Modelo de Portafolio
Modelo de Portafolio
Modelo de Portafolio
Ingenuity Challenges
Sailboat Challenge
Solar Collector Challenge
Elevator Challenge
The Egbert Safe Racer
Challenge
Storybook Theme Park
Challenge
Technology Starters:
Teaching-Learning Strategy 3:
Ingenuity Challenges
solving each day. Student teams
mirror the work and organization of
these groups. Individual as well as
collaborative challenges are part of
this approach.
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Propose a Solution
Propose a Solution
The Problem-Solving Steps can be used to guide students through the designing and building process of technology systems. It is important that they realize that it is a continual
process, and they may go through the steps several times before reaching their desired goals.
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Ingenuity Challenge:
Instructional Procedures
The flow chart below is a guide to help the
teacher put all the pieces together so that his/
her students can be successful during an
Ingenuity Challenge experience.
Introduction
The teacher will discuss the role of technology in meeting the needs and wants of
people.
Problem Presentation
The teacher will:
present the ingenuity problem.
explain the guidelines and resources available.
explain and demonstrate the method of testing.
Assessment
and
Evaluation
of
Student
Achievement
and
Learning
Student evaluation may
include:
performance and documentation on brainstorming.
ingenuity in the application
of science, mathematics,
and technology concepts
appropriate to the problem.
construction of the system.
documentation of testing
procedures.
use of feedback in
refining the problem
solution.
measuring accurately.
writing in portfolio.
cooperation and collaboration in the team effort.
use of class time.
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One outstanding feature of portfolio development is the opportunity for the teacher
to model writing and language skills. The daily journal, which is part of the portfolio,
should be used to help students write about each days experiences. The teacher can
guide them through the challenge of remembering things they did. This approach
will enhance their writing and language skills by permitting them to connect language skills to relevant and
meaningful daily activities. Detailed records of the materials they purchase at the classroom store should be recorded. Decisions about how to build something
should also be included. Allow students to record as
many informational details as possible. They should also
be encouraged to review their writing and reflect on what
they have accomplished as they complete the engineering
challenge. Reading time could be enhanced by having
students read their journals aloud each day.
Within the portfolio are the data sheets which enable students to keep detailed
records of their results. The teacher should schedule sufficient time for the students
to experiment and test their designs. As this testing is conducted, students will
record data on these sheets. This process is essential to ensuring that students
actually understand how important it is to keep track of their test results. This
tracking enhances the entire problem-solving process. Every effort must be made to
keep students on taskdesigning, testing, and recording test results daily.
2002 ITEA
Journal Suggestions
Have students...
! write about each days building session.
! write about changes they made in their designs.
! write about any new discoveries.
! write about materials they purchased.
! write how much they spent.
! write about what they will do the next day.
! write about their testing results.
Tip: Make sure to provide at least five pages (front to back) per student. Have
students place all their engineering portfolio and journal sheets in a folder.
Classroom Store...
You will notice that a classroom store is mentioned in the following ingenuity challenges:
sailboats, solar collectors, and elevators. The store is an important feature during these
activities. Students will have the opportunity to learn, apply, and improve their basic
computation skills by interacting with accounting worksheets and recording the transfer
of funds as they complete the engineering activities. A list of materials for each of the
activities and their suggested costs has been
provided within the engineering portfolios. You
may change these items and prices if you desire. It
is suggested that the store be located in the
classroom near the testing area so that both can be
monitored easily.
Schedule specific times for students to visit and purchase materials they
need to build their systems. Small plastic containers can be used to hold
the various materials and money. Students should be encouraged to try
various materials so that they can see which ones work the best.
Students can use play money during the sailboat and solar
collector challenges. The elevator challenge has students
using checks. Teachers in the upper grades should compare the solar collector and elevator worksheets and decide
which style is more beneficial to their students.
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Worksheets
Ea erial at y y, ad e spe have been included in the
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h
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ent
Suggestion: To replenish the bank accounts, pay the teams money as their performance improves. Students will
learn very quickly to compare their test results. Use your imagination and discover other ways students can earn
money.
Students will need money to buy their materials. The teacher can make sheets of the various coins and copy on
appropriate colored construction paper.
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2002 ITEA
Sailboat Challenge
Energy comes in many forms. One natural source of energy that young students can relate to is the wind. Many
of their toys would not work if it werent for the wind. This challenge may be used to introduce students to wind
energy and how people use it.
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E.
C.
D.
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E.
2002 ITEA
Sailboat Challenge
Materials:
! box fan
! construction paper (5 x 7)
! tape (masking or transparent)
! straws
! popsicle sticks
! index cards (3 x 5)
! fine sandpaper (used to shape the hull)
! styrofoam (3 x 5 pieces - 1 thick - porous)
! rulers
! scissors
! pencils
! newspaper
! stopwatch
! 10 foot piece of guttering and end caps
! wooden coffee stirrers (check with a local restaurant supply company)
Challenge Problem
Design and build a sailboat that will sail the fastest.
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Sailboat Parts
The sailboat hull must fit the gutter, which will
be used as the classroom lake. The boat may not be
longer than five inches.
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Classroom Store
The following materials are recommended for this
ingenuity challenge. These should be available in the
classroom store. The teacher can add or delete items
as needed.
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coffee stirrers
index cards
popsicle sticks
construction paper
sandpaper
straws
styrofoam
tape
A student purchasing
construction paper.
Tea m s
M in ute s S eco nd s
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2002 ITEA
This is a checklist the teacher can give to each team or student to assess the construction of the sailboat. The
rubric below can be used by the teacher to assess the construction of each sailboat.
Sailboa
uction Chec
klist
Sailboatt Constr
Construction
Checklist
Put a check by each sentence that is true about your
sailboat.
Our sailboat is not longer than 5.
Our sailboat has a hull.
Our sailboat has at least one mast.
Our sailboat has at least one sail.
Our sailboat has at least one boom.
Name _____________________________________
Sailboa
uction R
ubric
Sailboatt Constr
Construction
Rubric
3 points
2 points
1 points
0 points
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Reading
! Read nonfiction books about:
air.
wind.
sailboats.
Social Studies
! Research the history of sailboats.
What materials were used to build the first
sailboats?
What materials are used today? Why?
! Create a timeline.
! Teach about various land and water forms.
On what bodies of water can one sail a sailboat?
What land form is surrounded by water?
! Learn how to read a compass.
! Map skills chart the Americas Cup race.
Create a map of a sailboat adventure. Include
all map elements.
! Do sailboats affect the natural environment?
! What problems can the wind cause for people and
the environment?
! How does the wind help people and the environment?
! Have students pretend they are going on a sailboat
trip for two weeks. They will not see land at all.
They must design and create a suitcase. Each
student must pack his or her suitcase with at
least four needs and four wants.
Health and Safety
! Learn about safety equipment on a sailboat.
How do life jackets help people?
How have life jackets changed?
Compare various life jackets.
Design and create a miniature life jacket. It
must float.
! Design and create a picnic basket or ice chest
to hold a picnic lunch.
Pack a healthy lunch.
! Brainstorm ways to stay safe around water.
Make a class book.
! Discuss suntan lotion and staying safe in the sun.
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