$19
per classChicken Coop Conundrum: An Engineering Design Challenge
Completed by 293 learners
Ages 8-11
Live One-Time Class
Live video meetings
Meets once
2-5 learners per class
50 min
What's included
1 live meeting
50 mins in-class hoursClass Experience
A Chicken Coop Conundrum makes engineering concepts tangible for students by carefully integrating science, technology, and math to solve a real world problem: how to design a backyard chicken coop! Dr. Tory allows students to think critically and drive the direction of the lesson, since engineering often requires open-ended creativity. More than just an introduction to engineering, Chicken Coop Conundrum allows students to make explicit connections between STEM areas for data-informed design designs. A small class size allows learners to share their prior of knowledge, whether in math or chicken care, and explore multiple possible solutions to the engineering design challenge. This class is primarily discussion based, with several slides to provide visual information and a general structure to working through the engineering design challenge as a team. Dr. Tory facilitates learners in making meaningful connections between their prior knowledge, ideas, and interpretations throughout the class. Therefore, learners will have ample opportunities to share their thinking and receive informal feedback by Dr. Tory. This class is designed with Universal Design for Learning in mind, for an inclusive experience. It is recommended that enrolled learners have had some early introduction to the math concepts of rectangular area and perimeter. For those students ready for additional rigor, this class provides opportunities for extension activities to fulfil the learner's curiosity in STEM. *Please note that class will be at least 50 mins, but depending on learner questions and discussion, some classes may reach 60 mins.* Dr. Tory is neurodivergent and welcomes neurodiverse students (ADHD/ADD, autism/autistic, learning disabled, mental health differences, LGBTQ+, etc.) to enroll! Her inclusive and equitable class culture values each learner's voice (whether spoken or typed!) which is why class sizes are kept small and students are invited to communicate by their preferred method (camera anxiety? no problem!). Check out Dr. Tory's reviews and you'll notice her "patience" is a standout theme.
Learning Goals
After taking this class, I will be able to do one or more of the following...
-Use data to explain why engineering is a circular/cyclic way to solve real world problems
-Use engineering concepts to contrast the design cycle with trial-and-error projects
-Visualize the relationships between area, perimeter, addition, multiplication by using an online simulation
-Use data to judge whether a design solution meets the criteria and constraints of a problem
-Apply knowledge of animal behavior to make informed design decisions
Other Details
Supply List
It is highly recommended that learners use a device that can run the Phet Area Builder online simulation: https://phet.colorado.edu/sims/html/area-builder/latest/area-builder_en.html (lower-tech substitute: graph paper and pencil). It is also recommended that students have a paper and pencil handy for recording helpful calculations or ideas.
1 file available upon enrollment
External Resources
In addition to the Outschool classroom, this class uses:
Sources
We will be accessing the Phet Area Builder online simulation during this class: https://phet.colorado.edu/sims/html/area-builder/latest/area-builder_en.html
Enrolled learners will have access to an optional, printable, graphic organizer for writing and sketching their ideas.
Meet the teacher
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