In this lesson, students will publish a one-minute video of their engineering solution. Students will participate in self-evaluation.
Students will publish a one-minute video of their engineering solution. Students will participate in self-evaluation.
- KQED’s Engineering Design Process diagram
What did I learn?
Note: Steps 1 and 2 can be done by the teacher before class begins.
1. Share students’ “Engineering for Good” videos online. You can publish their videos, either publically or privately, on YouTube, Vimeo or another video platform. Use the hashtag #EngineeringForGood in the video description.
2. Share students’ videos with KQED by filling out the following form. KQED will choose some favorites to share on the KQED Education website and on social media. Videos must be listed as “public” for KQED to share them with our audience.
3. Using the Engineering Design Process diagram, review the process the students just completed as a class.
4. View the students’ final videos! (This can also be done at the end of class.)
1. Ask students to individually reflect on their experience with the engineering design process by answering the following questions (on pages 22-23 of their notebooks).
- Identify what you did for each step of the engineering design process. Provide evidence that you experienced the steps (i.e. What did you do during these steps?).
- Which step of this process did you find came most naturally or was the easiest for you?
- Which step of this process did you find most challenging?
- Were there any steps in this process that you skipped? If so, why? If not, why?
- Did you repeat any steps in this process? If so, why?
- Do you think it is important to follow all of these steps in order each time? Why or why not?
- What would you have done differently if you had more time?
- Describe another time in your life that you followed a similar process.
- Have your thoughts about what engineering is, or who engineers are, changed during this project? How?
2. As a class, discuss the students’ experiences with the process. What surprised them? Did each group go in order? Did any groups find themselves going back to or repeating some of the steps? How did their understanding of the process change as they went through it? Would would they have done differently if they had more time? How would they now describe “engineering”?
1. Have students complete a self-evaluation using the RISE Model for Self-Evaluation on page 24 of their student notebooks.
2. Students may also complete the peer evaluation on page 25 of their notebooks.
Review the self-evaluations the students’ completed on page 24 of their notebooks, and the peer evaluation on page 25 of their notebooks.
Celebrate students’ work with a viewing party! If you can, invite other classes, students’ families, or share the videos at a school assembly.