This year I am SUPER excited to teach a new class this year called "Engineering for Social Good". Click here for a short version of our class syllabus.
For each of the five projects I plan to facilitate in the course, I will post a similar blog post to share the successes and failures of the course as I modify it for future years.
For our first project of the year, we are leveraging the "Drawdio", a device imagined and designed by Jay Silver. Click here and here to learn more about the Drawdio circuit and here to view Jay's incredible TED Talk. Click here to purchase your own Drawdio kit.
After a brief live demonstration of how the Drawdio circuit works, I provided the students with the following prompt:
In 1979, Mattel created a game called "Electronic Connection". Using your Drawdio circuit, develop a game, made in the the spiriting of Electronic Connection, that helps young learners (4-5 years old) improve their fine motor control and handwriting skills. We will then deliver the games to local Preschool and Kindergarten classrooms. Go!
We finished prototypes today and I was absolutely blown away with the way the natural prototyping process happened seamlessly when the end user was clearly defined. The the low barrier to entry associated with this device and the "window" it opens to the subsequent learning of the interior electronics of the device make this activity one that acts as a perfect inquiry opening for this new course.
See videos of two student prototypes in action below:
See images of all students prototypes below:
*Note: The below lesson is only an outline meant to encourage deeper thinking about the 5E cycle.
NGSS: HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
Display the below image and ask the question: What are you curious about?
Desired student questions include, but are not limited to, the below:
*Purpose: To surface content related questions without explicitly asking students.
Teach how to leverage Arduino Uno to create their own Pulse Oximeter. Click here for instructions and materials. Once complete challenge students to design and conduct an experiment to determine the impact that various types of exercises and activities (breathing through a straw, etc.) have on pulse and oxygen saturation. Students will then hypothesize the relationship between pulse, oxygen saturation and energy use. Experiment must be conducted using appropriate research design methodology. (Control, independent, dependent variables outlined clearly)
*Purpose: To challenge students to think deeper about energy during exercise and strain, as well as revisit research methodology and promote crosscutting NGSS integration such as engineering, etc. into the lesson. By not addressing "Blood Doping" directly, students are left wondering the relationship between the "Engage" and "Explore" phase further intensifying their curiosity and desire for more content.
Conduct a lesson on Cellular Respiration, clearly outlining and diagraming the process of Glycolysis, Krebs cycle, and defining organelles such as the cytosol and the mitochondria. Once complete, ask the driving question: How does the processes outlined relate to "Blood Doping". After students share their responses, play the video below:
*Purpose: To deliver basic content (diagrams, processes, vocabulary) to help students make a deeper connection between the "Engage" and "Explore" phases.
Pose the below medical case study to students and challenge them to:
A, 23-year-old, 5’ 9”, 105 lb, caucasian female presented in her physician’s office with a sudden onset of weight loss along, pain when urinating, and chronic extreme hunger. The patient also reported a strange mold-like substance forming in her toilet over the past week.
*Purpose: To facilitate connection between information obtained during the "Explain" phase and applications of content in the "real world" (note: I hate the term "real world" but application can extend beyond medical diagnostics, etc.).
I have written to annoying lengths about my love for the connection between the 5E Inquiry Learning Cycle and Joseph Campbell's Hero's Journey.
The below diagram outlines the serendipitous connections between these two cycles well:
In preparation for a professional development workshop I facilitated yesterday, I created a lesson planning template based on the above connection that I am very happy with.
My hope is to use a copy of the template for each cycle I create in my biology and chemistry classes for the upcoming semester.
Unlike previous templates I have used, this one leverages a Google Slide template, as a planning, rather than presentation document. The flexibility of editing slides, embedding video, etc., makes Google Slides an incredibly flexible medium.
You will notice that each of the five phase of the 5E/Hero's Journey cycle hyperlinks to an associated slide. I love this feature as it creates a contained pedagogical cycle, allowing the teacher to focus on each phase individually, IN THE CONTEXT OF THE WHOLE.
As an educator, this connectivity is very comforting, and as Jon Stewart said: "A structure that allows for creativity". You will notice that each slide has two portions: 1) Lesson Procedure and 2) Technology integration.
By "tagging" the technology on as an afterthought, this template forces the teacher to first think pedagogically (How does this procedure serve the inquiry cycle as a whole?), then procedurally (How will I make structure the class to accomplish the goal of the specific portion in the cycle?) and finally technologically (How can I leverage technology to make this lesson even more efficient, productive, meaningful, etc.?).
Thus, technology serves the pedagogy by simply following the template. An ideal teaching tool IMO. Click here and "make a copy" of the template for your own use. The template is also embedded below for ease of viewing. Enjoy!
I have written in the past (click here and here) about my transition from formal lab reporting to the use of Google Slides as a student form of reporting lab work.
Today I sat down to begin the arduous process of finalizing all fall semester grades for my sophomore chemistry class and the benefit of using Google Slides their lab reporting format was clearly evident!
My final "stack of papers" to grade was a shared folder full with our final lab practical reports: a group experiment where students determined the optimal H2-O2 ratio to fill a 2L bottle fo for maximum product upon ignition.
Not only was I able to grade each project directly from my phone, but embedded video of procedures, screenshots of calculations, and clear images of laboratory procedures made for a meaningful assessment process.
MORE IMPORTANTLY, the process of student creation and curation of their work using a Google Slide template (click here for the one used in this activity), was fluid, easy, and put the learning, rather than the reporting, at the forefront.
Below is an embed of one group's "report".
Before every major assessment I like to facilitate review activities in class. That being said, I can only handle the Kahoot theme song so much, play so many games of "Chemistry Jeopardy", or figure out another variation of Periodic Table Battleship to satisfy review of the whatever skills we are learning that topic.
Not that there is anything wrong with the above games, or the myriad of variations. Indeed, if I played Kahoot everyday my students would be STOKED!
However, the above review games, in my mind, always fall short in one area: student creation/invention.
This is where Google Forms is a powerful tool! During the past unit on Formula Analysis, distributed a different problem to each team of students.
I then asked each of students to input their solution AND a Youtube video of them solving their problem on a whiteboard into a Google Form.
I then made the output spreadsheet public, and students spent time solving one another's problems, and watching one another's solutions when they were stuck.
Although not as superficially engaging as Kahoot, watching students invent videos to explain their problems, and negotiate not only the problem, but also how to teach it, was incredibly inspiring, and IMO, much more engaging from an outside perspective.
Although this post is represents an extremely simple application of Google Forms, one I'm sure many of you have already done before or experimented with in the past, the power of immediately sharing the output formula with students, containing live links to the videos THEY created, was worth sharing.
Click here for the Google Form and here for the output spreadsheet. See screenshots below as well.