1. SRP Education Presents
Presented by:
Kevin Rolfe – SRP Education Manager
Jason Vander Kamp – Elementary Teacher, Kyrene School District
Sarah Sleasman- Elementary Teacher, Creighton School District

2. Agenda
Introductions and Logistics
What is Technology?
What is Engineering?
Engineering Process
Reduce, Reuse, Recycle
What is Energy?
*Natural Resources
What is Electricity?
*Electricity and Magnetism - “That Magnetic Dog”
*Energy Sources - “Cool Coal Story”
Energy Activities
Debrief and Share

3. Energy Bingo
Claudine

4. Energy BINGO
Find people around the room who can answer the statements
Write their name in the corresponding box on your bingo card
First person to fill their BINGO card gets a prize!

5. What Do Our Students Think Technology Is?
What is Technology?
What Do Our Students Think Technology Is?

6. Write down your ideas about technology in your Science Notebook
Write down your ideas about technology in your Science Notebook. Share out with the table when finished.
Brainstorm ideas and one of us will write it into a wordle on the computer or POSTER

7. What do you think your students would say?
Ask what they think their students think technology is

8. Technology in a Bag What is the object? What does your technology do?
What problem does it solve?
How else could you use it?
What material(s) is it made of?
What other materials could it be made of?
Pass out bags.
As an extension, only show groups members what’s in your bag to answer the bullets. Then come up with a new name for your piece of technology that won’t give it away. See if the rest of the class can guess what your technology is.

9. Technology in a Bag: Spoon
What is the technology?
What does your technology do?
What problem does it solve?
How else could you use it?
What material(s) is it made of? Why?
What other materials could it be made of?
Why do you think the spoon was made out of plastic? What are the benefits?
What are some other materials spoons are made of?
Why would you make a spoon out of wood or metal?
In what circumstances would you choose a plastic spoon over a metal spoon? A metal spoon over a plastic one?
Properties such as durability and conductivity are important to consider
Would you want to use it to scoop ice cream? If not, what material would be better and why?

10. Technology in a Bag: Glue stick
What is the object?
What does your technology do?
What problem does it solve?
How else could you use it?
What material(s) is it made of? Why?
What other materials could it be made of?

11. What is your definition of “technology”
What is your definition of “technology”? Record thoughts in your science notebook and share.
Write it out on board or chart paper
Need Dry Erase Markers and white board or chart paper and markers

12. EiE defines technology as:
Anything created that is used to solve a problem or meet a need. Technology can be an object, a system, or a process.

13. What is engineering? Time check: 9:15
Now that we have talked a little about technology, let’s talk a little about engineering. SO lets go back to the spoon.
What was one of the alternative functions for the plastic spoon that we mentioned earlier?
Would the plastic spoon, as it is, be an effective technology to use when digging a hole to plant a tree [or another function participants mentioned that involves digging? Why not?
If you were engineers and you worked for some company that wanted to take the spoon and improve the design of the spoon to solve a common problem in the northeast, which is piles and piles of snow. So if you were an engineer, and you had to solve the problem of shoveling out a parking space, what would you do to that spoon to enable you to more effectively remove the snow? Talk to your group quickly about that.

14. Let’s start with a problem:
We have a huge problem in Arizona that requires modification to this versatile tool.

15. A bigger problem:
Have participants work in groups to design a shovel to remove the snow.

16. Would your design change if your task was to feed fluffy? How?
How might your design change if your task was to feed fluffy?

17. Engineering Design Challenge
In our previous activity, you learned that engineers design and improve technologies.
You brought a lot of ideas into this brainstorming how you might change a spoon to solve a new problem and make the device more effective. I noticed that you used your prior knowledge, thought about properties of materials, shape, durability, math for size
We’re now going to talk about what is engineering in this next activity. You all were just thinking like an engineer when you planned to re-design the spoon for a new purpose. How, exactly, do engineers do this? What does it mean “to engineer”? What does the verb engineer mean?
In the next activity, you will have an opportunity to further explore the relationship between technology and engineering.
The best way to figure that out is to experience a real engineering design challenge together so we can see how we work through this process.

18. A Frog Tower This is the statue. (Show monkey)
So, we placed this statue in our foyer and realized there was a little problem.

19. Constraints
What do you need to know before you start? Share your thoughts. Share your students’ thoughts.
SO, I need help making our foyer display one that is able to be seen.
I would like to commission you all to be engineers and to solve this problem.
So if I just gave you this problem of the monkey on the floor that is too low, and I want you to engineer a solution to this problem.
In order to solve this problem, what do you want to know? What questions do you have before you start?
Chart their Questions
Answers:
 Each group will receive 100 index cards and 12 inches (30.5 cm) of cellophane tape that they can use to create their structures.
 Each group will also receive scissors and rulers, but these are provided as tools and may NOT be included in their structures.
 Groups will have 18 minutes to design their structures.
 Structures must be at least two feet (61.0 cm) tall. The stuffed animal should be able to rest on top of the structure.
 Teams should build their structures on their tables/desks.
 The base of the structure can be as large as groups would like, as long as it fits on the table/desk.
 The structures will not need to be moved, but groups may NOT tape their structures to the table/desk.
 Groups cannot suspend the stuffed animal from the ceiling.
 Groups won’t be able to use the actual statue to test their designs until the 18 minutes are up (remember, it’s very expensive!), but they are free to hold the statue to get an idea of its mass.
 Groups don’t need to worry about the aesthetics of their design, decorating it, or including label copy on it. The museum’s exhibit design team will do that. As engineers, they should only focus on the structure. The stuffed animal should be able to rest on top of the structure.

20. What does success look like?
Structure will be strong enough to support the Tower itself
Structure must be at least 18 inches tall
“Froggy” must rest on top of your Tower for 10 seconds

21. Reflection…
In your science notebook, draw a picture of the structure you built during your design process. How could your structure have been improved?

22. Engineering Design Process
Imagine
Brainstorming
No evaluation
Ask
How can you solve
a problem or improve a desire?
The Goal
Criteria
Constraints
Science Knowledge
Plan
To solve a problem by developing or improving a technology
Improve
this kind of problem solving came very naturally to them (as it does to students) and is actually very similar to the Engineering Design Process that EiE uses
Goal click: What was the goal of your engineering design challenge? Click
Ask click: Many engineers begin working towards their goal by asking questions, just as participants did.
What were some of the questions that you asked before you began working on your design challenge?
Click Imagine: Which action words from our list fit into the “Imagine” step?
Click Plan: Which action words from our list fit into the “Plan” step?
Click Create: Which action words from our list fit into the “Create” step?
Click Improve: Which action words from our list fit into the “Improve” step?
The process may begin with the “Improve” step if engineers are working to redesign an existing technology. Often, engineers move between a few steps many times or follow the steps out of order as they work to design solutions to problems. The EDP is not linear.
**this five-step Engineering Design Process is the backbone of all 20 EiE units. In an EiE unit, students are introduced to the EDP and their design challenge through a story (just like participants were). Then, students work through the EDP themselves in Lessons 3 and 4 of every EiE unit as they design and improve a technology
Create
Redesign a new or existing technology
and test

23. 21st-Century Skill Building
Critical Thinking
Collaboration
Communication
Creativity
In addition to helping students learn engineering and technology content and skills, EiE units also focus on building 21st Century Skills with students, such as critical thinking, collaboration/ teamwork, communication, and creativity.

24. BSCS “5E” Instruction Model
Discuss and Evaluate
Engage
Explore
Explain
Elaborate

25. Reduce, Reuse, Recycle Engage: How Much Garbage?
How much garbage does one person throw away in a day?
In a week?
In a year?

27. BSCS “5E” Instruction Model
Engage
Capture students interests
Uncover misconceptions
Find out what students know or think about topic

28. Explore: Keeping Track of Trash and activity
Give each student a piece of scrap paper and tape it to their desk.
Throughout the day, draw or write all the things they throw away?
Include classroom, playground, cafeteria, etc.
Visit the lists at the end of the day.

29. BSCS “5E” Instruction Model
Explore
Give students concrete experiences
Purpose is to provide hands on experiences that can be used later to formally introduce the concept

30. Explain: “The Three R’s” (Nonfictional text) Can you name the 3 R’s?
What happens to trash when it leaves your school or home?
The 3 R’s + 1
Key vocabulary: Landfill, reduce, reuse, recycle, compost

31. BSCS “5E” Instruction Model
Explain
Learners articulate ideas
Teacher clarify concepts and correct misconceptions
Clearly connect explanations to experiences in engage and explore phase

32. Elaborate: Write a Letter Have a chart of the key vocabulary.
Students can write about where trash goes, why we should follow the 3 R’s +1, or how they can reduce what they throw away.

33. BSCS “5E” Instruction Model
Elaborate
Helps students correct remaining misconceptions
Generalize concepts in a broader context

34. Evaluate: My 3 R’s Super Hero Pledge
Students will write or draw things they can do to be a # R’s Super Hero.
Draw a picture of themselves as a Super Hero.
Give themselves a Super Hero name like Trash Terminator or Green Machine.

35. BSCS “5E” Instruction Model
Evaluate
Formal and informal procedures to assess concept

36. BSCS “5E” Instruction Model
What are your thoughts?
Discuss and Evaluate
Engage
Explore
Explain
Elaborate

37. Break time!

38. Natural Resources
What is a “natural resource”? Record in your science notebook.
How are natural resources related to technology and the 3 R’s?
What’s the big picture?
Consumables, energy
and electricity

39. How is Electrical Energy Generated?
Coal Plant Simulation
“A Cool Coal Story” from NEED.org
Energy Sources
“Energy Infobooks” from NEED.org
Kevin

40. How is Electrical Energy Generated
How is Electrical Energy Generated? Primarily by the ELECTROMAGNETIC EFFECT

41. The Jigsaw Activity Digging Deeper Into Energy Sources
Solar
Hydropower
Biomass
Geothermal
Wind
Ocean Energy
Coal
Petroleum
Natural Gas
Nuclear
Propane

42. Electricity and Magnetism
What’s the purpose of this workshop? What’s the connection between technology, engineering and electricity and magnetism?

43. “Picture Perfect Science”
“That Magnetic Dog”
Magnetic Testing
From “More Picture
Perfect Science”
(NSTA Press)

44. Solar Fountain Activity
A Solar Hydro Experiment

45. Engage, Explore, Explain
Using the solar fountain and pan of water, explore ways to get production from the fountain
Come back with three statements about the process
Be prepared to support your statements

46. K-2 Engineering Our Future: What’s the Big Picture?
Relationship between “technology” and “engineering”?
How has your thinking changed?
How do energy and electricity contribute to technology and engineering?
How are natural resources related to the 3 R’s?
What daily, practical methods can be used to implement 21st century thinking skills in our K-2 students?

47. Resources Kevin.rolfe@srpnet.com www.srpnet.com/education www.need.org

48. Please take a moment to fill out the evaluation.
Wrap Up
Thank you for coming!
Please take a moment to fill out the evaluation.
Be sure to check the website for other workshops, free materials and grant information.