Hands-on Curriculum for 21st Century Learning STEM...

Hands-on Curriculum for 21st Century Learning

STEM Expeditions®

1

Hands on. Minds on.At Pitsco, every product we engineer, every activity we write, every curriculum we develop, and every solution we design is deployed for the purpose of helping all students use their hands to engage their minds to learn, grow, and succeed – in the classroom and in life. With our solutions, students are building the mind-set, leadership capability, resilience, and adaptability required to solve the challenges of the future.

“Expeditions are a whole new era of teaching. It puts the class in your hands. With standards-based grading, it allows me to reteach standards to students who missed it while the other students are still being intrigued and challenged at the same time!”

– Caleb Boulware, seventh- to eighth-grade technology teacher, Pittsburg Community

Middle School, Pittsburg, KS

3

Pitsco Education is a leader in future-ready learning, fundamentally rooted in STEM.Our competency-based and collaborative hands-on STEM Expeditions program effecitively integrates core disciplines while helping students master transferable skills – such as collaboration, critical thinking, and creative problem-solving.

We aim to produce employable students from our STEM Expeditions program, and we will provide you everything you need to prepare your students for a world no one can describe.

A 2016 survey by the National Association of Colleges and Employers (NACE) lists the top 10 attributes employers say they seek (in order of importance).

1. Leadership

2. Ability to work in a team

3. Written communication skills

4. Problem-solving skills

5. Verbal communication skills

6. Strong work ethic

7. Initiative

8. Analytical/quantitative skills

9. Flexibility/adaptability

10. Technical skills

(cte.ed.gov/employabilityskills)

EFFECTIVE RELATIONS

HIPS

APPLIED KNOWLEDGE WORKPLACE SKILLS

EMPLOYABILITY

5

STEM Expeditions development – key innovationsResearchThe STEM Expeditions program uses research on depth of knowledge (Webb 2002), cognitive load in multimedia learning (Mayer 2003), and brain theory (Wiggins and McTighe 2006) to create a learning program that is a blended combination of computer-delivered multimedia materials, inquiry-based lessons, teacher-led experiential learning, and independent student work and projects.

Multimodal InstructionThe integration of hands-on applications with computer-based delivery when joined to an inquiry-based approach with teacher-led instruction results in every modality of teaching and every type of student learning being addressed in one program.

“It hits their visual learning, it hits their auditory learning, it allows them the freedom to stand and work on something. It allows them the freedom to talk to their partner while they work. For lack of a better word, it allows them to fidget and wiggle and turn while they’re working, and it doesn’t bother anybody because their neighbors are focused on what they need to do.”

– Robert McLeish, sixth- to eighth-grade teacher, Tuffree Middle School,

Placentia, CA

7

STEM Expeditions integrate the 10 best practices for teaching math and science.Implementation is flexible, blending teacher-led instruction with collaborative, student-directed activities while integrating the 10 best practices for teaching math and science:

Stohlmann, Micah; Moore, Tamara J.; and Roehrig, Gillian H. (2012) “Considerations for Teaching Integrated STEM Education,” Journal of Pre-College Engineering Education Research (J-PEER): Vol. 2: Iss. 1, Article 4.

Writing for reflection and problem solvingHands-on learning

Using a problem-solving approachCooperative learning

Integrating technologyDiscussion and inquiry

Teaching as a facilitatorQuestioning and conjectures

Utilizing assessment as part of instructionJustification of thinking

9

STEM Expeditions – A Quick OverviewPitsco’s cloud-based STEM Expeditions promote science inquiry, math practices,

and engineering design principles by incorporating STEM concepts into

relevant, real-world activities. Each Expedition begins with an Essential Question,

which sets the focus and shapes students’ thinking. The overall goal is to create

critical thinkers and problem solvers by presenting real-world challenges

to engage learners with the subject matter. Students are exposed to career

connections woven throughout each Expedition. Collaboration and teamwork

are fundamental to the Expeditions learning process. Students collaborate in

pairs and in teams as they seek to answer the Essential Question while recording

data in logbooks and data sheets to authenticate their learning. Expeditions

are designed to be tailored to teachers and blend teacher-led instruction with

collaborative, student-directed activities.

10

Essential Question: Each Expedition begins with an Essential Question, which is a broad, open-ended question that relates to the Expedition’s overall goal or challenge. By the end of the Expedition, students will be able to justify their answers to the Essential Question.

The Story: Every Expedition has a storyline that provides relevance and presents information that relates to the real world.

STEM Expeditions – Essential Elements

Destinations• Multiple Destinations make up an Expedition.

• Destinations are accessed via links on the Expedition map.

• Each Destination contains an introductory video.

Resources• Single or multiple Resources make up a task. Resources are stand-alone pieces

of content that provide instruction, teach concepts, provide opportunities for practice, assess student understanding, and more.

• There are two types of Resources: Activity Resources and Lesson Resources.

Tasks• One or more tasks make up a Destination.

• Tasks are composed of one or more Resources. Tasks require action such as creating a theory, analyzing data, conducting experiments, and so on.

11

Students are introduced to an Essential Question at the start of each Expedition.Essential Questions engage students and promote higher-order thinking. Each STEM Expedition begins by presenting students an Essential Question that sets the focus of the Expedition and follows the seven defining characteristics of Essential Questions:

1. It is open-ended; that is, it typically does not have a single, final, and correct answer.

2. It is thought-provoking and intellectually engaging, often sparking discussion and debate.

3. It calls for higher-order thinking, such as analysis, inference, evaluation, and prediction. It cannot be effectively answered by recall alone.

4. It points toward important, transferable ideas within (and sometimes across) disciplines.

5. It raises additional questions and sparks further inquiry.

6. It requires support and justification, not just an answer.

7. It recurs over time; that is, the question can and should be revisited again and again.

[McTighe, Jay and Wiggins, Grant (2013), Essential Questions: Opening Doors to Student Understanding, ASCD]

“When we started, we had no idea how to interpret data. This is getting us to the point where we can.”

– Logan, eighth grader

“It’s something we’ll need to know when we go to high school.”

– Kiven, eighth grader

12

Students complete logbooks for each STEM Expedition.A logbook is an important tool that provides a detailed account of every planned and executed activity. It not only serves as proof of learning for students but also teaches the importance of documentation and protection of ideas and research in the engineering and science fields.

Every Expedition has its own unique logbook that follows the engineering design process. Students record and analyze data, graph the information, improve designs, draw conclusions, and justify conclusions as they work through an Expedition. Teachers can choose to have students use digital logbooks built into the learning content management system or to provide printed versions of the logbooks.

13

Engineering Design Process

IMPROVE:Get feedback, improve

your design, test again,

and share improvements

with others.

ASK:Ask questions to others

for consideration.

IMAGINE:Brainstorm ideas and share

possible solutions with

interested parties.

PLAN:Choose a solution,

create item lists,

and develop a plan.

CREATE:Build, test, collect, and analyze data; summarize,

and communicate your results with others.

15

Students become critical thinkers and problem solvers.Employers want employees who can use knowledge, facts, and data to effectively solve problems. In STEM Expeditions, students have to think critically and creatively, use good judgment, share thoughts and opinions, and make decisions about a variety of tasks or challenges.

“It makes me work. It doesn’t give you the answers clearly. . . . It gives you information about what to do to get the information. It doesn’t tell you what to graph. It just gives you hints about what to do.”

– Cooper, seventh grader

17

Students work collaboratively with others.An overarching goal of Pitsco Education STEM Expeditions is for students to become responsible learners and to work collaboratively with others. Each hands-on title is student directed, giving students control of their own learning experience. And because students work with a partner to complete the curriculum, the experiences they share promote positive communication, teamwork, inquiry, learning, and social skills.

“Our kids are excited. They want to get into those classes . . . they’re collaborating! Just to see that higher-order thinking, that critical thinking, that problem solving, and all the discovery that’s happening in those classrooms is amazing!”

– Rose Chapa, principal

18

Teacher’s guides are a valuable comprehensive resource.Our talented team of curriculum developers are all former educators and know that their fellow teachers juggle a lot of responsibilities. They are dedicated to providing everything necessary for success in a STEM Expeditions enviornment.

Every teacher’s guide title includes the Essential Question, key questions, standards, overviews, Career Connections, student outcomes, tips, answer keys, and more.

19

Teachers have all the focus and supporting standards met with each Expedition at their fingertips.Every teacher, principal, and administrator is accountable for meeting education standards. STEM Expeditions were developed to standards and stimulate higher-order thinking. Each Expedition provides detailed teacher’s notes with a list of focus standards as well as additional/supporting standards.

ENGINEERING ROCKETS, Sample

ITEEA STANDARDS CCSS MATH NGSS CCSS ELA

ITEEA 8.G: Requirements

for a design are made up

of criteria and constraints.

CCSS.MATH.CONTENT.6.EE.B.6: Use variables to

represent numbers and write expressions when

solving a real-world or mathematical problem;

understand that a variable can represent an unknown

number, or, depending on the purpose at hand, any

number in a specified set.

NGSS.MS-PS2-2: Plan an

investigation to provide evidence

that the change in an object’s

motion depends on the sum of

the forces on the object and the

mass of the object.

CCSS.ELA-LITERACY.RST.6-8.1: Cite specific textual evidence to

support analysis of science and

technical texts.

ITEEA 9.F: Design

involves a set of steps,

which can be performed

in different sequences

and repeated as needed.

CCSS.MATH.CONTENT.7.EE.B.3: Solve multi-step

real-life and mathematical problems posed with

positive and negative rational numbers in any form

(whole numbers, fractions, and decimals), using tools

strategically. Apply properties of operations to calculate

with numbers in any form; convert between forms as

appropriate; and assess the reasonableness of answers

using mental computation and estimation strategies.

NGSS.MS-PS2-4: Construct

and present arguments using

evidence to support the claim

that gravitational interactions are

attractive and depend on the

masses of interacting objects.

CCSS.ELA-LITERACY.RST.6-8.2: Determine the central

ideas or conclusions of a text;

provide an accurate summary

of the text distinct from prior

knowledge or opinions.

ITEEA 9.G: Brainstorming

is a group problem-solving

design process in which

each person in the group

presents his or her ideas in

an open forum.

CCSS.MATH.CONTENT.8.G.A.5: Use informal

arguments to establish facts about the angle sum and

exterior angle of triangles, about the angles created

when parallel lines are cut by a transversal, and the

angle-angle criterion for similarity of triangles.

NGSS.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.

CCSS.ELA-LITERACY.RST.6-8.3: Follow precisely

a multistep procedure when

carrying out experiments,

taking measurements, or

performing technical tasks.

20

Teachers have a cloud-based management system to manage and monitor student activity and performance.Synergy ITC® provides teachers with all the resources to manage and monitor student activity and performance. Synergy ITC provides all the features teachers expect from a content-delivery and student-data management system, including the ability to set individual Destinations, tasks, and Resources to required or optional.

Includes: • Real-time assessments

• A variety of student data reports

• Content extensions

• The ability to set individual Destinations, tasks, and Resources to required or optional

• The ability to create custom assessments

21

Students can monitor and manage their learning experience.Synergy ITC allows each student to log on – individually or with his or her partner – to complete assigned Expeditions, activities, and assessments. Students learn through hands-on, multimodal, collaborative activities while navigating through an Expedition at their own pace.

22

A Complete Learning SystemThe STEM Expeditions classroom environment is purposeful and unique, promoting collaboration and comfort. The learning space provides a complete experience, flexible for a variety of learning types.

Classroom environments are highly customizable. Our talented team of program designers can help create the tailored comprehensive learning space you desire.

“How you guys do what you do is simply magical. You turned an empty shell of a portable into the most dynamic learning space a school can offer a child. And, you did it with a smile the whole time.”

– Dr. Sharrah Pharr, PhD, Director of Federal Programs and Grants, Hays CISD, Kyle, TX

23

Like all other Pitsco environments, FLEX is designed and built in Pitsco’s own manufacturing facility with

the same level of affordable quality our customers have enjoyed since 1989. Accessories are available to

complement the various FLEX configurations.

Reconfigurableand

lightweight

Mobile device

friendly

Made in the US

Cabinets are mobile and

provided additional group

or individual workspace.

24

In the workplace, we are really struggling to find people who have the necessary skill level in workplace graphics – reading charts, maps, and graphs. These Expeditions are really, really teaching that skill. There’s a direct link in what students are going to find in those Expeditions and what they’re going to find on the job.

– Mary Paramore, ACT certified profiler

25

WorkKeys® for tomorrow’s workforceToday’s students are tomorrow’s workforce. We are responsible for equipping them with the foundational skills they need for success in their education and career goals.

Our subject matter experts teamed with ACT® WorkKeys® to profile STEM Expeditions to show how the program develops skills, readies students for workforce training, and prepares them for ACT WorkKeys Assessments. Expedition lessons, logbooks, and learning resources were evaluated to:

1. Identify the WorkKeys skills required to accomplish the learning objectives.

2. Identify how the skills are used during the STEM Expedition.

Dynamic Disasters STEM Expedition sample:

SKILL-LEVEL RANGE3-7

ENTRY LEVEL

6

EXIT LEVEL

6


ENTRY LEVEL

3

EXIT LEVEL

4


ENTRY LEVEL

3

EXIT LEVEL

4

Entry level is defined as the students’ first day in the program, before they gain program-specific knowledge from training or experience.

Exit level is the point at which a student has successfully completed the training requirements. The exit levels are provided for use as learning goals.

WorkKeys Applied Math is the skill people use when they apply mathematical reasoning and problem-solving techniques to solve work-related problems. Employees might use calculators and conversion tables to help with the problems, but they still need to use math skills to think them through.

WorkKeys Graphic Literacy is the skill people use when they work with workplace graphics such as tables, graphs, charts, digital dashboards, flowcharts, timelines, forms, maps, and blueprints. Employees use this skill when they find, summarize, compare, and analyze information to make decisions using workplace graphics to solve work-related problems.

WorkKeys Workplace Documents is the skill employees use when they read and use written text in order to do a job. The written texts include messages, emails, letters, directions, signs, notices, bulletins, policies, websites, contracts, and regulations. It is often the case that these workplace communications are not necessarily well written or targeted to the appropriate audience.

Applied Math Graphic Literacy Workplace Documents

Note: Students do not receive WorkKeys certification upon completing a STEM Expedition or upon completing a course containing STEM Expeditions. WorkKeys scores simply indicate that a student should begin or enter the title with the entry level score and, upon successful completion of the title, have the skills to obtain the exit level score.

26

ACT WorkKeys Exit Level

EXIT LEVEL

3

EXIT LEVEL

4

EXIT LEVEL

3

In A Closer Look, students learn about the classification system and explore

different types of small single-cell organisms. Their challenge is to use a small

lens to create a microscope using a camera from an electronic device such as a

cell phone or tablet. The microscope is used to gather data after a disaster.

OBJECTIVES• Learn about the scientific classification system of organisms.

• Use a microscope to identify cell parts in monerans and protists.

• Learn how antibiotics are used to fight bacteria.

• Learn how bacteria become resistant to antibiotics.

• Create a microscope.

• Use a microscope to identify organisms in water.

A Closer Look

ESSENTIAL QUESTIONHow can we help disaster areas recover to healthy living conditions faster?

Note: This Expedition requires digital microscopes and computers. It uses third-party software.

27


EXIT LEVEL

3

EXIT LEVEL

3

EXIT LEVEL

4

In Ahead of the Game, students learn how athletes have increased in size,

strength, and speed; how equipment protects them; and how new equipment

is needed to continue to protect them. They use the engineering design process

to create a vehicle to safely transport and protect an egg during a crash.

OBJECTIVES• Learn about the increase in size and strength of athletes at all levels.

• Explore the size increase in athletes.

• Learn about inertia and momentum.

• Learn how Newton’s laws affect athletes.

• Use the engineering design process to create a vehicle to safely transport

and protect an egg during a crash.

Ahead of the Game

ESSENTIAL QUESTIONWhat is the best way to absorb the energy of contact in sports?

28


EXIT LEVEL< 3

EXIT LEVEL

4

EXIT LEVEL

4

In Animals, Plants, and Populations, students learn about how reproduction

works within plants and animals and how genetic information is passed

from parents to offspring. They work with a digital microscope to look at

various plant and animal cells and structures and study how populations of

organisms change based on reproductive strategies. Students incorporate the

engineering design process by designing and constructing a nesting habitat

from recycled materials for a bird.

OBJECTIVES• Operate a digital microscope to capture photomicrographs.

• Calculate population estimates using different sampling methods.

• Use micrographs to compare reproductive strategies in plants.

• Compare types of bird nests.

• Design and construct an artificial bird nest using recycled materials.

Animals, Plants, and Populations

ESSENTIAL QUESTIONWhat can I do to help preserve wildlife?

Note: This Expedition requires digital microscopes and computers. It will use third-party software.

29


EXIT LEVEL

3

EXIT LEVEL

4

EXIT LEVEL

4

In Artificial Ecosystems, students explore the environmental impact on plant

growth cycles using different growth methods for a scientific research company.

The company does small-scale experiments using terrariums to conduct

research for companies that are interested in long-term space exploration.

OBJECTIVES• Design and build an ecosystem.

• Measure changes in an ecosystem.

• Conduct a seed growth analysis experiment.

• Explore how photosynthesis releases oxygen.

• Explain how soil composition affects plant growth.

• Identify changes in experiments over time.

Artificial Ecosystems

ESSENTIAL QUESTIONWhat changes in the number of organisms covering Earth affect our environment?

30


EXIT LEVEL

3

EXIT LEVEL

4

EXIT LEVEL< 3

In Beyond Earth, students examine the bodies of our solar system and their

interactions with one another. Students also determine the needs of a

permanent Mars colony, construct a scale model of a Mars colony, and use

evidence to justify their decisions.

OBJECTIVES• Explore relative distances between bodies in our solar system.

• Examine the role of gravity in the motion of planets and moons.

• Construct a model of the relative distances between the Sun and planets

in our solar system.

• Determine the path a rocket must follow to get from Earth to Mars.

• Build a model of a Mars colony.

• Evaluate Mars colony designs.

• Construct a model shelter for a Mars colony.

• Construct a model oxygen production system for

a Mars colony.

• Construct a model water facility for a Mars colony.

• Construct a model food production system for

a Mars colony.

• Evaluate other students’ Mars colony models.

Beyond Earth

ESSENTIAL QUESTIONWhat is necessary for us to arrive at and establish a permanent colony on Mars?

31


EXIT LEVEL

3

EXIT LEVEL

4

EXIT LEVEL

4

In Bio Research, students assist in the design of a store’s new outlet by helping

the owner make decisions about genetically modified produce. Students

research biotechnology, evaluate sources of information for validity, and

make recommendations for the store justified by valid evidence that he or

she has collected.

OBJECTIVES• Develop a preliminary layout for the Produce Aisle.

• Build a model of a DNA molecule.

• Model the use of a restriction enzyme to create recombinant DNA.

• Model mitosis and list the major events of each phase.

• Model meiosis and list the major events of each phase.

• Use Punnett squares to predict possible offspring in a cross.

• Compare actual random numbers to predicted outcomes

and explain the difference.

• Distinguish between natural and artificial selection.

Bio Research

ESSENTIAL QUESTIONHow should genetically modified organisms be labeled and displayed in a store?

32


EXIT LEVEL

3

EXIT LEVEL

3

EXIT LEVEL

4

In Body Blueprint, students learn about the levels of organization in living

organisms. They study the body’s systems and how they work together to

keep a person alive. The engineering challenge involves building a model

of a human’s lung and diaphragm system and then using this knowledge to

determine design requirements for an artificial human lung.

OBJECTIVES• Complete a personal health assessment.

• Identify and observe the levels of organization in a human body.

• Use a digital microscope to capture a photomicrograph of human cells.

• Identify cellular structures from a photomicrograph of a slide.

• Construct a model that mimics the function of the respiratory system

and muscle system.

• Design for a mechanical replacement for a human organ.

Body Blueprint

ESSENTIAL QUESTIONHow can pollution affect my health?

Note: This Expedition requires digital microscopes and computers. It uses third-party software.

33


EXIT LEVEL

3

EXIT LEVEL

3

EXIT LEVEL

3

In Building Bridges, students work as civil engineers for the Plan-it Span-it

bridge construction company while exploring types of bridges and the roles

civil engineers play in the design and construction of bridges and other

projects. Students work through the stages of the engineering design process

as they design, plan, construct, and test a model balsa bridge using given

specifications. Students also learn how to use equipment designed specifically

for building the model as well as techniques to improve the design.

OBJECTIVES• Learn about types of bridges.

• Brainstorm possible bridge designs and sketch those designs.

• Select a final bridge design for proposal and create detailed drawings.

• Identify the forces of compression, tension, and shear.

• Distinguish between static and dynamic forces in relation to load on a bridge.

• Create a detailed technical drawing of a selected

bridge design.

• Test the bridge to failure and record relevant data.

• Propose possible improvements to the bridge design.

Building Bridges

ESSENTIAL QUESTIONWhat is the best bridge design for spanning a distance?

34


EXIT LEVEL

3

EXIT LEVEL

5

EXIT LEVEL< 3

In Communications, students learn the essential elements of a communications

system, create a simple communications system, complete several types of

drafting sketches, learn about fiber-optic transmission systems, and engineer a

communications system.

OBJECTIVES• Learn the essential parts of a communications system.

• Define communication and graphic communication.

• Complete a communication activity.

• Learn how graphic communication is used to convey ideas.

• List the components of a graphic communications system.

• Complete sketches: orthographic, isometric, and oblique.

• Complete a time line of printing history.

• Use a printing process to print a design.

• Learn how telecommunications systems function.

• Develop a working communications system.

• Transmit a message using your communications system.

Communications

ESSENTIAL QUESTIONWhat is the best way to transmit a signal in a communications system?

35


EXIT LEVEL

3

EXIT LEVEL

5

EXIT LEVEL

5

In Contraptions, students explore how simple machines are used to accomplish

work. Students conduct an experiment to see how energy and work are

conserved when using simple machines. Working together, students explore

the six classical simple machines, the use of simple machines throughout

history, modern applications of these ancient devices, and how the mechanical

advantage of these machines affects the effort required to perform a task. The

Expedition culminates with the Siege Machine Challenge in which students

engineer a siege machine that is made up of two or more simple machines.

OBJECTIVES• Identify the six simple machines.

• Explore the concept of work.

• Experiment with an inclined plane to see how simple machines

conserve energy.

• Explore the uses of inclined planes, wedges, and screws.

• Conduct experiments to see how these machines change the effort

required to do work.

• Calculate the mechanical advantage of a TETRIX® PRIME Thumbscrew.

• Use interpolation and extrapolation to predict the effort required to lift a load.

• Draw conclusions about the relationship between lever arm length, effort

force, and mechanical advantage.

• Investigate how wheel and axles accomplish work.

• Conduct a pulley experiment with several different pulley systems.

Contraptions

ESSENTIAL QUESTIONWhat is the best way to use simple machines to make work easier?

36


EXIT LEVEL

3

EXIT LEVEL

4

EXIT LEVEL

4

In Creative Composites, students learn about the different types and uses of

composites as well as create and test various composites to determine their

resistance to deflection. Students design and create a composite material that

they think best resists deflection and provides the lightest weight.

OBJECTIVES• Explore the history of composites.

• Learn advantages and disadvantages of using composites.

• Create a lamination composite.

• Create a hand layup composite.

• Create a random arrangement composite.

• Create a sandwich composite.

• Perform deflection testing of each sample composite.

Creative Composites

ESSENTIAL QUESTIONWhat materials are best combined to create a strong, yet lightweight, composite beam?

37


EXIT LEVEL

3

EXIT LEVEL

4

EXIT LEVEL

4

In Cultivating Our Future, students investigate factors that affect agricultural food

production in America. They explore the concept of sustainable farming, how

technology has changed agriculture in the US, and modern trends related to

urban farming. Students start a radish garden and make observations of the

garden at different stages of growth. They also engineer and test a greenhouse

that meets certain construction requirements.

OBJECTIVES• Explore the concept of sustainable farming.

• Determine the amount of land available on Earth that is suitable for agriculture.

• Plant a glove garden.

• Compare traditional and organic farming practices.

• Describe how the cycling of Earth’s materials produces soil.

• Complete an activity to determine the amount of usable farmland on Earth.

• Explore how technology has changed agriculture in the US.

• Explore modern trends related to urban farming.

• Engineer a greenhouse that meets specific requirements.

• Conduct an experiment with your model greenhouse to determine its effectiveness.

• Explore the role Earth’s water cycle plays in irrigating farmland.

• Conduct a case study on how irrigation has affected certain areas of the world.

• Graph and analyze experimental data.

• Learn how to transplant to a larger container so plants can continue to grow and develop.

Cultivating Our Future

ESSENTIAL QUESTIONWhat is the best way to increase the quantity and quality of America’s food supply?

38


EXIT LEVEL

3

EXIT LEVEL

4

EXIT LEVEL

4

In Design Time, students participate in a contest for the Time Town Clock

Shop. Students use the engineering design process to develop a new clock

and then create a plan to market it to potential customers. They learn the four

key components of a marketing program: products, promotion, price, and

distribution. After completing the marketing plan, students share it with a

public audience.

OBJECTIVES• Explore time technologies.

• Plan a clock design.

• Determine a suggested selling price.

• Use a peer review process.

• Calculate costs and selling price.

• Create a clock prototype.

• Calculate actual cost and suggest a selling price.

• Identify the ideal customer.

• Project possible profits from clock sales.

• Decide what promotion method works best for the clock.

Design Time

ESSENTIAL QUESTIONWhat is the best way to bring a technology to market?

39


EXIT LEVEL

3

EXIT LEVEL

4

EXIT LEVEL

4

In Dragster Design, students follow given specifications to design, build, and

test a CO2 dragster. Students test different axle materials to determine the axle

with the least friction in an attempt to create the fastest dragster.

OBJECTIVES• Explore the design process.

• Identify the design constraints.

• Create design alternatives.

• Finalize the dragster design.

• Transfer design to body blank.

• Create the final shape of the dragster.

• Verify the dragster meets all specifications.

• Assemble the dragster.

• Verify all constraints are met.

Dragster Design

ESSENTIAL QUESTIONWhat is the best material to use for a CO

2 dragster axle to reduce friction and produce the fastest dragster?

40


EXIT LEVEL

4

EXIT LEVEL

4

EXIT LEVEL

6

In Dynamic Disasters, students explore the causes of natural and man-made

disasters and the damage that they can cause. Students investigate how to

stay safe during a disaster with prior preparation, what to do during a disaster,

and how to find resources after the cause of the disaster is over.

OBJECTIVES• Learn how mountains are formed.

• Identify movement that cause earthquakes.

• Explore thermal inversion.

• Identify building techniques to withstand earthquakes.

• Explore causes of technological disasters.

• Identify actions to be taken during a disaster.

Dynamic Disasters

ESSENTIAL QUESTIONHow can the warning time for a natural disaster be increased?

41


EXIT LEVEL

3

EXIT LEVEL

4

EXIT LEVEL

5

In Electric Tech, students participate in a training program for a stage lighting

company that invents new types of lights. Students learn about the basics of

electricity; different ways to wire an electric circuit; and how electrical properties

of a circuit, such as voltage, current, and resistance, are related to one another.

They complete their training by engineering a new light circuit for the company.

OBJECTIVES• Generate static electricity.

• Use a Van de Graaff generator to experiment with static electricity.

• Draw a wiring schematic.

• Build a motor circuit.

• Measure voltage, resistance, and current.

• Use schematic symbols to create a wiring schematic of a motor circuit.

• Learn about and measure voltage, resistance, and current.

• Determine the relationship between voltage, current, and resistance.

• Conduct an experiment to measure voltage, current, and resistance for

various lengths of wire.

• Determine how Ohm’s law relates voltage, current, and resistance.

• Calculate the cost of electricity.

• Design a stage light circuit based on given specifications and requirements.

• Use the engineering design process to create a light circuit that meets the

design requirements.

Electric Tech

ESSENTIAL QUESTIONWhat is the best way to wire a circuit?

42


EXIT LEVEL

4

EXIT LEVEL

4

EXIT LEVEL

4

In Engineering Rockets, students work with a partner to compete in one of

three rocket engineering challenges: soaring to the highest altitude, carrying

a payload to the highest altitude, or achieving the longest flight time. They

follow the engineering design process to design and build a rocket that meets

the given challenge constraints and specifications. During the design process,

students apply knowledge gained about aerodynamics and the forces that

act on rockets. While competing in the challenge, students use properties of

triangles to calculate rocket apogee. After the competition, they evaluate the

rocket’s performance and make design improvements.

OBJECTIVES• Identify the forces on a rocket.

• Construct an altitude scope.

• Learn how the sum of the forces on a rocket affect its motion.

• Use math to determine rocket altitude.

• Conduct a propulsion experiment on the

launch range.

• Explore the aerodynamics of rockets.

• Learn about rocket recovery systems.

• Design a rocket that will compete in the

engineering challenge.

Engineering Rockets

ESSENTIAL QUESTIONHow are models useful in the engineering design process?

43


EXIT LEVEL

3

EXIT LEVEL

4

EXIT LEVEL

5

In Everyday Electricity, students explore the basics of electricity and electrical

circuits. They learn about charged particles and use a Van de Graaff generator to

investigate the fundamentals of static electricity. Students learn about basic circuit

schematics, wire a simple circuit, and wire series and parallel circuits to investigate

how voltage, current, and resistance behave. Using Watt’s law, students calculate

the power and work required to keep electricity flowing through the circuit. The

investigations culminate with a circuit engineering activity in which students must

design a circuit that meets certain requirements and specifications.

OBJECTIVES• Learn how electricity is generated.

• Explore the source of electricity for your location.

• Learn the relationship between magnetism and electricity.

• Learn about the electrical transmission and distribution system.

• Learn how the electrical grid is interconnected.

• Learn how transformers work.

• Identify load ratings on electrical outlets.

• Calculate the load on an electrical circuit.

• Identify types of breakers.

• Identify a branch circuit.

• Calculate the load on a branch circuit.

• Identify wire amperage capacity.

• Learn how to wire a 120-volt duplex receptacle.

Everyday Electricity

ESSENTIAL QUESTIONWhat is the most efficient way to transmit electricity?

44


EXIT LEVEL

3

EXIT LEVEL

4

EXIT LEVEL

4

In Flight Dynamics, students work as assistants for a student competition

company. Students use aerodynamic principles to design and build a

motorized paper airplane for a flight competition. Utilizing data from

experiments and trial flights, they create the best possible plane and then

design a fair competition based on the results.

OBJECTIVES• Explore basic aerodynamics.

• Learn the important parts of a plane.

• Analyze paper planes.

• Explore the forces that act on a plane.

• Experiment with wing design.

• Design paper plane experiments.

• Analyze data collected from experiments.

• Conduct test flights.

• Design a fun contest based on plane capabilities.

• Participate in at least two competitions.

Flight Dynamics

ESSENTIAL QUESTIONHow can aircraft be designed for most efficient flight?

45


EXIT LEVEL

3

EXIT LEVEL

4

EXIT LEVEL

3

In Fueling the Future, students explore energy terminology; learn about the sources

and types of energy; and determine the characteristics of renewable, nonrenewable,

and perpetual energy. Students investigate several sources of alternative energy,

explore combustion engines, perform a fermentation experiment, and develop

ideas for sustainable fuel sources to be used on a hypothetical island.

OBJECTIVES• Learn about the sources and types of energy.

• Discover the meanings of energy terms.

• Learn about the types of energy.

• Learn about traditional energy.

• Learn about the internal combustion engine.

• Complete a biomass activity.

• Explore nontraditional energy sources.

• Complete a geothermal heat pump activity.

• Complete a wind power activity.

• Explore solar power as an energy source.

• Explore photovoltaic solar power.

• Explore direct solar heating.

• Create a plan for a self-sustaining power system

to power an island.

Fueling the Future

ESSENTIAL QUESTIONWhat fuels can be used to replace fossil fuels as the major source of energy?

46


EXIT LEVEL

3

EXIT LEVEL

3

EXIT LEVEL

3

In Future Footprints, students explore environmental issues and examine cases

with disastrous outcomes. Considering the need for alternative available

energy sources, students experiment with methods that could be used in

the absence of current solutions. They complete activities and conduct

experiments related to green living and living without electricity and consider

what they can do to become more environmentally responsible.

OBJECTIVES• Explore general environmental issues.

• Explore the basics of electricity supplies.

• Examine everyday electricity usage.

• Experiment with green technology.

• Explain how electricity is transported.

• Identify alternatives for electrical devices.

• Build and test a solar water heater.

• Examine problems caused by fossil fuels.

• Experiment with clean water solutions.

• Analyze pollution data.

• Explain acids and bases.

• Build and test a water filtration and distillation system.

• Design and build a roundhouse that uses geothermal practices.

• Conduct a designed experiment using a model.

Future Footprints

ESSENTIAL QUESTIONWhat can we do to become more environmentally responsible?

47


EXIT LEVEL

3

EXIT LEVEL

3

EXIT LEVEL< 3

In Get a Grip, students test potential polymers to be used in developing

a prototype that will help rock wall climbers grip holds better. Observing

chemical and physical changes as well as exploring characteristics of natural

and synthetic polymers will provide opportunities for students to better

understand the world of polymer science.

OBJECTIVES• Compare natural and synthetic materials.

• Identify chemical and physical reactions.

• Record stress points of materials.

• Complete an activity with PVA.

• Complete an activity with silicone.

• Decide the best material for a prototype.

• Imagine and plan a prototype.

• Make a prototype using a selected material.

• Suggest ways to improve a prototype.

Get a Grip

ESSENTIAL QUESTIONHow do synthetic materials affect our lives?

48


EXIT LEVEL

3

EXIT LEVEL

3

EXIT LEVEL

3

In Growing Up, students consider vertical farming as an option for providing fresh

produce in their school. After exploring ecosystem-related and building subsystem

standards, students design a possible vertical farm system for their school.

OBJECTIVES• Germinate seeds.

• Examine resource availability in ecosystems.

• Plant seeds in a medium.

• Explore interactions across ecosystems.

• Monitor plant growth.

• Experiment with capillary action in plants.

• Explore changes to an ecosystem.

• Experiment with flow rate.

• Explore biodiversity in an ecosystem.

• Explore different vertical farm systems.

• Design a vertical farm.

Growing Up

ESSENTIAL QUESTIONHow can growing crops indoors affect future food production?

49


EXIT LEVEL

3

EXIT LEVEL

3

EXIT LEVEL< 3

In Innovating Solutions, students learn about the processes used to develop

new ideas, inventions, and innovations including problem-solving models,

the engineering design loop, and the Universal Systems Model of technology.

Utilizing these processes and critical-thinking skills, students solve problems and

challenges from simple brainteasers to an engineering design competition. They

also explore the roles and relationships among the fields of science, technology,

and engineering in developing new inventions and innovations.

OBJECTIVES• Develop an understanding of the strategies and processes that drive

invention and innovation.

• Invent a product that meets a need.

• Understand the difference between invention and innovation.

• Explore strategies to solve problems and engineer solutions.

• Understand the importance of criteria and constraints.

• Explore the roles technology has played throughout history,

society, and other fields of study.

• Overcome several design challenges while building

a TETRIX® PRIME vehicle.

• Solve an engineering problem with a vehicle’s chassis.

• Solve an engineering problem with a vehicle’s propulsion.

• Use systems thinking and the USM to break down an engineering project.

Innovating Solutions

ESSENTIAL QUESTIONHow are the processes and strategies of invention or innovation useful for creating new products?

50


EXIT LEVEL

3

EXIT LEVEL

3

EXIT LEVEL

3

In Looks Like Rain, students build instruments to measure changes in weather

conditions. Using data from observations, students predict weather events

with reasonable accuracy. Also, they develop a response system that can be

used in extreme weather situations.

OBJECTIVES• Explore global weather.

• Record weather measurements over a seven-day period.

• Explore temperature-dependent events related to weather.

• Examine light intensity data.

• Explore relationships between temperature and weather.

• Determine a preferred temperature scale.

• Explore wind and ocean currents and relate them to weather events.

• Build an instrument to measure wind speed.

• Construct an anemometer and wind vane.

• Explore atmospheric pressure.

• Construct an instrument to measure changes in atmospheric pressure.

• Explore air mass system interactions.

• Examine the effect of weather fronts.

• Construct and calibrate a barometer and record changes in

barometric pressure.

• Build a functional rain gauge.

Looks Like Rain

ESSENTIAL QUESTIONHow can human behavior be affected by weather predictions?

51


EXIT LEVEL

3

EXIT LEVEL

4

EXIT LEVEL

3

In Making Waves, students explore the properties of sound waves including

frequency, wavelength, and amplitude; discover how the ear interprets sound;

and experiment with a variety of waves. Students design and create a tunable

music instrument with a unique sound.

OBJECTIVES• Explore basic sound waves.

• Experiment with a variety of waves.

• Explore different types of instruments.

• Experiment with acoustics.

• Create a working prototype of a tunable music instrument.

• Perform a musical selection using your tunable music instrument.

Making Waves

ESSENTIAL QUESTIONHow can I make a tunable music instrument with a unique sound?

52


EXIT LEVEL

3

EXIT LEVEL

3

EXIT LEVEL

4

In Mining Mechanics, students explore the theory of continental drift and how the

geologic boundaries between plates result in uneven distribution of minerals on

Earth. Students also work with a heavy hydraulic digger to determine a system

that optimizes the moving of material for a mining operation.

OBJECTIVES• Explore continental drift.

• Identify regions on Earth where minerals are in higher concentration.

• Identify the geologic processes involved in mineral concentration.

• Identify convergent, divergent, and transform plate boundaries.

• Describe how mineral deposits are made in subduction zones.

• Learn how to use the heavy hydraulic digger.

• Experiment with different bucket types.

• Explore hydraulics.

• Experiment with different hydraulic arrangements in

different soil types.

• Test to determine digging speed using different combinations

on a soil type.

• Recommend the optimal bucket and hydraulic arrangement

for the digger.

Mining Mechanics

ESSENTIAL QUESTIONWhat is the most efficient way to mine materials?

53


EXIT LEVEL

3

EXIT LEVEL

5

EXIT LEVEL

4

In Optical Solutions, students use optical devices such as lenses and mirrors to

manipulate light waves. Using knowledge of optics, students help plan, build,

test, and improve a 3-D movie viewer for a smartphone or small mobile device.

OBJECTIVES• Investigate how light travels in waves.

• Experiment with mixing different colors of light.

• Explore how light interacts with objects.

• Conduct an investigation to determine how frequency and wavelength

affect color.

• Determine how lenses refract light.

• Investigate how lenses can be used to correct vision problems.

• Refract light using converging and diverging lenses.

• Plan and test a laser security system.

• Predict the angle at which light will strike and reflect off

a mirror.

• Investigate the applications of curved mirrors.

• Plan and build a prototype of a 3-D movie viewer.

Optical Solutions

ESSENTIAL QUESTIONWhat are the most useful applications of optics?

54


EXIT LEVEL< 3

EXIT LEVEL

5

EXIT LEVEL

4

In Projecting Light, students investigate light waves and how they transmit

energy, compare different types of waves, and create models of waves. Using

prisms, lasers, and flashlights, students explore properties of light such as color,

intensity, and its wave- and particle-like nature. They also calculate the speed

of light using the distance equation and a microwave oven. The Expedition

culminates with students engineering their own slide projector that is capable

of projecting a smartphone display. (Smartphone is not required.)

OBJECTIVES• Explore how different types of waves transmit energy.

• Create models of different types of waves and their properties.

• Classify types of waves.

• Model different types of waves with a Slinky.

• Investigate the electromagnetic spectrum.

• Experiment with mixing different colors of light.

• Determine how wavelength and frequency affect color through

experimentation.

• Separate white light into the visible light spectrum.

• Investigate the difference between lasers and other types of light.

• Analyze the wave interference patterns of different light sources.

• Conduct an investigation to compare interference patterns of different

light sources.

• Use the wave equation to determine the speed of light.

Projecting Light

ESSENTIAL QUESTIONHow do pollutants in Earth’s atmosphere affect the light striking Earth?

55


EXIT LEVEL

3

EXIT LEVEL

4

EXIT LEVEL

6

In Rolling Robots, students work as robotics drive engineers for the Fleet

Robots corporation. Students learn how and where robots are utilized, explore

gear arrangements to change the speed of a robot, and assemble a robot with

metal beams and plastic connector pieces.

OBJECTIVES• Identify tasks robots are best suited for.

• Identify various parts used to construct a robot.

• Assemble a base robot.

• Determine the speed of the robot.

• Determine the effect of adding gears to a driveline.

Rolling Robots

ESSENTIAL QUESTIONWhat is the best way to arrange gears for proper movement of a robot?

56


EXIT LEVEL

3

EXIT LEVEL

5

EXIT LEVEL< 3

In Safe Food, students work as assistants to a state health official to learn how the

food in the food supply is tested and how to prioritize resources for food testing.

Students learn about food chemistry by completing comparison studies of the six

major nutrients and also investigate the digestive processes, both mechanical and

chemical, in humans and how it works to deter food-borne illness. They discover

how bacteria and other contaminants can cause food poisoning and learn

safe food practices. The Expedition culminates with students developing new

guidelines for the state health official.

OBJECTIVES• Evaluate safe food practices.

• Become familiar with food safety inspection forms.

• Complete a safety inspection form on a kitchen.

• Explore chromatography as a means to identify components.

• Use chromatography to determine the components of an unknown solution.

• Model the chemical structure of a macromolecule.

• Construct a model of glucose.

• Test for the presence of fat in different food samples.

• Construct a model of the human digestive system to compare the

relative length of each part.

• Experiment with the effects of acid and enzymes in different

combinations on various foods.

• Evaluate kitchens using an established evaluation form.

Safe Food

ESSENTIAL QUESTIONHow should the safety decisions about food and food supplies be prioritized?

57


EXIT LEVEL

3

EXIT LEVEL

5

EXIT LEVEL< 3

In Taking Control, students create a program to accomplish a task using a

microcontroller. Students learn how the commands are formatted, how some

sensors work, and how logic is used to control the actions of a system. Students

use knowledge gained to diagnose improper operation of a system and make

the corrections necessary for the successful operation of the control system.

OBJECTIVES• Learn how to use software to program a controller.

• Create a program to operate the controller.

• Create a flowchart.

• Learn about sensors and how to program them.

• Troubleshoot a program and make corrections so that it functions correctly.

• Learn how to use the ports as inputs and outputs.

• Create programs using a sensor to cause an action.

• Create a program to control a living environment.

Taking Control

ESSENTIAL QUESTIONHow will automation replace human thinking?

Note: This Expedition requires third-party software and requires devices with a USB connection.

58


EXIT LEVEL< 3

EXIT LEVEL

3

EXIT LEVEL

5

In Theme Park Physics, students explore the physics of amusement park rides,

especially the roll energy plays in causing these rides to be fun yet safe. They

design roller coasters and other rides to determine the relationships between

potential and kinetic energy.

OBJECTIVES• Investigate the concepts of work and energy.

• Analyze the factors that affect potential energy.

• Conduct an experiment to measure potential energy for a model roller

coaster with various starting heights.

• Analyze the factors that affect kinetic energy.

• Conduct an experiment to measure kinetic energy for a model roller

coaster traveling at different velocities.

• Determine how energy is transferred between potential,

kinetic, and unusable forms during a roller coaster ride.

• Explain how conservation of energy relates to a roller coaster

train as it travels down the track.

• Differentiate between centripetal and centrifugal force.

• Design and build a roller coaster that meets specific

requirements.

Theme Park Physics

ESSENTIAL QUESTIONWhat makes a ride fun, yet safe?

59


EXIT LEVEL

3

EXIT LEVEL

4

EXIT LEVEL

4

In Thermal Physics, students work as employees of a box manufacturing

company to design and create a container that minimizes temperature

change in order to ship a temperature-sensitive product. Students learn about

temperature, heat, and the different ways heat is transferred. Students also

conduct an investigation to discover how heat transfer is affected by the type

of matter and the mass of a substance and determine the energy changes that

occur based on the temperature differential.

OBJECTIVES• Determine the difference between heat and temperature.

• Identify differences in heat energy in different states of matter.

• Use a calorimeter to measure changes in the amount of energy.

• Determine the amount of heat energy in a substance.

• Identify the ways heat is transferred.

• Design and conduct an investigation to determine the effect

of matter type, substance mass, and temperature change on

the transfer of heat energy.

Thermal Physics

ESSENTIAL QUESTIONWhat is the best design for a shipping container to minimize heat loss or gain?

60


EXIT LEVEL

3

EXIT LEVEL

3

EXIT LEVEL

3

In Tower Power, students work as civil engineers for the Tower Up construction

company, exploring the purposes of towers and the roles civil engineers

play in the design and construction of towers and other projects. They work

through the stages of the engineering design process while designing,

planning, constructing, and testing a model balsa wood tower using given

specifications. Students also learn how to use equipment designed specifically

for building their model as well as techniques to improve the design.

OBJECTIVES• Explore the civil engineering career.

• Learn about the types of towers.

• Find out what kinds of forces act on a tower.

• Brainstorm possible tower designs and sketch those designs.

• Select a final tower design for proposal and create

detailed drawings.

• Construct a tower model.

• Learn to use the Structures Testing Instrument safely.

• Test the tower, evaluate results, and propose

improvements to the design.

• Calculate the efficiency of your tower design using the

data from your test.

Tower Power

ESSENTIAL QUESTIONWhat is the best tower design for a cell phone tower?

61


EXIT LEVEL

3

EXIT LEVEL

4

EXIT LEVEL

4

In Transportation Stations, students work as assistant logisticians. They explore

how transportation technology has changed throughout history, determine

how loads affect vehicle speed, and use logistics to participate in a challenge.

Two different gear ratios are used to show differences in speed. The challenge

enables students to test predicted and actual transportation times.

OBJECTIVES• Explore transportation technologies throughout history.

• Identify important historical events in transportation.

• Forecast trends in transportation.

• Conduct an activity relating load and time for a 2:1 gear ratio.

• Predict times for a 2:1 gear ratio.

• Explore vehicle subsystems.

• Examine the influence of government regulations

on transportation.

• List process activities for various hubs or terminals.

• Plan a shipping log for the Shipping Challenge.

• Use the design process to design a future transportation

technology.

Transportation Stations

ESSENTIAL QUESTIONHow can new transportation technologies affect product availability?

62


EXIT LEVEL< 3

EXIT LEVEL

4

EXIT LEVEL

4

In Urban Wind Farm, students work as assistants to an architect specializing

in tall buildings. Students investigate how wind energy can be converted

to electricity by designing wind farms for tall buildings. The project can be

extended so students can design and build a site-specific installation using

their wind generator.

OBJECTIVES• Analyze wind-availability data.

• Explore how wind is created.

• Measure outputs for a small-scale wind generator.

• Compare wind speed to output.

• Construct a wind generator.

• Measure wind speed and voltage output.

• Compare series and parallel circuits.

• Record voltage output of series and parallel wind

generators.

• Provide and receive feedback using peer review.

• Use feedback to make design improvements.

• Design a site-specific installation that uses wind as

a power source.

• Use the engineering design process to create a

site-specific installation.

Urban Wind Farm

ESSENTIAL QUESTIONHow can a tall building use wind energy to provide its own electricity?

63

Students are exposed to a variety of Career Connections.Students research careers and learn about salaries, career prospects, labor expectations, and advancement opportunities for the career in which they are researching. Students’ analysis is extended through additional research and setting up a professional interview. Communication and writing skills are also practiced through presentation resources within Career Connection activities. See the Career Connections for each Expedition title on the following pages.

64

A Closer Look• Agricultural and Food Scientists

• Biological Technicians

• Epidemiologists

• Food Preparation Workers

• Forensic Science Technicians

• Health and Safety Engineers

• Health Educators and Community Health Workers

• Microbiologists

Ahead of the Game• Athletes and Sports Competitors

• Athletic Trainers

• Mechanical Engineers

• Medical Scientists

Animals, Plants, and Populations• Biochemists

• Ecotoxicologists

• Medical Laboratory Technicians

• Museum Technicians

• Park Rangers

• Recycling Coordinators

Artificial Ecosystems• Agriculture Scientists

• Agriculture Workers

• Conservationists

• Foresters

• Grounds Maintenance Workers

Beyond Earth• Aerospace Engineers

• Electricians

• Environmental Protection Specialists

• HVAC Technicians

• Farmers


• Ranchers

Bio Research• Farmers

• Food Scientists

• Forensic Science Technicians

• Genetic Counselors

• Medical Scientists

• Ranchers

• Sales Managers

Body Blueprint• Firefighters

• Medical Assistants

• Medical Lab Technicians

• Nurse Anesthetists

• Occupational Health and Safety Specialists

• Respiratory Therapists

Building Bridges• Architects

• Civil Engineers

• Construction Workers

• Contractors

Communications• Broadcast and Sound Engineering

Technicians

• Computer Network Architects

• Electrical and Electronics Engineers

• Electrical and Electronics Engineering Technicians

• Line Installers and Repairers

• Telecommunications Equipment Installers and Repairers

CAREER CONNECTIONS

65

Contraptions• Automotive Designers


• Kinesiologists


• Playground Engineers

• Tool Fabricators

Creative Composites• Chemical Technicians

• Chemists and Materials Scientists

• Industrial Engineering Technicians

• Material Engineers

• Metal and Plastic Machine Workers

• Woodworkers

Cultivating Our Future• Biologists

• Farmers

• Florists

• Genetic Engineers

• Ranchers

• Urban Planners

• Veterinarians

Design Time• Advertising Managers

• Craft Artists

• Graphic Designers

• Marketing Managers

• Promotions Managers

• Retail Entrepreneurs

• Sales Managers

Dragster Design• Automotive Service Technicians and

Mechanics

• Electromechanical Technicians

• Mechanical Engineering Technicians


Dynamic Disasters• Atmospheric Scientists

• Emergency Management Directors

• Geoscientists

• Hydrologists

• Meteorologists

• Occupational Health and Safety Specialists

Electric Tech• Circuit Design Engineers

• Electrical Drafters

• Electrical Engineers

• Electricians


Engineering Rockets• Aerodynamic Engineers

• Physicists

• Propulsion Engineers

• Rocket Scientists

• Technologists

Everyday Electricity• Construction and Building Inspectors

• Construction Laborers and Helpers

• Electrical and Electronics Engineers

• Electrical and Electronics Technicians

• Electricians

Flight Dynamics• Aerospace Engineers

• Aircraft and Avionics Equipment Mechanics and Technicians


• Pilots

CAREER CONNECTIONS

66

Fueling the Future• Architects

• Automotive Service Technicians and Mechanics


• Heating, Air-Conditioning, and Refrigeration Mechanics and Installers


• Small-Engine Mechanics

• Solar Photovoltaic Installers

• Wind Turbine Technicians

Future Footprints• Actors

• Environmental Engineering Technicians

• Environmental Engineers

• Environmental Science and Protection Technicians


• Mining and Geological Engineers

Get a Grip• Chemical Engineers

• Chemists

• Clothing Designers

• Entrepreneurs

• Professional Athletes

Growing Up• Architects

• Chefs

• Dieticians

• Entrepreneurs

• Urban Farmers

Innovating Solutions• Engineers

• Inventors

• Maintenance Mechanics

• Project Managers

• Systems Developers

• Technicians and Technologists

Looks Like Rain• Agricultural Managers

• Farmers

• Grounds Maintenance Specialists

• Hydrologists

• Meteorologists

• Ranchers

Making Waves• Composers

• Music Directors

• Music Producers

• Musicians

• Sound Engineers

• Sound Technicians

Mining Mechanics• Geological Technicians

• Geoscientists

• Heavy-Vehicle Technicians

• Material-Moving Machine Operators

• Mining and Geological Engineers

Optical Solutions• Astronomers

• Ophthalmologists

• Optical Engineers

• Optometrists

• Photographers

• Photonics Researchers

CAREER CONNECTIONS

67

Projecting Light• Astronomers

• Audio Engineers

• Audio-Visual Production Specialists

• Graphic Artists

• Laser Designers

• Lighting Engineers

• Optical Scientists

• Visual Effects Artists

Rolling Robots• Automotive Service Technicians and

Mechanics


• Mechanical Engineering Technicians


Safe Food• Chefs

• Food Science Technicians

• Food Scientists

• Health Inspectors

• Kitchen Designers

• Sous Chefs

• Waiters

Taking Control• Agricultural and Food Scientists

• Agricultural Engineers

• Computer Hardware Engineers

• Computer Programmers

• Environmental Science and Protection Technicians

• Heating, Air-Conditioning, and Refrigeration Mechanics and Installers

• Industrial Production Managers

Theme Park Physics• Amusement and Recreation Attendants

• Architectural Designers and Managers

• Electronic Engineers


• Maintenance Technicians

• Roller Coaster Designers

Thermal Physics• Assemblers and Fabricators

• Industrial Designers

• Industrial Engineers

• Logisticians

• Quality Control Inspectors

Tower Power• Architects

• Civil Engineers


• Contractors

Transportation Stations• Aerospace Engineers

• Bus Drivers

• Logisticians

• Material-Moving Machine Operators


• Pilots

• Railroad Occupations

• Truck Drivers

Urban Wind Farm• Accountants


• Electricians

• Entrepreneurs


• Scientists

CAREER CONNECTIONS

68

National Career Clusters

Agr

icul

ture

, Foo

d,

& N

atur

al R

esou

rces

Arc

hite

ctur

e

& C

onst

ruct

ion

Art

s, A

/V T

echn

olog

y,

& C

omm

unic

atio

n

Busi

ness

Man

agem

ent

& A

dmin

istr

atio

n

Educ

atio

n &

Tra

inin

g

Fina

nce

Gov

ernm

ent &

Pub

lic

Adm

inis

trat

ion

Hea

lth

Scie

nce

Hos

pita

lity

& T

ouri

sm

Law

, Pub

lic S

afet

y,

Corr

ectio

ns, &

Sec

urit

y

Man

ufac

turi

ng

Mar

keti

ng,

Sale

s, &

Ser

vice

STEM

Tran

spor

tatio

n,

Dis

trib

utio

n, &

Log

istic

s

A Closer Look • • • • •

Ahead of the Game • • •

Animals, Plants, and Populations • •

Artificial Ecosystems •

Beyond Earth • • • •

Bio Research • • • •

Body Blueprint • •

Building Bridges •

Communications •

Contraptions • • • • •

Creative Composites • • •

Cultivating Our Future • • •

Design Time • •

Dragster Design • •

Dynamic Disasters • •

Electric Tech • •

Engineering Rockets • •

Everyday Electricity •

Flight Dynamics • •

69

National Career Clusters

Agr

icul

ture

, Foo

d,

& N

atur

al R

esou

rces

Arc

hite

ctur

e

& C

onst

ruct

ion

Art

s, A

/V T

echn

olog

y,

& C

omm

unic

atio

n

Busi

ness

Man

agem

ent

& A

dmin

istr

atio

n

Educ

atio

n &

Tra

inin

g

Fina

nce

Gov

ernm

ent &

Pub

lic

Adm

inis

trat

ion

Hea

lth

Scie

nce

Hos

pita

lity

& T

ouri

sm

Law

, Pub

lic S

afet

y,

Corr

ecti

ons,

& S

ecur

ity

Man

ufac

turi

ng

Mar

keti

ng,

Sale

s, &

Ser

vice

STEM

Tran

spor

tatio

n,

Dis

trib

utio

n, &

Log

istic

s

Fueling the Future • • •

Future Footprints • • • •

Get a Grip • • •

Growing Up • • • • •

Innovating Solutions • •

Looks Like Rain • • • •

Making Waves •

Mining Mechanics • •

Optical Solutions • • •

Projecting Light • •

Rolling Robots • •

Safe Food • • • •

Taking Control • • • • •

Theme Park Physics • • • •

Thermal Physics • •

Tower Power •

Transportation Stations • •

Urban Wind Farm • • • •

71

Guided by ACT WorkKeys and the career practices outlined in the Common Career Technical Core (CCTC) and the Partnership for 21st Century Learning (P21), Career Expeditions are designed around national career clusters and provide a greater career focus to your STEM Expeditions experience.

The flexibility of Career Expeditions allows for an easy-to-implement, comprehensive solution for your school or district. Career Expeditions can stand alone as a career-focused course, be implemented with STEM Expeditions for a career cluster-focused course, or be implemented as a supplement to an existing career cluster course.

Supplemental Solutions:

We can customize a solution to fit your CTE/STEM initiatives. Whether you need a semester course or a yearlong course, our educational representatives can custom design a program just for you.

Introducing Career Expeditions

Full-Course Solutions:

Introduction to Career Clusters Expedition

Transportation, Distribution & Logistics Career Cluster Expedition

Health Science Career Cluster Expedition

Manufacturing Career Cluster Expedition

Agriculture, Food & Natural Resources Career Cluster Expedition

Arts, A/V Technology & Communications Career

Cluster Expedition

Architecture & Construction Career Cluster Expedition

Science, Technology, Engineering & Mathematics

Career Cluster Expedition



Existing Health Science CTE/STEM Curriculum



Safe Food STEM Expedition

Bio Research STEM Expedition

Body BlueprintSTEM Expedition

Cultivating Our Future STEM Expedition

Animals, Plants, and PopulationsSTEM Expedition

A Closer LookSTEM Expedition



Existing Health Science CTE/STEM Curriculum

Bio Research STEM Expedition

Body BlueprintSTEM Expedition

Career-Focused Course Example

Career Cluster Introduction Course Example

Supplement to Existing Career Cluster-Specific Course Example 1

Supplement to Existing Career Cluster-Specific Course Example 2

Ready to begin developing future-ready learners? Customize your STEM program today.

Visit us online at Pitsco.com or call 800-828-5787.

PE•0816•1217•02 69713

Pitsco Education • P.O. Box 1708, Pittsburg, KS 66762 • 800-828-5787 • www.pitsco.com • © 2017 Pitsco, Inc. All rights reserved.

Hands-on Curriculum for 21st Century Learning STEM...

Documents

Transcript of Hands-on Curriculum for 21st Century Learning STEM...