Learning Experience Plan Day 3

Subject: Engineering Design and Chemistry

Unit:
minutes

Grade level: 9th Grade

Length of LEP (days/periods/minutes): 45

Topic: Oil Spills

Content Standards: Break down a real-life problem into smaller, manageable
problems and incorporate chemistry to create and optimize a solution
Literacy Standards: Design solutions, optimize solutions, construct explanations
based on scientific knowledge, and consider trade-offs
Learning Experience Outcomes

Learning Experience Assessments

(knowledge/skills)

Students will:
Understand what problem solving is
Know how to break down a problem
Understand the engineering design
process
Differentiation
Approaching

Come up with a problem and break it down

with a partner.

(What will you do to meet the needs of students at these different levels?)

On-level

Beyond

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
This lesson involves a basic understanding of close reading and presenting
information in a diagram.
Materials

Procedures/Strategies

- red and
green
problem
diagram

Day 1

- preparing
an omelet
diagram

A Do Now will be one the board when the students come in. Give some
examples of some common, everyday problems.

- The NonFood Food

Chain
image
-Introducti
on to
Engineerin
SMA Jacobs

(add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the
mindset of the concept to be learned)

Anticipatory Set (focus question/s that will be used to get students thinking about the days
lesson)
What is problem solving? (involves finding solutions)
Activating Prior Knowledge (what information will be shared with/among students to
connect to prior knowledge/experience)
Look at the phrase problem solving as two individual words and their

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g Design
Process
worksheet

individual definitions.
Merriam-Webster defines a problem as a question raised for inquiry,
consideration, or solution. When you google the definition of the word
solve, it is defined as find an answer to, explanation for, or means of
effectively dealing with (a problem or mystery). We problem solve
every day without even realizing it (how to dress for the day).
Direct Instruction (input, modeling, check for understanding)
Define and discuss how to break down a problem: You take something
hard or complex and divide it into simpler or easier things. Breaking it
down aids with fully understanding the problem at hand. Consider the
fact that when breaking down a problem, you can even further break
down the sub-problems.
Show red and green problem diagram
Show the example of breaking down a problem (preparing an omelet
diagram)
Define and discuss tradeoffs: You have to give one thing up or
compromise it in return for another thing. Tradeoffs require balancing or
prioritizing factors that cannot coexist. For example, the environment
has many constraints (the duck from the video in Lesson 1)
Show The Non-Food Food Chain image.
In the engineering design process (which we will talk about next)
tradeoffs are considered as identifying constraints.
Guided Practice (how students will demonstrate their grasp of new learning)
Handout Introduction to Engineering Design Process. Work in groups
and then discuss as a class.
Independent Practice (what students will do to reinforce learning of the lesson)
Everyone get a partner. Come up with a problem (can be anything) and
then break it down using a diagram similar to the example from class.
Each pair will draw it in their notebooks and read theirs out loud to the
class.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate
close)
Handout the summative assessment for the whole lesson segment and
discuss any questions on the assignment.

SMA Jacobs

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References: The following references are for the images/diagrams used throughout
the lesson
http://www.cs.uah.edu/~rcoleman/CS121/ClassTopics/WhatIsProgramming.html
http://drmichaelwayne.com/blog/obesity-can-be-caused-by-chemicals-in-foods/
http://drmichaelwayne.com/blog/obesity-can-be-caused-by-chemicals-in-foods/
https://www.teachengineering.org/k12engineering/designprocess

SMA Jacobs

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