1. Connecting to Careers Using the NGSS Engineering Practices
Anthony Baker
Jeanine Sheppard
ISBE Content Specialists

2. New Illinois Learning Standards
Illinois adopted the Next Generation Science Standards (NGSS) in 2014
Developed from the NRC Report “Framework for K-12 Science Education”
26 Partner States, including Illinois, wrote and reviewed standards

3. New Illinois Learning Standards
Significant shifts from previous science standards, focusing on:
Interconnected nature of science
Deeper understanding of science content and its application
Coherence of content K-12
Integration of science and engineering
College and Career readiness

4. New Illinois Learning Standards
Focused on “Three Dimensional Learning” blending:
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts

5. Science and Engineering Practices
Asking questions (for science) and defining problems (for engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data

6. Science and Engineering Practices
Using mathematics and computational thinking
Constructing explanations (for science) and designing solutions (for engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information

7. Engineering Design in the NGSS
Iterative cycle of design that offers the greatest potential for applying science knowledge, results in technology
Not a stand alone concept; engineering design is integrated throughout the standards.
Not an engineering curriculum

8. Engineering Design in the NGSS
Engineering Performance Expectations
K-2
3-5
Middle School
High School

9. Connecting to careers with engineering
From a 2013 Association of American Colleges and Universities Survey:
Nearly all employers surveyed (93 percent) say that “a demonstrated capacity to think critically, communicate clearly, and solve complex problems is more important than [a candidate’s] undergraduate major.”
More than 75 percent of those surveyed say they want more emphasis on five key areas including: critical thinking, complex problem solving, written and oral communication, and applied knowledge in real-world settings

10. Connecting to careers with engineering
Why use engineering practices to connect to careers?
Develop problem solving skills employers require
Engineering applies scientific principles to real-world problems

11. Connecting to careers with engineering
The engineering design cycle reflects real world troubleshooting and decision making processes
Integrating engineering practices allows students to model the activities of actual careers within the context of curriculum

12. Integrating Engineering Practices
Suggested ways to integrate engineering practices into curriculum:
Give students scenarios where the goal is to solve a problem, not answer a question
Extension-ask students to determine what the problem is
Engage students in the engineering design cycle
Define-Develop-Optimize
Use classroom sharing and feedback to drive the design process
Gallery walks, presentations, discussion

13. Connecting to careers Suggestions for connecting to careers:
HVAC- create a plan for a new home to meet energy efficiency standards
Logistics/transportation- optimize the route of a delivery service
Waste Treatment- troubleshoot high nitrates in effluent stream
Dietitian/Nutritionist- design a monthly meal plan based on specific heath needs of a client

14. Activity 1: High School Hazardous Waste Release Scenario
Developed from the FEMA’s Hazardous Materials Tabletop Training Manual

15. FEMA Exercise Goal: Associated Standard:
We want students to apply the iterative design process to manage a hazardous waste release as new information is updated in the activity.
Associated Standard:
HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

16. FEMA Exercise Associated Illinois CIS Occupations
Emergency Management Specialists
Health and Safety Engineers
Environmental Scientists and Specialists

17. FEMA Exercise Potential curriculum connections
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems
HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity

18. FEMA Exercise

19. FEMA Exercise

20. The Pickersnake Engaging Young Students in Engineering Design Process
Children naturally look for solutions to problems
Did Jon engage in the complete engineering design process?
What could we do differently?

21. Activity 2: 4th Grade “Cluckingham Farm’s Fragile Situation”
Goal: Students will assume the role of chicken farmer and engage in the Engineering Design process as they save Cluckingham Farm.

22. Chicken Farm Activity Standards Alignment
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

23. Chicken Farm Activity Students are presented the following scenario:
Farmer Gallus is at his wits end. He started his chicken farm, Cluckingham Farm, 2 years ago and things have been going well. But he noticed that lately he’s not getting as many eggs as he had been. Last year, his 25 laying hens produced over eggs! This past month, his chickens only laid 600 eggs. Farmer Gallus needs to act fast! He needs to figure out why his egg production has dropped and implement a solution to save his farm. Can you help Farmer Gallus?

24. Chicken Farm Activity The scenario is purposefully vague.
Many reasonable problems could be suspected and a variety of solutions proposed (hen age, nutrition, predators, coup safety, etc.)
Activity engages students in grade appropriate math.

26. Chicken Farm Activity

27. Resources
Performance Expectations by Grade Level
Illinois Science listserv