In this multi-day activity, students explore environments, ecosystems, energy flow and organism interactions by creating a scale model biodome, following the steps of the engineering design process. The Procedure section provides activity instructions for Biodomes unit, lessons 2-6, as students work through Parts 1-6 to develop their model biodome. Subjects include energy flow and food chains, basic needs of plants and animals, and the importance of decomposers. Students consider why a solid understanding of one's environment and the interdependence of an ecosystem can inform the choices we make and the way we engineer our own communities. This activity can be conducted as either a very structured or open-ended design.

This lesson will provide your students with an opportunity to brainstorm, predict, and check for understanding throughout this wonderful story about a little girl, Cecilia, who is preparing a special birthday gift for her 90 year-old Aunt Tia. Cecilia collects objects that represent her favorite memories with her aunt. Many uses of technology are suggested to integrate math and science with language and reading.

Students discover how engineers can use biomimicry to enhance their designs. They learn how careful observation of nature becoming a nature detective, so to speak can lead to new innovations and products. In this activity, students reverse engineer a flower to glean design ideas for new products.

The purpose of this activity is for the students to draw a design for their own flying machine. They will apply their knowledge of aircraft design and the forces acting on them. The students will start with a brainstorming activity where they come up with creative uses for every day objects. They will then use their creativity and knowledge of airplanes to design their own flying machine.

Students learn about the types of possible loads, how to calculate ultimate load combinations, and investigate the different sizes for the beams (girders) and columns (piers) of simple bridge design. Students learn the steps that engineers use to design bridges: understanding the problem, determining the potential bridge loads, calculating the highest possible load, and calculating the amount of material needed to resist the loads.

This lesson is an exciting conclusion to the airplanes unit that encourages students to think creatively. After a review of the concepts learned, students will design their own flying machine based on their knowledge of the forces involved in flight, the properties of available materials, and the ways in which their flying machine could benefit society. Students will also learn how the brainstorming process helps in creative thinking and inventing and that scientists and engineers use this technique to come up with new products or modify and improve exiting products.

Participants collaborate in ISKME's OER Design Lab at Maker Faire to brainstorm, prototype, and present new ideas for teaching and learning. Each participant creates an Open Educational Resource (OER) that will be shared on OER Commons and with teachers during the Maker Faire follow up Teachers as Makers Academy.

ISKME's Design Lab 2011: Make an OER Maker Faire participants collaborate in ISKME's Design Lab to brainstorm, prototype, and present new ideas in teaching and learning. This wiki page showcases photos and video from the Design Lab and a step by step guide through the design process used.

This wiki page documents the Design Process Workshop ISKME facilitated at the Roadtrip Nation offices in Costa Mesa, CA on February 18, 2011. Storytelling, design thinking, improv, brainstorming, and prototyping were used to design for the Design Challenge:How might we create more teacher engagement with the Roadtrip Nation Experience?

As students learn about the creation of biodomes, they are introduced to the steps of the engineering design process, including guidelines for brainstorming. Students learn how engineers are involved in the design and construction of biodomes and use brainstorming to come up with ideas for possible biodome designs. This lesson is part of a series of six lessons in which students use their growing understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems.

Students investigate the ways in which ancient technologies six types of simple machines and combinations are used to construct modern buildings. As they work together to solve a design problem (designing and building a modern structure), they brainstorm ideas, decide on a design, and submit it to a design review before acquiring materials to create it (in this case, a mural depicting it). Emphasis is placed on cooperative, creative teamwork and the steps of the engineering design process.

This wiki page documents the Projection Investigation Activity done during San Francisco Unified School District's SLANT workshop on January 29, 2011. Projection information, Julia Marshall's 5 Ways to Integrate, and links are provided, as well as the introductory Improv Activity "Advertising Team" which stretches the imagination to design something for the future. The Projection Investigation Activity begins with research around a scientific theme, then brainstorming and prototyping design ideas around that theme, and finally writing a narrative to present the prototype.

Students brainstorm to orally identify and agree upon ten elements necessary for survival. Students will create a categorized chart of the items necessary for survival. Using the chart and working within groups, students will use the chart to create a Survival board game. This lesson serves well as an introductory activity for students who will read a novel with a setting in another country or culture, or as the basis of comparing two different time periods or cultures. It is modified for the Novice High English Language Learner.

After reading the story "Tacky the Penguin" by Helen Lester, the students will write their own Tacky story. The students will brainstorm ideas before getting started. Next each student will write a rough draft. After the rough draft, the students will proofread and edit their work. Then the students will type their story and illustrate the pictures.