Profile: Repairperson

Objective:

In this module, students will create a conceptual picture of a repairperson and explore different types of fixers.

Deliverable:

  • A profile sheet or other profile document

Core Concepts:

  • Repair

  • Technical Communication

  • Engineering Design

  • Technical Identity

Standards Correlations:

This activity correlates to the following Next Generation Science Standards. These standards incorporate the Common Core Literacy Standards. This activity may correlate to other standards, but these are the best fit:

NGSS Engineering Design - Performance Expectations:

  • K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

  • 3-5-ETS1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

  • 3-5-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

  • 3-5-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

Materials:

  • Computer(s) to access the internet

  • Supplies to make profile sheets: paper, crayons, markers, stickers, etc.


Procedures:

Activity 1: Developing Preconceived Ideas

  • Introduce repair to the class and have students brainstorm why repair is important. Emphasize how fixing can solve problems and make things useful again.

  • Ask students to draw a picture of a repairperson and write some descriptive phrases. Have students include what they think a repairperson fixes.

  • Share these ideas as a class to create a starting model of a repairperson.

Activity 2: Repairperson Profile

  • Have students research different repairpeople. Encourage students to find at least three different types of repairpeople. See if they can interview a repairperson, or get one to visit the classroom.

  • Ask students to highlight differences from the repairpeople they met/researched to the one they drew in class.

  • Ask students to find a friend or family member who has repaired something (or if they’ve repaired something) and compare them to their repairpeople.

  • Ask students to compare themselves to both the professional repairpeople and the repair hobbyist, including skill sets. Have students write a reflection on whether or not they can be a repairperson, including what they would need to be a repairperson.

  • Have students create a profile piece tying these three repairers (professional, family/friend, themselves) together.

Discussion Topics:

  1. Why should everyone be a repairperson? When would you ask a professional for help with a repair? When would you feel comfortable repairing things yourself?

  2. What prevents people from feeling like they can repair their things? How can we address these issues?

  3. What can you do in your family to help each other repair more? What can you do at your school? In your community?

Other Resources: