SLED TEACHER REFLECTION HUB SUBMISSION
Teacher Name: Colleen Cooper
School: Wyandotte Elementary School
Grade: 4
Design Task: Canal
Date: November
PART I:
Overview of your SLED lesson(s):
Day
Brief description of lesson activities you enacted
each day over the course of the SLED design task
PreReview of minerals, types and formations of rocks
design from 3 grade was our introduction to the task. New
days
information about weathering, means and effects of
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erosion, and geologic changes to Earth were included
in a unit prior to the Canal Design Task.
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Inquiry investigation #1 – Completed activity
studying the effect of sand and rock particle shapes
on erodibility. Examined photographs of magnified
sand and clay particles. Discussed size and shape of
particles, characteristics of particles that affect
stability, and slope of the bottles causing movement.
What do you think your
students learned each day
During this time students
developed an understanding of
how soil/rocks change, and
how forces of weathering and
erosion alter our landscape.
Students gained understanding
that the size, and shape of
sediments influences the
amount of movement on a
slope.
2
Inquiry investigation #2 – Effect of slope on erosion.
The amount of sediment eroded from a slope by
water flowing into a graduated cylinder was
measured. Two different angles of slope were
compared. More erosion occurred on the steeper
(3”binder) slope than the flatter (1” binder) slope.
Instruction was included for measuring water and
sediments in the cylinder.
The class learned that the
steeper slope allowed more
erosion than the shallower
slope. Methods for reading
graduated cylinders and
calculating the amounts of sand
and water were also important
skills learned.
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Canal design task was introduced and pasted in the
students’ design notebooks. Vocabulary terms
specific to the design task (canal, problem, client, end
user, constraints, criteria, materials) were reviewed
and labeled on the design task page by each student.
Available materials for the project were shown.
Students became more familiar
with what a canal is, and how it
is used. This was a significant
portion of learning.
Reinforcement of design
vocabulary and procedures was
increased, since it had been part
of a previous design task.
2
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Instruction was included in how to draw the canal
shapes from a top (bird’s eye) view and side view.
Materials were shown and students examined/handled
the materials. We reviewed the basic requirements for
drawing size, neatness, labels, list of materials. Time
was given for drawing individual designs in
notebooks. Teacher approval for individual design
sketches was given.
Team members (3 students/team) collaborated to
explain their individuals design ideas. Discussion of
possible team designs followed, and decisions made
for final team design. Individual team members
sketched the canal design in notebooks with labels,
and materials list. Teacher approval was given for
each design.
Methods for drawing varied
viewpoints were review, but
not mastered.
Students gained understanding
of ways to sketch materials
(cloth, screen, craft sticks), and
neatly list materials.
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Instruction on how to measure and draw lines of 4 in, .5
inches on the sandpaper for the canals was included in
math that day. Teams gathered materials and built team
canal designs.
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Erosion prevention designs were tested. Water and sand
were collected in a graduated cylinder. Total run-off from
each design was recorded on data sheets in design
notebooks.
Data collection sheets were glued in notebooks. For each
design, students measured the total run-off, and calculated
the total amount of sand, and water for each design. These
measurements were made in mm, rather than mL, due to
the lack of measurement markings in the 1 – 10 mL
portion of the graduated cylinders. Each team presented
designs of canals, and aspects of it that the group thought
would reduce erosion.
Measuring and line drawing
were improved. Cooperation,
teamwork, and problem-solving
were increased.
Skills for observing increased.
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Post-test on erosion canal was given. Students
independently completed Wrap-up Activity answers in
their notebooks to evaluate their design. Redesign of the
canal was completed individually.
Students learned more skills for
explaining their ideas and
collaborating to reach common
design ideas. Clear illustration
and labeling of sketches was
improved.
Measuring and recording data
accurately on charts was
reinforced through practice.
Students used of math
operations to calculate amounts
of sand and water in a real
world situation. Evaluation
methods of the effectiveness of
erosion prevention were
practiced.
Students learned more about
evaluation of effectiveness of
erosion prevention.
Please answer the questions below:
1. What worked well?
Students gained a stronger understanding of how canals are constructed and the
need to reduce the amount erosion in canals. Building the model increased student
concepts of how the slope of the banks influences the amount of sediment eroded.
Visualization of the end result of running water was challenging. After
completing inquiry activity #2, students predicted the outcome of flowing water more
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accurately. That inquiry was cited much more often by students than the first inquiry
concerning sediment particle shape.
Gaining familiarity with novel construction materials was a result of this task.
Fiberglass screen, cheesecloth, and pipe cleaners were considered uncommon by most
students, so they expanded knowledge of possible building materials.
Accurate measurement to draw fold lines on the sand paper was a valuable lesson.
Most students had had little prior experience with drawing carefully measured lines and
folding paper.
During construction, several teams discovered that the glue was not very effective
in holding the screen or cheesecloth. They adapted quite quickly to the situation by
selecting masking tape or duct tape to construct their prototype.
The design process was challenging, yet helped the group members express ideas
about how to best meet the canal design task. Students needed to listen, consider
alternatives, and reach a consensus on designing a plan. Final construction required more
collaboration and sharing of the work. Those were very beneficial activities for the
students.
2. What are two ways you can improve your efforts toward integrating design?
After the prototype testing and presentation to the class, students reflected on how their
designs worked. Many had opportunities to redesign the canal while incorporating what they had
learned from the prototype performance. Allowing time for research about erosion prevention at
this point may add to the accuracy of their concepts. I could improve students’ learning by
including a written reflection about the redesigned canal. If students wrote reasons for the
changes in the design, and how the alterations would improve the anti-erosion aspects of the
canal could allow greater insight into the students’ mastery of the science and engineering
concepts.
I was not anticipating the level of difficulty students encountered with measuring and
marking the fold lines. In the future, I would add two or three extra sessions of measuring and
folding prior to the actual construction of the canal. This would supplement mathematics
instruction, and strengthen important skills that are useful in many real world situations.
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PART II:
Reflection#1 on student performance:
The top two images are the prototype and the team design sketch. The student illustrated
her design concept clearly. The design is simple, using minimal materials for the canal. The
notebook entry (below the photo) is the student reflection after testing the prototype. She
indicates alterations that were made during construction.
The explanation of how the design worked shows the student’s understanding that
erosion was prevented by the layer of screen covering the sides and base of the canal. She knows
that the screen sifts the sand to the base of the canal, thus preventing it from flowing out with the
water. She also reflects that the quantity of sand was greater than her prediction. Her design,
constructed prototype, and post-test reflection indicate her thoughtful consideration of the
erosion problem throughout the activities from start to finish.
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Reflection#2 on student performance:
This student’s prototype actually performed better than the mastery student. The sketch
was somewhat difficult to understand. The post-testing reflection written by this student
indicates that the design worked, but no explanation was given for the functioning. There is no
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reference to erosion, or the design elements that reduced the erosion. The student does not
demonstrate an understanding of why the prototype worked.
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PART II:
Reflection #3
I have taught 4th graders about erosion and changes to Earth’s surface for many years.
Students have had difficulty understanding the real effects of erosion, even when using videos,
photographs and viewing erosion outdoors. Interest in preventing erosion has not been strong in
10 year olds.
The real-life hands-on approach of this design task made erosion more easily understood.
Students demonstrated active engagement in problem solving and far greater interest in reducing
erosion. The design task situation seemed relevant to them, and increased their interest.
Describe one thing in your practice you would improve upon next time you implement this
engineering design task or another SLED design task.
Several of my students created prototypes that used a structure that was dam-like in size
and function. The next time I implement this design task, I will be more specific about the
expectations of free-flowing water through the canal. The obstruction of the canal would
undermine the functioning of the canal.
I also will research ways to create layers of clay and sand on the banks of the canal prior
to the construction of the erosion mitigation system. I believe that this would make the task more
true to life. Students would have a more accurate simulation of the canal structure. I hope that
would increase their understanding of erosion under the conditions of flowing water.