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Lesson 1
Materials: This lesson will require notecards, loose-leaf paper, pencils, and markers.

Links and Citations:

●      Freight train- http://www.stevelovelessphotography.com/wp-content/uploads/2015/01/369-Freight-Train-Cuervo-NM1.jpg

●      Maglev train-
https://www.gettyimages.com/detail/photo/maglev-train-leaving-station-royalty-free-image/526191535?adppopup=true

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Guest Speaker- Transportation/Civil Engineer

Materials: Smartboard, internet access, laptop, “secret suitcase” of different technologies that are used in intersections. Items in the suitcase might include an old stop sign, yield sign, traffic light, train crossing bells, etc.

Links:

HOOK - https://www.youtube.com/watch?v=VPbUpdmAfck

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Tape, painter’s or chalk, sidewalk(for marking the floor), Stop Light, Stop Sign, Pedestrian Walk Signal

Copy for Each Pair of Students:

Be a Transportation Engineer: Instructional Design Data Sheets, stapled as packets

Copy for Each Student:

Pedestrian Safety Guidelines(optional)

Adapted from: “The Attraction is Obvious: Designing Maglev Systems

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Ring magnets
Magnets are Weird worksheet
Ideas for Experiments worksheet
Paperclips
Thread/string
3 x 5 cards
Test items ( things that are attracted vs. things that are not attracted)

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Anchor Chart (created in lesson 5)
Scissors
Pennies
Engineering Design Process
Magnets
Manilla Folders
Cardboard Box
Foam Tray
Paper Cups

Maglev Train Video
https://www.theguardian.com/world/2015/apr/21/japans-maglev-train-notches-up-new-world-speed-record-in-test-run

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Japan's maglev train breaks world speed record with 600km/h test run

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Seven-car 'magnetic levitation' train hits top speed of 603km/h less than a week after breaking the 2003 record of 581km/h

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"Effective teaching is not a set of generic practices, but instead is a set of context-driven decisions about teaching. Effective teachers do not use the same set of practices for every lesson . . . Instead, what effective teachers do is constantly reflect about their work, observe whether students are learning or not, and, then adjust their practice accordingly (Glickman, 1991, p. 6).

Models represent the broadest level of instructional practices and present a philosophical orientation to instruction. Models are used to select and to structure teaching strategies, methods, skills, and student activities for a particular instructional emphasis. Instructional models are related to theories about how we learn. Some examples include: behaviorism, cognitivism, constructivism, and connectivism. Various learning theories fit within these general categories, i.e., adult learning theory, transformative learning, social interaction, motivation theory, etc.

Instructional Strategies

Within each model several strategies can be used. Strategies determine the approach a teacher may take to achieve learning objectives. Strategies can be classed as direct, indirect, interactive, experiential, or independent.

strategy is highly teacher-directed and is among the most commonly used. This strategy includes methods such as lecture, didactic questioning, explicit teaching, practice and drill, and demonstrations. The direct instruction strategy is effective for providing information or developing step-by-step skills. This strategy also works well for introducing other teaching methods, or actively involving students in knowledge construction.

Inquiry, induction, problem solving, decision making, and discovery are terms that are sometimes used interchangeably to describe indirect instruction. In contrast to the direct instruction strategy, indirect instruction is mainly student-centred, although the two strategies can complement each other. Examples of indirect instruction methods include reflective discussion, concept formation, concept attainment, cloze procedure, problem solving, and guided inquiry.

Interactive instruction relies heavily on discussion and sharing among participants. The interactive instruction strategy allows for a range of groupings and interactive methods. These may include total class discussions, small group discussions or projects, or student pairs or triads working on assignments together.

Experiential learning is inductive, learner centred, and activity oriented. The emphasis in experiential learning is on the process of learning and not on the product. Personalized reflection about an experience and the formulation of plans to apply learnings to other contexts are critical factors in effective experiential learning. Experiential learning greatly increases understanding and retention in comparison to methods that solely involve listening, reading, or even viewing (McNeil & Wiles, 1990). Students are usually more motivated when they actively participate and teach one another by describing what they are doing.

Independent study refers to the range of instructional methods which are purposefully provided to foster the development of individual student initiative, self-reliance, and self-improvement. Independent study can also include learning in partnership with another individual or as part of a small group. It is important that the instructor make sure that learners have the necessary skills in order to accomplish the task. Independent study is very flexible. It can be used as the major instructional strategy with the whole class, in combination with other strategies, or it can be used with one or more individuals while another strategy is used with the rest of the class.

Instructional Methods

Methods are used by teachers to create learning environments and to specify the nature of the activity in which the teacher and learner will be involved during the lesson. While particular methods are often associated with certain strategies, some methods may be found within a variety of strategies.

Learner Involvement

Capable instructors are aware of the principle of active learner participation. "Given the choice between two techniques, choose the one involving the learners in the most active participation" (Knowles, 1980, p. 240). Below is a sample of techniques categorized according to participant involvement (Cafarrella, 2002)

Lecture

Panel discussion

Demonstration

Computer-based drills

Computer-based tutorials

Socratic dialogue

Tutorials

Group discussion

Behavior modeling

Observation

Reflective practice--blogs, journals

Asynchronous online forums

E-mail and listservs

Audio/Video conferencing

3D Interactive Learning Activities

Role play

Debates

Case studies

Simulations

WebQuests

Internet searches

Concept mapping

Trial and error

Storytelling

Jigsaw

Educational gaming

Second Life-Sims

Real-time relay chats

In-basket exercises

Structured experiences

Problem-based learning

Project-Based Learning

Collaborative Learning

Inquiry Learning

Differences Among Learners

In addition, effective instructors acknowledge the differences among learners. For example, instructors have recognized that adults bring rich and divergent life experiences, are immersed in various life roles, have preferred learning styles, seek learning experiences that are relevant to their goals, and want practical solutions to problems and issues (Knowles, 1980; Caffarella, 2002). With the advent of "global classrooms" and the recognition that race, gender, class and culture do make a difference, responding to learner differences has become even more challenging.

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"Effective teaching is not a set of generic practices, but instead is a set of context-driven decisions about teaching. Effective teachers do not use the same set of practices for every lesson . . . Instead, what effective teachers do is constantly reflect about their work, observe whether students are learning or not, and, then adjust their practice accordingly (Glickman, 1991, p.

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Photograph of Maglev Train (Lesson 1 & 5)

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Photograph of Maglev Train (Lesson 1 & 5)

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The Shanghai Maglev Train, also known as the Shanghai Transrapid, a...

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The Shanghai Maglev Train, also known as the Shanghai Transrapid, a high-speed magnetic levitation train leaving Longyang Road Station on its way to Pudong International Airport. The train reaches...

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Craziest intersection with no traffic light

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Think-Aloud
QFT
Think-Pair-Share
Explicit Instruction
Experiential Learning

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Lesson 1
Technology
Transportation Engineering
Lesson 2
Safe/Unsafe
Efficiency/Efficient
Lesson 3
Intersection
Quickly vs. Slowly
Lesson 4
Attract
Levitate
Maglev
Magnet
Pole
Repel
Lesson 5
Engineering Design Process
System
Goal

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EiE Curriculum Units | Engineering is Elementary

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You can use EiE curriculum units at the same time as your science units-or afterwards. Browse the units below to see which EiE units will work best in your classroom.