TEACHER GUIDE
Cool Careers in
TEACHER GUIDE
Table of Contents
I. Overview
Sally Ride Science Teacher Guides 3
Cool Careers 4
Navigating the Book 4
Flexible Use 5
Correlation to Standards 5
Cool Careers: Correlation to Common Core 6
II. How to Use
Cool Careers
The Framework 7A Blended Approach 7
Create a Presence 7
Cross-Links to Standards 8
Examples of How to Use Cool Careers 8
Example One 9
Example Two 10
As You Teach Language Arts 11
III.
Cool Careers in Engineering
About Cool Careers in Engineering 12Introducing the book 12
Cool Careers in Biotechnology: Correlation to Common Core 13
Biographies and Activities Ephrahim Garcia, Aerospace Engineer 15
Susan Helms, Air Force Lieutenant General 16
Jan Talbot, Chemical Engineer 17
John Selker, Ecological Engineer 18
Celeste Ford, Entrepreneur 19
Angela Belcher, Materials Engineer 20
Aprille Ericsson, Mechanical Engineer 22
Penina Axelrad, Navigation Engineer 23
Krishna Shenoy, Neuroengineer 24
Stephen Jacobsen, Robotics Engineer 25
Jananda Hill, Software Engineer 26
and books * A Teacher Guide accompanies each of the 36
Key Concepts
books and 12
Cool Careers
books
More information:
sallyridescience.com/learning-products
*Book pages pictured in the Teacher Guides are from book editions. Some pages in the print books have different images or layouts.
Sally Ride Science provides professional development and classroom tools to build students’
passion for STEM fields and careers Founded by Dr Sally Ride, America’s first woman in space,
the company brings science to life for upper-elementary and middle school students
Visit us at
SALLYRIDESCIENCE.COM
for more information
Cool Careers
Cool Careers in Biotechnology Cool Careers in Earth Sciences
Cool Careers in Engineering (Upper Elementary) Cool Careers in Engineering (Middle School)
Cool Careers in Environmental Sciences (Upper Elementary) Cool Careers in Environmental Sciences (Middle School)
Cool Careers in Green Chemistry Cool Careers in Information Sciences Cool Careers in Math
Cool Careers in Medical Sciences Cool Careers in Physics
Cool Careers in Space Sciences
Key Concepts in Science
AdaptationsBiodiversity The Biosphere Cells
Earth’s Air Earth’s Climate Earth’s Energy
Earth’s Natural Resources Earth’s Water
Elements and Compounds Energy Basics
Energy Transformations
Flowering Plants Food Webs Forces Genetics Geologic Time Gravity Heat Life Cycles Light Motion
Organic Molecules
Photosynthesis and Respiration
Physical Properties of Matter Plant and Animal Systems Plate Tectonics
The Rock Cycle
Solids, Liquids, and Gases Sound
Space Exploration Sun, Earth, and Moon Units of Measurement Vertebrates
TEACHER GUIDE
I. Overview
Cool Careers
The Cool Careers book series fuels students’ interest in science, technology, engineering, and math (STEM) The middle school series profiles 72 women and men working in STEM today The content is based on research that shows learning about STEM careers and the diverse people working in these fields inspires students and makes the study of science and math more meaningful to them
The set of 6 Upper Elementary Cool Careers books immerses students in engaging text, activities, and photos Each book introduces students to 12 scientists or engineers who shared their stories and provided personal photographs Accompanying each biography are career-related activities for students Cool Careers conveys the excitement of science and the wide variety of careers available It also encourages students to think about their own interests and future careers and to map out their short- and long-term goals
Cool Careers books include:
Middle School Books Upper Elementary Books
Cool Careers in . . .
Earth Sciences Engineering
Environmental Sciences
Green Chemistry Medical Sciences Space Sciences
Cool Careers in . . .
Biotechnology Engineering
Environmental Sciences
Information Sciences Math
Physics
Navigating the Book
Each Cool Careers book follows a progression
Engage Students’ Interest The Teacher Guide offers an engaging whole-class activity to introduce each book The activity stimulates students’ interest and curiosity, activates prior knowledge, and encourages students to express themselves and raise questions
What Do You Want to Be? An inspiring introduction by Sally Ride encourages students to think about their own interests and possible STEM careers
Meet the Scientists and Engineers Each of the 6 books covers a broad area of STEM and features 12 fascinating men and women working in STEM today That’s a total of 72 scientists and engineers for your students to explore
About Me A questionnaire lets students explore their interests and skills, and ponder STEM careers that match their strengths
long-Cool Careers is designed to enhance any curriculum and many school initiatives It may be used
>
as part of your science curriculum>
as part of your language arts curriculum>
as a supplemental learning experience>
as part of your counseling programCorrelation to Science Standards
Cool Careers is based on these National Science Education Standards
>
Science influences society through its accumulated body of knowledge and view of our world>
Science and technology have advanced through the contributions of many different women and men from different social and ethnic backgrounds, with diverse interests and talents>
Some scientists work in teams, and some work alone, but all scientists communicate extensively with others>
Science relies on basic human qualities such as reasoning, insight, energy, skills, and creativity, as well as intellectual honesty, tolerance of ambiguity, and openness to new ideas>
Scientists and engineers work in many different settings>
There are many different paths to becoming a scientist or engineerFor information on alignment to state science standards and Next Generation Science Standards, visit
https://sallyridescience.com/learning-products/product-standards
Teachers Make a
Difference!
TEACHER GUIDE
I. Overview
Cool Careers
: Correlation to Common Core
Sally Ride Science’s Cool Careers series provides students with authentic literacy experiences aligned to Common Core in the areas of Reading (informational text), Writing, Speaking and Listening, and Language as outlined in Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects:
http://www.corestandards.org/ELA-Literacy
Common Core State Standards
Cool Careers in STEM
Biotechnology Engineering Environmental Sciences Information Sciences Math Physics
Reading Standar ds Infor mational T ext 6-12
Key Ideas and Details RST 6-8 1RST 6-8 2 RST 6-8 3
RST 6-8 1 RST 6-8 2 RST 6-8 3
RST 6-8 1 RST 6-8 2 RST 6-8 3
RST 6-8 1
RST 6-8 2 RST 6-8 1RST 6-8 2
RST 6-8 1 RST 6-8 2 RST 6-8 3
Craft and Structure RST 6-8 4RST 6-8 6 RST 6-8 4RST 6-8 6 RST 6-8 4RST 6-8 6 RST 6-8 4 RST 6-8 4 RST 6-8 4
Integration of
Knowledge and Ideas RST 6-8 7 RST 6-8 7 RST 6-8 7 RST 6-8 7 RST 6-8 7RST 6-8 9 RST 6-8 7
Range of Reading and Level of Text
Complexity RST 6-8 10 RST 6-8 10 RST 6-8 10 RST 6-8 10 RST 6-8 10 RST 6-8 10
Writing Standar
ds 6-12
Text Types and
Purposes WHST 6-8 1a-eWHST 6-8 2a-f WHST 6-8 1a-eWHST 6-8 2a-f WHST 6-8 1a-eWHST 6-8 2a-f WHST 6-8 1a-eWHST 6-8 2a-f WHST 6-8 1a-eWHST 6-8 2a-f WHST 6-8 1a-eWHST 6-8 2a-f
Production and Distribution of Writing
WHST 6-8 4 WHST 6-8 5 WHST 6-8 6
WHST 6-8 4 WHST 6-8 5
WHST 6-8 4 WHST 6-8 5 WHST 6-8 6
WHST 6-8 4 WHST 6-8 5
WHST 6-8 4 WHST 6-8 5 WHST 6-8 6
WHST 6-8 4 WHST 6-8 5 WHST 6-8 6
Research to Build and
Present Knowledge WHST 6-8 7WHST 6-8 9
WHST 6-8 7 WHST 6-8 8 WHST 6-8 9
WHST 6-8 7 WHST 6-8 9
WHST 6-8 7 WHST 6-8 8 WHST 6-8 9
WHST 6-8 7 WHST 6-8 8 WHST 6-8 9
WHST 6-8 7 WHST 6-8 8 WHST 6-8 9
Range of Writing WHST 6-8 10 WHST 6-8 10 WHST 6-8 10 WHST 6-8 10 WHST 6-8 10 WHST 6-8 10
Speaking and Listening
Standar
ds 6-12
Comprehension and Collaboration
SL 6 1a-d SL 7 1a-d SL 8 1a-d
SL 6 1a-d SL 7 1a-d SL 8 1a-d
SL 6 1a-d SL 7 1a-d SL 8 1a-d
SL 6 1a-d SL 7 1a-d SL 8 1a-d
SL 6 1a-d SL 7 1a-d SL 8 1a-d
SL 6 1a-d SL 7 1a-d SL 8 1a-d
Presentation of Knowledge and Ideas
SL 6 4 SL 6 5 SL 7 4 SL 7 5 SL 8 4 SL 8 5
SL 6 4 SL 6 5 SL 7 4 SL 7 5 SL 8 4 SL 8 5
SL 6 4 SL 6 5 SL 7 4 SL 7 5 SL 8 4 SL 8 5
SL 6 4 SL 7 4 SL 8 4
SL 6 4 SL 7 4 SL 8 4
SL 6 4 SL 7 4 SL 8 4
Language Standar
ds
6-12
Knowledge of Language
L 6 3a-b L 7 3a L 8 3a
L 6 3a-b L 7 3a L 8 3a
L 6 3a-b L 7 3a L 8 3a
L 6 3a-b L 7 3a L 8 3a
L 6 3a-b L 7 3a L 8 3a
L 6 3a-b L 7 3a L 8 3a
Vocabulary Acquisition and Use
L 6 4a-d L 6 6 L 7 4a-d L 7 6 L 8 4a-d L 8 6
L 6 4a-d L 6 6 L 7 4a-d L 7 6 L 8 4a-d L 8 6
L 6 4a-d L 6 6 L 7 4a-d L 7 6 L 8 4a-d L 8 6
L 6 4a-d L 6 6 L 7 4a-d L 7 6 L 8 4a-d L 8 6
L 6 4a-d L 6 6 L 7 4a-d L 7 6 L 8 4a-d L 8 6
The goal is to
> guide students in exploring the wide variety of STEM careers > introduce students to diverse
scientists and engineers > help students get to know
themselves better
> assist students in mapping out their goals
A Blended Approach
Research shows that a blended approach to science learning—face-to-face activities for the whole class combined with activities where students work independently or in pairs—is more effective than either approach alone
Create a Presence
As you use Cool Careers, build a science careers presence in your classroom Here are some ideas
> Create a Cool Careers wall as students read about scientists and engineers and learn about the wide variety of science careers For example, the first biography in Cool Careers in Biotechnology is about Biochemist Michelle Chang. Have a student write this career and the scientist’s name on a 4-by-6 card and put it on the wall. After the wall has 20 or so STEM careers posted, ask students to suggest ways the cards could be organized. Let them know there’s no one right way.
> Create a My Cool Careers wall featuring students’ dream science or engineering careers
You may have students do this after they have read about many
scientists and engineers, and completed the About Me page and Careers 4 U! activities at the end of at least one book.
> Invite scientists and engineers (including parents or other family members) to your classroom or school
Ask the speakers to tell students about what they do, how they got interested in their careers, and what they find interesting, fun, or challenging about them.
connections to scientists and STEM careers each week throughout the school year
The Framework
diverse
scientists
Introduce
students toFramework
A Research-Based
&
engineers
Help
studentsthemselves
get to know
betterAssist
students intheir
goals
mapping out
Guide
students inof
STEM careers
TEACHER GUIDE
II. How to Use
Cool Careers
Example One
Select one Cool Careers book that best fits your theme of instruction For example, if your theme of instruction is weather and climate, then you might select Cool Careers in Environmental Sciences
Example Two
Select several biographies from different Cool Careers books that best fit your theme of instruction For example, if your theme of instruction is Weather and Climate, you may select these biographies: Inez Fung, Climate Scientist/Cool Careers in Environmental Sciences; John Selker, Ecological Engineer/Cool Careers in Engineering; Julie Lundquist, Atmospheric Scientist/Cool Careers in Physics; Heidi Cullen, Climate Journalist/Cool Careers in Environmental Sciences
Cross-Links to Standards
We have cross-linked national science and math standards to the 72 scientists and engineers in the Middle School Cool Careers books Use our charts of key science concepts and key math concepts to find scientists and engineers who work on topics in your core instruction
See the alignments of Key Science Concepts and Key Math Concepts for grades 6-8 at: https://sallyridescience.com/learning-products/product-standards
Examples of How to Use
Cool Careers
The following examples show how to incorporate Cool Careers into your curriculum One shows how to use one book at a time, and the other one shows how to use biographies from several books—based on the theme of instruction
Engaging All Students
Craft Stick Method
Select a Cool Careers book that best fits your theme of instruction
Theme of Instruction: Weather and Climate
Book:Cool Careers in Environmental Sciences
Engage Students’ Interest
Explore Careers
Elaborate on Careers
Preview the Book
Stimulate students’ interest and curiosity, activate prior knowledge, and encourage students to express themselves and raise questions
Write these words on the board:
environmental scientists Gently spin a globe Ask students to suggest what they know about what environmental scientists do and why they study our environment Write their responses in the first column of a K-W-L chart on the board Then ask students to think about questions that interest them about environmental scientists Write their responses in the second column of the chart Have students copy the K-W-L chart into their science journals After reading, they can go back to the chart to fill in what they learned and what they still want to find out Explain that the book they are about to read tells the stories of 12 men and women who study Earth’s environment
What Do You Want to Be? Tell students to browse through Cool Careers in Environmental Sciences Tell them to get a sense of the content of this book Then ask students to go to page 4 in their books and read What Do You Want to Be?
Discuss Careers
When students have finished reading, ask, What advice did Sally Ride give you?
Encourage students to elaborate on their answers with questions such as, How do you think that advice applies to you? and
How could you follow that advice?
Read About a Scientist
Divide the class into 12 groups Assign one of the 12 biographies in the Cool Careers in Environmental Sciences book to each group Ask students to read their assigned biography Tell students to do the activities that go with the biography after they read it
Write a Summary
Have members of each group work together on a paragraph summarizing what the scientist does (including his or her name and STEM career), and including one personal piece of information about the person Explain to students that summarizing the biography will help them understand and remember it
Share What You’ve Learned
Call on each group of students to share their summary with the class As a class, agree on the most important points of each summary and write them on the board
Ask each group to create a 4-by-6 card of the STEM career and name of the scientist or engineer they learned about and post it on the Cool Careers wall
Explore Another Career
If time permits, assign a different biography to each group and have them read the biography, do the activities, and then work with their group to write a paragraph summarizing what the scientist does
About Me
Have students go to the About Me pages in their books and anser the questions Tell students that by thinking about and answering the questions, they will learn more about themselves
Careers 4 U!
Have students go to the Careers 4 U! page in their books Ask students to work independently and choose one of the environmental careers from the book to investigate Have students write down their reflections about their plans and goals as they relate to the career that interests them
Looking Ahead
TEACHER GUIDE
II. How to Use
Cool Careers
Example Two
Select several biographies from different Cool Careers books that best fit your theme of instruction
Theme of Instruction: Weather and Climate
Biography/Book: Inez Fung, Climate Scientist/Cool Careers in Environmental Sciences John Selker, Ecological Engineer/Cool Careers in Engineering Julie Lundquist, Atmospheric Scientist/Cool Careers in Physics
Heidi Cullen, Climate Journalist/Cool Careers in Environmental Sciences
Engage Students’ Interest
Explore Careers
Elaborate on Careers
Preview the book
Stimulate student interest and curiosity, activate prior knowledge, and encourage students to express themselves and raise questions
Ask students, What are some careers where you would need to understand weather and climate? Write students’ ideas on the board, and encourage them to elaborate on their answers Tell them that they will read about some careers that relate to weather and climate
What Do You Want to Be?
Have students turn to What Do You Want to Be? in one of the books and read Sally Ride’s message on page 4
Discuss Careers
When students have finished reading, ask, What advice did Sally Ride give you?
Encourage students to elaborate on their answers with questions such as, How do you think that advice applies to you? and
How could you follow that advice?
Read About a Scientist
Divide the class into four groups and assign one of the four biographies to each group
Have students read their assigned biography and do the activities that go with the biography
Write a Summary
Have members of each group work together on a paragraph summarizing what their scientist does (including his or her name and STEM career), and including one personal piece of information about the person Explain to students that summarizing the biography will help them understand and remember it
Share What You’ve Learned
Ask each group of students to share their summary of the scientist they read about Ask each group to write down the STEM career and name of the scientist or engineer on a 4-by-6 card for the Cool Careers wall
Explore Another Career
Assign each student group to read about another scientist or engineer After students read, ask them to do the activities that go with the second biography
Connect Careers to Science Lessons
Initiate a class discussion to check students’ understanding of what the scientists they’ve read about do and how their work relates to what students are learning about weather and climate Ask questions such as, Why is understanding climate and weather important for Inez Fung? What tools does John Selker use to monitor weather and climate?
About Me
Have students turn to the About Me page in one of their books Tell students that by thinking about and answering the questions, they will learn more about themselves
Careers 4 U!
Have students turn to the Careers 4 U! page in one of their books Ask students to work independently and choose one of the STEM careers to investigate Have students write their reflections about their plans and goals as they relate to the career that interests them
Looking Ahead
As a class, make a three-column chart on the board labeled
Science and technology play a larger role in our daily lives than ever before That’s why it’s essential for students to become scientifically literate and skilled at nonfiction reading and writing Being able to read a newspaper and make informed decisions about health, the environment, and local and global affairs requires solid nonfiction reading and writing skills
The purpose of nonfiction (also called expository or informational) writing is to explain, inform, or persuade using factual information.
Most students enjoy nonfiction reading As they read nonfiction books and other materials, they develop important comprehension skills such as identifying main ideas, integrating main ideas with prior knowledge, and using context clues to determine the meaning of science vocabulary Students also learn to recognize the organizational structures of nonfiction text—from compare and contrast and cause and effect to sequences or a combination of these Reading research shows that students’ reading skills and motivation are enhanced when they have the opportunity to read a balance of fiction and nonfiction
Accompanying each of the 12 biographies in each book are activities for students to do that build their nonfiction reading and writing skills
Science Writing Students practice writing clear, concise, and engaging science articles, stories, and persuasive essays The purpose of writing expository text is to present facts and details that support the facts in an organized way
Making a Science Poster Students practice creating engaging visual presentations by researching and writing about a topic, creating titles, captions, graphics, and science drawings that communicate scientific information
Creating a Science Drawing Students practice creating accurate science drawings that include specific details, labels, and other scientific information
Writing Interview Questions Students practice writing questions using the 5W’s and H (who, what, when, where, why, and how) to learn information about a person to use in writing a science article, biography, or essay
Science Vocabulary Strategies
Like all subjects, science has its own specialized vocabulary
Here are some strategies for helping students build their science vocabulary
> Have students create a personal dictionary in which they note unfamiliar science words they come across while reading
> Assign one science word to each student and encourage him or her to research the origin and definition of the word Also, have them write an interesting and fun sentence using the word that will help their classmates to remember it
> Write a cloze sentence on the board for each science term Call on volunteers to complete the sentences Have students try to determine the meaning of the word from context clues
TEACHER GUIDE
III. Cool Careers in
Engineering
Cool Careers in ENGINEERING
About
Cool Careers in Engineering
Engineers are designers, builders, and inventors An engineer is behind just about everything around you—hybrid cars and laptop computers, wind turbines and tennis rackets, roller coasters and rockets Engineers design robotic spacecraft to explore the dwarf planet Pluto and rovers to be our eyes and ears on Mars They invent lasers to turn on the TV and to treat medical conditions They design solar panels, cell phones, and tennis shoes They make renewable energy out of hydrogen in water And they build satellites that orbit Earth and beam radio, TV, and Internet to people all over the globe The women and men who work in engineering come from many different backgrounds They include energy engineers, robotics engineers, civil engineers, bioengineers, inventors, and more
This book introduces students to 12 fascinating men and women working in engineering The engineers describe what they do, how they got into it, and why they enjoy it They talk about their interests when they were growing up and the people who inspired them They pass on the excitement of being an engineer, the wide variety of careers available, and the many paths leading to careers in engineering And they encourage students to think about their own interests and future careers
Introducing the Book
Sally Ride Science’s Cool Careers series provides students with authentic literacy experiences aligned to Common Core in the areas of Reading (informational text), Writing, Speaking and Listening, and Language as outlined in Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Cool Careers in Engineering and the accompanying activities align to the following standards:
Reading Standards for Literacy in Science and Technical Subjects 6-12 (RST), Grades 6-8 Key Ideas and Details
1 Cite specific textual evidence to support analysis of science and technical texts
2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions
3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks
Craft and Structure
4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics
6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text
Integration of Knowledge and Ideas
7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e g , in a flowchart, diagram, model, graph, or table)
9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic
Range of Reading and Level of Text Complexity
10 By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12 (WHST), Grades 6-8 Text Types and Purposes
1 Write arguments focused on discipline-specific content a.-e.
2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes b., d., f.
Production and Distribution of Writing
4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed
Research to Build and Present Knowledge
7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration
8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation
TEACHER GUIDE
Range of Writing
10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
Speaking and Listening Standards 6-12 (SL), Grades 6-8 Comprehension and Collaboration
1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6, grade 7, and grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly a.-d.
Presentation of Knowledge and Ideas
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 Grade 6
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 Grade 7
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 Grade 8
5 Include multimedia components (e g , graphics, images, music, sound) and visual displays in presentations to clarify information
Grade 6
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points
Grade 7
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest Grade 8
Language Standards 6-12 (L), Grades 6-8 Knowledge of Language
3 Use knowledge of language and its conventions when writing, speaking, reading, or listening Grade 6 a.-b., Grade 7 a., Grade 8 a.
Vocabulary Acquisition and Use
4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from a range of strategies Grades 6-8 a.-d.
By Design
These are inventions inspired by nature > airplane wings—bird in flight > tweezers—open bird’s beak > pressure sensors—cat’s whiskers > Velcro®—burr on fur
These inventions came from someone observing nature Encourage students to look around them and think of other things in nature that might be adapted into useful products or other products that may have been inspired by natural phenomena Ask volunteers to share their ideas
Go for the Goal
In addition to the classes that would be necessary for their career of choice, encourage students to think about other ways they could prepare, such as internships, vocational training, volunteer work, or extracurricular activities
Mother Nature, Engineer
Divide students into teams of three Each team will use the Engineering Design Process Guide students in working through the design process to come up with an invention, and to sketch its specific features The goal is for the drawing to convey as much information as possible so that the viewer can understand how the invention works Each team could have a theme—land, space, water, air, etc
When students finish the activities, ask a volunteer to write Ephrahim’s career and name on a 4-by-6 card and post it on the Cool Careers wall.
Before reading
> Before students read about Ephrahim, have them discuss their observations of birds, insects, or bats in flight Ask what they have observed about how these animals position and use their wings and tails in takeoff, rapid flight, gliding, and landing Ask them to discuss how aspects of the animals’ bodies and capabilities could be adapted for an aircraft Then have them compare and contrast the flexible, movable body parts of an animal that can fly with the fixed parts of a plane
> What do students think the word morph means? (Possible answer: “change shape.”) Ask students when they have seen people, plants, or animals morph into something else They might mention seeing pictures of caterpillars morphing into butterflies, tadpoles morphing into frogs, or things in a movie morphing with the aid of special effects
After reading
> After students read about Ephrahim, check their understanding by having them discuss his goal for a new kind of airplane Ask students what Ephrahim is doing to achieve this goal
> As a boy, Ephrahim liked learning about space, science, and new technology and discussing those subjects with his father Ask students what they like learning about and would like to discuss with other family members, and why
> Have students revisit their observations about birds, insects, or bats in flight Guide them in a discussion about the ways different creatures fly Then discuss other structures or vehicles that may have been inspired by observations of nature (Possible answers: tubular structure of a submarine resembles a whale; self-cooling buildings share features with termite mounds; body armor resembles pangolin skin; the Bird’s Nest stadium for the 2008 Olympics in China has structural similarities to an actual bird’s nest)
Ask students to complete the activities on page 7.
Cool Careers in ENGINEERING
Air Force
As students experiment with paper airplanes, have them hypothesize why each throw leads to a different result Then discuss how an engineer could work to minimize these differences
Fly Far, Fly Long
Divide students into teams of three Invite students to make three separate planes, each with a different design Then, ask students to hypothesize which plane will fly farther or longer and why Next, have students launch each airplane several times, recording the distance and length of time in the air for each flight on a chart Ask students to average the data for each plane and draw a conclusion based on their findings Which plane flew farther or longer? How does their result compare to their hypothesis? Lead a discussion about the designs that weren’t successful and, based on students’ observations, why the designs should not be implemented when designing aircraft What did students learn about how the shape of the plane affects its speed and distance?
Think About
With a partner, have students discuss their skills, interests, and creativity and how those attributes could be combined into a rewarding career Then have students write their paragraph and include a plan for how they could achieve their career goal
When students finish the activities, ask a volunteer to write Susan’s career and name on a 4-by-6 card and post it on the Cool Careers
wall.
Before reading
> Before students read about Susan, have them come up with a list of jobs that have specific physical requirements (Possible answers: surgeons who need good hand-eye coordination, engineers who need good spatial skills, and pilots who need good eyesight) Tell students they will read about how a woman adjusted her plans in order to remain in the same field when she realized she could not meet the physical requirements for her dream job
After reading
> After students read about Susan, check their understanding by having them identify Susan’s original job choice, why she changed it, and the effect of changing her goals Ask students what they found interesting or surprising about her career Ask them to describe any instances in their own lives when they had to alter plans in order to achieve a personal goal
> Ask students to create a pro/con list for the career choice they currently have in mind After students create their lists, have them reflect on what they listed, re-evaluate their career choice, and write a paragraph explaining how and why their goals did or did not change
Ask students to complete the activities on page 9.
Chemical Recipes
What do students know about each compound?
> Glucose is a simple sugar It is made by plants during photosynthesis It’s the main source of energy for most organisms—microbes, plants, fungi, and animals
> Sodium bicarbonate is also called baking soda It’s used in baking, where it reacts with other ingredients to release CO2 gas This causes dough to rise > Water, H2O, is a simple but fascinating molecule More than 70 percent of
our planet’s surface is covered in water All living things, including you, are made up of about 70 percent water
> Hydrochloric acid is secreted by your stomach This acid helps digest food and protects your stomach from infection by microbes
> NaCl is also called table salt It’s mostly what makes oceans salty Salt is mass-produced through evaporation of seawater
> CO2 is a simple compound Plants take in CO2 from the air during photosynthesis to make sugars for food CO2 is released into the air when fossil fuels are burned CO2 is also released into the air during cell respiration by most living organisms, including people
From Bad to Best
Praise/support students for their list of accomplishments Then have students focus on their most challenging subject Encourage them to write down what makes it so challenging Then ask students to list ways they would like help in mastering this subject Remind them that some successes take planning, practice, and patience
How Small Is Small?
This activity helps students understand the concept of nano
human hair
0 008 centimeters × 10,000,000 nanometers
1 centimeter = 80,000 nanometers
ladybug
0 635 centimeters × = 6,350,000 nanometers
computer key
1 25 centimeters × = 12,500,000 nanometers
Before reading
> Before students read about Jan, ask them what they consider their worst subject to be and why Have them discuss if they would want to focus most of their study time on that subject Why or why not? Then have them read to find out what motivated Jan to focus on her worst subject in college and what happened as a result > Discuss what students think chemistry is
(Possible answer: the study of atoms and the ways in which they interact with each other.) Then ask students to hypothesize what a chemical engineer does
After reading
> After students read about Jan, check their understanding by having them explain why Jan focused on her worst subject and how that decision led to her career Lead a discussion about whether students have had similar experiences in their own lives
> Ask students to describe how Jan uses chemistry in her career Discuss why a knowledge of chemicals is important when building new materials Then ask when else the knowledge of chemicals is important and why
10,000,000 nanometers 1 centimeter 10,000,000 nanometers
1 centimeter
Ask students to complete the activities on page 11.
Cool Careers in ENGINEERING
Nosing Around
Invite students to write down five of their interests Next to each one, challenge them to write down a science or engineering career related to that interest Can they name any careers that combine more than one of their interests? Have volunteers share their answers Allow time for students with similar interests to share their career ideas How would they go about preparing for this career?
Balance the Scales
Explain that scientists can use temperatures from different scales because they know how to convert one to the other Most scientists use °C, and knowing how to use this scale is important In this activity, students practice converting temperatures from degrees Celsius to degrees Fahrenheit Their thermometer drawings should show that water boils at 100°C (212°F) and freezes at 0°C (32°F) The temperature ranges for the fish are
> Lake trout range—39 2°F–50 0°F (4°C ×9/5)+32 to (10°C ×9/5)+32
> King salmon range—51 8°F–53 6°F (11°C ×9/5)+32 to (12°C ×9/5)+32
> Albacore tuna range—57 2°F–68 0°F (14°C ×9/5)+32 to (20°C ×9/5)+32
Therefore, the highest ideal temperature for albacore tuna is 68°F, and the species that thrives between 39°F and 50°F is lake trout
When students finish the activities, ask a volunteer to write John’s career and name on a 4-by-6 card and post it on the Cool Careers
wall.
Before reading
> Before students read about John, guide them in a discussion about how they think someone might go about measuring the temperature of different parts of a river Ask students why they think that might be important (Possible answers: Different parts of a river support different living things. Sunlit, warmer surface water may support algae and insects—the base of a river ecosystem—while deeper, cooler water may support cold-water fish; it is important to see if temperatures are changing in different parts of a river, and to what extent.)
> Ask students what areas of study make up John’s career (ecology and engineering) Ask students to make a Venn diagram of words or phrases that come to mind when they think of ecology and engineering Write their ideas on the board Then ask students what high school or college classes they might take that are related to their words or phrases
After reading
> After students read about John, have them discuss how he uses fiber optic cables to measure the temperature of rivers and ask them what they found interesting, surprising, or challenging about his career Have them suggest reasons why scientists monitor temperatures in an ecosystem (Possible answers: Knowing how animals such as elk move seasonally can help scientists track predators such as wolves. Monitoring lake temperatures helps determine what depths various species of fish prefer.) Help students make the connection about how the number and types of organisms an ecosystem can support depend in part on its range of temperatures Ask what concerns
Ask students to complete the activities on page 13.
In Good Company
Give students a chance to assess their own interests and strengths and to think about the kind of business they might enjoy running Then have students create a plan— what they need to study, what skills they need to learn— for making this business a reality
I’d Like to Redesign
Discuss with students how they use everyday appliances and their ideas for ways to improve them Students apply problem-solving skills as they think of an improved product Students should create detailed, accurate drawings that convey information about the product They should try to capture and label specific distinguishing features The goal is for the drawing to convey as much information as possible so the viewer can identify the product before looking at the captions and labels to see why the changes were made You may wish to have students write a letter to a company encouraging it to consider students’ recommendations
About You
Students examine what they have learned from past experience and reflect on that knowledge as they write an autobiographical paragraph about a challenge they have faced Give students time to list occasions in their lives when they faced obstacles Ask them to choose an event from their list that required them to demonstrate courage and take a risk in order to overcome the obstacle What was the outcome?
When students finish the activities, ask a volunteer to write Celeste’s career and name on a 4-by-6 card and post it on the
Cool Careers wall.
Before reading
> Before students read about Celeste, ask them whether they would rather work for someone else or start their own business Encourage them to describe some of the responsibilities of owning a business Brainstorm a list of pros and cons (Possible pros—freedom to make your own decisions and set your own hours; Possible cons—the cost of starting a business and long hours) Ask students if they know someone who runs his or her own business and what that person likes about it What are some of the rewards and challenges? > Ask students what causes earthquakes (Possible answers:
Earthquakes are the result of sudden shifts in Earth’s crust. They typically occur along the boundaries of tectonic plates, huge slabs of crust that float over a layer of molten rock. When plates move, their motion puts incredible stress on the crust. The crust stores this energy a little like a stretched rubber band. Just like a rubber band snaps when it’s stretched too much, an earthquake can occur when the crust can’t store any more energy.)
After reading
> After students read about Celeste, check their understanding by having them explain why Celeste prefers to run her own company > Challenge students to list the ways they apply the basics of science,
math, and technology to their everyday lives (Possible answers: sports, music, dance, art, solving problems, shopping, cooking) Then ask students how they could use these applications to start a business Ask volunteers to share their lists Discuss anything students found surprising
> Ask students to brainstorm skills they think an entrepreneur would need to run a company Then have students compose a list of six questions they would like to ask Celeste
Ask students to complete the activities on page 15.
Cool Careers in ENGINEERING
Born Engineers
As partners work on their poster, have them include a bibliography Have students list their sources and make sure they are reliable and current Ask students, How can you make sure? (Possible answers: Reliable websites end in .gov, .org, or .edu; a recent date will indicate if the information is current.)
Students’ drawings should try to capture the features of their subject as accurately as possible Detailed drawings—along with captions, labels, and a title—will help to clarify information as well as provide additional information about their subject
> Tiny, cup-shaped hummingbird nests are about the size of a walnut shell They are made from soft plant parts, bits of trees, and dryer lint, and are sometimes covered with moss
> Some spiders have special glands that produce liquid silk The liquid moves through spinnerets, which turn it into silk threads Spider silk is incredibly strong and flexible Some spiders produce silk that is five times as strong as steel
> A gecko’s toe pads are sticky, allowing it to scurry up walls and run upside down across just about any surface
> Worker honeybees produce beeswax from glands on their abdomens Then house bees shape the beeswax into hexagons, six-sided boxes that make up a honeycomb
Nature’s Poetry
Invite students to share their poems Have volunteers read their poems twice During the second reading, ask the other students to be active listeners and record the adjectives, nouns, and verbs used in the poem to describe the subject Encourage students to also write down their thoughts as they listen
Is It 4 U?
Before students begin their paragraphs, call on volunteers to restate, in their own words, what Angela does in her job When students are finished, encourage them to share their paragraphs with a partner and discuss the rewards and challenges of being an engineer
Before reading
> Before students read about Angela, ask them to name adaptations that animals and plants have evolved to survive in their ecosystems (Possible answers: Whales and walruses have a thick layer of blubber to insulate them in icy, cold waters; clams and crabs have shells to protect them from predators; cacti have waxy stems to conserve water in the desert )
> Discuss with students the products they have seen, used, or read about that are made from “new and improved” materials Have them describe what the materials are and the benefits they bring to each product (Possible answers: bug-repellant clothing, stronger protective gear, more flexible skis, lighter bats, artificial limbs)
After reading
> After students read about Angela, check their understanding by having them write a brief summary of what inspired her and what materials she creates Ask students what they found interesting, surprising, or challenging about her career
> Ask students to imagine they are materials engineers Have each student write a persuasive letter to a government agency, requesting funding to create a new material Tell them to support their requests by explaining what plant, animal, or microbe inspired the material and its potential uses and advantages Have students include illustrations, graphs, charts, or diagrams to support their
Ask students to complete the activities on page 17.
Paper and Pennies
Divide students into teams Then discuss with students any bridges they’ve seen Ask, Have you seen newly designed ones?
Before students begin engineering their bridges, invite them to answer the following questions
> What are some types of bridges? (Possible answers: pedestrian, train, and garden bridges; bridges over rivers, canyons, and bays; bridges that connect buildings)
> What are some materials used to make bridges? (Possible answers:concrete, steel, cable, stone, wood, rope)
As students use the engineering and design process to create their bridges, remind them to solve problems as a team When they finish, have them count the number of pennies their bridge will support Then have students describe their thought processes in creating their bridge What did they learn from the design and engineering process? How would they refine their design to hold more pennies?
Egg-citing
> Divide students into teams of three Students should brainstorm a design for constructing a “spacecraft” that will protect their egg when it is dropped They may also suggest other materials such as Styrofoam, milk containers, cotton, paper towel rolls, and newspaper Remind students that they may not alter the egg in any way
> Ask students to keep a journal of the rationale for their design and the materials they used and why, and to create a hypothesis about how they think their “spacecraft” will perform
> When teams are finished, take them to the “drop” site Following the last drop, have each team review its results, revisit its hypothesis, and analyze why the “spacecraft” performed well or poorly As a group, discuss which shapes and materials were successful, and why Which materials weren’t successful? Why? What did students learn from this activity?
Before reading
> Before students read about Aprille, ask them to make a list of mechanical things they use every day (Possible answers: computer, cell phone, TV, MP3 player, the lock on their school locker) Guide students in a discussion about what a mechanical engineer does (figures out how to design, build, and test these things so they work with the flip of a switch, push of a button, or turn of a knob)
> Have students look for answers to the following questions as they read
— What important skills did Aprille learn as a child that have helped her in her career as a mechanical engineer? —Why is Aprille’s work beneficial for society?
After reading
> After students read about Aprille, check their understanding by having them answer the questions above (Possible answers: As a child, Aprille enjoyed looking at things, picking things apart, asking questions, and putting puzzles together—all skills that have helped her develop satellites in her career as a mechanical engineer. Aprille’s work is beneficial for society because it allows scientists to observe and gather data such as tropical rainfall patterns and the effects of solar flares, which provide a better understanding of the Universe and the environment.) Then ask volunteers to share their answers
> Have students write down three things that Aprille has done in her job Next to each, have students describe what they think they would enjoy or find challenging about it Have students share their descriptions
Ask students to complete the activities on page 19.
Cool Careers in ENGINEERING
Beam Me Down
Ask students what in the Universe moves faster than light (Possible answer: nothing measured thus far)
To solve the problem, students should rearrange
s = dt to d = s × t
Distance of GPS satellite in kilometers: 300,000 kilometers
1 second × 0 08 seconds = 24,000 kilometers 1 kilometer = 0 62 miles Use that to convert the distance to miles
24,000 kilometers × 0 62 miles
1 kilometer = 14,880 miles
When students have finished, ask them how long the Sun’s light takes to reach us What information do they need to know before they can solve this problem? (distance of the Sun from Earth and the speed of light) Then ask students how they would write the equation (t = ds )
Where in the World?
After students practice pinpointing locations on Earth using latitude and longitude, break students up into small groups Have each group develop 10 clues for a global scavenger hunt, using longitude and latitude as well as other cultural, scientific, or geographic hints to send another team on a worldwide race
Guided Tour
> Encourage students to write precise directions When students exchange directions with a partner, ask them to follow the directions exactly as written If there are any pairs with incorrect directions, ask volunteers to help out the way Penny would, by breaking the problem down into solvable pieces
> Once students have completed this activity, have them list three ways in which this skill would be helpful to them in the real world
Before reading
> Before students read about Penny, ask volunteers who have been in a car when someone used a Global Positioning System (GPS) to describe what it did Have students hypothesize how a GPS works > Ask students what other uses there might be for
a GPS (Possible answers: Geologists use it for mapmaking and land surveying. Seismologists use it to study earthquakes. Biologists use it to track wildlife. Police investigators use it to monitor people’s whereabouts. GPS is even used in some sports, such as gliding, and hobbies, such as hiking in the mountains.)
> Ask students to list three ways in which they would use GPS and why
After reading
> After students read about Penny, check their understanding by asking volunteers to explain what Penny does, and how
> As a girl, Penny wanted to become an astronaut Ask students to think of careers they may have considered when they were younger that no longer interest them Have them explain why they changed their minds about those careers
Ask students to complete the activities on page 21.
Before reading
> Before students read about Krishna, ask them what they think neuroengineer means Ask, How would you break up the word? (neuro- and engineer)What does neuro- refer to? (Neuro- is a prefix and refers to the brain or nervous system.) Ask students to describe what an engineer does (An engineer applies science, math, and technology to design and build materials, structures, products, and systems.)
Now have students define neuroengineer (Possible answer: It has something to do with designing or engineering things that assist or gather information for the brain or nervous system.)
After reading
> After students read about Krishna, have them write a paragraph about him, explaining what they find most interesting or challenging about his career
> Have a volunteer read the last sentence in Brainy Engineer
on page 22 Ask students what they would like to be able to operate just by thinking about it and why it would be helpful Encourage them to think about people who have limited mobility and how this ability could change their lives > Have students brainstorm a list of classes Krishna probably
took in high school and college that helped him prepare for his career (Possible answers: algebra, geometry, calculus, biology, physics, chemistry, anatomy, physiology, neuroscience, computer science, electrical engineering) Have students write these classes on the left side of a T-chart Next to each subject, ask them to write down ways in which the subject material has probably helped Krishna in his career
It’s All In Your Head
Divide students into groups of three Ask students to collaborate to make an accurate model of the brain When they are finished, have them label each part of the brain and write down what it does (Frontal lobe—planning, movement, behavior, memory; Parietal lobe—telling right from left, language, sensations; Cerebellum— balance, coordination, fine muscle control; Brain stem—breathing, swallowing, heartbeat; Temporal lobe—hearing, smell, language; Occipital lobe—vision)
Brainercise
> Discuss with students what they think the benefits of physical activity are (Possible answers: It improves blood circulation to the cells. When blood flows more easily to the brain and body, it’s easier to concentrate and think clearly.)
> A minute of exercise may be difficult for some students Remind them that this is not a competition, but a measure of their own fitness If some students feel awkward, ask them to try this at home Encourage students to write an entry describing how they improve over time and how it makes them feel After several weeks, ask students to study their charts and discuss why the graphs show fluctuations from week to week
Making Connections
Discuss with students what they know about neurons (Possible answers: The human brain is made up of about 100 billion neurons. Some neurons are short [less than a millimeter] and some are long [a meter or more].) Information travels at different speeds within different types of neurons Some transmissions are as fast as 120 meters per second Ask students to calculate this in miles per hour and to round their answer to the nearest tenth (268.5 miles per hour)
Ask students to hypothesize why neurons communicate so rapidly (Possible answer: The brain needs to be able to make split-second decisions.)
120 meters 1 second ×
60 seconds 1 minute ×
60 minutes
1 hour × 1,609 meters1 mile =
268 5 miles 1 hour
Ask students to complete the activities on page 23.
Cool Careers in ENGINEERING
Thinking Like an Engineer
> Ask students how their interests might lead to a new kind of robot For example, if students enjoy sports, a personal trainer robot could help improve speed, agility, and proper use of game equipment If students enjoy reading, a page-turner robot would sense when to turn the page
> Once students have made a detailed drawing of their robot, encourage them to write a story about it The setting can be in the past, present, or future Their story can take place on Earth or on some distant planet in another galaxy Have students include the materials their robot is made from
How Interested R U?
Before students write their lists, ask if they think that, when Stephen was young, he planned to grow up and design robotic dinosaurs for theme park rides Guide them to use this writing activity to explore where their interests might take them—even to places that others might think are offbeat
Tinker Time
> Divide students into groups of three Encourage students to take their time exploring the inside of their gadgets Ask each team to take turns discussing the internal mechanisms and show how they think they work As they create their drawings, ask students to be detailed and precise so others will be able to recognize the parts
> Use the craft stick method to call on each team to present their findings and drawings Were they surprised about anything they found while disassembling the gadget?
When students finish the activities, ask a volunteer to write Stephen’s career and name on a 4-by-6 card and post it on the Cool Careers wall.
Before reading
> Guide students in a discussion about what they know about robots Ask them to describe robots they have seen or read about Then write the following categories on the board—Exploring, Working, Moving, Sensing, and Playing. Ask volunteers to suggest examples of robots that fit into these categories (Possible answers: Exploring—space rovers, submersibles; Working— welding car frames on an assembly line, performing surgery; Moving—rolling into a volcano, driving trains; Sensing—defusing bombs; Playing—robot pets, robot soccer players)
> Challenge students to think of examples of robots that have replaced humans in various jobs Ask, What are some advantages and disadvantages of this? Have students predict what kinds of jobs robots will perform 10 years from now
After reading
> After students read about Stephen, ask them how they would use Stephen’s robotic suit to help solve a problem at school or at home
> Have students write a persuasive letter to Stephen asking him to design a super-robot that could help them or someone they know Ask them to describe what features the super-robot should employ Encourage students to state two or three reasons why they believe their robot is important Remind them to
Ask students to complete the activities on page 25.
Wapwn Box Wytx
If any student enjoys solving cryptograms, ask her or him to describe what they are like (Possible answer: It’s a puzzle that consists of a short piece of encrypted text. To solve a cryptogram, it is easy to begin by looking for letter patterns in words, such as “i” or “a,” double letters, and apostrophes.) If any student is having difficulty solving her or his partner’s cryptogram, have the partner offer a clue When students try to solve the activity title, be sure to tell them it does not use the same code as “Mary had a little lamb ”
Speaking in Code
Search the web for a table showing all the letters of the alphabet in binary code Create a transparency of the table and have students study the binary code that represents the letters of the alphabet Call on volunteers to discuss any patterns they see Then have students use the encrypted letters to create a sentence for their partners to decode
Think About
Give students a chance to think about their
accomplishments Have them choose one and write about it Alternatively, students may choose something they would like to accomplish and write about why it would make them feel proud
Before reading
> Ask students if they know the difference between computer hardware and software (Possible answers: Hardware—the physical or “hard” components of a computer, such as the motherboard that has a central processing unit and memory, power cord, switch, cooling fan, CDs, DVDs, internal storage, keyboard, mouse, scanner, microphone, and Webcam; Software—computer programs, websites, video games that are coded by programming language) > Ask students to describe hardware or software problems they’ve encountered and what they had to do to fix the problem Then ask, What kind of computer problems might an astronaut face? Why could these be dangerous?
After reading
> After students read about Jananda, check their understanding by having volunteers explain what Jananda does and why her work is important
> Have students list the types of software and hardware they use and what each does for them Allow time for students to share their lists
When students finish the activities, ask a volunteer to write Jananda’s career and name on a 4-by-6 card and post it on the Cool Careers wall.
Ask students to complete the activities on page 27.
Cool Careers in ENGINEERING
When students finish the activities, ask a volunteer to write Mark’s career and name on a 4-by-6 card and post it on the
Cool Careers wall.
Busy Hallways
Divide students into groups of three Before students begin, ask them how they would gather information about traffic flow in their school (Possible answer: Observe the traffic flow, collect the data, and organize the data into a meaningful table, chart, or diagram.) After teams have created their plan, use the craft stick method to have each team present their ideas and maps
Walk, Don’t Walk
Encourage students to think about the workings of everyday technology Have them hypothesize what pushing the walk button does (Possible answers: It increases the time allotted for pedestrians to cross the street When a pedestrian pushes the button, a signal is sent to the computer that alters the cycle of the traffic signal.) Since the traffic light does not immediately turn green, many pedestrians interpret this to mean that the button is not working Ask students to suggest ways a transportation engineer can correct this misconception (Possible answer: Provide some sort of feedback for pedestrians that indicates the button is working—for example, an illuminated pushbutton.)
Before reading
> Ask students to describe times they were stuck in traffic Ask them to suggest possible solutions for alleviating congestion on heavily traveled routes (Possible answers: widening roads, carpooling, alternate routes, alternative forms of transportation) > Create a two-column chart on the board Label the first column
Traffic Problems and the second Traffic Solutions. Ask
students to predict the types of traffic problems a transportation engineer might need to solve and write them on the left side Then have them read about Mark
After reading
> After students read about Mark, check students’ understanding by having them compare their predictions with what they read about Mark and the definition of a transportation engineer Then have them fill in the right column of their chart
> Have students choose another form of transportation, such as bikes, planes, or ships Ask them to think about and list three traffic problems and three solutions related to what they chose > At first, Mark wanted to be an engineer like his father After
thinking about his own interests, Mark modified his goal to include cars, buses, trains, and highways Invite students to discuss their interests and any points of comparison or contrast between their interests and a family member’s career
Ask students to complete the activities on page 29.