5-E CLASSROOM STEM ACTIVITY: DESIGNING A STORAGE...

5-E CLASSROOM STEM ACTIVITY: DESIGNING A STORAGE SOLUTIONBy Christine Milanese

18 LATE FALL 2016 // STEMJOBS.COM

COVER STORY // MIKE ROWE

SKILLS THAT PAY THE BILLS From“The

to

MIKE ROWE PHOTOS © MICHAEL SEGAL

STEMJOBS.COM // LATE FALL 2016 19

Dirtiest Man on TV” Blue CollarAdvocate

Maybe you know him as the fearlessly filthy host of the hit show Dirty Jobs, or from his newest show Somebody’s Gotta Do It, his extensive voiceover work, or his brief stint as an opera singer (yes, that really happened). However you were introduced to Mike Rowe, history is likely to remember him as a man who turned his gift of gab into a platform used to elevate the status of the hard-working skilled tradesmen and women of our country.

By Ellen Egley

STEM Jobs spoke with Mike about his background, the challenges and shortages facing the skilled trades, and his advice for the next generation of job seekers.

STEM JOBS: What sparked your passion for advocacy around skilled trades and blue-collar workers?MIKE ROWE: I grew up next to a guy who could build or fix anything. That guy was my grandfather. My earliest memories are of watching him work on various projects, and then, helping him as best I could. I was mesmerized early on by the way he could solve virtually any problem with his hands and his brain. Many others were as well, and his reputation as a skilled tradesman was widespread. Today though, as a society, we’re just not as impressed with the skills my grandfather possessed, which is odd, since we’re more reliant upon those skills than ever before. So I guess that’s a long way of saying I’m passionate about the trades and blue-collar workers because I’m completely dependent upon them.

SJ: You speak a lot about the widening skills gap. What is it and why is it such an important issue?MR: The skills gap refers to the number of available jobs that employers can’t fill because of a lack of skilled workers. It exists for lots of reasons, and opinions vary as to the main cause. Personally, I think it’s because entire categories of jobs – and certain forms of education – have been marginalized by parents and guidance counselors. Consequently, kids are discouraged from pursuing certain opportunities in favor of jobs that require a four-year degree. The result is not just a skills gap, but rising college tuition, the end of shop class in high schools, and 1.3 trillion dollars of student loans.

SJ: What types of careers are included in the category of skilled trades?MR: Again, opinions vary. Some people associate the expression exclusively with construction-related skills, like welding, plumbing, HVAC, electrical, carpentry, etc. Others include manufacturing jobs. Personally, I think any vocation that requires specific training versus a general education qualifies.

MIKE ROWE

20 LATE FALL 2016 // STEMJOBS.COM MIKE ROWE PHOTOS © MICHAEL SEGAL

It’s crazy to push one form of education – a four-year degree – onto thousands of kids who can’t afford it or don’t really know what they want to do for a living.”

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22 LATE FALL 2016 // STEMJOBS.COM

MIKE ROWE

SJ: What are some of the stereotypes you’ve witnessed around blue collar and skilled workers?MR: There are many, but the biggest is the belief that skilled workers are fundamentally less intelligent than white-collar workers. For years, people have believed that vocational education was for kids who didn’t have the smarts for college. This belief came about, in part, because college was presented as “the best path for the most people.” That was, and still is, a gross generalization with lots of unintended consequences. Once a society believes certain forms of education are subordinate to others, it won’t take long for that society to value certain jobs as more important or more desirable than others. And once that happens, a skills gap is sure to follow.

SJ: What is the reality about these career options?MR: Reality varies from person to person. I think it’s fair to say that there is very little hope for anyone who doesn’t get an education. But it’s crazy to push one form of education – a four-year degree – onto thousands of kids who can’t afford it or don’t really know what they want to do for a living. I’m strongly in favor of a broad-based, liberal arts education – I’ve got one myself, and it’s served me well. But I’m strongly opposed to unnecessary debt, and deeply suspicious that the cost of college today should be propped up by hundreds of billions of dollars we encourage kids to borrow. SJ: In your opinion, what value does a trade school education offer that other post-graduate training options do not?MR: First and foremost, a trade school gives you a much better chance of landing an actual job in the field you study. Secondly, it’s a form of education that comes at a much more affordable cost. To be clear, there’s a difference between job training and a liberal arts college degree, and it’s really not fair to compare the two. But - if you are looking for the kind of education that leads directly to a job, your odds are far better mastering a skill.


SJ: What advice would you give to high school students who are interested in a career in skilled trades?MR: First, don’t let anyone discourage you from checking it out. And I mean, no one. Not friends, not parents, not guidance counselors. Visit the trade school you’re considering. Talk to the instructors. See if they can hook you up with recent graduates, and talk to them. Most of all, find graduates working in the real world doing the precise thing you’re interested in. With a trade school, you don’t have to imagine what your education or your career will really be like – you can actually get a realistic taste of what’s in store in advance.

SJ: What professional accomplishments are you especially proud of?MR: I think I’m most proud of the fact that Dirty Jobs has a legacy. At first, it was just another program. Then it became a platform where I had a chance to insert my own worldview. Now, there’s a foundation that evolved directly from the show. mikeroweWORKS helps many of the industries that allowed the show to prosper, as well as individuals who are willing to learn a skill that’s actually in demand. I’m glad for that, and proud.

5-E CLASSROOM STEM ACTIVITY: DESIGNING A STORAGE SOLUTIONHere are some ideas for how middle school teachers could use this story as a launching point for integrated STEM learning. Our activities follow the 5-E Learning Cycle Model.

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4

5

Open a discussion with the class on what the students believe it means to be a skilled tradesman or woman. Have the question “What are skilled trades?” on the board. Invite students to approach the board and write down a trade. Correct and incorrect answers are welcome. Why do students think the skilled trades are important or unimportant? Are these the types of jobs they want to do? Why or why not? Have students read “From ‘The Dirtiest Man on TV’ to Blue Collar Advocate,” an interview with Mike Rowe, in STEM Jobs magazine. Revisit the trades the students added to the board in step 1. How did their ideas compare to the ideas in the article? Did any additional ideas come to mind? Were opinions changed on the importance of skilled trades? Turn the focus of the discussion to carpentry. What is carpentry? What does a carpenter do? What types of things do we rely on carpenters for?

Part 1: Engage

1 STEMjobs.com Designing a Storage Solution

Present the following prompt to your students:Your teacher has filled up the available storage space in the classroom. S/he is looking to hire a team to design and build some additional storage space for some new textbooks, as well as to house student assignments. Your team is in the running for the job. You will design an additional storage system for the classroom. What you design is up to you. Will it be open shelves or have doors? Will it be a cabinet with drawers? Should it be mobile? Should it be mounted to the wall? Should it be built into the wall?

Divide students into groups of four. While all students will need to work together on all aspects of the assignment to gain an understanding of carpentry, each member of the group will take on a specific title. 1. Designer: The designer will work on the design of the storage system. What will it look like? How big will it be?

Will it be stationary or mobile? Should it have doors? Will it have a specific aesthetic design to it? What is most efficient and cost effective?

2. Researcher: The researcher will work closely with the designer, researching the necessary attributes of the design. The researcher should investigate what type of items the storage space will be housing. What are their sizes and weights? What are the teacher’s needs?

3. Engineer: The engineer will work closely with designer and the researcher by taking measurements and doing the necessary calculations. What space is available in the classroom? How can the space be maximized? What is the maximum weight that can be held and how should the weight be distributed? What formulas are necessary (such as area, volume, Pythagorean Theorem)? The engineer will also need to be able to transpose the design into a scale model using graph paper.

4. Accountant: The accountant is responsible for keeping the project on budget by working closely with the other members of the group. What materials does the design call for? Is there a more cost-effective material that should be used instead? Based on the design and materials required, what would the total cost of the project be? Each group will submit a scale drawing of their design on graph paper to present to the panel.

Part 2: Explore

2 STEMjobs.com

Students will be evaluated for their presentations. While one group is presenting, the remaining groups will act as the panel, along with the classroom teacher. The panel of students and the teacher will score the projects following a provided rubric. The team with the highest overall total is the “winning” team. This rubric can be used by the students to score the other groups. The teacher will also evaluate the overall project following a rubric.

Teachers can use the following rubric:

Part 5: Evaluate

Students will work together in their groups to create a scale model of their design based on their scale drawings. Teachers can work with industrial technology teachers to get the appropriate supplies or ask parents to lend tools and donate materials. Scale models should be tabletop versions of the real design so that the materials and tools required stay within reason.

Once complete, have groups reflect upon the construction process in a brief writing assignment. What was the most difficult part? What surprised them most? If they had to create a storage solution for every classroom in their building, would they keep their original design, modify their original design, or go back to the drawing board? What would they change and why?

Display the scale models and group reflection papers in a central location in your school, if possible. If desired, have anonymous voting available for the student body to choose the best design.

Part 4: Elaborate

Designing a Storage Solution

Scoring Rubric for Teachers

_____ /10 Participation Did all members of the team contribute to the overall product?

_____ /10 Design How detailed is the design? Is it visually appealing?

_____ /10 Cost Was the design cost effective? Did they consider all possible expenses, including labor, finishing productions, and installation? Did they consider how costs could vary with different materials?

_____ /10 Calculations Were necessary calculations performed and completed accurately to ensure a safe and stable final product?

_____ /10 Presentation Did the presentation cover all areas of the process? Was the presentation clear and easy to understand?

_____ /50 Total Score

Part 3: ExplainThe groups will present their designs for the class. While it is ok for one member of the group to take the reigns on the explanation (perhaps the designer on why that design was chosen), each member of the team should explain their step. Presentations should be created in an electronic format, such as PowerPoint or Google Slides.


Students can use the following scoring rubric:

Note: Student rubrics should not be used for grading. They serve to decide the winning team.

Teams will submit their design and models (to be returned to students after grading is completed, if desired), as well as any necessary calculations.

Individual students will also submit a brief essay reflecting on their own contributions to the project and their thoughts on carpentry and other skilled trades. Essays can be graded for completion or as a formal writing assignment as desired.

Scoring Rubric for Students

_____ /5 Design How detailed is the design? Is it visually appealing?

_____ /5 Cost Was the design cost effective? Did they consider all possible expenses, including labor, finishing productions, and installation? Did they consider how costs could vary with different materials?

_____ /5 Presentation Did the presentation cover all areas of the process? Was the presentation clear and easy to understand?

_____ /15 Total Score

Common Core State Standards – Math

Standards Addressed:

CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.CCSS.MATH.CONTENT.6.RP.A.3.D Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.CCSS.MATH.CONTENT.6.G.A.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. CCSS.MATH.CONTENT.7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers.CCSS.MATH.CONTENT.7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.CCSS.MATH.CONTENT.7.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.CCSS.MATH.CONTENT.8.G.B.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.

Next Generation Science StandardsMS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.


Cross-Curricular Connections

Texas Essential Knowledge and Skills – Math

Texas Essential Knowledge and Skills – Science

CCSS.ELA-LITERACY.SL.6.1.B Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.CCSS.ELA-LITERACY.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.CCSS.ELA-LITERACY.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.CCSS.ELA-LITERACY.SL.7.1.B Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.CCSS.ELA-LITERACY.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.CCSS.ELA-LITERACY.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.CCSS.ELA-LITERACY.SL.8.1.B Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.CCSS.ELA-LITERACY.SL.8.1.C Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.CCSS.ELA-LITERACY.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.CCSS.ELA-LITERACY.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

6.1.A apply mathematics to problems arising in everyday life, society, and the workplace6.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems6.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate 6.4.H convert units within a measurement system, including the use of proportions and unit rates6.5.A represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions7.1.A apply mathematics to problems arising in everyday life, society, and the workplace7.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems7.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate7.4.E convert between measurement systems, including the use of proportions and the use of unit rates7.5.C solve mathematical and real-world problems involving similar shape and scale drawings7.9.A solve problems involving the volume of rectangular prisms, triangular prisms, rectangular pyramids, and triangular pyramids8.1.A apply mathematics to problems arising in everyday life, society, and the workplace8.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems8.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate8.7.B use previous knowledge of surface area to make connections to the formulas for lateral and total surface area and determine solutions for problems involving rectangular prisms, triangular prisms, and cylinders8.7.C use the Pythagorean Theorem and its converse to solve problems

6.2.A plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology6.3.C identify advantages and limitations of models such as size, scale, properties, and materials7.2.A plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology7.3.C identify advantages and limitations of models such as size, scale, properties, and materials8.2.A plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology8.3.C identify advantages and limitations of models such as size, scale, properties, and materials

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