1. 7th Grade Design Challenge
Walking ON Water
Day 1: (Slides 1-5). Start by introducing students to the phenomenon (insects walking on water). Take this time to explain what a phenomenon is and how it gets us thinking about asking questions. Transition to slide 2 by telling students that some engineers were inspired by this phenomenon and created a robot to mimic the water strider. Show the short video clip as a hook. After the video transition to slide 3 and a engage in a class discussion. Have students think about the science ideas the engineers needed to use when designing the miniature robot. Ask students to brainstorm practical applications of such a robot. Once you have some applications, transition to slide 5 and introduce the design challenge. End class by telling students that they will be obtaining some science information tomorrow.
Day 2: (Slide 6) Today, students will be able to obtain science information that is useful in the upcoming challenge. The teacher can provide hardcopy or electronic resources depending on the availability of chromebooks. Students should create Journal Entry #1: Obtaining Information on Water Striders. The ticket slip can be placed in their journals for later reference.
Day 3: (Slide 7) Start by telling students how engineers need to make various prototypes or models before deciding on the best one. Use slide 7 to explain how students will develop and test their models of a wire critter to stay afloat. Students need to record all data in their journals. This will be Journal Entry #2: Wire Critter Data Table. Buckets need to be on lab table with the following: container of water for testing, 12 in strip of plastic coated wire for each student, paper clips for testing.
Day 4: (Slide 8-9) Have students argue from evidence in a video recap of why their design solution is the best one. Use the information on slide 8 to help gently introduce guidelines for how to respond on camera. Teacher very discretely touches upon the CER format. Each student will need a chromebook to log on and record his/her response. Encourage students to script out what they are going to say in their science journals as videos are no longer than 60 seconds. Journal Entry #3: Wire Critter RECAP response.
Day 5: (Slide 10) The next day students are going to evaluate the responses of another peer. Use information on slide 10 as a guide. Teacher can decide to do this whole class or to send students off on their own. Students create Journal Entry #4: Peer Evaluation Slip (Wire Critters). Use half the period for evaluations emphasizing the CER format. The second half of the period can be used to optimize their wire critter designs. They can use the video responses as a large database to gather any new ideas.
7th Grade Design Challenge

2. Phenomenon: Walking on Water
Did you know that some insects like the water strider in the picture can walk on water?
The fact that some insects can do this is considered a phenomenon.
A phenomenon is an observable event that gets you asking questions.
For this phenomenon we might ask:
How can the water strider walk on water?
Why does it need this ability?

3. A Life Science Inspired Robot

4. Pair - Share What science concepts did the engineers use?
Surface Tension
Forces
Adaptations of the Water Strider
What practical applications can you envision for a robot like this?
Used to collect water samples from flooded homes, remote locations like caves, geysers, etc.
Used to quickly maneuver across bodies of water to reach land areas in need of investigation
Used to quickly take area measurements of different bodies of water (small or large)

5. Design Challenge Problem Criteria: Constraints:
Water-walking robots will soon be needed for a variety of practical purposes. Your job is to design a wire critter that can stay afloat on the water’s surface. This wire critter will serve as the robot’s body frame.
Criteria:
1. Your design must be “science inspired.” In other words, you must use science ideas to help you.
2. Your design must stay afloat on the water’s surface (no sinking).
3. Your design should be tested to support the greatest number of paper clips it can.
Constraints:
Your must create your design using a 12-inch strip of plastic coated wire. That’s it!
You have 1 class period to design and test different models.
You have 1/2 class period to optimize this design and create the best one.

6. Obtaining Science Information
Your teacher has a variety of sources that you can use to collect information that will be useful in this design challenge. These sources are available electronically or in hardcopy format. Follow the steps below to gather your information.
1. Choose a source to investigate.
2. Read the source and take down any information you think will be helpful.
3. Make sure to comment on WHY you think the information will be useful.
4. Repeat for all the available sources. If time allows, look for some new sources.
Resources:
skaters-weird-nature/

7. Develop and Test Your Model
Today, you will develop several models of a water critter to stay afloat on the water’s surface. 1. 2. 3. 4.
Each time you develop and test a new model, record this in your data table. You will need to look back at your data to help you decide on the best solution. 5.

8. Argue From Evidence
Today, your job is to convince me and your classmates why your wire critter is the best design solution. You will do this by creating a short recap video (no more than 60 seconds).
Don’t freeze up on camera! Use the guidelines below when responding. Be creative, you might want to show your best model in action.
Start by telling the viewer why your critter is the best one. Be brief and specific in this claim.
Then, be convincing by citing the evidence you have to support this. Check your data table.
Last, draw on some science ideas to help explain or reason why your wire critter stays afloat.

9. Join RECAP Follow these steps to create your RECAP response.
1. Go to this link: letsrecap.com/student (Sign up using your Montville /password)
2. Join “Water Critter Design Challenge” by entering this pin number: nklvjxj
3. Add a video response under your correct teacher & class period (record time – 60 sec).

10. Evaluate & Optimize Solutions
EVALUATING Solutions
Did your peers make a convincing argument? Let’s find out!
1. Watch a video from the responses
2. Evaluate his/her argument.
Listen for the student’s CLAIM. Is it convincing?
Listen for EVIDENCE. Did the student use this evidence to appropriately support the claim?
Listen for science ideas. Did the student use these ideas to effectively REASON about the design?
Did you get any new ideas you could use to optimize your critter? Explain.
OPTIMIZING Design Solutions
1. Use the rest of class time to try and optimize your design solution.