Elementary Science Learning Academy

1. Elementary Science Learning Academy California State University Long Beach

2. NGSS and Engineering

3. Challenge #1 • Using only the materials in the bag, build the tallest structure you can. • Structure must stand on top of your table – on it’s own. • No holding, no leaning against the wall, no cheating, etc. • You have 10 minutes • Any questions?

4. Challenge #1 GO!

5. Challenge #2 • Problem: I’m thirsty and I want to drink my water – but also want to keep my hands free. • Can you design a platform that would hold my water right at mouth level, so I can take a sip without having to pick up the bottle?

6. Challenge #2 • Problem: I’m thirsty and I want to drink my water – but also want to keep my hands free. • Solution: Design a platform that will hold a water bottle upright, 20 inches above the table. • Materials: 1 roll of tape 80 plastic stirrers

7. Challenge #2 • Working independently, on a piece of paper draw a possible design or two. • Share your design with people at your table. • Explain the what of your design and the why. • “My design has __[feature]__ because __[explanation]__” • As a group, decide on a single design – draw that design. • Now – BUILD IT!

8. Challenge #2 • 1. Compare your structure to your plan • Discuss: • How does the structure compare to the plan? • What deviations to the plan did you make and why did you make them? • 2. Critique your structure • Discuss: • What’s good about your structure? • What about your structure could be improved? • What would you need to improve your structure? • 3. Check out another group’s structure • Discuss: • How much more awesome is yours? • Any ideas you want to steal from the other group?

9. Contrasting our Two Challenges • Compare Challenges 1 and 2. • How were these two similar in terms of student actions? • How were these two similar in terms of student thinking? • Contrast Challenges 1 and 2. • How were these two different in terms of student actions? • How were these two different in terms of student thinking?

10. Contrasting our Two Challenges

11. Contrasting our Two Challenges Both challenges engaged students in building a structure, but... • Challenge #2 encouraged more student thinking. • Challenge #2 encouraged a greater diversity of designs. • Challenge #2 encouraged more student discussion. • Challenge #2 consisted of building with a plan and purpose. • Challenge #2 was Engineering. • Challenge #1 was just building stuff with straws.

12. Table Talk Debrief with your group the engineering part of our afternoon. Prompts to consider: What are some experiences you have with engineering in your classroom? How could you incorporate engineering in your current teaching? How might engineering experience benefit students beyond science?

13. Reflection Prompt Think about Engineering Challenge #2. List (in order) the steps taken to complete an engineering design challenge.

14. Next Generation Science Standards • The Next Generation Science Standards (NGSS) • Requires to elementary students to engage in Engineering Practices • Encourages the use of the Engineering Design Process • Connects engineering and science in learning experiences

15. The Engineering Design Process With your group, share yesterday’s reflections and create a consensus version of the Engineering Design Process.

16. The Engineering Design Process K-2

17. The Engineering Design Process 3-5

18. The Engineering Design Process

19. The Engineering Design Process

20. Next Generation Science Standards • The Next Generation Science Standards (NGSS) • Requires to elementary students to engage in Engineering Practices • Encourages the use of the Engineering Design Process • Connects engineering and science in learning experiences

21. Next Generation Science Standards • NGSS Engineering Design standards for K-2nd grade • Students ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. • Students 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. • Students analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

22. Next Generation Science Standards • NGSS Engineering Design standards for grades 3-5 • Students define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. • Students generate and compare multiple solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. • Students plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

23. 3D Engineering • How could you use engineering as part of a 3D NGSS lesson? • Think individually, then discuss with table group.

24. Science and Engineering In this example lesson, we’re going to employ Science and Engineering Practices (SEPs) as we develop a conceptual understanding related to a Disciplinary Core Idea (DCI) that demonstrates a Cross-Cutting Concept (CCC).

25. Water Tower Design • Design a stable water tower • One unopened water bottle • 3 pieces of copy paper - nothing else • Tallest as measured from the table top • Meets the need of low cost, minimal materials water tower for a camp

26. Brainstorm a design • Individual • Divide your paper in half • Start by drawing two design ideas - pictures with labels (try to limit words) • No talking at this time

27. Share ideas • Teams of three • Pass your drawing to the right • You may add to the ideas that you find interesting, but may not cross out or reject any ideas • No talking • Pass again until you get yours back

28. Consensus Design • Teams of three or four • Share ideas - then come up with a consensus design • You may get materials once you have a consensus design • I agree/disagree with _______ because _________ • I wonder ________________

29. Water Tower Design • Design a stable water tower • One unopened water bottle • 3 pieces of copy paper- nothing else • Tallest as measured from the table top • Meets the need of low cost, minimal materials water tower for a camp • 12 minutes!

30. Forces • What forces are acting on your tower? • Were the forces making your tower stable or unstable? • Were the forces on your tower balanced or unbalanced? What is your evidence?

31. Conceptual Model • Construct a conceptual model to show the forces that you think were making your tower stable or unstable. • If you are not sure how to start, draw a picture of your tower and then use symbols to show unseen forces; scientists use arrows.

32. Read text and revise your model • Read the the articles about forces. • After each section of text, discuss what you’ve read. • Revise your model based on your reading and discussion. • After reading/discussing the last section of text - work with your group to develop a final consensus conceptual model on a white board.

33. Make your model public Review other models and give feedback. PURPLE post-its – ask for clarification of ideas • What do you mean _____ ? • Can you elaborate on how the ______ supports the model? • I respectfully disagree with ___ because___. BLUE post-its – build on and add ideas •I want to add to your idea_____. PINK post-its – agree about ideas • I agree with your thinking on _________. Revise your model based on the comments.

34. Learning Sequence Design • What was done during the lesson to help you: • connect to your prior knowledge? • make the learning meaningful? • develop your conceptual framework? • facilitate meaningful collaboration? • build and revise ideas?

35. 3 Dimensions of Learning What content did this lesson help you UNDERSTAND? What practices did you DO? What kinds of CONNECTIONS did you make using crosscutting concepts?

36. 3 Dimensions of Learning What could you do to help students make connections between the activity content and a cross-cutting concept? What could you do to help students develop a science and engineering practice?

37. Engineering Lesson Planning • Plan and implement a lesson that engages students in an engineering task to: • Learn or apply science content, or • Learn or apply the engineering design process.

38. Engineering Lesson Planning • Engineering Education websites that might spark ideas: • tryengineering.org • discovere.org • pbskids.org/designsquad

39. Reflection Prompt • What should engineering look like in your classroom? • How could you: • Introducethe EDP to your students? • Provide opportunities for your students to better understand the EDP? • Support students in applying the EDP?