74
TEACHER GUIDE
|
ENGINEERING DESIGN PROCESS (EDP)
Challenge 1: Making Music: Recycling Is Instrumental!
• Facilitate the presentation process.
• Ask questions to help students think critically about the successes and failures of their designs.
• Take photos and/or video of each prototype to share with teams.
• Observe teams to assess and provide feedback on their collaboration, creativity, critical thinking, communication skills, and application of content knowledge.
• Assign each team or student one of the sentence stems to guide reflections on the testing of the musical instrument. You may choose to have students record their reflections in their notebooks or to share them orally with the class.
• Allow t
ime for students to ask questions of each other, reflect, and note their observations.
EVALUATE
SENTENCE STEMS:
• I observed . . .
• The part(s) that work(s) is/are . . .
• The part(s) that did not work is/are . . .
• The part(s) that could work better is/are . . .
• When we observed other presentations, we learned . . .
• We know we were successful because . . .
• We know our design met the criteria because . . .
PRESENTATION PROCESS:
1. The Project Manager (or designated team member) will explain why their team chose the materials they used.
2. A team member will play the team’s instruments and demonstrate how they make music.
3. Allow the student audience to ask questions after each presentation.
FACILITATION QUESTIONS:
• What materials did your team use?
• Are there different materials available that might work better?
• How does your instrument meet the criteria?
• What can you learn from other teams’ instrument designs?
TEACHER GUIDE
|
ENGINEERING DESIGN PROCESS (EDP)
Challenge 1: Making Music: Recycling Is Instrumental!
• Facilitate the presentation process.
• Ask questions to help students think critically about the successes and failures of their designs.
• Take photos and/or video of each prototype to share with teams.
• Observe teams to assess and provide feedback on their collaboration, creativity, critical thinking, communication skills, and application of content knowledge.
• Assign each team or student one of the sentence stems to guide reflections on the testing of the musical instrument. You may choose to have students record their reflections in their notebooks or to share them orally with the class.
• Allow t
ime for students to ask questions of each other, reflect, and note their observations.
EVALUATE
SENTENCE STEMS:
• I observed . . .
• The part(s) that work(s) is/are . . .
• The part(s) that did not work is/are . . .
• The part(s) that could work better is/are . . .
• When we observed other presentations, we learned . . .
• We know we were successful because . . .
• We know our design met the criteria because . . .
PRESENTATION PROCESS:
1. The Project Manager (or designated team member) will explain why their team chose the materials they used.
2. A team member will play the team’s instruments and demonstrate how they make music.
3. Allow the student audience to ask questions after each presentation.
FACILITATION QUESTIONS:
• What materials did your team use?
• Are there different materials available that might work better?
• How does your instrument meet the criteria?
• What can you learn from other teams’ instrument designs?
