1. K-12 Alliance Experiencing Engineering in a Three Dimensional Lesson 1

2. Session Goals Experience a 3D lesson that integrates engineering into a learning sequence Experience how engineering practices can be used to deepen student understanding of science and engineering Leave with tools to begin addressing NGSS Engineering in your classrooms 2

3. The NGSS 3 Dimensions Practices Crosscutting Concepts Disciplinary Core Ideas (Content) 3

4. NGSS Science and Engineering Practices 1.Asking questions (science) and defining problems (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 (science) and designing solutions (engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information 4

5. SEP-Connections to the Common Core 1.Asking questions (science) and defining problems (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 (science) and designing solutions (engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information 5

6. Dimension 3: Disciplinary Core Ideas (Science Content) Core/Component Ideas 6

7. Review NGSS Architecture 7

8. Review NGSS Connections Connections to Common Core Standards are made and links to other grade levels are made. 8

9. NGSS Engineering Design PEs 9

10. Engineering Technology and Applications of Science (ETS)  DCI’s A. Defining and delimiting engineering problems involves stating the problem to be solved as clearly as possible in terms of criteria for success, and constraints or limits. B. Designing solutions to engineering problems begins with generating a number of different possible solutions, then evaluating potential solutions to see which ones best meet the criteria and constraints of the problem. C. Optimizing the design solution involves a process in which solutions are systematically tested and refined and the final design is improved by trading off less important features for those that are more important. Handout H1 10

11. K-2 Engineering Grade Bands 11

12. 3-5 Engineering Grade Bands 12

13. 6-8 Engineering Grade Bands 13

14. 9-12 Engineering Grade Bands 14

15. PEs with an Asterisk* Handout H2 15

16. 4 th Grade DCIs Core IdeaPS3.A Definitions of Energy PS3.B Conservation of Energy and Energy Transfer ETS1.A Defining Engineering Problems PS3.C Relationship between Energy and Forces Activity Conversion of Wind Energy to Mechanical Energy DCIs The faster a given object is moving, the more energy it possesses. (4-PS3-1) Energy can be moved from place to place by moving objects or through sound, light, or electric currents. (4- PS3-2),(4-PS3-3) Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy. (4-PS3-2),(4- PS3-4) When objects collide, the contact forces transfer energy so as to change the objects’ motions. (4- PS3-3) ETS Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (secondary to 4-PS3-4) 16

17. Use of Wind Energy With a partner, discuss how wind has been used as a source of energy throughout human history. Grind grain Pump water Move boats Separate wheat chaff from grains Move hot air balloons To make electricity Dry clothes Cool things off 17

18. What is a Windmill? Individually draw a model of how a windmill works AND write an explanation of what is does and how it works Share your ideas with a partner 18

19. Video of Windmill https://www.youtube.com/watch?v=v2_qbrbJwLI Direct on Computer 19

20. Video Debrief Based on what you saw in the video: Revise what you drew and wrote about how a windmill works. 20

21. Engineering Challenge Develop a blade design that will lift the maximum amount of nuts in your cup to the given height Criteria used for success Least amount of materials greatest number of nuts Past the minimum height (See mark for minimum height) Limitations Materials provided 21

22. Explanation Poster: What You Will Construct Based upon your investigation, develop an explanation of the relationship between blade design and the amount of mass it can raise. Create a poster that includes a claim, evidence and reasoning that addresses How energy is converted from one form to another The relationship between blade design and the amount of mass it can raise Reminder: Reasoning connects the data that you use as evidence to the claim you are making. 22

23. Original Blade Design Challenge Original Idea from www.kidwind.orgwww.kidwind.org MacGyver Windmill Kit 23

24. New Design 24

25. Draw First Individually draw a blade design. Get into groups of 3 or 4 and share their designs. As a group evaluate the individual designs and then collaborate on one that the group will build 25

26. Build Test Revise Rebuild Retest 26

27. Explanation Poster Share Based upon your investigation, develop an explanation of the relationship between blade design and the amount of mass it can raise. Create a poster that includes a claim, evidence and reasoning that addresses: How energy is converted from one form to another The relationship between blade design and the amount of mass it can raise. (Reminder: Reasoning connects the data that you use as evidence to the claim you are making.) Group share with another table. Is there a best design? What is it and what is the evidence and reasoning that makes it the best? 27

28. Three Dimensional Analysis With your table group: What were the SEP’s that you used during the activity? What was the target practice of this activity? What was the DCI that we explored? Was there an application of the Cross Cutting Concepts? Handout H3 28

29. Nice Additional Resources This is the website with free resources related to the trade book: http://williamkamkwamba.typepad.com And these are two short TED talks (5 mins each) http://www.ted.com/talks/william_kamkwamba_on_building_ a_windmill?language=en http://www.ted.com/talks/william_kamkwamba_on_building_ a_windmill?language=en http://www.ted.com/talks/william_kamkwamba_how_i_harne ssed_the_wind?language=en http://www.ted.com/talks/william_kamkwamba_how_i_harne ssed_the_wind?language=en 29

30. Debrief: With your table groups, discuss how the integration of engineering into three dimensional lesson, impacts student learning. 30

31. Taking it Home - Reflection Think about teaching and learning in your classroom. Based on your learning today, what strategies can you incorporate in your teaching practice as you begin shifting to the NGSS to include Engineering? 31