1. Technology Integration Lesson Planning The Biggest Dam in the World Heather Ivey

2. Phase I Activities for the lesson: Research basic principles of dam construction Build dams in empty fish tanks Test dams to see which ones hold best Evaluate reasons why dams held or failed The advantages of using technology: Easier/faster research by use of computers and internet Tech-Pack: Pedagogy- Teach about dams, where and why the are used, and why they are important Content- Environment, locations of dams, and geography Technology- Provide visual simulations of how dams work

3. Phase II Objectives: 1. Students will be able to identify dams 2. Students will be about to locate dams 3. Students will gain better knowledge of how to use internet for research purposes Assessment: Three points: team works well cooperatively; dam carefully constructed according to principles researched; explanation clear and accurate Two points: team works cooperatively; dam constructed according to principles researched; explanation lacks clarity and/or contains inaccuracies One point: team has trouble working cooperatively; dam carelessly constructed; dam fails to show evidence of research; explanation lacks clarity and contains inaccuracies Integration Strategies: Integration of geography, technology and science into one lesson Preparing the Learning Environment: Students will be grouped together at their own tables with their own materials and space

4. Phase III Evaluation/Revision: How well were dams constructed? Were students grasping the idea and concept of dams? Did students understand why their dam projects were successful or not?

5. Lesson Descriptors Grade Level: 6-8 CPALMS: SS8.G.12 Use appropriate geographical tools and terms to identify and describe significate places and regions Subject: Technology/Geography

6. Lesson Plan The Biggest Dam In The World Subject: Technology/Geography Grade(s): 6-8 Duration: Three class periods Materials: For their research students will need materials on dams and dam engineering, as well as a computer with Internet access. Each team will require the following materials for dam construction: Empty fish tank Tape Scissors Materials team members choose for constructing the dam

7. Procedures: 1.1. Ask your students if they have ever seen a dam. Ask them to mention some of the purposes that dams serve. Encourage students to talk about dams they have seen, from beaver dams to giant dams built for the purpose of controlling flooding or generating hydroelectric power. 2.2. Tell the class that a huge dam construction project is now under way in China in the Three Gorges area on the upper Yangtze River. Locate the area for students, and, if possible, let them see pictures that will give them an idea of what the area looks like (see Links). If students are not familiar with the word gorge, have a volunteer look it up in a dictionary and explain the meaning to the class. 3.3. Give students the following background information about Three Gorges Dam: 1.Forty thousand builders will work for 16 years to complete Three Gorges Dam on the Yangtze River. 2.The dam will benefit some two million Chinese by controlling flooding on the lower Yangtze River, generating hydroelectric power, and reducing pollution caused by the burning of coal. 3.The dam may also cause problems, such as causing flooding upstream, possibly causing an earthquake, displacing people, eliminating tourist trade to the area, and destroying important archaeological artifacts. Encourage interested students to do optional further research to expand on the above information and report back to the class. 4.4. Go on to explain that dams are designed by engineers according to complex principles of engineering. Then tell students that they are going to build their own dams. 5.5. Have students use materials you have provided, materials from a library, and the Internet to research the basic engineering principles of dam construction. 6.6. Divide the class into dam-building teams, challenging each group to build a dam in an empty fish tank. The dam must keep water poured into one side of the tank to a height you determine from flowing to the other side of the completed dam. 7.7. You can limit students to using common materials they have at home or can easily find, such as twigs and leaves, food items, or paper, tape, and glue. 8.8. Before teams begin building, have them meet to plan and design their dams, using the principles they learned from their research. 9.9. After each team erects its dam, have students test their dams before the class by pouring water into one side of the tank until it reaches the predetermined height. The dam that holds the most water back for the longest time is the winner. 10.10. Have the members of each team work cooperatively to write up an explanation of the engineering principles they used in designing and building their dam. A volunteer from each team should read the explanation to the class when his or her team's dam is tested.

8. Adaptations: Have students research and report on well-known dams, including in their reports the following: Location of dam Benefits of dam Problems, if any, caused by dam Engineering principles used to build dam Evaluation: Three points: team works well cooperatively; dam carefully constructed according to principles researched; explanation clear and accurate Two points: team works cooperatively; dam constructed according to principles researched; explanation lacks clarity and/or contains inaccuracies One point: team has trouble working cooperatively; dam carelessly constructed; dam fails to show evidence of research; explanation lacks clarity and contains inaccuracies

9. Discussion:

10. Credits: Jeffrey Leaf, vice president of the American Society of Mechanical Engineers; and engineering teacher, Thomas Jefferson High School for Science and Technology, Fairfax County, Virginia