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.
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.
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
Next Generation Science Standards (NGSS) - Engineering
American Association of School Librarians (AASL) Standards - Inquiry
Learning Activities
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.
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.
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:
Learning Objectives
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
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.
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:
Be sure to take notes and share them with other Double-O STEM Club agents.
Learning Objectives
Next Generation Science Standards - Engineering
American Association of School Librarians Standards - Inquiry
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
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.
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:
Learning Objectives
Next Generation Science Standards - Engineering
American Association of School Librarians Standards - Inquiry
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
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.
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:
Learning Objectives
Next Generation Science Standards - Engineering
American Association of School Librarians Standards - Inquiry
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
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.
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:
Learning Objectives
Next Generation Science Standards - Engineering
American Association of School Librarians Standards - Inquiry
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.
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.
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:
Learning Objectives
Next Generation Science Standards - Engineering
American Association of School Librarians Standards - Inquiry
Celebration
Excellent bike lane barrier designs, agents! Watch the video below to wrap up this Double-O STEM Club mission.
This content is provided to you freely by EdTech Books.
Access it online or download it at https://edtechbooks.org/double_o_stem/BikeLaneBarriers.