Engineering in Society · SHS1 Engineering

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.1 - Classify the various engineering occupational disciplines.

By the end of the lesson, learners can:

Define engineering and identify at least three engineering footprints found in their own communities.
Identify and name at least six major engineering occupational disciplines from a list or from descriptions of their work.
Classify given engineering tasks, projects, or professionals into the correct engineering discipline.
Explain, in one or two sentences, the main focus or role of each of the major engineering disciplines in national development.
Create a simple mind map or webbing diagram that organises the engineering disciplines and examples of their work.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Engineering Practice (Strand 1)
Sub-strand: Engineering in Society (1.1)
Content standard: 1.1.1.CS.1 - Demonstrate an understanding of the place of engineering in societal development. 1.1.1.LO.1 Identify engineering footprints in learners' communities. 1.1.1.LO.2 Explain the role of professionals in the engineering disciplines.
Indicator: 1.1.1.LI.1 - Classify the various engineering occupational disciplines.
Suggested placement: Semester 1, Week 1 (Week 1 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 25

Exemplars (from the NaCCA curriculum)

Managing Talk for Learning: In a moderated discussion, learners share their understanding of (a) who an engineer is and (b) what engineering entails. Learners should further describe the work of any engineers they know and explain how important they perceive their work. Furthermore, learners should describe any engineering works they have seen in their communities, on television or through other media.
Initiating Talk for Learning: The Facilitator introduces the various disciplines in engineering, starting with those that were previously mentioned by learners. For each discipline introduced, individual learners should discuss their role in national development. Use webbing or mind maps to organise learners' thoughts.
Experiential Learning: Learners watch videos about engineers performing various tasks and discuss their observations. Organise learners' observations with board summaries

Assessment (1.1.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.

Teaching and Learning Resources:
- Projector
- Laptop and videos on engineering works