Toxic Response Team Lesson

Modified Version of "Toxic Popcorn Design Challenge"provided by TryEngineering at www.tryengineering.org.
(See Bottom of Page For Alignment to Curriculum Frameworks and References)

Introductions

Who IS This Guy?

Who Are You Today?

Lesson Focus

Students will be introduced to the Engineering Design Process (EDP).  The process is used to solve design challenges.  Students will create both a Product and a Process to safely move "toxic" material from an environment to a containment unit.  Students will become the "Response Team" and work together to solve the problem and save the classroom!

Discussion

What is Technology?
Who Makes Technology?
What Is Engineering?

Engineering Design Process

Overall Objectives

Apply the Engineering Design Process to Solve A Design Challenge

Build, Test, and Redesign a Prototype

Use Teamwork and Communication to Solve The Challenge Successfully!

Record your Efforts and Report Your Results!

The Problem Today...

Why Are We Doing This?

Student Objectives

1.  Work As A Team
    (Communicate, Collaborate, Be Creative)

2.  Use The Engineering Design Process
    (Problem-Solve, Persistence)

3.  Work Within Limitations/Means
    (Use Your Resources)

4.  "DO YOUR BEST!" to Solve The Problem.

5.  Don't Forget To Document Your Project!
    (Record Progress and Take Pictures)

GO...

Basic Rules:

                         IT IS OK TO FAIL! 
The More You Fail, The Closer You Get To SUCCESS!

1. Work Together and Communicate Effectively
2. No Body Parts Allowed Inside "Toxic" Area
3. You must hold your device from outside of the
  "Toxic" Area
4. Ropes or Tire Tubes Cannot Be Cut

Steps To Success!

Listening Is Very Important!
Organize Your Team!

Start The EDP Steps!

Test Area Materials

2 each - Containers (1-Toxic/1-Containment)
1 bag - Sample Media For Testing
8 each - Lengths of 7-foot Rope/Cord
1 each - 18" Bicycle Tire Tube
1 each - Hula Hoop (Training Area)
Additional:  Chart Paper, Markers, Worksheets

Toxic Zone Materials

2 each - Containers (1-Toxic/1-Containment)
1 bag - Mini "Toxic" Marshmallows
1 each - Hula Hoop (Training Area)

Review, Document, Follow-Up
(Wrap It Up Already!)

What Did We LEARN Today?

Describe 3 Things That Went Well

Describe 3 Things That We Will Do Better

Homework 
Review Terms: Technology, Engineering, Toxic, Tension, Compression, Teamwork

A.  Show This Site To Your Family and explain What you did today so everyone understands the EDP!

B.  Write a 1-Page Report (Use Form Provided) About Your Observations of Today

C.  Be Prepared To Share Your Thoughts Tomorrow

More To Think About:
Watch Video Below To See NASA Engineering and Think about jobs you might like to have someday!

One Solution (Of Many)

Here is a video I found that you can show your family and friends so they understand what you did in class today...

Aligned Standards

The following Standards are taken Directly from www.tryengineering.org :
Lesson plans in this series are aligned to one or more of the following sets of standards:

U.S. Science Education Standards
(http://www.nap.edu/catalog.php?record_id=4962)
U.S. Next Generation Science Standards
(http://www.nextgenscience.org/)
International Technology Education Association's Standards for Technological Literacy
(http://www.iteea.org/TAA/PDFs/xstnd.pdf)
U.S. National Council of Teachers of Mathematics' Principles and
Standards for School Mathematics
(http://www.nctm.org/standards/content.aspx?id=16909)
U.S. Common Core State Standards for Mathematics
(http://www.corestandards.org/Math)
Computer Science Teachers Association K-12 Computer Science Standards
(http://csta.acm.org/Curriculum/sub/K12Standards.html)

National Science Education Standards Grades K-4 (ages 4 - 9)
CONTENT STANDARD E: Science and Technology
As a result of activities, all students should develop Abilities to distinguish between natural objects and objects made by humans.

National Science Education Standards Grades 5-8 (ages 10 - 14)
CONTENT STANDARD E: Science and Technology
As a result of activities, all students should develop Abilities of technological design, Understandings about science and technology.

National Science Education Standards Grades 9-12 (ages 14-18)
CONTENT STANDARD E: Science and Technology
As a result of activities, all students should develop Abilities of technological design, Understandings about science and technology

Next Generation Science Standards Grades 3-5 (Ages 8-11)
Engineering Design
Students who demonstrate understanding can:
3-5-ETS1-1.Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-2.Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-3.Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

For Teachers:  Alignment to Curriculum Frameworks
Next Generation Science Standards Grades 6-8 (Ages 11-14)
Earth and Human Activity

Students who demonstrate understanding can:
MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.  Engineering Design Students who demonstrate understanding can:

MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

Next Generation Science Standards Grades 9-12 (Ages 14-18)

Earth and Human Activity
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

Engineering Design
Students who demonstrate understanding can:
HS-ETS1-2.Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraint s, including cost , safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Standards for Technological Literacy - All Ages

Technology and Society
Standard 5: Students will develop an understanding of the effects of technology on the environment.
Standard 7: Students will develop an understanding of the influence of technology on history.

Design
Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.