{"results":"
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Modern\n\n
\n
\n
\n
\nCurated OER\n
\n

\nModern Day Pyramids\n

\n
\n\nFor Teachers\n\n3rd - 5th\n
\n
\n
\nStudents investigate the ways in which ancient technologies - six types of simple machines and combinations - are used to construct modern buildings. As they work together to solve a design problem (designing and building a modern...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Activity
\n
\n
\n
\n\"Design\n\n
\n
\n
\n
\nPerkins School for the Blind\n
\n

\nDesign and Problem Solving\n

\n
\n\nFor Teachers\n\n6th - 12th\n
\n
\n
\nWhat if you had a design problem you wanted to solve, but were unable to draw because you were unable to see? Teach your learners with visual impairments that they can use Wikki Stix®, a braille ruler, Legos®, and Constructo Straws to...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
AP Test Prep
\n
\n
\n
\n\"Object-Oriented\n\n
\n
\n
\n
\nCollege Board\n
\n

\nObject-Oriented Design\n

\n
\n\nFor Teachers\n\n10th - 12th\n
\n
\n
\nJust jump in with both feet. To better teach Java, one must think Java. The College Board built document immerses teachers in object-oriented design by providing several resources for use. Resources include teaching strategies, design...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Assessment
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Don't\n\n
\n
\n
\n
\nBalanced Assessment\n
\n

\nDon't Fence Me In\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\nInvestigate the complexities of design problems using geometric concepts. The task asks scholars to design a fence for a horse based on the distance it can travel within one hour. It is a seemingly simple task — until individuals learn...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Assessment
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Bicycle\n\n
\n
\n
\n
\nBalanced Assessment\n
\n

\nBicycle Chain II\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\nApply geometric concepts to a design problem. Individuals examine the structural setup of the chain on a bicycle and use the measurements of the circles to determine the length of the chain. \n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Redesign\n\n
\n
\n
\n
\nCurated OER\n
\n

\nRedesign the Rover: Mars Research Year-Round\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents discuss the solar system, the planets, periods of orbit and revolution.  In this space lesson students discuss the importance of the study of Mars and brainstorm ideas on how NASA might solve its Rover design problem. \n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video7:56
\n
\n
\n
\n\"ETS1C\n\n
\n
\n
\n
\nBozeman Science\n
\n

\nETS1C - Optimizing the Design Solutions\n

\n
\n\nFor Teachers\n\nK - 12th\n
\n
\n
\nEngineering design makes the things we use every day possible. The video lesson highlights the criteria approach to optimizing a design solution. The narrator explains a sliding scale method to arriving at the best solution.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Introduction\n\n
\n
\n
\n
\nNPR\n
\n

\nIntroduction to the Engineering Design Process\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nStep by step is always best. In groups, future engineers create the tallest possible tower with marshmallows and spaghetti sticks. Along the way, they learn about the engineering design process. \n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video8:13
\n
\n
\n
\n\"ETS1A\n\n
\n
\n
\n
\nBozeman Science\n
\n

\nETS1A - Defining and Delimiting an Engineering Problem\n

\n
\n\nFor Teachers\n\nK - 12th\n
\n
\n
\nExplore the meaning of an engineering problem-solving process. By defining specific world problems, the narrator emphasizes the importance of engineering in our world. He outlines the engineering process and connects the information to a...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Sail\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSail Problem\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nHigh schoolers explore the proportional relationships involved in multiple parallel lines being cut by a transverse line. They complete a sail design problem, that involves finding the lengths of pieces of fabric along the edge of a sail...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Problems\n\n
\n
\n
\n
\nCurated OER\n
\n

\nProblems and Solutions in Aircraft Design\n

\n
\n\nFor Teachers\n\nK - 2nd\n
\n
\n
\nYoung scholars watch demonstrations of paper folded designs that do and do not fly and discuss their observations. They identify problems that they, the Wright Brothers, or NASA scientists face when designing an aircraft, and identify...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Project\n\n
\n
\n
\n
\nNASA\n
\n

\nProject X-51\n

\n
\n\nFor Teachers\n\nK - 12th\n\nStandards\n
\n
\n
\nIn a nose-cone to nose-cone competition, which rocket will prevail? Teams form rocket companies to design and build a rocket while competing against other teams in an economic challenge. The team that comes up with the best benefit/cost...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"You've\n\n
\n
\n
\n
\nCurated OER\n
\n

\nYou've Got Chocolate on my Peanut Butter\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nPupils solve design problems. In this art and design lesson, students create a picture by analyzing two others, and make a prototype of a building. The small group activities call for creativity and ingenuity as well as the ability to...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Activity
\n
\n
\n
\n\"Task:\n\n
\n
\n
\n
\nCurated OER\n
\n

\nTask: Miniature Golf\n

\n
\n\nFor Teachers\n\n6th - 10th\n\nStandards\n
\n
\n
\n\"Fore!\" All right, no one really yells this out in miniature golf, but this well-defined activity will have your charges using lots of numbers in their unique design of a miniature golf hole. Included in the activity criteria is the...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Activity
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Access\n\n
\n
\n
\n
\nCurated OER\n
\n

\nAccess Ramp\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nJust about every public building that your students are familiar with has an access ramp which complies with ADA requirements. As it turns out, designing such a ramp is an excellent activity to incorporate slope, the Pythagorean Theorem,...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Activity
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Task:\n\n
\n
\n
\n
\nCurated OER\n
\n

\nTask: Grain Storage\n

\n
\n\nFor Teachers\n\n7th - 10th\n\nStandards\n
\n
\n
\nFarming is full of mathematics, and it provides numerous real-world examples for young mathematicians to study. Here, we look at a cylinder-shaped storage silo that has one flat side. Given certain dimensions, students need to determine...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Fibers,\n\n
\n
\n
\n
\nCornell University\n
\n

\nFibers, Dyes, and the Environment\n

\n
\n\nFor Students\n\n6th - 12th\n\nStandards\n
\n
\n
\nNanofibers can be made through electrospinning or force spinning in order to reduce the negative impact on the environment. Pupils study the role of fibers and dye on the environment through a series of five hands-on activities. Then,...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Is\n\n
\n
\n
\n
\nSerendip\n
\n

\nIs Yeast Alive?\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nThrough two investigations, life science learners determine whether or not yeast is alive. They perform tests for metabolism by providing sugar and observing if gas is produced as a byproduct. They incubate some of the sample for at...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Working\n\n
\n
\n
\n
\nInstitute of Electrical and Electronics Engineers\n
\n

\nWorking with Watermills\n

\n
\n\nFor Teachers\n\n3rd - 12th\n\nStandards\n
\n
\n
\nIn collaborative groups, emerging engineers or environmental scientists plan and construct a water wheel or watermill that rotates for a total of three minutes. Everything you need to carry out this lesson is included: objectives,...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Hey,\n\n
\n
\n
\n
\nCurated OER\n
\n

\nHey, Pythagoras! Help Me Understand Your Theorem!\n

\n
\n\nFor Teachers\n\n8th - 12th\n
\n
\n
\nLearners explore the Pythagorean Theorem. In this math lesson, pupils solve problems using the Pythagorean Theorem. They select the appropriate numbers to substitute in the formula to solve problems.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Tiles,\n\n
\n
\n
\n
\nCurated OER\n
\n

\nTiles, Blocks, Sapphires & Gold: Designing a Treasure Map\n

\n
\n\nFor Teachers\n\nK - 2nd\n
\n
\n
\nYoung cartographers in groups hide treasure at school and then create a map to find it using pattern blocks and tiles. They make paintings with clues to create a visual representation of the location of their treasure. Groups present...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"All\n\n
\n
\n
\n
\nTeach Engineering\n
\n

\nAll About Linear Programming\n

\n
\n\nFor Teachers\n\n8th - 10th\n\nStandards\n
\n
\n
\nClass members connect engineering with an understanding of linear programming using a technical resource. Scholars learn about linear programming (linear optimization) and how it applies to engineering design in the first of two modules....\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Challenge\n\n
\n
\n
\n
\nCenter for Learning in Action\n
\n

\nChallenge with Solids, Liquids, and Gases\n

\n
\n\nFor Teachers\n\n2nd - 4th\n\nStandards\n
\n
\n
\nThere's a container for every matter—liquid, solid, and gas. Pupils design three different containers, each with the capability to hold one of the states of matter, and share their design with the class.     \n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Activity
\n
\n
\n
\n\"Portable\n\n
\n
\n
\n
\nTeach Engineering\n
\n

\nPortable Wheelchair Ramp Challenge\n

\n
\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
\n
\n
\nRamp up the engineering design process in your classroom with an activity that challenges teams to design, build, and test a small-scale portable wheelchair ramp. The class develops design requirements, and teams test their designs...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n
\n
\n"}