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Glider Project Teacher Guide
PTC Creativity Lab Glider Project
Written by Ayora Berry Copyright © 2013, PTC
Notice of Rights All rights reserved under copyright laws of the United States and other countries. You may reproduce and transmit this curriculum/tutorial for educational purposes only. All credit and trademark notices must accompany any such reproduction made in whole or in part.
Trademarks PTC, the PTC Logo, Creo View, and all PTC Product names and logos are trademarks or registered trademarks of PTC and/its subsidiaries in the United States and in other countries.
Acknowledgements Jordan Cox (PTC), Alyssa Walker (Framingham State University, McAuliffe Center), Alexander Ouellet (PTC).
Table of Contents
Get Started……………………………………………………………………………………..1
Guide Overview Project Introduction Curriculum Framework Chart Guide to Resources
Explore Unit…………………………………………………………………………………....6
Overview Activities 1-9
Create Unit…………………………………………………………………………………….16
Overview Activities 1-5
Share Unit……………………………………………………………………………………..22
Overview Industry Role Assignments
Appendix……………………………………………………………………………………..29
Overview Activity Ideas External Projects
Glider Project
Overview The goal of this guide is to
provide teachers with a
framework for
implementing the Glider
Project.
The guide includes an
overview of the project,
curriculum frameworks,
and lesson planning
organized by the Explore,
Create, and Share units.
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Introduction The Glider Project is a classroom curriculum. The project challenges students to create new glider
designs inspired by birds.
The project links to curriculum frameworks in Biology, Technology, Engineering, Arts, Social
Studies and Literacy.
This interdisciplinary project aims to engage students with exciting activities, next generation
technology, and real world scenarios from industry.
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At a glance
The project begins with a challenge, “Design a new glider inspired by birds”. To kick start the project, students familiarize themsleves with the project challenge and do research on glider technologies and bird biomimicry in the Explore phase. Next, they embark on the Create phase. Supported by their research and creative techniques such as brainstorming and sketching, students come up with conceptual solutions to the project challenge. In the last phase of the project, the Share phase, students present their solutions. Students produce presentations that focus on specific industry roles such as an anthropologist or scientist. To support student learning, a guide for each unit is provided on the Creativity Lab website.
Explore how birds inspired flight inventors like Leonardo da Vinci or the Wright Brothers.
Generate ideas with industry-based
brainstorming techniques.
Assume the role of a journalist and write a
news article.
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Curriculum Framework Chart Massachusetts Standards, Grades 3-8 Standards, & Common Core Literacy
Glider Project
Explore Unit
Create Unit
Share Unit
Summary: The Glider Project fulfills curriculum standards in a variety of subjects. Project-based activities focused on creating a product require students to have a foundation of knowledge and skills which can be applied to the creative process. By applying these competencies student understanding increases. Creativity and academic content
standards are complementary learning objectives. Note: Share Unit activities depend on your curriculum and teaching choices. Highlighted areas in this chart are potential standards connections.
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Exa
min
e P
roje
ct C
halle
nge
Intro
duce
Indu
stry
Rol
es
Cre
ativ
ity N
oteb
ook
Fam
ous
Flig
ht In
vent
ors
Glid
ers
Bird
Bio
mim
icry
Min
d M
aps
Ana
lysi
s
Opp
ortu
nitie
s &
Pro
blem
s
Exp
lore
Rev
iew
Bra
inst
orm
ing
Prim
er
Indu
stry
Hat
s B
rain
stor
min
g
Ske
tchi
ng
Fina
l Ske
tche
s
Cre
ate
Rev
iew
Ant
hrop
olog
ist R
ole
Sci
entis
t Rol
e
Arti
st R
ole
Ent
repr
eneu
r Rol
e
Inve
ntor
Rol
e
Jour
nalis
t Rol
e
Biology
Adaptation of Living Things Grade 3-5, Standard 6, 7, 8
Living Things & Their Environment Grade 6-8, Standard 13
Earth & Space
Weather Systems Grades 3-5, Learning Standard 8
Physical Science
Forms of Energy Grade s 3-5, Standard 4, 5
Properties of Matter Grades 6-8, Standard 1
Motion of Objects Grades, 6-8, Standard 11
Engineering & Technology
Materials & Tools Grades 3-8, Standard 1
Engineering Design Grades 3-8, Standard 2
Transportation Technologies Grades 6-8, Standard 6
Social Studies
History & Geography, Grade 5, Standard 3
Economics, Grade 5, Standard 12; Grade 6, Standard 12, 13
Visual Arts
Methods, Materials, & Techniques; Principles of Design
Reading
Informational Text, Science & Technical Subjects
Writing
Explanatory Writing, Science & Technical Subjects
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Guide to Resources Based on our teaching experiences and conversations with other teachers, there are three critical challenges for K-12 curriculum and teaching. One is engaging students. Two is developing curriculum that matches educational frameworks. Three is managing time and resources. Below are resources that address these challenges. In this curriculum you will use these resources to support your efforts:
Student Guides Each Explore, Create, Share
Unit comes with a student guide that includes
informational text, diagrams, and worksheets.
Teacher Guides Access lesson plans, helpful
links, and resources to support your instruction.
Curriculum Frameworks Standards from STEM and
humanities subjects are identified for each activity.
Assessments The Explore and Create
Review as well as industry role assignments include
rubric guidelines.
Industry Roles Students take on different
industry roles such as anthropologist or scientist.
Next-generation Technology
Use the iTunes app or PC software version of Creo View
to view 3D models of products.
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Explore Unit Teacher Guide
Overview: The goal of this unit is to explore the background of the project challenge. It begins by
examining the project challenge, then students gather and analyze background research. At the end
of the unit, students review what they learned and connect their research to the project challenge.
Guiding Question: What background information do you need to understand the project challenge
and in particular how gliders work and bird biomimicry?
Explore Unit
Activity 1 Project Challenge
Activity 2: Industry Roles
Activity 3: Creativity Notebook
Activity 4: Famous Flight Inventors
Activity 5: Gliders
Activity 6: Bird Biomimicry
Activity 7: Mind Maps Analysis
Activity 8: Opportunities & Problems
Activity 9: Explore Review
Get Started
Research
Analyze Research
Review Unit 6
Explore Activity 1: Examine Project Challenge
Summary: Students familiarize with the project challenge, industry role profiles, and Creativity Notebook. Time Required: 30 minutes Materials: Student Explore Guide
Activity Procedure Step 1: Hand out 3-5 post it notes to each student. Ask each student to independently write down some ideas they have to this question: What types of processes and people do you think are involved in the creation of the project product in the real world (e.g. spacesuit, glider, phone, car, shoe, etc.).To assist this step, write down a definition of process and people on the board and give a couple of clues to help. Step 2: Request students to put their post it notes on the board. The teacher then goes through the post it note ideas and shares their ideas, enthusiasm, and asks relevant questions. Step 3: Ask the students if they can think of sub-categories for the people and process categories. Facilitate this discussion and add your ideas when necessary. Step 4: Introduce the Explore, Create, Share Process and Industry Roles. As a class, organize the sticky notes into each category. Step 5: Ask students what they are excited about in the project and what types of research they would like to do next. Step 6: Have students copy the final category list in their Creatiivty Notebook (see Creativity Notebook Skill)
Additional resources The Creativity Lab has a guide for Examining the Project Challenge, go to
www.ptc.com/go/creativitylab and visit the Creativity Skills webpage.
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Explore Unit Activity 2: Introduce Industry Roles
Summary: Introduce students to the industry roles that they will assume in the Share phase of the project. Time Required: 15 minutes Materials: Student Explore Guide
Activity Procedure Step 1: Introduce students to the Industry Roles. Ask them if they have any connections (e.g. family, friends, career interest, etc.) to these roles. Step 2: Explain how the Industry Roles will play a part in the project (Industry Hats Brainstorming in the Create Phase, and Industry Role assignmets in the Share Phase). Step 3: Take note of student interest in each role for future assignments
Additional resources The Creativity Lab has a guide for the Industry Roles, go to www.ptc.com/go/creativitylab
and visit the Curriculum page.
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Explore Unit Activity 3: Creativity Notebook
Summary: Introduce students to the Creativity Notebook. Time Required: 30 minutes Materials: Student Explore Guide
Activity Procedure Step 1: Introduce students to the Creativity Notebook. Step 2: Students can write down their project challenge in the Notebook and any commentary they have from activities 1 and 2. Step 3: Provide students a block of time to individualize their notebooks.
Additional resources The Creativity Lab has a guide for the Creativity Notebook,
www.ptc.com/go/creativitylab Smithsonian Library: http://www.sil.si.edu/exhibitions/doodles/introduction.htm
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Explore Unit Activity 4: Famous Flight Inventors
Summary: Begin research on gliders and bird biomimicry by looking at how birds have inspired famous flight inventors. Time Required: 45 minutes Materials: Student Explore Guide, Creo View technology, 3-D Ornithopter model
Activity procedure Step 1: Start the class by showing the 3-D Ornithopter model on Creo View. Ask students if they know what it is? What it looks like? How it resembles a bird? Step 2: Go over the Ornithopter Design document in the Student Explore Guide. Review the system components. Step 3: Check for student understanding.
Additional resources Glider King Museum: http://www.lilienthal-museum.de/olma/ehome.htm
Toy Model of Ornithopter: www.amazon.com
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Explore Unit Activity 5: Gliders
Summary: Research how gliders work and what features impact performance. Time Required: 45 minutes Materials: Student Explore Guide, Creo View technology, 3-D glider model.
Activity procedure Step 1: Start the class by showing the 3-D glider model on Creo View. To get them started with their own research, ask if they have any familiarity with gliders and how they think gliders work. Step 2: Students use the reference guides in the Student Explore Guide and other resources to familiarize themselves with glider form and function. Step 3: Use additional resources to investigate glider flight in more depth
Additional resources PBS: http://www.pbs.org/wgbh/nova/space/lift-drag.html
How Stuff Works: http://science.howstuffworks.com/transport/flight/modern/glider.htm
How a Glider is manufactured: http://www.dg-flugzeugbau.de/flugzeug-bauen-e.html
Science of Thermals: http://www.ssa.org/sport/whatissoaring3.asp
Science of Aerodynamics: http://www.pbs.org/wgbh/nova/space/lift-drag.html
Aerodynamics of a Toy Glider: http://www.4p8.com/eric.brasseur/glider_physics.html
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Explore Unit Activity 6: Bird Biomimicry
Summary: Research bird biomimicry. Time Required: 45 minutes Materials: Student Explore Guide, Creo View technology, 3-D bird wings model
Activity procedure Step 1: Start the class by showing the 3-D bird wings model on Creo View. Suggested discussion
questions: What are the characteristics of the birds in the model? How are they similar or different in
their flight? How do you think their wing shape impacts flight?
Step 2: Students use the reference guides in the Student Explore Guide and other resources to
familiarize with bird biomimicry.
Additional resources Henderson State University: http://www.hsu.edu/pictures.aspx?id=1287
Cornell Lab: http://www.birds.cornell.edu/AllAboutBirds/studying/feathers/feathers
All Birds: http://www.all-birds.com/Anatomy.htm
Stanford University: http://www.stanford.edu/group/stanfordbirds/text/essays/Wing_Shapes.html
Ornithopter Zone: http://www.ornithopter.org/
Airbus Biomimicry: http://www.airbus.com/innovation/eco-efficiency/design/biomimicry/
Ask Nature Biomimicry: http://www.asknature.org/
Paul Noll: http://www.paulnoll.com/Oregon/Birds/flight-shape.html#
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Explore Unit Activity 7: Mind Map Analysis
Summary: Analyze research findings by identifying important themes using mind map graphics. Time Required: 45 minutes Materials: Student Explore Guide
Activity procedure Step 1: Introduce the concept of mind maps. Step 2: Working independently or in groups, students use mind maps to identify important themes in the research they have done with the Glider Project (e.g. famous flight inventors, gliders, bird biomimicry). Step 3: Students share their mind maps with fellow students or in group settings.
Additional resources Ed Helper: http://edhelper.com/teachers/graphic_organizers.htm
Houghton Mifflin: http://www.eduplace.com/kids/hme/k_5/graphorg/
Informationtamers Wiki: http://www.informationtamers.com/WikIT/index.php?title=Mind_maps
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Explore Unit Activity 8: Identify Problems & Opportunities
Summary: Analyze research findings by identifying opportunities and problems associated with the project challenge. Time Required: 45 minutes Materials: Student Explore Guide
Activity procedure Step 1: Introduce the Problem Cloud and Opportunity Star found in the Identify Themes in Reseach on the Creativity Skills page of www.ptc.com/go/creativitylab Step 2: Working independently or in groups, students use these graphic organizers to identify opportunities and problems they have uncovered in the research (e.g. famous flight inventors, gliders, bird biomimicry). Step 3: Students share their findings with the class.
Additional resources Ed Helper: http://edhelper.com/teachers/graphic_organizers.htm
Houghton Mifflin: http://www.eduplace.com/kids/hme/k_5/graphorg/
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Explore Unit Activity 9: Explore Review
Summary: Students create storybooks summarizing their research in the Explore phase. This is a final assignment. Time Required: 90 minutes Materials: Student Explore Guide, booklet making materials
Activity procedure Step 1: View the Storybook guide on the Creativity Lab homepage. Step 2: Introduce the Storybook assignment and answer student questions. Step 3: Faciltate student independent work. Step 4: Use the rubric found in the Storybook guide to assess student learning.
Additional resources PTC: www.ptc.com/go/creativitylab
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Create Unit Teacher Guide
Overview: The goal of this unit is to generate ideas and create concept designs for the project
challenge. Students use group brainstorming techniques and sketching techniques to facilitate this
process. At the end they create a quad chart which summarizes their creative experience.
Guiding Question: What are your solutions to the project challenge?
Create Unit
Activity 10: Brainstorming Primer
Activity 11: Industry Hats
Activity 12: Sketching
Activity 13: Final Sketches
Activity 14: Create Review
Idea generation
Concept Development
Review Unit
Note: during the concept development phase, if you have time
and resources, this is a good opportunity to build craft- or kit-based physical models or prototypes. There are many resources on the internet
for these types of activities.
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Create Phase Activity 1: Brainstorming Primer
Summary: Students generate ideas to the project challenge using a group brainstorming procedure. Time Required: 45 minutes Materials: Student Create Guide, 3-5 post it notes/student
Activity procedure Step 1: View the Brainstorming guide on the Creativity Lab homepage. Step 2: Introduce the Brainstorming assignment. Step 3: Run a brainstorming session aimed at answer the project challenge.
Additional resources PBS Design Squad:
http://pbskids.org/designsquad/parentseducators/workshop/process_brainstorm.html
Design Shack: http://designshack.net/articles/inspiration/10-tips-for-effective-creative-
brainstorming/
TED Talks: http://www.youtube.com/watch?feature=player_embedded&v=NugRZGDbPFU#!
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Create Phase Activity 2: Industry Hats
Summary: Students create storybooks summarizing their research in the Explore phase. This is a final assignment. Time Required: 90 minutes Materials: Student Create Guide, booklet making materials
Activity procedure Step 1: This is a modified group brainstorming activity that uses the same procedures as the Brainstorming Primer. The exception is each student takes on a specific industry role perspective. The goal is for them to come up with ideas they think the industry role persona would think is important, relevant, etc. Step 2: Introduce the activity to the students. Step 3: Review the industry roles and assign roles. Step 4: Run the brainstorming session. Step 5 Reflect on the results and compare findings to the last brainstorming session.
Additional resources See brainstorming resources
UK National Career Services:
https://nationalcareersservice.direct.gov.uk/advice/planning/jobfamily/Pages/default.aspx
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Create Phase Activity 3: Sketching
Summary: Students sketch some of the solutions they came up with during the brainstorming sessions. Time Required: 90 minutes Materials: Student Create Guide, booklet making materials
Activity procedure Step 1: Use the Sketching reference found on the Creativity Lab website. Step 2: Review the purpose and final deliverables of the sketching exercise. Step 3: Support student sketching. Step 4: Provide an opportunity for students to share work and refine their ideas.
Additional resources Smithsonian Library: http://www.sil.si.edu/exhibitions/doodles/introduction.htm
KinderArt: http://www.kinderart.com/drawing/
ID Sketching: http://www.idsketching.com/
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Create Phase Activity 4: Final Sketches
Summary: Students select 1-3 sketches they think best satisfy the project challenge and draw a final sketch on the drawing template. Time Required: 60 minutes Materials: Student Create Guide, drawing materials.
Activity procedure Step 1: Students use the drawing template found in the Student Create Guide to draw final sketches. Step 2: Support student sketching Step 3: Provide an opportunity for students to reflect and share their results.
Additional resources See Sketching Activity resources
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Create Phase Activity 5: Create Review
Summary: Students create a quad chart summarizing their ideation and creation in the Create phase. This is a final assignment. Time Required: 90 minutes Materials: Student Create Guide, drawing materials.
Activity procedure Step 1: See the Create Review guide on the Creativity Lab website for procedures www.ptc.com./go/creativitylab Step 2: Use the rubric found in the Quad Chart guide to assess student learning.
Additional resources Clear Design: http://www.cleardesignuk.com/design-brief.html
Smithsonian Libraries: http://www.sil.si.edu/exhibitions/doodles/introduction.htm
Jacaob Caas: http://justcreative.com/2008/09/26/how-to-write-an-effective-design-brief/
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The curriculum sequence of the Share Unit is highly dependent on what you and your students want to do. For example:
1. Students can select the roles they want to play and take on the final assignment. 2. Students can work in teams and each person on the team has an independent role. 3. You can select one or more roles for the entire class to work on. From this point,
students can work independently or in teams. 4. You can work with other teachers in the school and split the assignments based on
subject connections. 5. To find more details on each role visit www.ptc.com/go/creativitylab
Share Unit Teacher Guide
Overview: The goal of this unit is for students to share a presentation focused on a specific industry role. There are six suggested roles (scientist, artist, inventor, journalist, entrepreneur and anthropologist). For each role there is a specific final assignment that requires a presentation.
Guiding Question: What perspective would your industry role have in developing a solution to the
project challenge?
Activity 15: Anthropologist Activity 16: Scientist Activity 17: Artist
Activity 18: Entrepreneur Activity 19: Engineer Activity 20: Journalist
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Share Phase Anthropologist: Inspiration Portfolio
Summary: Students identify and share sources of inspiration using a poster layout. Time Required: 120 minutes Materials: Student Share Guide.
Activity procedure Step 1: See the Anthropologist Inspiration Portfolio guide on the Creativity Lab’s web page: www.ptc.com/go/creativitylab Step 2: Use the rubric found in the review guide to assess student learning.
Additional resources Ten Faces of Innovation: http://www.tenfacesofinnovation.com/tenfaces/index.htm
Suzanne Howard, Anthropologist: http://www.ideo.com/people/suzanne-gibbs-howard
International Interior Design Associatoin: http://www.iida.org/content.cfm/anthropology-in-design
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Share Phase Scientist: Research Proposal
Summary: Students write a research proposal to fund research and development for their project solution. Time Required: 120 minutes Materials: Student Share Guide.
Activity procedure Step 1: See the Scientist Research Proposal guide on the Creativity Lab website for procedures www.ptc.com./go/creativitylab Step 2: Use the rubric found in the guide to assess student learning.
Additional resources Baltimore County Schools: http://www.bcps.org/offices/lis/researchcourse/key_elements.html
PBS Secret Life of Scientist: http://www.pbs.org/wgbh/nova/secretlife/
University of Florida: http://www.cpet.ufl.edu/sciproj/sci007.htm
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Share Phase Artist: User Storyboard
Summary: Students create a user storyboard that shows how a person would interact with their project solution. Time Required: 120 minutes Materials: Student Share Guide.
Activity procedure Step 1: See the Illustrator User Storyboard guide on the Creativity Lab’s web page: www.ptc.com/go/creativitylab Step 2: Use the rubric found in the review guide to assess student learning.
Additional resources WikiID Storyboard: http://wikid.eu/index.php/Storyboard
Baker Design Studio: http://bakerdesignstudio.net/chicago-based-storyboard-artists.html
The Wizard of Oz: http://purgetheory.blogspot.com/2012/03/storydesign-notes.html
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Share Phase Entrepreneur: Business Plan
Summary: Students write a business plan that would bring their product to market Time Required: 120 minutes Materials: Student Share Guide.
Activity procedure Step 1: See the Entrepreneur Business Plan guide on the Creativity Lab’s web page: www.ptc.com/go/creativitylab Step 2: Use the rubric found in the review guide to assess student learning.
Additional resources Entrepreneur: http://www.entrepreneur.com/how-to-write-a-business-plan
TED Talks: http://www.youtube.com/watch?feature=player_embedded&v=Fkd9TWUtFm0
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Share Phase Engineer: Design Brief
Summary: Students produce a design brief which gives more detail on the product solution, requirements, and benefits. Time Required: 120 minutes Materials: Student Share Guide.
Activity procedure Step 1: See the Engineer Design Brief guide on the Creativity Lab’s web page: www.ptc.com/go/creativitylab Step 2: Use the rubric found in the review guide to assess student learning.
Additional resources Clear Design: http://www.cleardesignuk.com/design-brief.html
Smithsonian Libraries: http://www.sil.si.edu/exhibitions/doodles/introduction.htm
Jacaob Caas: http://justcreative.com/2008/09/26/how-to-write-an-effective-design-brief/
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Share Phase Journalist: News Article
Summary: Students write a news article about their product. Time Required: 120 minutes Materials: Student Share Guide.
Activity procedure Step 1: See the Journalist News Article guide on the Creativity Lab’s web page: www.ptc.com/go/creativitylab Step 2: Use the rubric found in the review guide to assess student learning.
Additional resources Media Careers: http://mediacareers.about.com/od/mediajobprofiles/a/Journalist.htm
John Hopkins Uni.: http://www.jhu.edu/careers/students/explore/careers/Journalism/index.html
About.com: http://weblogs.about.com/od/writingablog/tp/5-Things-Bloggers-Can-Learn-From-
Journalists.htm
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Activity Ideas
These assignment ideas can be used as final assignments in the Share phase or in the Explore and Create phases (e.g. review activity, worksheet activity).
Scientist
Anthropologist
Engineer
Artist
Entrepreneur
Journalist
Research Proposal
Experiment
Science poster
Analytical
Model
Research Article
Journal review
User Storyboard
Field Study
Map
Political Cartoon
Debate
Oral History
Storytelling
Interview
Design Brief
Craft-based
Model
Kit-based model
Advanced
manufacturing model
Failure Modes
and Effect Analysis
3-D model
Computer simulation
Product Brand
Logo
Comic Strip
Exhibit
Book Cover
Diorama
Mosaic
Collage
Painting
Mural
Business Plan
Market Study
Elevator Pitch
Advertisement
Presentations
Company Speech
News Article
Broadcast
Webpage/Blog
Biography
Post Card
Interview
Book talk
Book review
Cross cutting activities: online research, product research, user research, local research, expert
research, creativity notebook, brainstorming, prototyping, role playing, user study, quad chart, posters,
videos, audios, skits, simulations, puppet shows, dialogues, demonstration, panel discussion, interview,
graphic organizer, storytelling
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Glider Project
Appendix
In the appendix you will
find activity ideas and
external projects you can
include in your classroom
teaching and learning.
Emphasis is given to
industry roles assignments
and hands-on building
projects.
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External Projects
Below are recommended projects for your curriculum and instruction. Emphasis is given towards projects that include hands-on investigations and prototyping.
Origami Hang Glider by ScienceToyMaker.org Create toy hang gliders out of simple craft materials, gather science data, and have fun air surfing gliders with simple props. Website: http://www.sciencetoymaker.org/hangGlider/index.htm
Bionic Gliders by ScienceToyMaker.org Create toy gliders that mimic other life forms, gather science data, and have fun air surfing gliders with simple props. Website: http://www.sciencetoymaker.org/airSurfKit/BuchwaldBionics.htm
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