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TEEMS Technology, Engineering, Environment, Math and SciencePowerPoint Presentation

TEEMS Technology, Engineering, Environment, Math and Science

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TEEMS Technology, Engineering, Environment, Math and Science

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TEEMS Technology, Engineering, Environment, Math and Science

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TEEMSTechnology, Engineering, Environment, Math and Science

- Introductions
- Center for STEM Education and Research

- Overview of TEEMS
- Experience lessons
- Training opportunities

Engineering byDesign™

A National

Standards-based Solution

For Teaching & Learning

STEM

K-12 Standards-Based

Integrative-STEM Model – The CORE

Endorsed by

Do We Teach engineering or Engineering?

engineering–little “e” – used as a verb

to teach all students to think or learn to engineer or use engineering concepts

Engineering–big “E” – used as a noun

prepare students to be Engineers – career oriented

K-2 Design Process

3-5 Design Process

6-12 Design Process

- Leverages technological design challenges
- Environmental Context
- Grand Challenges for Engineering

- Grade 3: Every Drop Matters
- Provide Access to Clean Water

- Grade 4: The Power of Solar
- Make Solar Energy Affordable

- Grade 5: Community Connections
- Restore and Improve Urban Infrastructure

Emphasizing “Big Ideas”

Ideas we want students to “get inside of” and retain after they’ve forgotten many of the details.

Based on Achieving Scientific Literacy: From Purpose to Practices by

Roger W. Bybee

3rd Grade TEEMS

Every Drop Matters

- 5-E Lesson with a Bonus “E”
- Pre-Evaluate
- Assess prior knowledge

- Engage
- Math & A River Ran Wild by Lynne Cherry

- Explore
- Water cycle, global impact & treatment methods

- Explain
- STEM notebooks

- Elaborate
- Grand Challenge & mathematics

- Evaluate
- Rubric & traditional post-evaluation

- Pre-Evaluate

- National standards versus TEKS
- Math: §111.5.b.1.A, §111.5.b.1.B,§111.5.b.3.A, §111.5.b.3.A
- Science: §112.14.b.2.A, §112.14.b.3.A, §112.14.b.3.C
- Social Studies: §113.14.b.4.A, §113.14.b.4.B, §113.14.b.19.A
- English Language Arts: §110.14.b.3, §110.14.b.13.A, §110.14.b.17.A, §110.14.b.25.B

4th Grade TEEMS

The Power of Solar

- Math
- 4.2 D – decimals
- 4.8 ABC – angles, lines, 2D/3D figures
- 4.11 A - relating decimals to fractions

- Science
- 4.2 A – questions & technology to answer questions
- 4.2 B – collect data by observing and measurement
- 4.2 D – analyze and interpret to construct explanations
- 4.2 F – communicate valid results based on data
- 4.3 A – critique explanations, use evidence, critical thinking
- 4.3 D – contributions and history of science
- 4.4 A – use of appropriate tools
- 4.6 A – differentiate all forms of energy
- 4.6 C – electricity through closed path – electric circuits
- 4.7 C – renewable & nonrenewable resources
- 4.9 A – flow of energy starting with the sun

- ELA
- 4.11 A – summarize main ideas from text
- 4.4 – make inferences & draw conclusions
- 4.24 A – develop research plan & perform research
- 4.15 ABCDE – plan, draft, revise, edit, feedback
- 4.18 A – writing procedural texts
- 4.2 A – determine meaning of grade level words
- 4.28 – speak clearly & effectively

- Lesson 1 – KWHQ
- Lesson 2 – Reverse Engineering
- Lesson 3 – Off the Grid Design Challenge
- Lesson 4 – “A Clean Planet”
- Lesson 5 – Home Energy Audit
- Lesson 6 – Building Vocabulary
- Lesson 7 – A Steam Turbine
- Lesson 8 – Properties of Materials and Energy Sources
- Lesson 9 – The Greenhouse Effect
- Lesson 10 – Energy Technologies and Energy Transfer
- Lesson 11 – Solar Power Investigations

- Lesson 12 – Building Vocabulary
- Lesson 13 – STEM Notebooks
- Lesson 14 – Science, Technology, and the Sun / Writing Prompt
- Lesson 15 – Inventor Spotlight: Lonnie Johnson
- Lesson 16 – Historical Energy Usage
- Lesson 17 – Keep Your Cool Design Challenge
- Lesson 18 – Off the Grid Challenge II
- Lesson 19 – Off the Grid Design Challenge Solutions
- Lesson 20 – Design Challenge/Rubric/Summative Assessment

- Lesson 17 Objective - guide students through the seven steps of the design process by designing an ice cooler.
- Lesson 17 Standards
- Describe the design process as a method of developing solutions to problems.
- Apply a design process that includes defining a problem, generating ideas, selecting a solution, making an item, evaluating it, and presenting results to solve a technological problem.
- Brainstorm and list ideas when solving a problem or designing an object.
- Report on a topic with appropriate facts and relevant, descriptive details while speaking clearly and at an understandable pace. (correlates to ELA 4.28)

- Overview of “Keep Your Cool”
- Challenge
- Criteria
- Materials

- Activity
- Design Cooler
- Presentations

5th Grade TEEMS

Community Connections

The year 2037 seems very far away, but it is never too early to plan ahead. Your challenge is to plan improvements to the infrastructure of a community, so that it is prepared to meet the needs of the people who live there in the year 2037. You may choose your own community or any town or city that you can research. You will need to know or learn about the community’s current infrastructure. Your solution must be based on what you have learned about community infrastructure. You also should brainstorm unique ideas that may seem crazy now, but may be the solutions of the future! After you have used the technological design process to develop a solution, your team will present it to the class.

- explore the history of communication technologies
- apply concepts of motion
- compare the modes of transportation
- humans meet the need for emergency services
- use mean, median, and mode to analyze real data about population and traffic congestion

- Lesson 7
- students learn about modes of transportation found in different types of communities including rural, suburban, and urban areas.
- students use the design process to construct balloon vehicles that represent cars, vans, buses, and trains, which will be used in a design and problem-solving activity in Lesson #8

- Lesson 8
- students conduct an investigationto learn about force and motion and apply knowledge of metric units of length
- students covert metric units of length and calculate mean, median, and mode of their experimental data.
- students consider natural land and water features as they determine the best way to get from point A to point B on a map.

UTD C-SER

TEEMS Training

- Grades 3-5 Curriculum – 3 days
- Check http://www.utdcser.org/for dates.

- Implementation Coaching
- Kits to support Building Blocks
- More information and dates for upcoming training will be available at www.utdcser.org

Questions?

Thank you!