Teacher E Lesson Sample and Student Response Sheet Paper

Module 1:  STEM Challenge/ Buildings

In this module, Buildings, you will design and develop a building for cold areas of the world. In these areas there is a lot of snow and very little precipitation in the form of rain, what type of roof is constructed on homes and businesses? Will this roof and the shape of the building hold a lot of snow? We will investigate this phenomenon in this module; however, instead of snow you will use washers.

I used to build snow building

1-50 index card 3*5cm

2-Large heavy duty washers (instead I used coins and Heavy antiques) total weight 1 kg- to 1.5 kg.

This is the bulding I did( I am a teacher) to show student.

BUY A PLAGIARISM-FREE PAPER HERE

 

Please write Teacher 5 E Lesson Sample and Student Response Sheet about type of roof and designs of building should we use in snow areas to constructed homes and businesses buildings.

Please, use the example below to do like it. I divided students in 3 groups and gave each group 17 index card then asked each group to build building from those papers as I did above from 50 index cards, and put on the roof three bottle of water to see if the roofs are strong to carry the weight then give them student response sheet.

Please use above example to do 5 lesson and student response(my professor’s example of Please use above example to do 5 lesson and student response is below), also please see the Evaluation Criteria and do as the first, the red

Please see my friend’s example to avoid her mistakes. Teacher E Lesson Sample and Student Response Sheet Paper

Grading criteria

Safety Exceeds Expectations: All safety concerns are listed with detailed precautions outlined. 5points Meets Expectations: All relevant safety concerns and precautions are listed. 4points Needs Improvement: Few safety concerns are evident 3points Not Present: Appropriate safety considerations are not listed. 2points Not Submitted 0points Management Concerns Exceeds Expectations: Lesson clearly offers appropriate, creative, and well- integrated activities to engage all students of all levels in a variety of classroom arrangements. All resources, materials and assessments needed for this lesson are included in plan. 7points Meets Expectations: A detailed explanation is provided of how students will be grouped such as through small groups, cooperative learning, and whole group. A detailed list of materials and handouts and assessments are included. 6points Needs Improvements: Plan details are limited or omitted for providing instruction in a variety of arrangements appropriate to lesson to engage all students. Supporting materials and handouts, including assessments, are messy, and incomplete. 5points Not Present: No plans for grouping students. No supporting materials included. 4points Not Submitted 0points Standards and Objectives Exceeds Expectations: Key standards are referenced. They aligned to the objectives which are aligned to the assessments for each objective. Objectives are stated in observable/measurable terms including what you want the learner to be able to do. All objectives and activities are appropriate for the grade level. Objectives are accomplishable in the time allotted. 10points Meets Expectations: The lesson was appropriately aligned with standards. Objectives are aligned to standards. Some objectives are directly assessed. Objectives are stated in observable/measurable terms including what you want the learner to be able to do. Most objective are accomplished in the allotted time. Teacher E Lesson Sample and Student Response Sheet Paper 8points Needs Improvements: Some standards are listed but they do not align to objectives and/or not assessed. Objectives are missing, unclear or unrelated to standards. Objectives are not accomplishable in the time allotted. 7points Not Present: No standards are mentioned. Objectives are not observable/measurable. 6points Not Submitted 0points Engage Exceeds Expectations: The plan describes an engaging problem/challenge that provides a foundation for the types of thinking required during the exploration while generating curiosity without reference to authoritative sources. 10points Meets Expectations: The plan describes a problem or question that can create interest and generate curiosity without the use of authoritative sources. 8points Needs Improvements: The plan describes a problem or question that can create interest, and generate curiosity. Authoritative sources are used. 7points Not Present: The plan introduces a problem using authoritative sources as the engagement. 6points Not Submitted 0points Explore Exceeds Expectations: Students will be engaged in an open-ended PBL activity that allows them to explore and explain phenomena. A list of higher order questions is prepared for the teacher to use to further student exploration and to assist students to clarify their observations. An activator/grabber to enhance the instructional language. Teacher E Lesson Sample and Student Response Sheet Paper 15points Meets Expectations: Students will be engaged in an open-ended PBL activity working together. A short list of higher order thinking questions allows for the teacher to facilitate to some extent. 13points Needs Improvements: Students will be engaged in a teacher directed activity working together. The teacher facilitates the PBL activity 11points Not Present: Students will be doing a teacher directed activity. There is no indication of teacher facilitation other than management. 9points Not Submitted 0points Explain Exceeds Expectations: The teacher has planned many questions to ask students to elicit information learned from the activity, clarify student responses, and extend student thinking about results and uses responses from students as a basis for teaching concepts during elaboration. Major concepts to be included on the discussion are listed with developmentally appropriate definitions. 15points Meets Expectations: The plan raises questions to students to elicit information learned from the activity and uses responses from students as a basis for teaching concepts. Major concepts are listed with definitions. 13points Needs Improvements: The plan includes questions for students that are primarily for assessment, not eliciting student thoughts about the results of these data. Some concepts are listed or definitions are inappropriate. 11points Not Present: The plan includes few questions that are for assessment. Concepts are either not listed, are incorrect or incorrectly defined. 9points Not Submitted 0points Elaborate Exceeds Expectations: Based upon expected responses, questions, and issues raised by students, the teacher has planned strategies to link student explanations to more formal explanations, address any potential misconceptions that may develop, apply learning to new situations or to extend student ideas into new concepts. Resources are listed to extend student learning. 15points Meets Expectations: Procedures are included to apply new learning to new or similar situation, extend and explain the concept or skill being explored in order to draw reasonable conclusions, or communicate new understanding with formal language. Resources are listed to extend student learning. 13points Needs Improvements: Procedures are included to explain concepts in formal terms referring briefly to student results. A resource is listed to extend student learning. 11points Not Present: Teacher lecture on vocabulary is described. No additional resources are listed. 9points Not Submitted 0points Evaluate Exceeds Expectations: The plan includes descriptions and copies of informal assessments of students understanding and ability to demonstrate understanding of a new concept that are aligned to objectives and standards are developmentally appropriate for students and content. 15points Meets Expectations: The plan for assessment includes informal assessments that are aligned to the objectives and standards. Teacher E Lesson Sample and Student Response Sheet Paper 13points Needs Improvements: The plan for assessment is missing significant evidence for evaluation. For example, there are descriptions but no informal assessments. 11points Not Present: No informal assessments are described or attached. 9points Not Submitted 0points Technology Integration Exceeds Expectations: The implementation of the technology component to enhance student learning is clearly linked to the objectives of the lesson. Selection and application of technologies is appropriate for the learning environment and well aligned objectives. 5points Meets Expectations: The lesson includes application of technology in the learning process. The technology component and implementation are linked to the objective of the lesson and the appropriate learning environment. 4points Needs Improvements: The planned technology component and use of technology is not clearly linked to the objectives of the lesson. Selection and application of technologies is inappropriate for the learning environment and intended learning outcomes. 3points Not Present: There is no planned use of technology in the lesson. 2points Not Submitted 0points Writing Mechanics Exceeds Expectations: The lesson plan is well organized and presented in a professional manner. Spelling and grammar are flawless. 3points Meets Expectations: The lesson plan is well written. The plan is clear, concise, sequential, neat, well organized and understandable. Few spelling and grammar errors are present. 2points Needs Improvements: Plan is organized, unprofessional prepared, and/or contains numerous errors in spelling and grammar. 1points Not Present: The lack of organization or unprofessional writing leaves the plan incomprehensible 0points Not Submitted 0points

Name: ___________

School: ______________

County: ____________

Date: _________

Teacher 5 E Lesson Sample:

What makes a squirt gun squirt?

“YOU MAY NOT (THE LAST TIME) expect to find engineering and squirt guns in the same sentence. However, like many examples of engineering design, the squirt gun pump mechanism is uncomplicated, yet elegant, and very inexpensive to manufacture. The squirt gun may be purchased for a little as 33 cents. The type of pump used in squirt guns is known as a positive displacement pump. Positive displacement pumps are so called because fluid is trapped within the pump and then moved through-or displaced- in one (positive) direction. The design is widely used because of its simplicity and low cost. With only a few moving parts, it is able to deliver a stream of water, a spray of cleanser, or a squirt of liquid soap. The pumping mechanism of spray bottles, liquid soap dispensers, and squirt guns are basically the same. The International Technology and Engineering Educators Association standard,’ A product, system, or environment developed for one setting may be applied to another setting.’ (ITEA 2002, p. 49) In this lesson, we will examine how these simple, everyday pumps operate. Teacher E Lesson Sample and Student Response Sheet Paper

Historical Information

The first squirt guns were developed as toys in the late 1890s. They made use of a metal toy gun with a long tube that was attached to a squeeze bulb filled with water. To operate the gun, one merely squeezed the bulb. Trigger-type squirt guns were developed in the 1930s and were the main type of water gun until the 1980s, when Super Soaker types were introduced.

The same pump technology was used for a number of other purposes. While liquid soap had been around for some time, it was not until the 1940s that the first mechanical dispensers were produced (Kleinman, 2003). Aerosol dispensers require a compressed propellant and therefore must be packaged in cylindrical containers, while pump dispensers can be made in any shaped package. The propellants (chlorofluorocarbons, or CFCs) used in aerosol cans in the past were harmful to the Earth’s ozone layer. In 1979, a liquid soap known as Softsoap was introduced and immediately became popular. Since 2003, foaming liquid soaps have become the latest fad. They make use of the same basic pump, but add air to the soap, which produces the foam.

Investigating a Squirt Gun: What Makes It Squirt? (Teacher Background Information)

Engage

Safety note: Students should wear chemical splash goggles for this entire activity.

Distribute one eyedropper and a cup of water to each group of three or four students. Only a small amount of water should be used: 3 oz. (90 mL) disposable cups partially filled. It is also recommended that student tables be covered with a bath towel. Ask students to see if they can determine how water is drawn into and pushed into and pushed out of the dropper. Have students explain in their journals what they had to do to operate the dropper (they must squeeze the bulb and then release the bulb under the surface of the water). Use this discussion to lead to the following Explore question: What makes a squirt gun work? Teacher E Lesson Sample and Student Response Sheet Paper

Explore

You made need one squirt gun for each group of three to four students. Prior to class time, you should remove the pump assembly from each squirt gun. This can be done carefully prying open

the two halves of the body of the squirt gun with a slender screwdriver. You made to cut through the glue holding the molded sides together. Once opened, the pump assembly can be removed in tact. The squirt gun should readily come apart. Keep the parts from each squirt gun in a clear zipper-type baggie. If none of the parts are lost or broken, the pumping mechanism can be reassembled and used over again with another class of students. You may wish to have a few extra squirt guns available in case some of the small parts are lost.

Have students determine which ends must be placed in the cup of water in order for it to squirt. One end will draw water in and the other squirts it out of the pump. If students put the squirting end in the water, the pump will not work. Focus students on trying to answer this question,

‘What makes the gun squirt and how does that compare with how the dropper works?’ The pumping mechanism is actually made of just a few parts. The trigger pushes in a piston and compresses a spring. The body of the pump has openings at each end. There are two halves, one at each end of the pump body, and they are often called check valves. A check valve is simply a one-way valve that allows fluids to move through in only one direction. There is a tube at the top of the pump body that leads to the nozzle and short tube at the bottom of the reservoir.

Explain

A major difference between the squirt gun pump and the rudimentary pump of the eyedropper is that the dropper takes in water and expels it through the same end. When the bulb is squeezed, some air is forced out of the dropper. Therefore, the pressure in the dropper is reduced; when the bulb is released under water, the higher atmospheric pressure forces water into the dropper. In the late 1800s, squirt guns were similar to a dropper in that there was a bulb that was squeezed for its operation. The squirt gun pump is a mechanism that moves water through itself in only one direction. It draws water in one end (when the trigger is released) and expels it through the nozzle end when the trigger is depressed. How does this work? Let’s consider the process step by step. The first time the trigger is depressed, air is forced out of the pump. When the trigger is released, the spring forces the piston open and the pressure in the pump is reduced. This causes both the valves to move toward the pump body, which causes the upper valve to seal against the body pump. The water entering the pump body pushes up the lower valve. The water remains in the pump until the trigger is pulled again. When the trigger is depressed, the pressure in the pump is increased, forcing the top valve (opening it) and pushing the lower valve down (closing it); the water is then forced out of the nozzle. Therefore, when the trigger is pulled, the top valve is open and the bottom valve is closed, but when the trigger is released, the top valve is closed and the bottom valve opens. Releasing the trigger repeats the process, filling the pump with water again.

After students taken apart the pumps, discuss their ideas regarding how the flow of water differs in an eyedropper and in a squirt gun pump. Ask students if they can determine the flow of water through the pump. Challenge them as to the purpose of the valves. At this time you may introduce vocabulary such as valve, piston, reservoir, and nozzle.

Students should have little difficulty determining the purpose of the piston, reservoir, and the nozzle, but this may be their first investigation of a valve.

Extend

Provide each group of students with the pumping mechanism from a liquid soap dispenser or spray bottle. If you reuse a cleanser bottle, make sure that it has been thoroughly rinsed. Empty bottles can also be purchased at most dollar stores for approximately $1 each. Students should conclude that although they look a bit different, these pumps function in the same way as those found in squirt guns. They all have some type of piston pump, a reservoir of liquid, a nozzle of some sort, and two valves. The valves may differ-you may have a flap, a disk, or other shapes. Note that once a device has been engineered, it can often be used, with minor changes, for many other purposes-in this case, everything from squirt guns to soap dispensers to spray bottles. You can ask students to find examples at home and share the results of this type of scavenger hunt with the class. Another principle of engineering also shown here is that designers have been able to make many everyday devices with very few moving parts and for low manufacturing costs. Teacher E Lesson Sample and Student Response Sheet Paper

Evaluate

Students should be able to make a sketch of the critical parts of their pumping mechanism from the Extend stage. They should label and indicate with arrows the flow of liquid. Each sketch should include a reservoir, a pump with a spring and piston, a nozzle, and two one-way valves.

Conclusion

A basic principle of engineering is to apply known technology to new applications. In this lesson, students investigate several uses for inexpensive positive displacement pumps. They also have the opportunity to try to invent their own use for such devices. This encourages students to become curious about how even simple things around them function. This curiosity may be the first step for students to develop an interest in engineering as a possible career.” (Moyer, R. & S. Everett, pp 109-113)

References

International Technology Education Association. 2002. Standards for technological literacy: Content for the study of technology. 2nd.ed. Reston, VA: ITEA

Kleinman, M. 2003. New life in the handsoap. Soap and cosmetics, a Chemical Week Associates publication, February.

Moyer, R. & S. Everett. 2012. Everyday Engineering: Putting the E in STEM Teaching

And Learning. Arlington, VA: NSTA press

THIS IS AN ——–

EXAMPLE of a 5E LESSON

Name: ____________

School: ______________

County: ______________

Date: _________

Student Response Sheet

Investigating a Squirt Gun: What Makes It Squirt?

In this activity, you are going to take apart a squirt gun to find out what makes it squirt and compare it with an eyedropper.

Engage

Safety note: Wear chemical-splash goggles for this activity.

1. Cover your work area with a towel or newspaper. Use the materials from your teacher, fill and empty the dropper to see if you can determine how it works.

2. What must you do to fill it with water? What must you do to empty the water?

Explore

1. Examine the pumping mechanism from the squirt gun. What must you do to fill and empty the pump mechanism in water?

2. Carefully take apart the pumping mechanism without breaking the pieces. Try to determine how each part in the system works to draw water in and squirt it out.

3. Make a drawing of your findings to show how the squirt gun pump operates. Use arrows to show the flow of water.

Explain

1. Make a drawing of the eyedropper. Use arrows to show the flow of water in and out.

2. How does the eyedropper differ from the squirt gun?

3. What do you think the small parts at the top and bottom of the body of the pump are used for?

Extend

1. Observe the pump your teacher has provided. For what was your pump used?

2. Is the pump more like the eyedropper or the squirt gun?

3. Does the pump have any valves? If so, where are they located? Teacher E Lesson Sample and Student Response Sheet Paper

4. Brainstorm other uses for the positive displacement pump. Describe what task your invention accomplishes.

Evaluate

· Draw and label the pump and the flow of liquid. (Moyer, R. & S. Everett, p.113)

THIS IS FOR THE STEM LEARNER

(A STUDENT RESPONSE SHEET) AN ———–

EXAMPLE of a 5E LESSON

Teacher E Lesson Sample and Student Response Sheet Paper