas aloud and it was followed by a whole class discussion on possible guiding questions to consider.. This activity was a great intro to the entire unit.

 

Unit Academic Standards - NGSS

 

Ohio’s New Learning Standards for Science (ONLS)

Expectations for Learning - Cognitive Demands

Next Generation Science Standards (NGSS)

Science and Engineering Practices

Crosscutting Concepts

Ohio’s Learning Standards for Math (OLS) and/or Common Core State Standards -- Mathematics (CCSS)
Standards for Mathematical Practice
Make sense of problems and persevere in solving them
Model with mathematics