Intro to the Engineering Design Process: 5.A.1 What is Brainstorming? Why is it Important to the Engineering Design Process?

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1 Intro to the Engineering Design Process: 5.A.1 What is Brainstorming? Why is it Important to the Engineering Design Process? Grade Level 5 Sessions Seasonality Instructional Mode(s) Team Size WPS Benchmarks MA Frameworks Key Words 1 approximately 60 minutes 2 approximately 60 minutes N/A Whole class 3-4 students per group 05.SC.IS SC.TE SC.TE SC.TE SC.TE TE TE TE.2.3 brainstorm, engineering design process Summary Students will learn the first part of the engineering design process. Brainstorming is introduced which will later be part of the engineering design process. In addition the students will also be developing communication skills by sharing their ideas both verbally and in writing. Learning Objectives 2002 Worcester Public Schools (WPS) Benchmarks for Grade 3-5 Skills of Inquiry 05.SC.IS.04 Conduct multiple trials to test a prediction. Compare the results of an investigation or experiment with the prediction. Technology/Engineering 05.SC.TE.01 Identify materials used to accomplish a design task based on specific property, i.e., weight, strength, hardness, and flexibility. 05.SC.TE.02 Identify and explain the appropriate materials and tools (i.e., hammer, screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) to construct a given prototype safely. 1

2 05.SC.TE.05 Describe different ways in which a problem can be represented, i.e., sketches, diagrams, graphic organizers, and lists. 05.SC.TE.06 Identify relevant design features (i.e., size, shape, weight) for building a prototype of a solution to a given problem. Additional Learning Objectives 1. At the conclusion of this lesson, students will have the ability to brainstorm to solve a problem. They will see how many different ways they can solve the problem. 2. At the conclusion of this lesson, students will be able to identify the engineering design process and apply it to solving a problem. 3. At the conclusion of this lesson, students will be able to identify solutions to engineering problems and rate solutions based on a variety of variables. Required Background Knowledge Essential Questions 1. For a given problem, what is a possible solution you can come up with? 2. For a given problem, how many different (unique) solutions can you come up with? Introduction / Motivation Students will be put into the scenario that if they were walking down the street and saw a $100 bill in the drain, how many ways could you get it out. They will have to brainstorm ideas on how to get the $100 bill out of the drain and then build the design they think will be best. They will then have to test and evaluate their designs. Students will also utilize the two Brainstorming worksheets (attached). Procedure Note: Feel free to alter the following lesson as you see fit based on your resources, student needs, and student capabilities. Session 1 (50-60 minutes) 2

3 The instructor will: 1. Introduce the engineering design process. 2. Split the class into Engineering Teams (groups). 3. The teacher may give a list of materials that will be available. 4. Give the class the topic and then ask 'How many ways can you solve the problem? 5. Each team works independently for 10 minutes not talking to any of the other teams. One team member is to write down all of their ideas in a list. 6. Each team should decide which idea they would like to use to solve the problem. 7. Each team member should draw his/her own sketch of the solution and label it. 8. After everyone is finished, teams present the ideas. Session 2 (50-60 minutes) The instructor will: 9. Pass out materials according to what is listed on each group s design worksheet. 10. Give the students time (20 minutes) to build their designs. 11. Allow 15 minutes to test their designs. 12. Pass out the redesign worksheet and allow 10 minutes for each group to fill it out. 13. Each team will present their inventions and describe what worked and how they would redesign if possible. Materials List Materials per class Amount Location Play money 1 bill per group Toy store Silly putty 1 per group Toy store, Craft Store Paper clips Depends on design Classroom, Supermarket, Craft Store, or Office String Depends on Design Supermarket, Craft Store, or Office Sticks or Skewers Depends on Design Schoolyard, Supermarket, Craft Store, or Office Pipe cleaners Depends on Design Supermarket, Craft Store, or Office 3

4 Tape Depends on Design Supermarket, Craft Store, or Office Popsicle sticks Depends on Design Supermarket, Craft Store, or Office Materials per student Amount Location Play money 1 bill per group Toy store Silly putty 1 per group Toy store, Craft Store Popsicle sticks Depends on Design Supermarket, Craft Store, or Office Paper clips Depends on design Classroom, Supermarket, Craft Store, or Office String Depends on Design Supermarket, Craft Store, or Office Sticks or Skewers Depends on Design Schoolyard, Supermarket, Craft Store, or Office Pipe cleaners Depends on Design Supermarket, Craft Store, or Office Vocabulary with Definitions 1. Brainstorm try to solve a problem by thinking intensely about it. 2. Engineering Design Process The eight step process in which a problem is identified, solutions are brainstormed, the best solution is selected, a prototype is built and evaluated, and then the solution is communicated and redesigned. Assessment / Evaluation of Students The instructor may assess the students in any/all of the following manners: 1. Students explain their ideas and how they came up with them. 2. Check the Brainstorming and Brainstorming Activity worksheets. Lesson Extensions The instructor might use this lesson as an introduction to the other lessons in this unit. Attachments 1. Brainstorming Worksheet 2. Brainstorming Activity Worksheet Troubleshooting Tips 4

5 Safety Issues Additional Resources Key Words Brainstorm, engineering design process 5

6 Name Team Brainstorming Worksheet Make a list of materials you will need for your invention: Describe in detail how you will assemble your invention: Make a sketch of your invention. Make sure to label all of the parts:

7 Name Team Brainstorming Activity Describe your invention: Did it work? Why or why not? What can you do to redesign or improve your invention? Sketch and label your redesign: