1. Engineering in the NGSS: A Practice & A Core Idea Vickei Hrdina Science Coordinator – ESD 112

2. Welcome! Who are you? Where and what do you teach? What’s one thing your hoping to take-away today? “Try not to have a good time...this is supposed to be educational.”― Charles M. Schulz

3. Learning Targets  Understand Engineering Design as a Disciplinary Core Idea in the NGSS.  Compare Engineering Design as a practice in NGSS and WA 2009 Standards.  Relate the engineering design process to Application Items on the MSP.  Apply understanding of engineering design with strategies to support all students in their own classroom.

4. Agenda A) Engineering as a Disciplinary Core Idea The Engineering Design Process B) Engineering as a Practice in NGSS Science and Engineering Practices in NGSS vs WA 2009 Application Items on the MSP C) Supporting students in your classroom – the practical stuff Lunch on your own (1 hour) – 11:30

5. Engineering as a Core Idea How do engineers solve problems?

6. Is it Engineering? Take a few minutes to complete the probe on your own. ____Include consideration of constraints ____Coming up with good ideas____Relies on scientific investigations ____Using the first idea that comes to mind ____Designs are evaluated ____Consideration is given for the environment in which the design resides ____Leads to solutions to problems____Utilizes ideas from many designs____Results in a need being met ____Engineers work hand in hand with scientists ____Results in lowest cost solution to a problem ____Criteria are given to the engineer ____Began with scientific information____Most elegant designs____Iterative cycle ____Involve optimization of a solution to a problem ____Occurs in a serial/linear sequence____Social considerations

7. Toxic Popcorn!!!! A can of highly toxic popcorn has contaminated a circle of approximately 4 feet in diameter. The toxic area extends to the ceiling. If the toxic popcorn is not transferred to a safe container for decontamination, it will contaminate and destroy the entire city. The popcorn is estimated to have a safe life of exactly 30 minutes before it explodes. It’s up to us to save the city! Inside the circle you will find two containers. One (unsafe container) is half full of the toxic popcorn. The other (safe container) is available for decontamination. Find a way to safely transfer the toxic popcorn from the unsafe container to the safe container, and then remove the container from the circle, using only the materials provided to you. 1.No one may cross the plane of the circle with any part of the body. 2.The popcorn and containers cannot cross the plane of the circle. Only the ropes & tire tube may cross. 3.No spills are allowed, or the popcorn will explode. 4.You may use only the materials provided. 5.The popcorn must be transferred within 30 minutes or there will be a disaster.

8. www.online-stopwatch.com/full-screen-stopwatch

9. Define DevelopSolutions Develop SolutionsOptimize What is the problem we are trying to solve? What criteria do we need to meet? Do we have any constraints? Brainstorming. Initial ideas and modeling (sketches, diagrams). Researching Multiple solutions compared to criteria and constraints. Making trade-offs. Modifying designs based on data from testing.

10. What NGSS Says About What Students Should Know and Be Able to Do… Examine the description of Engineering Design at your grade level in Appendix I from the NGSS. At each stage of the design process, what should students in your grade level know and be able to do? How would you need to adapt the toxic popcorn problem to meet these expectations? Jot your thoughts onto the placemat.

14. BREAKBREAK

15. Washington State Transition Plan

16. Learning Progressions in ETS1 Examine the ETS standard for the grade level you teach How do the Performance Expectations relate to the phases of the Engineering Design Process? Generally, the PEs are linked to the Design Process through the DCI ETS1.A ~ Defining and Delimiting Problems ETS1.B ~ Developing Solutions ETS1.C ~ Optimizing Check the connections box under the Foundations (colored) boxes. Here’s where you’ll find linkages among the other Science-specific domains BUT these are not the only connections possible!

17. A Closer Look at ETS1-2 How would you have students evaluate competing design solutions using a systematic process to determine how well they meet criteria and constraints? A Pugh Chart, or Pugh Matrix is used by many engineering and product developers to make a decision based on objectivity and evidence This becomes a segue into Practice #7 – Engaging in Argument from Evidence (and a connection to CCSS- ELA)

18. Lunch (on your own)- We will resume at 12:30

19. Science and Engineering Practices: Another Layer Why do we have Science & Engineering Practices? How is this different in science and engineering?

20. Science and Engineering Practices 1. Asking questions and defining problems 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 and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information The practices work together – they are not separated! (Appendix F pp. 2 – 3)

21. How do the Washington expectations compare? Examine the item specifications from the 2009 standards. Match these expectations to the Science and Engineering Practices on the placemat

22. Debrief What similarities do you recognize between the current assessed expectations and the NGSS engineering design process?

24. Transitioning to NGSS – Supporting Application on the MSP Research and Explore – Grade 8 only Plan and Test – Grades 5 & 8 Redesign – Grades 5 & 8 How would you revise the template to meet the design challenge that we engaged in this morning? Work with a partner or small group to revise the template, and we will share for feedback in 20 minutes.

25. Putting it all together Engineering is meant to be elevated to the level of science in the NGSS – this represents one of the core shifts Engineering is derived from scientific inquiry & should be grounded in the application of scientific principles in order to be effective learning experiences Perhaps most important is the connection to empathy inherent in Engineering Design 5 th grade example from New Jersey 5 th grade example from New Jersey The scientific concepts are fairly new to the students in the classroom, how does the teacher support her students learning the new info (hint: connects to CCSS) It is clear that the teacher has spent considerable time establishing norms for cooperative learning. What are some ways that she reinforces these expectations?

26. Broadening the Engineering Design Process Begin with a driving question or engaging experience Connects to scientific content through research and investigation Commit time to redesign and communicate results

27. Multiple Points of Access Ann McMahon https://www.youtube.com/watch?v=gtWwki1EHDghttps://www.youtube.com/watch?v=gtWwki1EHDg Save the Date…She’ll be here at the ESD Monday April 20 th !! Six principles of engaging all learners in STEM Utilizing the science notebook as an engineers notebook…yeah, there’s not that much difference!

28. Connecting to NGSS 5-ESS3-1with ETS1-1 Obtain and combine information about ways individual communities use science ideas to protect Earth’s resources and environment MS- ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystems services

29. Pollution Patrol You are a team of engineers who have been given the challenge to design a device that can detect the presence of particulate pollutants outside of your school. The device must have a flat collection area which is at least 5 cm x 5 cm. The device needs to have relative protection from the elements and should be able to be secured (so it does not blow away). In your teams, brainstorm a possible design for your device: Decide what materials you will use Sketch or write up your plan Present to the class in 20 minutes

30. Resources Add these to your Engineering curricular resources handout Project-based learning Edutopia Buck Institute “Integrating Engineering and Science in Your Classroom” – NSTA Press “STEM Lesson Essentials” – Cary Sneider, NSTA Press STEM-It challenges http://www.stem-it.org/ STEM-LIT challenges http://web3.esd112.org/stem-initiatives/stem-lithttp://web3.esd112.org/stem-initiatives/stem-lit

31. Is it Engineering? Revisit your probe…how has your thinking changed? X Include consideration of constraints X Coming up with good ideas____Relies on scientific investigations ____Using the first idea that comes to mind X Designs are evaluated ____Consideration is given for the environment in which the design resides X Leads to solutions to problems X Utilizes ideas from many designs X Results in a need being met X Engineers work hand in hand with scientists ____Results in lowest cost solution to a problem X Criteria are given to the engineer ____Began with scientific information____Most elegant designs X Iterative cycle X Involve optimization of a solution to a problem ____Occurs in a serial/linear sequence X Social considerations

32. Questions?

33. Evaluations www.tinyurl.com/ESD112Science Title of Workshop – Select “Other” then type in “Engineering as a Core Idea” Instructor – Vickei Hrdina Clock Hours – 6 Course No. 51039 VA D0633

34. Assessment Transition