Science Learning Community: Science and Engineering Lesson Plans
Spic and Span Computer Lab
Aura Lea Carrell
July 18, 2014
INFORMATION ABOUT THE LESSON
Grade Level and Subject Area
Intended for self-contained pre-vocational skills special education classroom, grades 9-12
Time Frame
5 days lessons @45 minutes each day
Design, build and test prototypes and demonstrate use of a tool to efficiently clean the computers in a school computer lab.
(HS-ETS 1-2)
HS-ET 1-2 Design a solution to complex real world problem by breaking it down into smaller, more manageable problems that
can be solved through engineering.
Standards for Technological Literacy
2W-apply logic and creativity with appropriate compromises in complex real life problems.
Common Core State Standards in Mathematics
MP-2 Reason abstractly and quantitatively
Common Core State Standards in English and Language Arts
RST 11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a
problem
RST 11-12.9 Synthesize information from a range of sources
Prior Learning
The task of cleaning the computers in the labs is a regular task for pre-vocational students. Many of the students could watch a video
of themselves doing this job (typically used for video modeling) on the job. Currently, they use several tools, Q-tips, compressed air,
Swiffer dusters, spray disinfectant and/or disinfectant wipes, and window cleaner with paper towels. All of these require carrying
totes individually and struggling with technologies that are not efficient for students with limited mobility and capacity to compile a
variety of materials to do the jobs. Because of the complexity of the task combined with the number of tools required, the task takes
a great deal of time, more than is available to the students. (each computer takes approximately 8 ½ minutes to clean with the
current materials and technology) The amount of time required is excessive if this skill would be transferred to the business world.
Materials
I-pads, paper and pencils for sketching, rulers, cotton swabs, pipe cleaners, pompoms, disinfectant wipes, dusters, stop watch feature
or stop watches, cotton balls, disinfectant solution, compressed air, screen cleaners, tape or adhesive materials, plastic or wooden
handles additional student generated materials list. [Describe the materials, resources, textbooks, articles, or instructional technologies
suggested for this lesson.]
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
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Science Learning Community: Science and Engineering Lesson Plans
LESSON IMPLEMENTATION
Objective: Upon completion of this lesson, students will be able to:
Reduce the number of tools required (with development of new improved tool) to clean computers which will reduce
the time needed to accomplish the task.
Pre-Assessment
1.
2.
Review individual video modeling on I pads
Clean a computer and time that task
Procedures
Time
Instructional Strategies/Learning Tasks
Day 1
1. View video of students doing the task (cleaning one computer in
the lab) and time the task completion from the video
2. Brainstorm problems with that process and compile on smartboard
using both pictures and words
3. Time individual students completing the task (live)
4. Add to list generated using guiding questions such as, Which part
took longest? Etc.
Day 2
1.
2.
3.
4.
5.
Day 3
1.
2.
1.
Review current tools and current problems from previous day.
Ask students to identify which component of task is their
strength and which needs the most work. Introduce the model
of design from middle school Boston Model.
Show video clips from You-tube on improvement of familiar
products
Group students with strong + Weak in specific component and
ask them to imagine the type of tool that would make them all
good at each component of the task. Have them draw a
picture of themselves doing that component with their idea.
Re group them so that each has an opportunity to be in the
strength and weakness position.
Generate a list of materials that would be needed to try their
idea to improve their component of the task and compile group
list
Purpose
Student
engagement/Introduce
problem
Concrete activity to be
more authentic (tied in
with employment
eval rubric for
productivity) and give
opportunity to use
skill of timing
mechanism.
Grouping
Introduce context for
problem
Design process
instruction
Build a model of their tool for the individual component, test it,
change it to improve it and have a peer try it out and give
feedback for improvement. (satisfies a portion of the
employment rubric)
Make a poster to demonstrate their portion of the task to teach
the rest of the class to use this.
Refine process by generating ideas of how to combine tools to
user fewer to do the whole task more efficiently and compile.
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
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Science Learning Community: Science and Engineering Lesson Plans
Day 4
2.
Build prototype of combination
Test prototypes and make improvements
Final assessment, time performance of whole task with prototype
Day 5
Formative Assessment
Running record of compilation of group work/coupled with regular vocational weekly assessment
Group notebook with brainstorming lists and sketches available to whole class since they are not independent
readers.
Summative Assessment
Time each individual and video them using the newly developed tool for the whole task, tied with their weekly
employment evaluation rubric
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 3