The Arizona STEM Acceleration Project

Unnecessary Inventions

Exploring the Engineering Design Process

Unnecessary Inventions

Exploring the Engineering Design Process

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A Middle School STEM Lesson (6-8)

Jackie Nichols

June 1, 2024

Notes for Teachers

• Context: This lesson takes place in a classroom of one to two 60 minute class periods. It is intended to help students practice their use of the EDP and learn to collaborate successfully with peers.
• Prior Knowledge of the EDP required: Students should have some experience with the Engineering Design Process (EDP). If they do not, then start with a lesson on the EDP before moving to Unnecessary Inventions
• Slides 1-9 are for EDP review if needed.
• Students work in teams of 3-5 to brainstorm, plan, build, and record/present a project using the EDP. Teams allow a wider range of perspectives.
• The Project Management Document is a simplified version of an engineering project journal.
• Facilitate the lesson using class Google Slides. Start on Slide 10 unless students need a refresher on the EDP.
• Use an online Stop Watch or Timer.

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List of Materials

• Purchase the Unnecessary inventions Game ($30)
• Legos for model building
• Copies of student handout Project Management Planner or Engineering Journal (digital or printed) (PMM is recommended on paper).
• Chromebooks with internet access
• Access to FlipGrid, WeVideo, or other video format to share with class.
• Teacher Notes and Google Slides
• Pencils and colored pencils
• Rulers
• Optional (dry erase boards and markers)
• Optional (recycled materials and tools to build models)
• Optional (access to Google Forms and Google Docs.
• Optional (copies of Behavior Over Time Graphs)

NGSS Middle School Engineering Design

MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

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6-8.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Arizona ELA Standards

Arizona Technology Standards

6-8.1.d. Students navigate a variety of technologies and transfer their skills to troubleshoot and learn how to use new technologies.

Students use a variety of devices (e.g., mobile devices and computers) to support implementing, creating, and reflecting upon a defined task.

Objectives:

1. Students will apply knowledge of the engineering design process to solve an engineering design challenge.
2. Students will use technology to produce a short video on their invention.
3. Optional: Students will evaluate outcomes using behavior over time graph(s) that model/show outcomes of the challenge.

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Agenda (2 Days: 60 minute classes)

1. Day One begins: Teacher facilitates the lesson using Google Slides Slides 10-17
2. Optional (slides 1-9): If students need a review of the EDP, present slides 1-9 including the class viewing and discussion of what is an engineer?
3. Focused note taking in a project management planner/journal (paper or digital) by students throughout lesson. Students select the type of journal they prefer: teacher recommends a paper copy of the Project Management Planner for each student.
4. Distribute lego materials for the build.
5. Invention Selection/Plan/Build; 35 minutes in teams of 3-5 using the EDP.
6. Plan Project Presentation: record video or plan live presentation. 15 minutes
7. Optional: Gallery Walk of invention structures if time allows Store invention models for Day 2.
8. Day Two begins: Project presentations and whole class feedback. Slides 18-20

Student teams present their model structures, videos, or live presentations, then receive feedback from their classmates (something positive, something helpful).

1. Students return to the final page in their project management planner to complete their reflections (this can also be done digitally using Google Forms, Google Questions)
2. Optional: Vote on the best invention and give that team a standing ovation!
3. Facilitate Behavior Over Time Graph(s) and discussion/reflection.

Opening

Driving Question: How can we work as a team and use the engineering design process to design unnecessary inventions?

Money, creative urge, ego, desire to help others, intellectual challenge and curiosity - inventors develop ideas for all of these reasons and all are valid, according to Invention City. During this lesson students explore the engineering design process as a team, in unusual, creative, and often humorous ways. While playing the Unnecessary Inventions Game students balance creativity, humor, and their knowledge of engineering design principles. Invention Time cards present an everyday problem that must be solved by way of creating an unnecessary invention (@UnnecessaryInventions). Join us and discover engineering and collaborative design, and have some fun!

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Hands-on Activity Instructions #1

Slides and Focused Notes/Planner

• Optional: Slides 1-9 are for an EDP review and teacher led Google Slides

Slides 10-13

• Students complete focused notes (paper or digital) throughout lesson.

Teacher recommends the Project Management Planner.

• Teacher addresses any questions about the EDP, and the Unnecessary Invention Challenge criteria and constraints, materials, and time requirements.

Hands-on Activity Instructions #2

The Unnecessary Inventions Challenge

Slides 14-17

• Teacher or teams can serve as timekeepers during Unnecessary Inventions Challenge.
• General time guidelines, the goal is to have models built by the end of day one.
• Identify the Problem ( 3 minutes)
• Ideation: Brainstorm/Plan (20 mins)
• Build it (15 mins)
• Test/Modify (10 mins)
• Create Presentation (15 mins)
• If time allows do a gallery walk of models

Hands-on Activity Instructions #3

• Day Two Begins. Team Project Presentations Slides 18-20
• Students can use a lined piece of paper to record their feedback for peers as they present their projects.
• Student teams present their short video or live presentation/commercials.
• Peers record feedback and share out (something positive/something helpful).
• Following all presentations, students have their project planner handouts ready to complete part 4/reflection.

LegoSocks

Hands-on Activity Instructions #4

• Students work individually and then share their BOTGs with peers and discuss. BOTGs are a systems thinking tool.
• Print copies of the Behavior Over Time Graph (BOTG).for students.
• Students individually use the BOTG handouts to visualize and reflect on;
• my level of stress over time,
• my level of excitement
• my level of ideas over time
• student choice.
• Optional: digital versions of the BOTGs shown in lower right corner.

Assessment

Checks for understanding

• Use of vocabulary during discussions and engineering design/build challenge.
• Use of engineering design process to design and build an invention.
• Written analysis and reflection that answers EDP and collaboration related questions; Did any of the ideas change as you went through the process of creating your final model? Describe one way your design changed and why. How well did your engineering and design team work together? What do you know now about being part of a team that you didn’t know before? What was the most valuable experience you gained from this invention and engineering challenge? What did I learn about myself in the process of the challenge?
• Optional: Behavior Over Time Graph(s)

Differentiation

• Students work with a team to share and model thinking and offer support.
• Teacher observation, check-in, and feedback for students as needed.
• Use digital journals and Google Drawing as a tool for students for whom pencil and paper are not options.
• Speech to text in Google Docs for note-taking.

Remediation

Extension/Enrichment

Unnecessary Invention 2.0. Students create a model using legos or recycled materials that shows a new iteration of their invention, supporting their design choices with evidence and reasoning.