Engineering in the Elementary Classroom Presenter: Karin Barone NBCT; STEM Specialist; Instructional Leadership Corp; 4 th Grade GATE teacher

Engineering a Nametag Problem: We have spent the past few weeks getting to know everyone in our class, but there are so many names to remember and Mrs.______is calling students by the wrong name. Design Challenge: Mrs.________needs your help to remember your name! Design and create a name tag for you to wear to help others remember your name.

Criteria and Constraints 2 index cards1 paper clip1 glue stick Scissorstapeyarn Construction papercolored markers  Must have your first and last name spelled correctly  Must have 3 things about yourself shown on nametag  Must use at least 3 colors  Must be able to stay somewhere on your body without being held with your hands Time: 10 minutes Further Challenge/redesign: less materials ??? *Can be given with the supplies, posted on the board, or in the form of a QR code at the tables

Technology Integration  Trading Cards - iPad App  Skitch – iPad App  Photo Card – iPad App Creative CommonsCreative Commons integration Can be utilized throughout the year for character studies, biographies, and interviews.

 What is engineering?  What do engineers do?

According to the American Heritage Dictionary (2009), engineering is “the application of scientific and mathematical principles to practical ends such as the design, manufacture, and operation of efficient and economical structures, machines, processes, and systems.”

October 2009 issue, eGFI states the following: Engineers solve problems using science and math, harnessing the forces and materials in nature. They draw on their creative powers to come up with quicker, better, and less expensive ways to do the things that need to be done. And they find ways to make dreams a reality. (p. 2) 

ScienceEngineeringTechnology... is the body of knowledge of the physical and natural worlds... is the application of knowledge in order to design, build, and maintain technologies.. is the body of knowledge, systems, processes, and artifacts that results from engineering... seeks to describe and understand the natural world and its physical properties... seeks solutions for societal problems, and needs, and wants... can be used to describe almost anything made by humans to solve a problem or meet a need... uses a process—the scientific method—to generate knowledge... uses a process—the engineering design process— to produce solutions and technologies... results from the process of engineering Scientific knowledge can be used to make predictions Engineering aims to produce the best solutions given resources and constraints Technologies are anything made by humans to fill a need or desire

Engineering Process

Engineering Challenge Can you build the tallest tower in 10 minutes without talking?

Criteria and Constraints  You can only use the materials provided: spaghetti noodles and spice drops  No talking is allowed; hand gestures and drawing are allowed.  Your structure can be made in any shape or design.  It must be able to stand for 10 seconds without any team members holding it.  You must use a ruler to measure the height of your structure.

What is STEM education? Interdisciplinary Provides engagement Promotes problem solving, critical thinking, and collaboration Learner centered Information rich Teacher as facilitator

Why is STEM Education important?  The global economy has flattened in terms of skills and technology  A new workforce of problem-solvers, innovators, and inventors who are self-reliant and able to think logically is one of the critical foundations that drive a state economy's innovation capacity” 13 million Americans are Unemployed But 3.8 million jobs in the U.S. remain unfilled in the STEM fields.

STEM Education Develops Skills That Allow for a Deeper Understanding of Content

“ Reading and writing comprise over half of the work of scientists and engineers.” (NRC 2011)

“STEM Education integrates all four contents of Science, Technology, Engineering, and Mathematics. It is the process of teaching that integrates four disciplines to promote real-world experience teamwork application of technology discovery learning problem-based or project based learning. STEM is supported by the National Science Foundation and the U.S. Department of Education. Goal: College and Career Readiness “STEM Education seeks to increase access to learning by preparing students for post-secondary study, the 21st century workforce, and becoming informed citizens.” -Wesson 2013

Current Matching Standard

Scientific & Engineering Practices 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

Using only newspaper, cardboard, and masking tape, can you build a table 8 inches tall that can hold the weight of a textbook? Engineering Challenge

Challenge Rules  You must use ONLY the materials provided  The table must be constructed on top of the table or other flat surface  You goal is to build a table that is at least 8 inches tall that can hold the weight of a textbook  The table must be free standing (it cannot lean on anything)  The cardboard piece must be used in your design.  There are many different ways to complete this challenge. Be creative!

 Student newspaper table sample  newspaper student video newspaper student video

Technology Integration  Google Docs in planning stages  Can connect with other classrooms doing the same challenge and share ideas  Prezi/Google Slides: present steps and final product  Can share with other classrooms to create a presentation  iMovie  ShowMe/Educreations: interactive whiteboard presentation tools  Explanation of design  SeeSaw/Haiku ePortfolio: digital portfolio to save key learning  Padlet: interactive bulletin board  Thinglink: link information to pictures Thinglink  The process or commercial  Learning beyond the classroom walls

Introducing Engineers  Skype to speak with engineers  Newsela Newsela  Close reading of informative text at adjustable reading levels  Discovery Education Discovery Education  Close watching and close reading activities  Ability to create a board  Sally Ride Foundation Sally Ride Foundation  Close reading of informative text  The Secret Lives of Scientists and Engineers The Secret Lives of Scientists and Engineers  PBS Kids Dragon Fly TV PBS Kids Dragon Fly TV

Where do you start? with Engineering

How to get started… Path #1 1.Use the internet to find free engineering projects/units 2.Try these out to help you get started and understand how to set-up an engineering project 3.Look at the website suggestions on the hand-out 4.Collect supplies from students

How to get started… Path #2 1.You have to understand the engineering design process and how it differs from the scientific method 2.Look through your science TE’s and/or hands-on curriculum, social studies textbook, and language arts curriculum for engineering opportunities. 3.Take those opportunities and turn them into engineering projects using the design process 4.Collect supplies from students.

How to create an engineering project 1.What is the problem to be solved or what needs to be created. 2.Develop your constraints (materials/time) 3.Assign jobs and roles for the students 4.Create some sort of lab sheet that you want the students to be taking notes on 5.Create an assessment tool to evaluate the product at the end 6.Allow time for improvements or at least discussion of improvements 7.Above all else, reassure the students, and yourself, that it’s okay to FAIL: First Attempt In Learning

4 th Grade Examples Life Science:  Imagine and create a new species of animal. Build the animal, label the body parts, describe the environment it would live in. Earth Science:  Make hieroglyphics in rock samples (EIE unit)

4 th Grade Examples Electricity/magnetism unit:  After learning about types of circuits, make electricity houses, or an electric city.  Design a lunch box alarm (connects to Dear Mr. Henshaw)  Design a circuit board that can be used for content review with questions  Design a compass, or a telegraph

4 th Grade examples Language arts:  Sled design for HM story  Lunch box alarm (Dear Mr. Henshaw)  Lunch Box alarm video Lunch Box alarm video Social Studies:  Design a way for Native Americans to communicate while living on the mission

4 th Grade: Language arts/engineering 21 st Century Learning Skills: Critical Thinking Creative Thinking Collaboration Communication Objective: To work collaboratively to design an Iditarod sled to take Balto and his serum to Nome without falling out of the sled. Constraints: 1 day to design 1 day to build Must be light enough to be pulled by washers Extra points awarded for creativity Challenges: Yukon River Pull Pressure Ridges Open Lead

Sled Design

5 th Grade examples Life science:  Construct models of the different systems in the human body (working maybe?)  Design a knee brace only using given materials  Design an alien species describing it’s internal organs Earth science:  Design and build working models of weather instruments, and record data over a period of time  Design and build a working model of the water cycle  Design and build a landing system for the Mars rover  Build a water filtration system

5 th grade: Science/Engineering/Math 21 st Century Learning Skills: Critical Thinking Creative Thinking Collaboration Communication Objective: To work collaboratively through the engineering design process to design a knee brace that will limit the range of motion of an injured knee. EIE.org Constraints: Three days to design and build One day to test range of motion using a goniometer Can only use materials provided by the teacher Challenge: To design your knee brace so that the range of motion of the brace only allows the injured knee to bend backward. Points awarded for range of motion.

Knee Brace Design

6 th Grade Examples  Design and build earthquake safe structures (EIE.org)  Design and build a model that shows Pangaea and the current location of continents  Design and build solar houses and/or solar ovens (EIE.org)  Design a method for cleaning up an oil spill (eie.org)  Build a working model that shows the three different types of plate boundaries.  Invention fair

6 th grade: Science/Engineering/Math 21 st Century Learning Skills: Critical Thinking Creative Thinking Collaboration Communication Objective: To design and build a bridge with a given budget, to purchase materials, that must withstand a specified amount of weight and meet all length, height, and width requirements Constraints: $1,500,000 to spend on materials Only cardboard, toothpicks, and glue can be used Two days to design Four days to build Follow all job descriptions Challenge: To see how much weight your bridge can withstand before it breaks

Bridge Design

Across grade levels  3x5 card towers  Bridge building  Parachute building  Egg drop container  Look at teacherspayteachers, EIE.org, and Google for many, many more

3x5 card towers Bridge Building

ELA Claims Claim #1 Reading “Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.” Claim #2 Writing “Students can produce effective and well-grounded writing for a range of purposes and audiences.” Claim #3 Speaking and Listening “Students can employ effective speaking and listening skills for a range of purposes and audiences.” Claim # 4 Research/Inquiry “Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.” 50

Math Claims 51 Claim #1 Concepts & Procedures “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” Claim #2 Problem Solving “ Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.” Claim #3 Communicating Reasoning “ Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.” Claim #4 Modeling and Data Analysis “ Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.” *

ELA ShiftsMath Shifts 1.Informational Text Building knowledge through content-rich non-fiction. 1. Focus Narrow the scope of content and deepen how time and energy is spent. 2.Evidence from Text Reading, writing, and speaking grounded in evidence from text, both literary and informational. 2.Coherence Integration across grades & subject areas. 3.Text Complexity Regular practice with complex text and its academic language. 3.Rigor Conceptual understanding, procedural fluency, and application of skills in problem solving situations.

Knowing your students and attending to all strengths and needs Strong content knowledge Use of effective instructional strategies and Depths of Knowledge (DOKs) Incorporating the 4 SBAC Claims and multiple types of formative and summative assessments 53 4 Domains Students Instruction & Pedagogy Content Claims & Assessment *

Webb,

Why Teach Inquiry Science and Engineering?

STEM Proficient Students Investigators and Problem Solvers Effective Communicators Technologically, Scientifically, and Mathematically Literate Logical Thinkers

Questions to Ponder  Where do your students particularly struggle?  Where do your students excel?  How would integrating engineering practices into your curriculum help your students in the areas they struggle?  How would integrating engineering practices into your curriculum help your students further excel?