140
5 5
grade grade
TEACHER GUIDE
Challenge 3: The Disappearing Beach
ENGAGE ENGAGE
ENGAGE
• Teacher demonstration: Follow the steps under the EVALUATE section of the challenge. Use the class beach model to demonstrate what happens to the coastline when it experiences erosion due to wind, water, and storm surges. Be sure to measure and record the height of the
sand before and after each simulation.
• Present or introduce the problem using an image, book, article, or video about coastal erosion and relate that to the teacher demonstration.
ENGINEERING DESIGN PROCESS (EDP)
• Divide the class into teams of 3–4 students.
• Assign each team a place to work.
• Distribute a design challenge card to each team.
• Facilitate the creation of a “Know/Need to Know” T-chart, and ensure students understand the challenge.
ASK
FACILITATION QUESTIONS:
• How can we slow down coastal erosion?
• Why is it important to preserve our beaches?
• How are plant and animal habitats affected by coastal erosion? How are people affected?
FACILITATION QUESTIONS:
• What is coastal erosion and what causes it?
• What is the result of coastal erosion?
• What is happening to our beaches? Why?
SENTENCE STEMS:
• The problem is . . .
• The challenge is . . .
• To meet the criteria, the design needs to . . .
• The constraints are . . .
• To solve this problem, I need to know or learn more about . . .
• Others have tried . . .
• I would solve the problem by . . .
5 5
grade grade
TEACHER GUIDE
Challenge 3: The Disappearing Beach
ENGAGE ENGAGE
ENGAGE
• Teacher demonstration: Follow the steps under the EVALUATE section of the challenge. Use the class beach model to demonstrate what happens to the coastline when it experiences erosion due to wind, water, and storm surges. Be sure to measure and record the height of the
sand before and after each simulation.
• Present or introduce the problem using an image, book, article, or video about coastal erosion and relate that to the teacher demonstration.
ENGINEERING DESIGN PROCESS (EDP)
• Divide the class into teams of 3–4 students.
• Assign each team a place to work.
• Distribute a design challenge card to each team.
• Facilitate the creation of a “Know/Need to Know” T-chart, and ensure students understand the challenge.
ASK
FACILITATION QUESTIONS:
• How can we slow down coastal erosion?
• Why is it important to preserve our beaches?
• How are plant and animal habitats affected by coastal erosion? How are people affected?
FACILITATION QUESTIONS:
• What is coastal erosion and what causes it?
• What is the result of coastal erosion?
• What is happening to our beaches? Why?
SENTENCE STEMS:
• The problem is . . .
• The challenge is . . .
• To meet the criteria, the design needs to . . .
• The constraints are . . .
• To solve this problem, I need to know or learn more about . . .
• Others have tried . . .
• I would solve the problem by . . .
