Grade K-5 Application Standards:A Handbook for Learning & TeachingThe Technological Design Process (Engineering)

Version 1.0Winter 2012

Table of ContentsIntroductionPreface: Why a focus on Application? Why a Handbook?

Background on Design

Application in Washington StandardsApplication in Washington State Science Learning Standards K-1, 2-3, & 4-5

Application in Washington State 5th Grade Test & Item Specs

Resources for Instruction

The Design Framework (ESD 112)

The Design Report Template- Mattson Middle School

Using a Picture Book- Those Darn Squirrels- to Teach Design

Marshmallow Challenge- Conducting a Design Challenge

Assessment Tools Application Scenario Overview grade 5

Sample Application 5th Grade MSP Scenario: - Scenario, Plan a new Design item, rubric, and student work

Appendix A: Application Vocabulary- Sample List

Appendix B: Application Online Resources

Preface: Why focus on Application?

Why a Handbook?

Elementary school students may have limited opportunities to learn the ideas in the Application EALR in the Washington State Science Learning Standards due to some of the following reasons:

· The term “Application” may not capture the essence of the technological design process that is the heart of the Application EALR .

· Intentional opportunities for learning Application (the technological design process) may be lacking in common science instructional materials

· Application ideas may be marginalized compared to inquiry and science domain content (physical, life, Earth/Space)

· When we think of the “processes” of science we probably think of the “scientific method” or experiments but may not consider engineering/technological design process as a key practice of science.

· Most of us did not learn design/engineering in our science instruction. Therefore it may be a difficult shift to think about teaching the technological design process in science classes.

· The content standards in the Application EALR do not clearly identify the steps of a technological design process.

Why we should be teaching Application?

· Cross Cutting Idea (EARL 3) in WA Science Learning Standards (2009)

· Theme in 2061 resources: Science Benchmarks, Science for All Americans, Atlases of Science Literacy.

· Engineering is embedded as Science and Engineering Practices in the Framework for K-12 Science Education (upcoming Next Generation Science Standards)

· Engineering and Technology is also a Disciplinary Core Idea in the Framework for K-12 Science Education (upcoming Next Generation Science Standards)

· Promotes key 21st Century Skills

· Advances the importance of Science, Technology, Engineering, and Math (STEM)

· Application represents 20% of 8th grade Science MSP in Washington state

Why a Handbook?

1. Provide background and clarity to Application and technological design

2. Provide ease of use.

3. Organize instructional resources.

4. Raise awareness of the importance of Application and technological design.

Background on Technological Design

This section provides a variety of perspectives, definitions, and areas of focus to consider as we engage with the technological design process.

There are multiple terms related to the technological design process:

· The Design Process

· The Designed World

· Technology

· Engineering Practices

· (Perhaps the best way to become familiar with the nature of engineering and design is to do some. By participating in such activities, students should learn how to analyze situations and gather relevant information, define problems, generate and evaluate creative ideas, develop their ideas into tangible solutions, and assess and improve their solutions. To become good problem solvers, students need to develop drawing and modeling skills, along with the ability to record their analyses, suggestions, and results in clear language.From The Benchmarks Online)STEM (science, technology, engineering, & math)

This document will tend to use Technological Design Process in order to complement the Washington State Science Learning Standards (2009). However, as we await the release of the Next Generation Science Standards it is important to note that Design will be represented by Engineering and will be incorporated in:

· The Scientific and Engineering Practices (similar to Inquiry/Application EALRs in WA Science Standards)

· Disciplinary Core Idea- Engineering and Technology

In summary, Engineering (Technological Design Process) will be even more foundational to the new national science standards coming in the fall of 2012.

(Steps of The Technological Design Process:Define the problem or challengeGather information (learn)Explore ideas (brainstorming) Make a plan (develop one of your ideas)Test the solution (the plan)Communicate the results)

A couple of excerpts from Science for All Americans

From Science for All Americans Ch. 3 Nature of Technology

As long as there have been people, there has been technology. Indeed, the techniques of shaping tools are taken as the chief evidence of the beginning of human culture. On the whole, technology has been a powerful force in the development of civilization, all the more so as its link with science has been forged. Technology—like language, ritual, values, commerce, and the arts—is an intrinsic part of a cultural system and it both shapes and reflects the system's values. In today's world, technology is a complex social enterprise that includes not only research, design, and crafts but also finance, manufacturing, management, labor, marketing, and maintenance.

In the broadest sense, technology extends our abilities to change the world: to cut, shape, or put together materials; to move things from one place to another; to reach farther with our hands, voices, and senses. We use technology to try to change the world to suit us better. The changes may relate to survival needs such as food, shelter, or defense, or they may relate to human aspirations such as knowledge, art, or control. But the results of changing the world are often complicated and unpredictable. They can include unexpected benefits, unexpected costs, and unexpected risks—any of which may fall on different social groups at different times. Anticipating the effects of technology is therefore as important as advancing its capabilities.

From Science for All Americans Ch. 8 The Designed World

The world we live in has been shaped in many important ways by human action. We have created technological options to prevent, eliminate, or lessen threats to life and the environment and to fulfill social needs. We have dammed rivers and cleared forests, made new materials and machines, covered vast areas with cities and highways, and decided—sometimes willy-nilly—the fate of many other living things.

In a sense, then, many parts of our world are designed—shaped and controlled,

largely through the use of technology—in light of what we take our interests to be. We have brought the earth to a point where our future well-being will depend heavily on how we develop and use and restrict technology. In turn, that will depend heavily on how well we understand the workings of technology and the social, cultural, economic, and ecological systems within which we live.

Application in Washington Science Learning Standards

This page provides:

· a vertical look at how application ideas progress K-12

· an overview of the origins of application

Cross-cutting

EALR 3

Application

The Big Ideas of Science

…is about the interaction between science and technology, and how both can help solve real-world problems.

Grades

9-12

Science, Technology,

and Society

Transfer and apply abilities in science and technological design to develop solutions to societal issues.

Grades

6-8

Science, Technology,

and Problem Solving

Work with other members of a team to apply the full process of technological design and relevant science concepts to solving a problem.

Grades

4-5

Different

Technologies

Define technologies and the technological design process to understand the use of technology in different cultures and career fields.

Grades

2-3

Solving

Problems

Develop a solution to a problem by using a simplified technological design process. Investigate the use of tools.

Grades

K-1

Tools and

Materials

Use simple tools and materials to solve problems in creative ways.

Application. Knowledge of science, in and of itself, is not sufficient to prepare today’s students for the world of tomorrow. It is important that our children learn how science and technology function together to shape our world and to become culturally sensitive and ethical problem solvers. Developing these capabilities begins in the earliest grades, when students learn to distinguish between natural materials and designed materials. Elementary students learn that tools and materials can be used to solve problems and that many problems have more than one solution. Through the elementary years students develop the ability to design a solution to a simple problem and to select the appropriate tools and materials to make something of their own design. By the time they leave elementary school, students should understand that people of many different backgrounds find satisfying work applying science and technology to real-world problems. Abilities in technological design continue to develop in middle school as students learn that teamwork is essential in solving problems and that scientists and engineers often work side by side, applying insights from nature along with mathematics and creativity. They also learn design principles, such as the use of models to identify weak points in a design, and the full engineering design process. As high school students turn their attention to local, regional, and global issues, they transfer their learning to more challenging and far-reaching problems that require both a scientific and technological lens. Students also develop a long-range perspective, taking into account possible unanticipated side effects of new technologies. Through more advanced courses in high school students realize that science and technology are not always objective, but rather that they interact with societal perspectives and concerns, and that science and technology are limited—they cannot solve all human problems or answer all questions.

Application in Washington Science Learning Standards Grade K-1Students learn to use simple tools (e.g., pencils, scissors) and materials (e.g., paper, tape, glue, and cardboard) to solve problems in creative ways. Though students have a natural inclination to use tools and materials to make things, guidance is required to channel these interests into solving a practical problem. Although students are not expected to make a distinction between science and technology at this age, they can and should develop the idea that tools and materials can be used to solve problems, and that many problems can have more than one solution.

Content Standards

Performance Expectations

Students know that:

Students are expected to:

K-1 APPA

Common tools can be used to solve problems.

· Use simple tools and materials to solve a simple problem (e.g., make a paper or cardboard box to hold seeds so they won’t get lost).*a

K-1 APPB

Different materials are more suitable for some purposes than for other purposes.

· Choose a material to meet a specific need (e.g., cardboard is better than paper for making a box that will stand up by itself) and explain why that material was chosen. *a

K-1 APPC

A problem may have more than one acceptable solution.

· Develop two possible solutions to solve a simple problem (e.g., design a napping place for a favorite stuffed animal; decide on the best food to eat for lunch).*b

K-1 APPD

Counting, classifying, and measuring can sometimes be helpful in solving a problem.

· Apply the abilities of counting, measuring, and classifying to solving a problem (e.g., Is that enclosure big enough for a pet to stand up in? What types of food can it eat? How much food should I put into the enclosure for my pet?).*c

Mathematics Connections

*a K.5.D, 1.6.DSelect from a variety of problem-solving strategies and use one or more strategies to solve a problem.

*b K.5.F, 1.6.GDescribe how a problem was solved.

*cK.1.ECount objects in a set of up to 20, and count out a specific number of up to 20 objects from a larger set.

1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100.

K.4.AMake direct comparisons, using measurable attributes such as length, weight, and capacity.

1.4.BUse a variety of nonstandard units to measure length.

Application in Washington Science Learning Standards Grade 2-3

In earlier grades, students learned to use simple tools and materials to solve problems in creative ways. In grades 2-3 students develop the ability to design a solution to a simple problem, using an elementary version of the technological design process. They also increase their abilities to use tools and materials to design and build something that solves a problem. Students can apply these abilities in their daily lives.

Content Standards

Performance Expectations

Students know that:

Students are expected to:

2-3 APPA

Simple problems can be solved through a technological design process that includes: defining the problem, gathering information, exploring ideas, making a plan, testing possible solutions to see which is best, and communicating the results.

· Design a solution to a simple problem (e.g., design a tool for removing an object from a jar when your hand doesn’t fit) using a technological design process that includes: defining the problem, gathering information, exploring ideas, making a plan, testing possible solutions to see which is best, and communicating the results. *a

2-3 APPB

Scientific ideas and discoveries can be applied to solving problems.

· Give an example in which the application of scientific knowledge helps solve a problem (e.g., use electric lights to see at night). *b

2-3 APPC

People in all cultures around the world have always had problems and invented tools and techniques (ways of doing something) to solve problems.

· Describe a problem that people in different cultures around the world have had to solve and the various ways they have gone about solving that problem.*a

2-3APPD

Tools help scientists see more, measure more accurately, and do things that they could not otherwise accomplish.

· Select appropriate tools and materials to meet a goal or solve a specific problem (e.g., build the tallest tower with wooden blocks or the longest bridge span) and explain the reason for those choices.

2-3 APPE

Successful solutions to problems often depend on selection of the best tools and materials and on previous experience.

· Evaluate how well a selected tool solved a problem and discuss what might be done differently to solve a similar problem.*b,c

Mathematics Connections

*a3.6.FRepresent a problem situation, using words, numbers, pictures, physical objects, or symbols.

*b 2.5.GDetermine whether a solution to a problem is reasonable.

*c2.5.DSelect from a variety of problem-solving strategies and use one or more strategies to solve a problem.

3.6.ESelect and use one or more appropriate strategies to solve a problem.

Application in Washington Science Learning Standards Grade 4-5

In earlier grades, students learned to design a solution to a simple problem, using an elementary version of the technological design process. In grades 4-5 students learn to distinguish between science and technology and to work individually and collaboratively to produce a product of their own design. They learn that people in different cultures use different materials and technologies to meet their same daily needs and increase their understanding of tools and materials. Students also develop their abilities to define problems that can be solved by modifying or inventing technologies, to create and test their designs, and to communicate what they learned. These capabilities help students understand the value of science and technology to meet human needs and provide them with valuable skills for everyday life.

Content Standards

Performance Expectations

Students know that:

Students are expected to:

4-5 APPA

Technology involves changing the natural world to meet human needs or wants.

· Describe ways that people use technology to meet their needs and wants (e.g., text messages to communicate with friends, use bicycles or cars for transportation).

4-5 APPB

People in different cultures all around the world use different materials or technologies to solve the same problems.

· Give examples of how people around the world use different materials or technologies to solve the same problem (e.g., people in different countries use different materials to build their houses).

4-5 APPC

Problems of moderate complexity can be solved using the technological design process. This process begins by defining and researching the problem to be solved.

· Define a problem and list several criteria for a successful solution.

· Research the problem to better understand the need and to see how others have solved similar problems.

4-5 APPD

Scientists and engineers often work in teams with other individuals to generate different ideas for solving a problem.

· Work with other students to generate possible solutions to a problem and agree on the most promising solution based on how well each different idea meets the criteria for a successful solution.*a

4-5 APPE

Possible solutions should be tested to see if they solve the problem. Building a model or prototype is one way to test a possible solution.

· Use suitable tools, techniques, and materials to make a drawing or build a model or prototype of the proposed design.

· Test the solution to see how well that solution solves the problem. Modify the design, if necessary.*a

4-5 APPF

Solutions to problems must be communicated, if the problem is to be solved.

· Communicate the solution, results of any tests, and modifications persuasively, using oral, written, and/or pictorial representations of the process and product.

4-5 APPG

Science and technology have greatly improved food quality and quantity, transportation, health, sanitation, and communication.

· Describe specific ways that science and technology have improved the quality of the students’ lives.

4-APPH

People of all ages, interests, and abilities engage in a variety of scientific and technological work.

· Describe several activities or careers that require people to apply their knowledge and abilities in science, technology, engineering, and mathematics.

Application in Washington State

5th Grade Test & Item Specs

EALR 3: Application

· A stimulus or stem will include an adequate description of an appropriate physical, Earth/space, and/or life science system or technological design process.

Items may ask students to:

C.C.

Format

4-5 APPA

Uses of Technology

(1) Describe ways people use technology to meet human needs or wants (e.g., a thermometer to know if a coat is needed; airplanes to travel long distances in less time).

2

MC

4-5 APPB

Technology & Culture

Classroom only: Give examples of how people around the world use different materials or technologies to solve the same problem (e.g., people in different countries use different materials to build their houses).

NA

NA

4-5 APPC

Research & Criteria for Success

(1) Describe one or more criteria for a successful solution, given a problem that can be solved using a technological design process.

2

MC

(2) Describe research that would provide a better understanding of a given problem that can be solved using a technological design process.

2

MC

4-5 APPD

Choosing a Solution

(1) Describe multiple solutions and/or reasons for choosing each solution given a problem that can be solved using a technological design process.

3

MC

SA

(2) Describe a reason(s) for choosing a solution given possible solution(s) and a problem that can be solved using a technological design process.

3

MC

SA

Classroom only: Work with other students to generate possible solutions to a problem and agree on the most promising solution based on how well each different idea meets the criteria for a successful solution.

NA

NA

4-5 APPE

Testing Solutions

(1) Write a summary of a solution and/or describe a scientific test of the solution given a description of a problem that can be solved using a technological design process.

3

MC

SA

(2) Modify the original design to improve results given a solution to a problem and results of a test of the solution.

3

MC

SA

4-5 APPF

Communicate Solutions

Assessed in APPE(1) and Classroom: Communicate the solution, results of any tests, and modifications persuasively, using oral, written, and/or pictorial representations of the process and product.

NA

NA

4-5 APPG

Impacts of Technology

(1) Describe specific ways science and technologies have improved the quality of humans’ lives (e.g., food quality and/or quantity, transportation, health, sanitation, communication).

2

MC

SA

4-5 APPH

Science & Tech Careers

(1) Describe activities or careers that require people to apply knowledge and abilities in science, technology, engineering, and/or mathematics.

3

MC

SA

Application Framework

The following Application Framework was developed by ESD 112 in Vancouver. This tool provides a visual writing frame for students (and teachers) to examine, clarify, and engage with the technological design process.

You will find the Application Framework below on the next page.

(Don’t be afraid to modify this framework!Make it as useful as possible for your students.)

Recommendations for using this visual framework:

· Identify a problem or design challenge (see sample lessons and resources in this handbook) and use this framework as a tool for navigating the technological design process

· Change the tool to meet your needs. You will have these as Word Documents so add, subtract, and modify the tool to better meet the needs of your students and the problems/challenges they are approaching.

· Model the use of these tools with your students by solving a problem or challenge together as a whole class.

· Try to use this with physical systems, living systems, and Earth/Space systems. (we tend to focus on physical systems in technological design).

Application Frameworks

Technological Design Process

What is the challenge/problem?

(Redesign) (Test Results) (How will I test my solution? ) (Chosen idea supported by scientific reasoningIdeaScientific Reasoning) (Multiple ideas for solving the problem. ) (Scientific principles) (What research is known about the problem? )

Key Questions to Ask About Any Technology

From Science for All Americans

· What are alternative ways to accomplish the same ends? What advantages and disadvantages are there to the alternatives? What trade-offs would be necessary between positive and negative side effects of each?

· Who are the main beneficiaries? Who will receive few or no benefits? Who will suffer as a result of the proposed new technology? How long will the benefits last? Will the technology have other applications? Whom will they benefit?

· What will the proposed new technology cost to build and operate? How does that compare to the cost of alternatives? Will people other than the beneficiaries have to bear the costs? Who should underwrite the development costs of a proposed new technology? How will the costs change over time? What will the social costs be?

· What risks are associated with the proposed new technology? What risks are associated with not using it? Who will be in greatest danger? What risk will the technology present to other species of life and to the environment? In the worst possible case, what trouble could it cause? Who would be held responsible? How could the trouble be undone or limited?

· What people, materials, tools, knowledge, and know-how will be needed to build, install, and operate the proposed new technology? Are they available? If not, how will they be obtained, and from where? What energy sources will be needed for construction or manufacture, and also for operation? What resources will be needed to maintain, update, and repair the new technology?

· What will be done to dispose safely of the new technology's waste materials? As it becomes obsolete or worn out, how will it be replaced? And finally, what will become of the material of which it was made and the people whose jobs depended on it?

Not all such questions can be answered readily. Most technological decisions have to be made on the basis of incomplete information, and political factors are likely to have as much influence as technical ones, and sometimes more. But scientists, mathematicians, and engineers have a special role in looking as far ahead and as far afield as is practical to estimate benefits, side effects, and risks. They can also assist by designing adequate detection devices and monitoring techniques, and by setting up procedures for the collection and statistical analysis of relevant data.

Technological Design Example Lessons

The following section provides resources and sample lessons for teaching the technological design process.

A. Anchor Lesson- Those Darn Squirrels- A teacher guide for using the picture book, Those Darn Squirrels, to introduce the technological design process. Developed by Tom Hathorn and the Bethel School District.

B. Marshmallow Challenge: Students are challenged to make the tallest free-standing structure using spaghetti noodles, a marshmallow, tape, and string.

marshmallowchallenge.com

Part 1: Students use planning sheet to engage with the steps of the design process before building. Students also examine materials.

Part 2: Students work in teams of 4 to create the tallest free-standing structure in 18 minutes.

Part 3: Towers are measured and students are given an opportunity to redesign/reflect on their original designs.

Part 4: Students watch video of the marshmallow challenge and/or examine pictures of adult and student created structures. Students compare their structures to those seen on the video/website. http://marshmallowchallenge.com/TED_Talk.html

C. Opportunities to teach Design in FOSS Kits: A table of possible opportunities for teaching the technological design process in the context of FOSS science kits.

A.

Those Darn Squirrels

by Adam Rubin, Illustrated by Daniel Salmieri

Science-Literacy Teacher Guide

Major themes for this book:

· Application – Using technology (tools & materials) and a systematic process to solve a problem.

· Application – Collecting information to improve a design.

Science Standards (EALR 3):

APP - Application

K: Use with Science Companions to introduce Scientific Problem-Solving language & ideas.

· APP A – Use tools and materials to solve a problem.

· APP B – Explain why a certain material was chosen for a specific need.

· APP C – Develop more than one solution to a problem.

· APP D – Use counting, measuring, sorting (i.e. mathematics) to solve a problem.

3rd: Use any time in 3rd grade Scientific Problem-Solving & Design. Consider using in conjunction with Spoon (properties of objects & materials).

· APP A – Use a technological design process to solve a problem (define problem, gather information, explore ideas, make a plan, test solutions, communicate results).

· APP B – Use science knowledge to help solve a problem.

· APP D – Explain why certain tools and materials were chosen to solve the problem.

· APP E – Evaluate how well tools and materials worked in solving the problem.

4th: Use any time in 5th grade Scientific Problem-Solving & Design.

· APP C – Define the problem, and describe certain criteria that will solve it.

· APP C – Research how others have solved similar problems.

· APP D – Work with others to design possible solutions to the problem, and then decide on the most promising design/solution.

· APP F – Make a drawing or other model of the proposed solution in order to judge it’s potential; modify the design (drawing or model) if desired.

· APP H – Describe several careers that use science, technology, engineering, and mathematics to solve problems.

Pre-Reading (3rd & 5th grade only)

1. Activate and build students’ initial ideas about Scientific Design:

· (Comparing Birdhouses:Which design will be more attractive to birds?How might you improve one of the birdhouses?)“Here are several birdhouses.

· How can you decide which one will work the best?”

· Assign a birdhouse design to eachteam of students. Ask each team:

1. “What do you need to learn in order to improve your birdhouse?

2. What observations can you make to help decide how well it worked and how to improve your birdhouse?”

2. Present a formal process for Scientific Problem-Solving / Design:

· (Design Process:Define the problem.Gather information (learn)Explore ideas (possibilities)Make a plan (develop one of your ideas)Test the solution (the plan)Communicate the results)Share the process on a poster.

· Ask students which of these steps they were using during the birdhouse activity.

· Ask which steps they did not get to yet.

· Ask if they have questions about any of the steps.

3. Get ready to read the story:

· “So, we have a systematic process for designing a solution to a problem…this is how engineers go about their work, but it’s a powerful way for you & me to approach problems, too. What problem do you think the man in this story is going to face?”

· Allow students to share a few ideas, but don’t verify.

· Read the story; consider using some of the questions during the first reading, especially if you’d like students to guess what’s coming next (and why they think that).

Post-Reading

1. (K, 3rd, 5th)Select & use some of the questions listed later in this guide.

2. (3rd & 5th only) Use “Another Question” later in this guide, to compare Fookwire’s and the squirrels’ problem-solving processes.

3. (3rd & 5th only) Check out the online videos to generate additional thinking and conversation about the problem-solving / design process.

Literacy Connections

· Cause and Effect; character development

About Scientific Problem-Solving —Questions to Use with the Story:

In the text & pictures…

A) Pg.14—Fookwire’s new birdhouse design.

[Do you think it will work? Why / why not?]

B) Pg.18-19—Fookwire’s third version.

[Wow, that’s a complicated system!...What is each part supposed to do? Why do you think this might solve Fookwire’s problem?]

C) Pg.20-21—Squirrels engaged in problem-solving.

[The squirrels didn’t give up, just like Mr. Fookwire. What parts of the Problem-Solving Process are they using? Do you think their plan will work?] This page provides an opportunity for students to complete the steps of the design process that the squirrels might have used in creating this diagram. What was the problem? What information might they have gathered? What ideas might they have brainstormed?, etc

D) Pg.26-27—The squirrels are focusing on a new problem.

[What problem do you think the squirrels are working on now?]

E) Pg.29—Fookwire at the door.

[What do you think Old Man Fookwire sees? Why do you think that?]

(Design Process:Define the problem.Gather information (learn)Explore ideas (possibilities)Make a plan (develop one of your ideas)Test the solution (the plan)Communicate the results)

Another Question:

· Compare Old Man Fookwire’s problem-solving approach to the squirrels’ problem-solving approach. [Which parts of the process did they both use? What is different about them?]

Online Resources Designing Products for The Real World

(text, pictures, plans) Birdhouse design http://howtomakeabirdhouse.net/

· (video 2min.) Birds (many!) visiting a backyard birdhouse http://www.youtube.com/watch?v=XVsEE9QyC88

· (video 1min.) Industrial Design Process: Which parts of the process can you identify in this video? http://www.youtube.com/watch?v=3qJW3gcMbbw&feature=related

· (video 6min.) Toy Design & Testing Class @ MIT http://www.youtube.com/watch?v=5-7nSPfMpIs

(Marshmallow Challenge )Name(s)

Identify a Problem/Challenge

(Create the tallest free-standing structure using 20 pieces of spaghetti, 1 meter of tape, 1 meter of string, and 1 marshmallow. The marshmallow MUST BE on top of the structure.)

Constraints/Rules

Things that limit your design

· 20 pieces of dry spaghetti

· 1 meter of tape

· 1 meter of string

· 1 marshmallow- MUST BE PLACED ON TOP OF STRUCTURE

· 18 minutes to build the tallest FREE STANDING structure

Research the Problem

What do you already know about building a tall structure?

Examine the materials- what do you notice? How might you use these materials?

Design a Solution

Explore Ideas

(Brainstorming)

All Group Members Participate

Plan Summary

Which idea above did you pick? Write a sentence describing what you will do.

Steps to Do the Plan:

Describe the steps of your plan

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

Diagram of Solution

Create a labeled diagram of your plan in the space below

Test Solution

· How will you know if your plan worked?

· Describe how you will test your plan/solution below.

Test Results

· Record your results in the space below.

Troubleshoot and Redesign

· Improve on your original (troubleshoot, or fix the design problems)

Opportunities for teaching Design in FOSS kits

Grade 5 has opportunities for teaching the Design Process within Variables and Levers & Pulleys

Grade 4 has rich opportunities in the Electricity and Magnetism kit and the Ideas & Invention kit.

Grade

Kit

Investigation

Activity Ideas

RESOURCES

5

Variables

Swingers

p. 31 Science Extensions

- Challenge students to design a double decker pendulum or a stringless pendulum

Systems Handbook

Systems Questions

WA Science Standards

WA 5th Grade MSP Test & Item Specs

Design Framework

Sample Design Process Template

Lifeboats

Challenge students to design an aluminum foil boat that will hold the most pennies. Constraints: size of foil given.

Plane Sense

Home/School Connection Sheet p. 32- Challenge students to design a paper airplane that travels straight, does a loop, etc. Constraints: size of paper, type of paper, etc.

Flippers

p. 31 Science Extensions:

- Challenge students to design a flipper that will hit a target a given distance away

- Challenge students to design a Coin Sorter using the flipper system.

Landforms

Limited opportunities for the design process.

Levers and Pulleys

Levers

p. 31 Challenge students to design a teeter totter or a nail removing device.

More Leverage

Challenge students to design and build a multi-lever system.

Pulleys at Work

Challenge students to design a lever-and-pulley system p.28

4

Magnetism and Electricity

Invest 4: Current Attractions

This investigation is a design process lesson- challenge students to design an electromagnet that can be turned on/off and can lift the most paper clips

Earth Materials

Limited opportunities for the design process.

Ideas and Inventions

Invest 4: Reflecting

Challenge students to design a product that will let you “see around corners”.

Application Scenario Guidelines

Grade 5 Science MSP

Application scenarios describe a technological design process students used to solve a problem. The problem must be one that involves a physical, Earth/space, or living system.

General Description of a Technological Design Process

The following characteristics are common to Application scenarios involving the technological design process.

(A short paragraph provides a context for the technological design process.)

(The problem or challenge is defined.)

(The BirdsTim’s family moved to a new house with a fenced yard and a deck. The yard had no grass or plants. Tim helped his parents design a yard to attract birds and recorded the stages of their design process.Problem: Attract birds to the yard.Research the Problem: For two weeks, walk around the neighborhood for one hour each afternoon and record in the Bird Observations table what birds are seen doing.Bird ObservationsWhere birds were seenBird actions; What birds were doingBird feeder in treeFlew from tree branch to bird feeder, picked up seed, flew back to branch or ate seed on feederNeighbor’s rooftopStanding on roof, looking aroundTelephone wiresLarge group of birds perched on wireGrassy areaPecking grass and picking up worms, insects, and other things from the soilPuddle of waterDrinking, jumping, splashing, and bobbing in the puddleFlying in the airSome birds flying with grass material dangling from beak; other birds circling and looking downSitting in the treeSitting in the tree and making birdcallsExplore Ideas: Plant grass, flowers, shrubs, and trees. Put in a bird feeder, a birdbath, and birdhouses.Plan how to keep the plants healthy, the bird feeder full of seeds, and the birdbath clean and full of water.)

(A short summary of research about the problem is included. )

(Scientific information or concepts and principles that contribute to solving the problem (e.g., chart(s) of information, investigation results, or explaining how a scientific concept is used) are included throughout the scenario.)

(More than one idea that could solve the problem is explored. The problem and given materials of the scenario allow for various possible solutions.)

(This released scenario is provided as an example.)

General Description of a Technological Design Process (continued)

(The chosen plan is summarized and includes a scientific reason for choosing the solution.)

(The steps to implement the plan are described.)

(Plan Summary: Plant grass for the birds to peck. Put in a bird feeder and keep the feeder full of seeds for the birds to eat. Keep the fence clear for birds to stand or sit like birds do on rooftops, telephone wires, and trees.Steps to Do the Plan:Plant grass leaving bare soil under the deck and around the house.Water the grass.Buy a bird feeder and install on the deck rail as shown in the Diagram of Solution.Keep the bird feeder full of seed.Diagram of Solution:Test Solution: Count the birds in the yard one hour every afternoon for two weeks.Test Results: Only 10 birds landed on the fence, flew into the yard, or came to the bird feeder during the two weeks.)

(The solution is clearly illustrated in a labeled picture or labeled diagram.)

(How to test the effectiveness of the solution is briefly described.)

(The test results are shown with a brief description and/or a chart.)(This released scenario is provided as an example.)

Example Application 5th Grade Science MSP Scenario

Rocket Challenge

Directions: Use the following information to answer questions 11 through

14 on pages 22 through 23.

Justin and Maddy decided to do the School Rocket Challenge. They recorded the stages of their design process as follows:

Challenge: Make a rocket that will travel at least 4.0 meters.

Rules:

1. Any materials may be used to make rockets.

2. Rockets may be up to 40 centimeters (cm) long.

3. All rockets will be launched in the same way from the same rubber band rocket launcher.

Research the Problem: Use a pencil to model a rocket. Investigate the effect of length, weight, and fins on how a pencil travels. Launch the pencil straight off a table several times in the same way. Record how the pencil traveled.

Explore Ideas:

Use small fins on the end of the rocket.

Make the rocket out of light weight materials.

Make the rocket 40 cm long because longer pencils traveled farther.

Add weight to the back end of the rocket to help the rocket point up.

Rocket Challenge (Continued)

Plan Summary: Build a rocket out of a lightweight cardboard tube with a paper nose cone. Tape the cardboard fins to the end of the rocket to help the rocket go straight.

Steps to Do the Plan:

1. Make a nose cone from a piece of paper.

2. Make four fins from a piece of cardboard.

3. Tape the nose cone and fins to a cardboard tube as shown in the Diagram of Solution.

4. Be sure rocket is 40 cm long.

Diagram of Solution:

Test Solution: Launch the Tube Rocket three times. Measure and record the distance the rocket traveled. Find the average distance traveled.

Test Results:

Example Application 5th Grade Science MSP Redesign Item

14 Justin and Maddy decided to redesign the Rocket Launcher to make the rocket travel farther.

Rocket Launcher

Explain how to redesign the Rocket Launcher. You may use any materials in your redesign.

In your explanation, be sure to:

Describe how to redesign the original Rocket Launcher.

Explain how the redesign would make the rocket travel farther than the original Rocket Launcher.

APPENDIX A: Design Vocabulary

The following are examples of definitions that a teacher and students might create together to better understand technological design.

Technological design process: Steps used to define and solve a problem. The steps may include:

1. Define the problem or challenge

2. Gather information (learn)

3. Explore ideas (brainstorming)

4. Make a plan (develop one of your ideas)

5. (Encourage students to create (draw, write, diagram) an initial definition and then revise their definitions after talking with a partner, listening to class discussions, and engaging with other sources of evidence: hands-on experiences, text, etc.)Test the solution (the plan)

6. Communicate the results

Apply: The skill of selecting and using information in new situations or problems.

Constraint: The limitations on possible solutions to problems or challenges. Some common constraints are: available money, materials, or time.

Criteria: A standard for deciding how well a solution solved a problem (plural form: criteria).

Design: (Noun): Either the final plan (proposal, drawing, or model) or the result of implementing that plan in the form of the final product of a design process.

Design: (Verb): The process of originating and developing a plan for a product, structure, system, or component to meet a human need or want.

Designed world: Systems or subsystems of the natural world built entirely or in part by people. Also called the constructed world.

Human problems: Difficulties for individual people or groups of people that need to be solved.

Redesign: To create a new and improved solution to a problem after an earlier solution was tested and found to be lacking in some respects.

Solution: 1. A device or process created through technological design to meet a human need or want. 2. A mixture in which particles of one substance are evenly distributed through another substance.

Technology: Ways that people change the natural world to solve practical problems or improve the quality of life. Technology is the result of technological design.

Tools: A device used to accomplish a task that a person alone cannot accomplish. The most basic tools are simple machines

APPENDIX B: Design Resources

Resource

Potential Uses

Design/Engineering in National Standards Documents

Technology Standards Benchmarks Online

Provides more depth to systems in WA science standards

Design in Science for All Americans Online

Provides a broad definition of systems

Design Maps on NSDL

Provides a learning progression for systems ideas K-12

Framework for K-12 Science Education Standards (Systems as a Cross Cutting Idea)

Provides a look at how systems will be an important cross cutting concept in the upcoming Next Generation Science Standards

Example Design/Engineering Lessons Online

eGFI- Engineering Go for It!

Lots of lesson plans and activities for design.

NASA: 3…2..1..PUFF!

Students design and build a straw rocket. This lesson would go great with the sample 5th grade Science MSP item on straw rockets in this handbook.

Buoyant Boats

A 3-5 lesson that might be a good extension to the Variables kit.

Ramp Builder

A K-2 lesson where students plan, design, and test a ramp.

Build a Better Pencil

A K-2 lesson on constraints, design, and building.

Washington State Science Resources from OSPI

Washington Science Learning Standards (2009)

Examine systems standards for K-1, 2-3, and 4-5.

5th Grade Science MSP Test & Item Specifications

Examine systems ideas that 5th grade students will be tested on.

Kent School District 5th Grade Science MSP Practice: Activities and Resources (available winter 2012)

Students practice and learn about the 5th grade Science MSP using Systems scenarios, Inquiry scenarios, and Application scenarios.

5th Grade Science MSP Released Items

A spreadsheet of all release 5th grade science items.