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ENGR-FMMS-4. Students will explain and apply safe work practices while performing tasks. a. Identify safety equipment b. Recognize immediate, potential, and hidden hazards. c. Perform housekeeping tasks related to maintaining a safe work environment. d. Pass a safety test with a perfect score prior to operating equipment. e. Demonstrate the proper safe use of tools and equipment. Essential Question: How do we work safely in the MakerSpace? Activity: Continue working on your children's safety books. Remember you have a blog entry due on Friday and we will complete peer reviews of your book on Tuesday with a safety assessment on Wednesday.
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Standard:
ENGR-FMMS-4. Students will explain and apply safe work practices while performing tasks. a. Identify safety equipment b. Recognize immediate, potential, and hidden hazards. c. Perform housekeeping tasks related to maintaining a safe work environment. d. Pass a safety test with a perfect score prior to operating equipment. e. Demonstrate the proper safe use of tools and equipment. Essential Question: How do we work safely in the MakerSpace? Activity: Continue working on your children's safety books. Remember you have a blog entry due today and we will complete peer reviews of your book on Tuesday with a safety assessment on Wednesday. Standard:
ENGR-FMMS-4. Students will explain and apply safe work practices while performing tasks. a. Identify safety equipment b. Recognize immediate, potential, and hidden hazards. c. Perform housekeeping tasks related to maintaining a safe work environment. d. Pass a safety test with a perfect score prior to operating equipment. e. Demonstrate the proper safe use of tools and equipment. Essential Question: How do we work safely in the MakerSpace? I will be giving you 6 safety list to learn. Each list pertains to a different aspect of working in the MakerSpace. Your assignment is to create a children’s book that teaches young children the safety rules of the MakerSpace. Your book must fit the following criteria. It must be folded and stapled like a book.- Check out the example. 14 points. It must have a construction paper cover with a title, your name, and an illustration(picture). 14 points. It must explain what you think are the 15 most important rules in the MakerSpace based on the safety list you have been given. You must include at least one rule from each list. 14 points. Each rule must have a colored illustration. 14 points. Each rule must be written so that a young child can understand it. 14 points. Each rule must have an explanation for why it is a rule. 14 points. It must have a main character that is used throughout the book.( Think Bob the Builder) 14 points At the end of production you will share your book with your group members and peer review each other’s completed books. Then you will take a test to show that you have mastered MakerSpace safety. Peer Review will be Tuesday and the safety assessment will be on Wednesday. The Book will count as a quiz grade and the assessment as a test grade. Basic Safety Hand Tool Safety Power Tool Safety Slips, Trips, and Falls Handling Electrical Equipment Handling Equipment I will place the list in the assignment in Google Classroom. Standards:
ISTE 2: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. We will be keeping a digital record of your progress through Maker Class. We will accomplish this by creating a web page with the Adobe Spark Page app. Adobe Spark Page You will use Adobe Spark Video to load your videos to add to your blog. Adobe Spark Video You will be required to complete a blog each week by Friday. The blog should address the following questions 1. What did you accomplish this week? 2. What are you working on right now? 3. What failures you encounter this week/ How were they resolved/What did you learn from them? 4. What will you be working on next? You will also have to include a picture and a video once a week. Standard:
Essential Question: How do you make yourself identifiable? Bell Ringer: Get back to work on your logo Activity: Today we will be branding ourselves. Everyone will receive a sheet with a gear on it. You are to create a logo that will represent you and your brand. Your logo must fit within the outside lines of the gear. You must also use one color only. We will discuss some of the principles of logo design. Before you can begin on the final Logo you must complete 5 prototype logos Turn in your prototypes and final logos in Google Classroom. Standard: The first thing that you will see in each blog entry is the standard we will be using to drive your learning. This shows you the skill that you are expected to master. Essential Question: Next will be the essential question we are trying to answer during that class period. Bell Ringer: Each day you come in your first job will be to complete the bell ringer. I will post a question in Google Classroom titled bell ringer. I will give you feedback and a grade each day. At the end of the week you will receive a grade for that week's bell ringers. Google Classroom join code: 6th period- ryazum8 7th Period-25sop Activity: Next you will find an explanation of the activity we will be working on in class for today. Tell me a little bit about yourself. Go to the following link to tell me a little bit about yourself. I Exit Ticket: The last thing in each blog entry will be an exit ticket for you to complete as you are leaving class. Standard:
ENGR-STEM 3 – Students will design technological problem solutions using scientific investigation, analysis and interpretation of data, innovation, invention, and fabrication while considering economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability constraints Essential Question: How do products go from idea to physical form? Activity: Once you have completed your 5 prototypes it is time to test. On your iPad go to Meraki and download DB10(Decibel10). You will use this app for your testing. It works better in Portrait mode. In Google Classroom there is an assignment for data collection use the template to record your data. When you plug in the two data points it will automatically calculate % difference. Standard:
ENGR-STEM 3 – Students will design technological problem solutions using scientific investigation, analysis and interpretation of data, innovation, invention, and fabrication while considering economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability constraints Essential Question: How do products go from idea to physical form? Activity: Once I have signed off on your Break it Down/Build it up it is time to start designing. You need to make a sketch of the 5 design ideas you were able to come up with in the Build it Up activity. There is an assignment for you to turn in Break It Down/Build it Up and the sketches of your design ideas. Standard: ENGR-STEM 3 – Students will design technological problem solutions using scientific investigation, analysis and interpretation of data, innovation, invention, and fabrication while considering economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability constraints Essential Question: How do products go from idea to physical form? Break It Down and Build It Up. The idea is to break the problem down into smaller pieces. Think ingredients. Then put them back together in a different manner. Think new recipe. Break It Down Example Build Up Example When you are done with this portion, you should have a breakdown sketch and a build up sketch. In the Break Down sketch you should have 10 items, in the Build Up sketch you should have 5 combinations.
Your mind map and breakdown/build up will be turned into Google Classroom and you may complete them on paper or in MetaMoji. Standard: ENGR-STEM 3 – Students will design technological problem solutions using scientific investigation, analysis and interpretation of data, innovation, invention, and fabrication while considering economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability constraints Essential Question: How do products go from idea to physical form? Bell Ringer: Complete the Bell Ringer in Google Classroom Activity: Most of these ideas as well as examples were borrowed from Paige Russell and her instructables class. Today we are going to start brainstorming. There are various process you can use for this. We are going to concentrate on 2. They are mind-mapping and break it down and build it up. We will talk about each individually. Mind Mapping is using a diagram to create a flow of ideas. I want you to create 2 mind maps. One will look at materials for your design and the other will look at shapes. For both maps you should have a minimum of 5 branches off the main idea. Therefore 5 materials and 5 shapes. Do not copy the example.
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Mr RouthI have been a Maker and a Tinkerer since I could walk. Archives
March 2017
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