Librarian User GuideBike Lane BarriersZoo Animal EnclosuresVertical MazeWheelchair Accessible SwingPlayground Calm SpaceReconsidering Food PackagingCommunity Garden Watering SolutionsCommunity Garden Pest Management Solutions

Bike Lane Barriers

Greetings, Double-O-STEM Club agents! You have been selected for an important mission. Ellie needs your help with a problem in her community.

Think about these questions as you watch the video. Write answers in your Double-O STEM Club notebook.

  1. What are Ellie and her family interested in learning?
  2. What does Ellie learn from the trainer about the problem?
  3. Who will benefit from the solutions?
Image preview of a YouTube video

Watch on YouTube https://edtechbooks.org/-kSb

After students watch the video, click the activity links below to start this mission.
 
Getting Started
 

In this Bike Lane Barriers case, learners will use library resources to complete the following tasks listed below. The learner version of the case can be found using this link.

  • Watch the case introduction video and identify the main character's problem.
  • Research and brainstorm bike lane barrier designs.
  • Design and develop a bike lane barrier prototype.
  • Gather feedback throughout the process and incorporate as needed.
  • Reflect on the process, findings, successes, and failures of the prototypes.

Learners will need a place to take notes as they brainstorm and research solutions to the problem. Although questions are presented in the agent section of the online chapter, this course also includes a downloadable handbook for each case with brief activity descriptions, questions, thinking prompts, and white space for taking notes. This is presented as an "agent handbook," as learners are acting as new agents helping the main character with the mission/problem. Librarians may choose to download and print this handbook for learners or have them do it. Alternatively, librarians may decide to have learners type answers on a computer or provide learners with a folder in which to place the printouts or spiral notebook in which to write answers, sketch ideas, etc. 

The following link to the handbook is also available to students in their student version of this case.

Double-O STEM Club Agent Handbook: Bike Lane Barriers

For your convenience, the agent version of each activity is located in the "Think," "Create," and "Share & Grow" sections of this book.

Learning Objectives 

  • The agent will describe the main problem associated with the presented case.
  • The agent will articulate questions suitable for library research based on identified problems in the case.
  • The agent will determine parameters for what a successful solution to the problem entails in light of the contextual constraints.
  • The agent will use library databases and circulation materials to examine identified research questions.
  • Based on findings from conducted library research, the agent will hypothesize one or more solutions to an identified problem in the case.
  • The agent will develop instruments to collect data regarding identified problems/solutions.
  • The agent will collect, analyze, and reflect on data from developed instruments.
  • The agent will design a bike lane barrier prototype.
  • The agent will develop prototype or model solutions based on research and data analysis.
  • The agent will revise work based on analyzed data and feedback.
  • The agent will identify benefits and limitations of their prototype using evaluation criteria.
  • The agent will revise prototypes based on evaluation feedback.

Next Generation Science Standards (NGSS) - Engineering

  • 3-1 Earth and Human Activity: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
  • 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials.
  • 3-5-ETS1-2 Engineering Design: Generate and compare multiple possible solutions for a problem and compare constraints and success criteria.
  • 3-5-ETS1-3 Engineering Design: Plan to carry out fair tests where variables are controlled and failure points considered to improve prototypes.
  • 5-ESS3-1 Earth and Human Activity: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

American Association of School Librarians (AASL) Standards - Inquiry

  • A.A.1: Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.
  • A.A.2: Learners display curiosity and initiative by recalling prior and background knowledge as context for new meaning.
  • A.B.1: Learners engage with new knowledge by following a process that includes using evidence to investigate questions.
  • A.B.2: Learners engage with new knowledge by following a process that includes devising and implementing a plan to fill knowledge gaps.
  • A.B.3: Learners engage with new knowledge by following a process that includes generating products that illustrate learning.
  • A.C.1: Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others.
  • A.C.3: Learners adapt, communicate, and exchange learning products with others in a cycle that includes acting on feedback to improve. 
  • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

Learning Activities

Think

This activity introduces the case and the charge to propose bike barrier safety ideas. Problems associated with the case involve designing a system that easily marks bike lanes from other road lanes. Barriers will have to keep cars out but allow them to cross the lane for parking, turning into driveways, and so forth. During this activity, Double-O STEM Club agents will identify and describe the main problem presented in the video, discuss possible solutions with peers, and formulate research questions based on identified problem(s) and prior knowledge.

Materials

  • This case
  • Notebooks and writing instruments for each agent to document ideas and questions
  • Computer with LCD projector/television display
  • Tool to capture agent ideas (easel pad, whiteboard, computer)
  • Websites with examples of bicycle lanes and barriers

Setup

This activity includes whole-class and group discussion. Set up an area that allows the librarian to introduce the case and share examples via internet websites. Provide agents with notebooks and writing instruments and encourage them to capture ideas (through words and illustrations) as they work on this case. Allow agents to brainstorm problems associated with the case and questions that may require additional research. Capture main ideas on a whiteboard, easel pad, or other medium. Be sure to ask agents if there are aspects of other cases they have completed that might apply in this case.

Agent View

Activity 1: Discussion

Now that you have seen the video, work with other Double-O STEM Club agents to think about the problem and a solution. 

Guiding Questions:

  • What is the main problem?
  • What other problems did you notice?
  • What research questions need to be answered to help you design a solution?

Learning Objectives

  • The agent will describe the main problem associated with the presented case.
  • The agent will articulate questions suitable for library research based on identified problems in the case.

Next Generation Science Standards - Engineering

  • 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials.
American Association of School Librarians Standards - Inquiry
  • A.A.1: Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.
  • A.A.2: Learners display curiosity and initiative by recalling prior and background knowledge as context for new meaning.

Have students use the internet and other library resources to find information about different bike lane barriers. In particular, ask them to examine bike barriers that use recycled tires. What do the barriers look like? What are some of their advantages and limitations? Some criteria to consider include: materials required, construction costs, maintenance needs, replacement and disposal processes. Do they have any plans about how to make them? Have students take screenshots of the interesting ideas you find and present them to your after-school group. 

Materials

  • Computers with internet access (individually or in small groups)
  • agent notebooks to document ideas and questions
  • Presentation tools (e.g., presentation software, easel pad, etc.)
  • Example materials (either physical or visual)
  • Example barriers (either physical or visual)

Setup

Make sure agents will have access to computer resources for internet, database, and library catalogue research. Set up an area where whole and small groups can congregate. Use this area to introduce the activity, provide examples, brainstorm and consider criteria to examine, and develop and present findings. 

Agent View

Activity 2: Research Bike Lane Barriers

Use library resources to research, think about, and discuss bike barriers made from recycled tires. Don't worry if you can't find all the information. Do your best. Take screenshots to share what you find with fellow agents. 

Guiding Questions:

  • How do the bike barriers look (shape, size, color, etc.)?
  • What are the advantages and limitations of the materials required (beyond tires)?
  • What search terms would help you find the best information?
  • What are the construction costs?
  • What are the maintenance needs?
  • What is the process for replacement and disposal?

Be sure to take notes and share them with other Double-O STEM Club agents.

Learning Objectives

  • The agent will Identify three different barrier types used to separate bike lanes from roads/highways.
  • The agent will identify three advantages and limitations of each barrier type they identify.
  • The agent will articulate questions suitable for library research based on identified problems in the case.
  • The agent will determine parameters for what a successful solution to the problem entails in light of the contextual constraints.
  • The agent will use library databases and circulation materials to examine identified research questions.

Next Generation Science Standards - Engineering

  • 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials.
  • 3-5-ETS1-2 Engineering Design: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

American Association of School Librarians Standards - Inquiry

  • A.A.1: Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.
  • A.B.1: Learners engage with new knowledge by following a process that includes using evidence to investigate questions.
  • A.B.2: Learners engage with new knowledge by following a process that includes devising and implementing a plan to fill knowledge gaps.
  • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

Based on library research, and/or group discussions, Double-0 STEM Club agents will determine the evaluation criteria used to examine bike lane barrier prototypes. A draft evaluation checklist or rubric should be developed to help agents know what they should strive to accomplish as they develop and test prototypes. At a minimum, evaluation criteria should emphasize the use of recycled and/or environmentally friendly materials. Do not provide more than 8-12 criteria.

Materials

  • Tools to capture agent ideas and evaluation criteria (e.g., easel pad, computer with LCD projector)
  • Printer for paper-based criteria or online tool (e.g., MS Office 365, Google Forms)
  • Agent notebooks to document ideas

Setup

Prior to the lesson, set up a seating arrangement that allows for whole and small group discussion around a hands-on activity. Focus the seating arrangement on the tool used to capture ideas.  

Activity 3: Bike Lane Barrier Prototype Evaluation Criteria

Now that you've researched bike lane barriers, it’s time to think about how to measure the effectiveness of possible solutions. Brainstorm evaluation ideas that you might use to test prototypes. Discuss answers to the guiding questions in this section with other Double-O STEM Club agents. Remember to take notes.

Guiding Questions:

  • What environmental factors should you consider?
  • What design components should you consider (look, size, function, etc.)?
  • How might you evaluate the materials used (quality, durability, cost, etc.)?

Learning Objectives

  • The agent will describe the main problem associated with the presented case.
  • The agent will develop instruments to collect data regarding identified problems/solutions.

Next Generation Science Standards - Engineering

  • 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials

American Association of School Librarians Standards - Inquiry

  • A.A.1: Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.
  • A.B.1: Learners engage with new knowledge by following a process that includes using evidence to investigate questions.
  • A.B.2: Learners engage with new knowledge by following a process that includes devising and implementing a plan to fill knowledge gaps.
  • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.
  • A.C.1: Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others.

Based on library research, have agents design a bike barrier that incorporates recycled tires. Encourage creativity! What will the barrier look like? What size will it be? What additional materials will it use? Have agents draw a schematic (a detailed diagram or plan) of their bike barriers. See if they can draw it to scale. Drawings should be shared with the after-school group and their feedback used to refine ideas.

Materials

  • Barrier examples (either physical or visual)
  • Engineering or graph paper or computer software for each agent
  • Writing instruments (e.g., pen, pencil)
  • Rulers, straight edges, protractors, compasses
  • agent notebooks to record ideas
  • Tools to project agent work (e.g., document camera, smartphone camera, computer, LCD screen)

Setup

This activity includes small and whole group discussion. Prior to the lesson, set up a seating arrangement that allows for whole and small group discussion around a hands-on activity. Focus the seating arrangement so agents have space to draw but can still see each other in classroom and small group discussions. Place writing instruments in a central location where agents can get them on an as-needed basis.

Agent View

Activity 4: Bike Lane Barrier Schematic

Based on your library research, draw a schematic (a detailed diagram or plan) of your idea for a bike barrier. See if you can draw it to scale. Share your drawing with other Double-O STEM Club agents and use their feedback to refine your idea. 

Guiding Questions:

  • What will the barrier look like?
  • What size will it be?
  • What additional materials are needed?

Learning Objectives

  • Based on findings from conducted library research, the agent will hypothesize one or more solutions to an identified problem in the case.
  • The agent will design a bike lane barrier that uses recycled tires.
  • The agent will develop prototype or model solutions based on research and data analysis.
  • The agent will revise work based on analyzed data and feedback.

Next Generation Science Standards - Engineering

  • 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials.
  • 3-5-ETS1-2 Engineering Design: generate and compare multiple possible solutions for a problem and compare constraints and success criteria.

American Association of School Librarians Standards - Inquiry

  • A.A.2: Learners display curiosity and initiative by recalling prior and background knowledge as context for new meaning.
  • A.B.3: Learners engage with new knowledge by following a process that includes generating products that illustrate learning.
  • A.C.3: Learners adapt, communicate, and exchange learning products with others in a cycle that includes acting on feedback to improve. 
  • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

Using resources provided in the after-school program, agents (alone or in small groups) will build a bike lane barrier model based on prior research and according to their design schematic(s). Agents should document rationales for design decisions and be encouraged to brainstorm and share ideas with others. Initially, emphasis should be placed on building and testing designs over aesthetics. As iterations progress, shifting focus to aesthetics (while still meeting evaluation criteria) is fine. If appropriate, have agents build models for other groups and library patrons to evaluate and provide feedback. 

Materials

  • Craft supplies (e.g., colored paper, cardstock, cardboard, glue, scissors, tape, brads, paper clips)
  • Work gloves, safety glasses, bandaids and antibacterial cream
  • Hammer, tacks, screwdrivers, screws, glue, sandpaper, and so forth.
  • Bike barrier materials (used tires-these may be bicycle tires, wood blocks, and so forth)  
  • Camera to document models
  • agent notebooks to recall ideas and plans 

Setup

Set up a space where individuals and/or small groups have room to build models in a safe environment. In a central location, include materials that agents can use to construct their models. Also provide one or more cameras that can document construction approaches and design decisions. Ensure that groups can come together easily for whole group presentations and discussions regarding design decisions, safety guidelines, materials, and so forth. 

Agent View

Activity 5: Bike Lane Barrier Prototype 

Time to start building! Use the materials that you chose in the last step to create a prototype (an example for testing). Don’t worry about it looking nice. Someone in your group should write down the design decisions you make along the way. 

Guiding Questions:

  • Do you think your design will work to solve the problem?
  • Why or why not?

Learning Objectives

  • Based on findings from conducted library research, the agent will hypothesize one or more solutions to an identified problem in the case.
  • The agent will develop .........
  • The agent will revise work based on analyzed data and feedback.
  • The agent will design a bike lane barrier prototype.
  • The agent will develop prototype or model solutions based on research and data analysis.

Next Generation Science Standards - Engineering

  • 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials.
  • 3-5-ETS1-2 Engineering Design: Generate and compare multiple possible solutions for a problem and compare constraints and success criteria.
  • 3-5-ETS1-3 Engineering Design: Plan to carry out fair tests where variables are controlled and failure points considered to improve prototypes.
  • 5-ESS3-1 Earth and Human Activity: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

American Association of School Librarians Standards - Inquiry

  • A.B.2: Learners engage with new knowledge by following a process that includes devising and implementing a plan to fill knowledge gaps.
  • A.B.3: Learners engage with new knowledge by following a process that includes generating products that illustrate learning.
  • A.C.1: Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others.
  • A.C.3: Learners adapt, communicate, and exchange learning products with others in a cycle that includes acting on feedback to improve. 
  • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

Near the end of this case, agents will showcase their work (design flyers, prototypes, design decisions/ideas, and tests that led to their solutions). Agents will describe their bike lanes, bridges, and barriers, the design decisions used to develop them, how testing and reflection improved their product, and how they would continue to perfect the model if given the opportunity. Use this session to focus on celebrating accomplishments and creative thinking as well as completing a final reflection on the case.

Materials

  • Copies of agent prototypes
  • Photographs and video captured from prior sessions
  • agent notebooks to remember ideas and further reflect
  • Presentation tools (e.g., easel pads, presentation software)
  • Celebration Materials (e.g., party noise makers, confetti, banners)
  • Computers for agents to develop presentations (as applicable)
  • LCD projector (as applicable) to project presentations

Setup

Prior to the lesson, set up a seating arrangement that allows for whole and small group discussion around group presentations. Make sure to decorate the presentation space with celebration materials. Provide agents with their notebooks, photographs and videos of prototypes, and a copy of their best prototype. Also provide tools for groups to develop a short presentation about their work. You may want to set up a poster session and split the groups in half to present and attend the presentation.

Agent View

Activity 6: Showcase and Reflection

Good work, agents! I knew I could count on you to solve the community’s bike lane barrier problem. Now it is time to share your designs. As a group, you will present your prototype (make a new one if yours was damaged during testing) and your design decisions.

Guiding Questions:

  • Why did you make the barrier the way you did?
  • Be sure to talk about how you improved the design based on your testing. 

Learning Objectives

  • The agent will design a bike lane barrier that uses recycled tires.
  • The agent will design a pedestrian/bicycle bridge using CAD software.
  • The agent will calculate how many recycled tires will be needed to add barriers to a 250 foot section of road.
  • The agent will identify benefits and limitations of their prototype.

Next Generation Science Standards - Engineering

American Association of School Librarians Standards - Inquiry

  • A.C.1: Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others.
  • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

Celebration

Excellent bike lane barrier designs, agents! Watch the video below to wrap up this Double-O STEM Club mission.

Image preview of a YouTube video

Watch on YouTube https://edtechbooks.org/-vWpN