Academy of Engineering Integrated Units

  • 80 views
Uploaded on

This session will cover the AOE integrated units, their structure, components and implementation.

This session will cover the AOE integrated units, their structure, components and implementation.

More in: Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
80
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
0
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide
  • Review agenda
    Briefly describe history of AOE integrated curriculum project if NAF personnel does not do so
  • Review objectives, particularly #1
    Emphasize non-scripted nature, and fidelity to intent, not fidelity to written
    Curriculum is starting point, not ending point
  • 7
  • Introduce two units
    Explain that they are not necessarily semester 1 and 2
    Describe what each unit includes (have them open binder to examples, if necessary)
  • Ask how many familiar with IED
    Briefly describe IED if many are unfamiliar
    Explain why these particular subjects were included in unit (typical grade 9/10) and that we’ll discuss what do to if your subject is not represented, or your team is missing a subject from this unit
  • Introduce first unit as culminating in designing and building a model ship/boat
    Explain addition to IED curriculum (first semester projects didn’t include good integrated unit possibilities)
    Doesn’t add much to IED sequence (can practice normal Inventor skills using this project, and a few days for building)
  • Describe importance of engineering in marine environment as a field
    Acknowledge some schools aren’t near water, but marine engineering is still relevant
  • Review theme of each subunit
  • Review major academic topics covered in unit
  • Explain that introductory lesson always introduced the unit and is taught by PLTW teacher to frame the rest of the unit
  • SNAME (society of naval architects and marine engineers) produces a DVD you may use to introduce this field of engineering to students.
    Contact local chapter for information
  • Briefly describe man’s history of seafaring (long-standing)
    Use the next slides of various boats and ships to review the idea that boats come in many different shapes and sizes that are governed by their intended purpose and anticipated water environment
  • Introduce an English connection
    Literature associated with sailing, etc, introduces and contextualizes the activity of ship design
  • One instructional strategy we suggest is Literature Circle
    Ask an English teacher to explain and then summarize (or refine/correct, if necessary)
    Review the possible roles
  • Explain that we will practice this strategy using excerpt from Life of Pi, one of the suggested readings
    Give summary of book prior to excerpt: Pi is teenager, moving with family (and family business, zoo animals) from India to Canada. Near beginning of book, cargo ship they are sailing on sinks. Much of novel about Pi’s survival experience on lifeboat.
    Have them get into groups, assign roles, and read excerpt, and discuss in small groups
    Then discuss as large group.
  • Move on to Social Studies connections
    World War II, many engineering innovations results from necessity in wartime
  • Give brief description of situation in Europe prior to invasion of Normandy
    Point out primary sources in curriculum binder describing invasion analysis
  • Explain that Rommel was anticipating invasion and prepared defenses
  • Review each of the defenses
    Have participants use page 1-87 to brainstorm possible countermeasures to defenses
  • Share out brainstormed countermeasures
    Describe some of the actual innovations developed
  • Move on to Math/Science connection
  • 37
  • 38
  • 46
  • 47
  • 48
  • Review this problem to make sure people know what’s going on and didn’t get lost

    Volume of submerged portion: 108 cm3
    Volume of total object: 120 cm3
    Possible dimensions: 4 cm x 5 cm x 6 cm
  • Last subunit focuses on designing and building a model.
    Also includes a geography lesson on waterways around the world and in English student apply the earlier lessons to write a short story that takes place on their designed boat
  • 51
  • 54
  • Test models
    Ask for questions/comments
  • Review implementation considerations
    Multidisciplinary integrated curriculum takes a lot of coordination, therefore you need common planning time
    That should be part of your AOE structure, either now or a future goal
    During common planning time, need to do curriculum mapping and discussion of lessons
    Give example (can replace with your own example)
  • Review changing/adding/removing lessons, etc

  • Industry professionals, like Detective Holliday provide specialized industry content expertise
    Industry partners can suggest connections that may not be apparent to teacher team

    Students visit crime lab
    Students observe autopsy
    Detectives provide supplemental instruction, mentor students during investigation
    Lawyer visits classroom to talk about courtroom procedures

    Law professionals serve on the jury during the “trial”
    Judges render verdict
    Web designers evaluate final project to industry standards
    Forensic scientists evaluate site content

Transcript

  • 1. #NAFNext2014
  • 2. AOE Integrated Units #NAFNext2014
  • 3. Kevin English Instructional Manager Region 4
  • 4. 5 Agenda Overview • Intros and Objectives • Sample Mini Unit • Implementation Considerations • AOE Resources • Lunch • Team Planning • Next Steps
  • 5. 6 Workshop Objectives This workshop is intended to: – Introduce the NAF model of curriculum integration through sample activities – Provide teacher teams with resources for developing integrated learning opportunities – Provide time for teams to plan together about integration
  • 6. BASIC INTERMEDIATE COMPLEX Integrated Curriculum Continuum Single Subject Parallel (Paired) Interrelated Conceptual CTE Eng Math Sci For Lang SS Arts
  • 7. 8 Curriculum Overview There are sample integrated curriculum units for AOE in the NAF Curriculum Library Each unit includes: – Lesson plans for the four academic subject areas and CTE – Relevant national standards alignment – Teacher resources (background info, answer keys, rubrics) – Student resources (handouts, worksheets, labs)
  • 8. LET’S A SAMPLE UNIT How can we work together? 9
  • 9. Ship Shape – Sample Unit on 3D modeling Engin Alg Geom G’grphy Biology English Phys Sci Chem World History 10
  • 10. Engineering in the Marine Environment• Safely and efficiently move a variety of cargoes across the world’s oceans • Effectively project your nation’s economic, political, and military objectives across the seas • Protect your nation’s coastline, resources, and waterborne trade • Safely explore and wisely exploit the abundant resources found in the ocean’s depths and in its ice covered areas • Provide better boats and ships for entertainment, sport, and recreational boating
  • 11. Unit Overview • Subunit 1 lessons introduce to ships and ship design and provide some historical context to the importance of naval architecture and marine engineering • Subunit 2 lessons introduce the basic math and science involved in naval architecture and other marine engineering fields • Subunit 3 lessons provide students with the opportunity to apply their knowledge academic knowledge to a design challenge
  • 12. Major Academic Subject Topics and Content • English Language Arts – Using figurative language, and writing short stories – Technical writing • Social Studies – World History—World War II and the invasion of Normandy – Geography—Influence of major waterways on cultures around the world • Science – Physical Science/Physics—Density, buoyancy, center of mass
  • 13. Subunit 1: High Seas Adventure Lesson and Subject Description Page Lesson 1.1 Introduction to Engineering Design Lure of the Sea 1-1 Lesson 1.2 English Language Arts Sailing the Wine Dark Sea 1-17 Lesson 1.3 English Language Arts Lost at Sea 1-39 Lesson 1.4 World History Storming the Beach 1-59 15
  • 14. Call of the Sea
  • 15. Early sailing vessels
  • 16. Egyptians and Phoenicians
  • 17. Chinese Junk
  • 18. Tall Ships
  • 19. Container Ships
  • 20. Recreational Boating (Cigarette Boat)
  • 21. Modern Military Fleet
  • 22. Military Transports
  • 23. Air Boats
  • 24. Subunit 1: High Seas Adventure Lesson and Subject Description Page Lesson 1.1 Introduction to Engineering Design Lure of the Sea 1-1 Lesson 1.2 English Language Arts Sailing the Wine Dark Sea 1-17 Lesson 1.3 English Language Arts Lost at Sea 1-39 Lesson 1.4 World History Storming the Beach 1-59 26
  • 25. Literature Circles (p 1-35) • Student-directed discussion groups • Each student assigned a different role/perspective during reading and discussion • Possible roles: moderator, psychologist, lexicographer, anthropologist, and many other
  • 26. Life of Pi • Assign roles within your group • Read Chapter 37 keeping your literature circle role in mind • Discuss your reaction as a group: After reading the excerpt, why do you think Pi was initially trying to save Richard Parker? Cite evidence from the text.
  • 27. OTHER OPTIONS What are different connections that could be made? 29
  • 28. Subunit 1: High Seas Adventure Lesson and Subject Description Page Lesson 1.1 Introduction to Engineering Design Lure of the Sea 1-1 Lesson 1.2 English Language Arts Sailing the Wine Dark Sea 1-17 Lesson 1.3 English Language Arts Lost at Sea 1-39 Lesson 1.4 World History Storming the Beach 1-59 30
  • 29. Setting the Stage • Europe, May 1943 • Allies begin preparations to retake the Europe
  • 30. WWII German Defenses of Coastal France
  • 31. Beach Defenses
  • 32. World War II Engineering Innovations • Higgins Boat • Duplex Drive (DD) Tank • Bobbin Tank • Sherman Flail Tank
  • 33. OTHER OPTIONS What are different connections that could be made? 35
  • 34. Subunit 2: Sink or Swim Lesson and Subject Lesson Title Page Lesson 2.1 Physical Science Chemistry Denser Sensor 2-1 Lesson 2.2 Physical Science Chemistry Archimedes’ Principle 2-15 Lesson 2.3 Biology A Sinking Feeling 2-33 Lesson 2.4 Geometry 3D Solids 2-49 Lesson 2.5 Algebra Geometry Cargo Ship Challenge 2-63 36
  • 35. Float or Founder?
  • 36. Float or Founder?
  • 37. Gravitational Force 39 AKA Weight!
  • 38. Gravitational Force • Weight = mass • accelerationgravity • Fgrav = m • g • Fgrav = 250 g • 9.8 • Fgrav = 2450 40 g m s  2 m s2
  • 39. How about the Buoyant Force?
  • 40. 42
  • 41. Archimedes’ Principle 43 = Weight of displaced fluid Buoyant force on the submerged object
  • 42. 44 Fbuoyant = Weight = m • g Fbuoyant = Weight of displaced fluid = mfluid • g
  • 43. One Last Substitution: Mass of the Fluid 45 Fbuoyant = mfluid • g m s2Fbuoyant = mfluid • 9.8 Fbuoyant = ( x Vsubmerged ) • 9.8 m s2 Density () of water = 1 g/cm3
  • 44. Calculating Buoyant Force • Fbuoyant = ( • Vsubmerged) • g • Fbuoyant = ( • Vsubmerged) • 9.8 • Fbuoyant = (1 • Vsubmerged) • 9.8 • Fbuoyant = (1 • 330cm3) • 9.8 • Fbuoyant = 3234 m s2 m s2 g cm3 USS Yogurt r h V =  r2 h V =  • (3.5 cm)2 • 8.6 cm V ≈ 330 cm3 g cm3 m s2 g m s  2
  • 45. Will She Float? • Compare the gravitational force and buoyant force acting on the ship Fgrav ≟ Fbuoyant 2540 ≟ 3234 Fgrav < Fbuoyant • Seaworthy! g m s  2 g m s  2
  • 46. A Little Trick, Just This Once Fg ≟ Fb mobj • g ≟  • Vsub • g mobj x g ≟  • Vsub x g mobj x g ≟  x Vsub x g 259 g x g <  • 330 cm3 x g The submerged volume should equal the total mass!
  • 47. Check for Understanding • 1/10 of this box is above water • The box has a mass of 108 grams • What is the volume of the submerged portion? • What is the volume of the total box? • What possible dimensions might the box have? 49
  • 48. Subunit 3: Float Your Boat Lesson and Subject Description Page Lesson 3.1 World Geography Boats Far and Wide 3-1 Lesson 3.2 Introduction to Engineering Design Hull Design 3-13 Lesson 3.3 English Language Arts Sea Stories 3-33 Lesson 3.4 Introduction to Engineering Design Launch Day 3-53 50
  • 49. Design and Build a Ship Hull 1 plastic sheet + ruler + clear tape + scissors + graph paper + marker • 20 minutes • Teams of two • Testable model within constraints • Line drawn at anticipated waterline • No testing until presentation
  • 50. BREAK Let’s take a 53
  • 51. Subunit 3: Float Your Boat Lesson and Subject Description Page Lesson 3.1 World Geography Boats Far and Wide 3-1 Lesson 3.2 Introduction to Engineering Design Hull Design 3-13 Lesson 3.3 English Language Arts Sea Stories 3-33 Lesson 3.4 Introduction to Engineering Design Launch Day 3-53 55
  • 52. Implementing Integrated Curriculum • Curriculum Mapping and Lesson Discussion
  • 53. 57 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH APRIL IED BIO PHYS SCI ALG I ELA HIST GEOM IED DESIGN PROCESS SKETCHING DRAWING MEASURE MENT BASIC MODELS PUZZLE CUBE GEOMETRIC CONSTRAINTS ADV MODELING ASSEMBLY MODELING FUNCTIONAL ANALYSIS REVERSE ENGIN BIO CELL BIOLOGY MEIOSIS FERTILIZATION MENDEL’S LAWS MOLECULAR BIOLOGY BIOTECH ECOLOGY POPULAT’N GENETICS ADAPTATION SPECIATION PHYSIOLOGY HOMEO STASIS INFECTION IMMUNITY PHYS SCI MEASURING THE UNIVERSE SOLAR SYSTEM HISTORICAL FIGURES FORCES SPECTRO SCOPY PROPERTIES OF MATTER WEATHER PLATE TECTONICS ELECTICITY MAGNETISM ENERGY & WAVES SIMPLE MACHINES CHEMISTRY ALG I REVIEW REAL NUMBERS SOLVE LINEAR EQUATIONS AND INEQUALITIES GRAPH AND INTERPRET LINEAR EQUATIONS SYSTEMS OF EQUATIONS AND INEQUALITIES EXPONENTS AND POLY NOMIALS SOLVING SYSTEMS OF EQUATIONS QUADRATIC FUNCTIONS AND EQUATIONS RATIONAL FUNCTIONS AND EQUATIONS ELA AUTO/ BIOGRAPHIES EXPOSITORY WRITING SHORT STORIES LITERARY RESPONSES THE ODYSSEY NARRATIVE WRITING RESEARCH PAPER ROMEO AND JULIET LITERARY RESPONSES PERSUSIVE WRITING TO KILL A MOCKINGBIRD TIMED ESSAYS HIST WESTERN POLITICAL THOUGH RISE OF DEMOCRATIC IDEALS INDUSTRIAL REVOLUTION IMPERIALISM AND COLONIALISM WW I TOTALI TARIANISM WW II POST WW II GEOM LINES, ANGLES, CONSTRUC TIONS INDUCTION DEDUCTION PROOFS TRIANGLES QUAD RILATERALS AREA SIMILARITY RIGHT TRIANGLE TRIG CIRCLES
  • 54. 59 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH APRIL IED BIO PHYS SCI ALG I ELA HIST GEOM IED DESIGN PROCESS SKETCHING DRAWING MEASURE MENT BASIC MODELS PUZZLE CUBE GEOMETRIC CONSTRAINTS ADV MODELING ASSEMBLY MODELING FUNCTIONAL ANALYSIS REVERSE ENGIN BIO CELL BIOLOGY MEIOSIS FERTILIZATION MENDEL’S LAWS MOLECULAR BIOLOGY BIOTECH ECOLOGY POPULAT’N GENETICS ADAPTATION SPECIATION PHYSIOLOGY HOMEO STASIS INFECTION IMMUNITY PHYS SCI MEASURING THE UNIVERSE SOLAR SYSTEM HISTORICAL FIGURES FORCES SPECTRO SCOPY PROPERTIES OF MATTER WEATHER PLATE TECTONICS ELECTICITY MAGNETISM ENERGY & WAVES SIMPLE MACHINES CHEMISTRY ALG I REVIEW REAL NUMBERS SOLVE LINEAR EQUATIONS AND INEQUALITIES GRAPH AND INTERPRET LINEAR EQUATIONS SYSTEMS OF EQUATIONS AND INEQUALITIES EXPONENTS AND POLY NOMIALS SOLVING SYSTEMS OF EQUATIONS QUADRATIC FUNCTIONS AND EQUATIONS RATIONAL FUNCTIONS AND EQUATIONS ELA AUTO/ BIOGRAPHIES EXPOSITORY WRITING SHORT STORIES LITERARY RESPONSES THE ODYSSEY NARRATIVE WRITING RESEARCH PAPER ROMEO AND JULIET LITERARY RESPONSES PERSUSIVE WRITING TO KILL A MOCKINGBIRD TIMED ESSAYS HIST WESTERN POLITICAL THOUGH RISE OF DEMOCRATIC IDEALS INDUSTRIAL REVOLUTION IMPERIALISM AND COLONIALISM WW I TOTALI TARIANISM WW II POST WW II GEOM LINES, ANGLES, CONSTRUC TIONS INDUCTION DEDUCTION PROOFS TRIANGLES QUAD RILATERALS AREA SIMILARITY RIGHT TRIANGLE TRIG CIRCLES
  • 55. 60 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH APRIL IED DESIGN PROCESS SKETCHING DRAWING MEASURE MENT BASIC MODELS PUZZLE CUBE GEOMETRIC CONSTRAINTS ADV MODELING ASSEMBLY MODELING FUNCTIONAL ANALYSIS REVERSE ENGIN BIO CELL BIOLOGY MEIOSIS FERTILIZATION MENDEL’S LAWS MOLECULAR BIOLOGY BIOTECH ECOLOGY POPULAT’N GENETICS ADAPTATION SPECIATION PHYSIOLOGY HOMEO STASIS INFECTION IMMUNITY PHYS SCI MEASURING THE UNIVERSE SOLAR SYSTEM HISTORICAL FIGURES FORCES SPECTRO SCOPY PROPERTIES OF MATTER WEATHER PLATE TECTONICS ELECTICITY MAGNETISM ENERGY & WAVES SIMPLE MACHINES CHEMISTRY ALG I REVIEW REAL NUMBERS SOLVE LINEAR EQUATIONS AND INEQUALITIES GRAPH AND INTERPRET LINEAR EQUATIONS SYSTEMS OF EQUATIONS AND INEQUALITIES EXPONENTS AND POLY NOMIALS SOLVING SYSTEMS OF EQUATIONS QUADRATIC FUNCTIONS AND EQUATIONS RATIONAL FUNCTIONS AND EQUATIONS ELA AUTO/ BIOGRAPHIES EXPOSITORY WRITING SHORT STORIES LITERARY RESPONSES THE ODYSSEY NARRATIVE WRITING RESEARCH PAPER ROMEO AND JULIET LITERARY RESPONSES PERSUSIVE WRITING TO KILL A MOCKINGBIRD TIMED ESSAYS HIST WESTERN POLITICAL THOUGH RISE OF DEMOCRATIC IDEALS INDUSTRIAL REVOLUTION IMPERIALISM AND COLONIALISM WW I TOTALI TARIANISM WW II POST WW II GEOM LINES, ANGLES, CONSTRUC TIONS INDUCTION DEDUCTION PROOFS TRIANGLES QUAD RILATERALS AREA SIMILARITY RIGHT TRIANGLE TRIG CIRCLES
  • 56. 61 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH APRIL IED DESIGN PROCESS SKETCHING DRAWING MEASURE MENT BASIC MODELS PUZZLE CUBE GEOMETRIC CONSTRAINTS ADV MODELING ASSEMBLY MODELING FUNCTIONAL ANALYSIS REVERSE ENGIN BIO CELL BIOLOGY MEIOSIS FERTILIZATION MENDEL’S LAWS MOLECULAR BIOLOGY BIOTECH POPULAT’N GENETICS ADAPTATION SPECIATION ECOLOGY PHYSIOLOGY HOMEO STASIS INFECTION IMMUNITY PHYS SCI MEASURING THE UNIVERSE SOLAR SYSTEM HISTORICAL FIGURES FORCES SPECTRO SCOPY PROPERTIES OF MATTER WEATHER PLATE TECTONICS ELECTICITY MAGNETISM ENERGY & WAVES SIMPLE MACHINES CHEMISTRY ALG I REVIEW REAL NUMBERS SOLVE LINEAR EQUATIONS AND INEQUALITIES GRAPH AND INTERPRET LINEAR EQUATIONS SYSTEMS OF EQUATIONS AND INEQUALITIES EXPONENTS AND POLY NOMIALS SOLVING SYSTEMS OF EQUATIONS QUADRATIC FUNCTIONS AND EQUATIONS RATIONAL FUNCTIONS AND EQUATIONS ELA AUTO/ BIOGRAPHIES EXPOSITORY WRITING RESEARCH PAPER SHORT STORIES LITERARY RESPONSES THE ODYSSEY NARRATIVE WRITING ROMEO AND JULIET LITERARY RESPONSES PERSUSIVE WRITING TO KILL A MOCKINGBIRD TIMED ESSAYS HIST WESTERN POLITICAL THOUGH RISE OF DEMOCRATIC IDEALS INDUSTRIAL REVOLUTION IMPERIALISM AND COLONIALISM WW I TOTALI TARIANISM WW II POST WW II GEOM LINES, ANGLES, CONSTRUC TIONS INDUCTION DEDUCTION PROOFS TRIANGLES QUAD RILATERALS AREA SIMILARITY RIGHT TRIANGLE TRIG CIRCLES
  • 57. 62 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH APRIL IED DESIGN PROCESS SKETCHING DRAWING MEASURE MENT BASIC MODELS PUZZLE CUBE GEOMETRIC CONSTRAINTS ADV MODELING ASSEMBLY MODELING FUNCTIONAL ANALYSIS REVERSE ENGIN BIO CELL BIOLOGY MEIOSIS FERTILIZATION MENDEL’S LAWS MOLECULAR BIOLOGY BIOTECH POPULAT’N GENETICS ADAPTATION SPECIATION ECOLOGY PHYSIOLOGY HOMEO STASIS INFECTION IMMUNITY PHYS SCI MEASURING THE UNIVERSE SOLAR SYSTEM HISTORICAL FIGURES FORCES SPECTRO SCOPY PROPERTIES OF MATTER WEATHER PLATE TECTONICS ELECTICITY MAGNETISM ENERGY & WAVES SIMPLE MACHINES CHEMISTRY ALG I REVIEW REAL NUMBERS SOLVE LINEAR EQUATIONS AND INEQUALITIES GRAPH AND INTERPRET LINEAR EQUATIONS SYSTEMS OF EQUATIONS AND INEQUALITIES EXPONENTS AND POLY NOMIALS SOLVING SYSTEMS OF EQUATIONS QUADRATIC FUNCTIONS AND EQUATIONS RATIONAL FUNCTIONS AND EQUATIONS ELA AUTO/ BIOGRAPHIES EXPOSITORY WRITING RESEARCH PAPER SHORT STORIES LITERARY RESPONSES THE ODYSSEY NARRATIVE WRITING ROMEO AND JULIET LITERARY RESPONSES PERSUSIVE WRITING TO KILL A MOCKINGBIRD TIMED ESSAYS HIST WESTERN POLITICAL THOUGH RISE OF DEMOCRATIC IDEALS INDUSTRIAL REVOLUTION IMPERIALISM AND COLONIALISM WW I TOTALI TARIANISM WW II POST WW II GEOM LINES, ANGLES, CONSTRUC TIONS INDUCTION DEDUCTION PROOFS TRIANGLES QUAD RILATERALS AREA SIMILARITY RIGHT TRIANGLE TRIG CIRCLES
  • 58. Implementing Integrated Curriculum • Curriculum Mapping and Lesson Discussion – Revising lessons: This lesson doesn’t fit my scope and/or standards – Removing lessons: We don’t have that subject teacher on our team – Adding lessons: My subject isn’t represented in the unit • Common Planning Time! • We don’t have time/structure to fit this into our school year – Single subject integration 63
  • 59. Multiple Possible Roles for Industry Partners Curriculum Development Instruction and Implementation Student Assessment
  • 60. ADDITIONAL RESOURCES In the AOE Curriculum Library 65
  • 61. 66
  • 62. 67
  • 63. Project-based Math Resources 68
  • 64. Summer Bridge Units Measurement, fraction, and percent skills are applied to build the most efficient wind turbine possible Graphs, algebraic expressions, and ratios are used to build and analyze a transportation system Scale, slope, and proportional reasoning are taught through the design of an access ramp and a remodeling plan for a building Unit 2: Blueprints and Models Unit 1: Wind Power Exponent rules to calculate the number of possible combinations on a constructed combination lock. Writing and solving equations are used to “code” and “decode” solutions Unit 4: Safe Combinations Unit 3: People Movers
  • 65. Algebra Drop-In Units Solve single- variable linear equations as students build the pieces of a puzzle cube Solve quadratic equations to design and play a game with projectile machines Graph linear equations to chart the progress of multiple planes and direct them to land safely Unit 2: Air Traffic Control Unit 1: Puzzle Cube Solve rational expressions to calculate the total resistance in circuits Unit 4: Electrical Resistance Unit 3: Catapult Game
  • 66. LET’S EAT LUNCH Yum! 71
  • 67. TEAM PLANNING TIME Planning and Development 72
  • 68. Sample curriculum resources available on the NAF curriculum library E-MAIL QUESTIONS AND SUGGESTIONS psunho@connectedcalifornia.org
  • 69. #NAFNext2014
  • 70. #NAFNext2014