Integrating Engineering Activities into Elementary Science Bob Claymier STEM is Elementary

2 Goals of the Workshop Why is STEM literacy important in the elementary grades? How is the engineering design process used to teach a STEM lesson? How do the engineering and scientific processes work together in designing a solution to a problem? What resources are available for elementary STEM?

3 What is Technological Literacy? The use, management, understanding and assessment of technological products and processes.

What should a technologically literate person know and be able to do? Make well-informed choices in her role as a consumer Understand technological issues In order to make educated political decisions

What should a technologically literate person know and be able to do? Understand technology’s impact on the environment, the economy, society and her personal life Understand and use the design process as a problem solving tool

What should a technologically literate person know and be able to do? Understand that science and technology are the foundation of our economic strength. Be more comfortable with and better prepared for new technologies that her job will demand

7 Produce results What 21st Century Skills could be taught by STEM? Work creatively with others Think creatively Implement innovation Make judgments and decisions Solve problems Adapt to change Be flexible Be independent and self-directed Work effectively with others Manage projects

Through STEM Literacy, Students: Become risk-takers, see something that didn’t work as an as opportunity More easily grasp abstract concepts and processes

9 Through STEM Literacy, Students: Take pride and ownership in their own self-learning Can apply a variety of learning styles Transfer learning to several subjects and contexts

10 Become critical, divergent thinkers Learn by questioning and “constructing” their own knowledge Find school work engaging and meaningful Through STEM Literacy, Students:

11 By Teaching through STEM Integration, Teachers: Become facilitators, not centers of learning Use formative and summative assessments Use questioning techniques to assess and guide student progress

12 Develop technical reading, writing, and communication in students By Teaching through STEM Integration, Teachers: Can integrate STEM into many subjects and themes

13 Can meet varying student learning styles Can make learning meaningful and engaging By Teaching through STEM Integration, Teachers: Can encourage new “stars” in the classroom

14 What is a STEM lesson? Problem Solving Construction Integration Engineering Design Process Redesign Authentic Learning

Paper Engineering: Linkages = fixed point = movable point INPUTINPUT OUTPUTOUTPUT

Paper Engineering: Linkages = fixed point = movable point INPUTINPUT OUTPUTOUTPUT

Other Linkages = fixed point = movable point INPUT INPUTINPUT INPUTINPUT OUTPUT

NGSS and Ohio Science Standards NGSS 3-LS4-2 Biological Evolution: Unity and Diversity 18 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing

NGSS and Ohio Science Standards Ohio Academic Standards for Science K: Physical and Behavioral Traits of Living Things 19 K: Living things have physical traits and behaviors, which influence their survival.

Designing a STEM Lesson: Paper Engineered Animals

Paper Engineered Animals Design Brief Challenge: Create a paper model animal with at least one moving body part and explain how that body part helps the animal survive

Paper Engineered Animals Design Brief Criteria Design must have at least one moving body part Body part must be used by the animal to help it survive Constraints Model must be no larger than 12” x 12” Model must be made of only provided materials

Materials: Cardstock Brad paper fasteners Hole punch Scissors Drawing materials (pencils, crayons) 23 Paper Engineered Animals Design Brief

24 What is the Engineering Design Process? Engineering is Elementary

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26 Using the Design Process to Guide the Lesson 1.Ask - Students identify the problem by: –restating the problem –Identifying criteria (requirements) and constraints (limits) for the project –Identify intended audience or client and method of presentation

27 Using the Design Process to Guide the Lesson 2.Imagine - Students investigate the problem by: -Asking questions –What structures do animals have and use? –How can I model that structure? -Doing research -How have others solved the problem?

Other Linkages = fixed point = movable point INPUT INPUTINPUT INPUTINPUT OUTPUT

29 Using the Design Process to Guide the Lesson 3.Plan - Students begin solving the problem by: –Choosing a final solution –Sketching the design –Gathering materials

30 Using the Design Process to Guide the Lesson 4.Create - Students build and test a solution by: –Checking the design against the criteria and constraints –Testing the design –Observing and collecting data on the design

31 Using the Design Process to Guide the Lesson 5.Improve - Students present and modify the solution by: –Presenting the solution to their audience –Receiving feedback on the design –Modifying the design based on the feedback

32 Paper Engineering: Other Curriculum Connections Language Arts: Following directions Journal writing Illustrating a story Physical Education/Health How body joints works Levers in sports equipment Social Studies Structures Inventions

Paper Engineering: Science Concepts Force and motion- change of direction Properties of materials Input and output Animal structure and habitats; cell structure Illustrate natural cycles and changes Earth and Space (seasons, planets, weather, water, landforms) Life cycles Chemical and physical changes

Paper Engineering: Math, Technology, and Engineering Skills and Concepts Technology Meeting a want or need Engineering Applying math and science to solve a problem Using the engineering design process Math Measurement Symmetry Geometric concepts Mechanical advantage

Science and Engineering Scientists use tools to learn about the natural environment Engineers use scientific discoveries and knowledge to create new designs and solve problems

Engineering Design Process

Scientific Inquiry Tangient LLC

38 Science and Technology Scientific Inquiry vs. Engineering Design Scientific Inquiry Engineering Design State a question or problem about the natural world Define a problem or need to be solved in the human-made world Gather information Formulate hypothesis, identify variables Establish design criteria Design experiment, establish procedures Prepare preliminary designs Test hypothesis multiple times Build and test a prototype Analyze results, draw conclusions Analyze results, verify, redesign and retest Present results

Science and Engineering Science and technology affect society and the environment People make decisions that guide science and engineering

40 Scientific Inquiry and the Engineering Design Process David Haury Learning Science Through Design Bernie Zubrowski Integrating Science into Design Technology Projects: Using a Standard Model in the Design Process

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References Engineering is Elementary, Museum of Science, Boston, The Difference Between Science and Engineering. curriculum/resources/difference-between- science-and-engineering 52

References Haury, David. Learning Science Through Design. ERIC Digest, Clearinghouse for Science, Mathematics, and Environmental Education, October

References Zubrowski, Bernard. Integrating Science into Design Technology Projects: Using a Standard Model in the Design Process. Journal of Technology Education, Vol. 13 No. 2, Spring

55 Goals of the Workshop Why is STEM literacy important in the elementary grades? How is the engineering design process used to teach a STEM lesson? How do the engineering and scientific processes work together in designing a solution to a problem? What resources are available for elementary STEM?

56 Bob Claymier