Learning

Experience Plan (Nonlinguistic Representations)

Subject: Engineering Design Grade level: 7-9th Grade

Unit: Design Process Length of LEP (days/periods/minutes): 45 minutes

Topic: Adaptive Device Design

Content Standards:

MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a
successful solution, taking into account relevant scientific principles and potential impacts on people
and the natural environment that may limit possible solutions.

Literacy Standards:

College and Career Readiness Anchor Standards for Speaking and Listening

1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others ideas and expressing their own clearly and persuasively.

Learning Experience Outcomes (knowledge/skills) Learning Experience Assessments

Students will: I will check for understanding when students:
Generate their own nonlinguistic Submit their answers for the sponge activity
representations Discuss their homework in groups
Reinforce what they learned about Draw a descriptive pattern organizer
adaptive devices and their impact on Create a time/sequence pattern organizer
society
Practice collaborative work
Briefly communicate a design they came
up with to a group of people
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching On-level Beyond
For the guided practice activity, I On-level students may not need Additional work for students
will provide the students who questions to guide them in interested:
are struggling with a list of making a descriptive pattern I will ask the students who finish
questions that will guide them in organizer. I will instruct them to their descriptive pattern organizer
making the descriptive pattern try thinking back to how we early to write down the questions
organizer without giving them defined adaptive devices last that are answered by their graphic
the answers or drawing it for class and envision making that organizer.
them. into a graphic organizer.
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)

During this lesson, students will be practicing their reading, writing, and analyzing skills.

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 Materials Procedures/Strategies

- Two graphic Day 1 (add additional days as needed)

organizer
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to
sheets (Use
be learned)
Descriptive
Pattern A poll will be on the board when students come in (made using polleverywhere). As they
Organizers & enter class they can answer the multiple-choice question on the board. The question is
Use Which of these is not an adaptive device? and the four answer choices will be pictures.
Time/Sequence The pictures would be two examples discussed last class, one example we did not
Pattern discuss, and one image that is not an example of an adaptive device. They will submit
answers via text message and it will be set so that the answers do not show up until I
Organizers)
reveal them after everyone has submitted their responses. We can view how many
people got the question right/wrong and discuss the answer in depth if necessary.

Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)

The focus questions for this lesson will be the same as the preceding lesson:

What are adaptive devices?

What are some examples of adaptive devices?

How do ongoing changes to adaptive devices impact everyday life?

Activating Prior Knowledge (what information will be shared with/among students to connect to prior
knowledge/experience)

I know you have learned about and used graphic organizers in your other classes, but just
in case I will review the two kinds that we will be using today. Then, I will hand out the
two graphic organizer sheets and go over them quickly as a class. Before moving on, I will
make sure they do not have any questions on these graphic organizers.

Direct Instruction (input, modeling, check for understanding)

Everyone take out their homework (Student Worksheet: Your Adaptive Device Design)
and get into groups with different people than you worked with last class. In these
groups, discuss the new product or improvement to an existing product that your group
came up with and explain how it alleviates a physical challenge for a person or animal.
You have ten minutes for everyone to speak about theirs and pay attention to the others.
I will be walking around to hear your great ideas!

Guided Practice (how students will demonstrate their grasp of new learning)

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 Last class, we talked a lot about what adaptive devices are and what they do. Show me
how well you understand by creating a descriptive pattern organizer that describes
adaptive devices. Optional guide questions for students who are struggling are below.

What do adaptive devices do?

Who are they made for/who uses them?
What is the main purpose of adaptive devices?
What are some examples?

When everyone is done, I will call on students for what they included in their graphic
organizer. As they answer, I will write it on the board to make a combined descriptive
pattern organizer. To ensure we covered the main points, I will keep my example in mind
(below).

Independent Practice (what students will do to reinforce learning of the lesson)

If there is time we will start this in class, and it will be finished for homework.

Make a time/sequence pattern organizer listing the steps you took in coming up with
your new or improved adaptive device design. Remember this should be in chronological
order. After youre done, see if it looks at all similar to the steps of the engineering
design process we covered earlier in the year.

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)

Good luck with the homework and feel free to email me with any questions or ideas!

References: (e.g. Book, course packet, pg #, complete web address URL)

http://tryengineering.org/sites/default/files/lessons/adaptivedevices.pdf

http://www.peecworks.org/peec/peec_research/I01795EFA.3/

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