1. Engineering and Design with
CABE 2017
Engineering and Design with
The Three Little Pigs
Presenters:
Patricia Alvarez
Christina Cortez
Dr. Lilia Sarmiento

2. Agenda
Welcome
Overview
5 E Model
Narrative Input
Unit Overview
Stations
My Class
Evaluation/Closure

3. Outcomes Participants will: Begin to explore Engineering
Become familiar with the 5 E Learning Sequence
Explore a series of centers

4. Why the 5 E’s ? Based on a constructivist view of learning
Places students at the center of learning
Encourages students to explore and construct their own understanding of scientific concepts

5. Engage Initiates the learning task by:
Generating interest and curiosity
Raising questions
Assessing current knowledge
At common core café recently started with a phenomenon, you are creating a teachable moment, establish focus, assess current understanding, even initiate a state of disequilibrium
The goal of this phase is to capture the students’ attention. Get the students focused on a situation, event, demonstration, or problem that involves the content and abilities that are the goals of your instruction. From a teaching point of view, you might ask a question, pose a problem, or present a discrepant event as a strategy to engage learners. From a student’s perspective, engagement may be the origin of a teachable moment if the student looks puzzled or says, “How did that happen?” or “I have wondered about that.” You have engaged the student mentally and initiated a teachable moment. Students may express some ideas, but the ideas are not clear and may not be conceptually accurate.

6. Explore
Provides students with a common base of experience to help them in concept and skill development by:
Collaborating
Testing and forming new predictions
Cooperative learning - Explain the hands-on/minds-on activity students will be participating in; list “big idea” to focus student’s attention.
Should send the students in a direction that will help them begin to resolve any disequilibrium of teachable moment from the engage. It allows teachers to gain an understanding of students’ knowledge of the experience and the related concepts.

7. Explain
Focuses on students conceptual understanding and teacher clarifying, correcting misconceptions, and introducing new concepts by:
Students explaining their learning
Teacher being a resource for their learning
before teacher offers any information.
Facilitating a discussion
explanation=the act or a process that makes an idea comprehensible
Conncect students’ explanations to experiences they had in the engage and explore phases
Vocabulary terms may be introduced and connections should be made to engage and explore
Do students’ use of terms and application of concepts make sense? Students may not express complete and clear understanding of concepts and practices, but they should be able to express what they understand by using new, more accurate vocabulary and ideas.

8. Elaborate/Extend
Challenges and extends students conceptual understanding and skills by:
Application of learning
Developing deeper understanding
students extended their thinking
In a Piagetian sense it is an elaboration of mental structure
Students may still have misconceptions or may understand the concepts only in the context of the previous exploration

9. Evaluate
Encourages students to assess their learning and teacher to evaluate student progress by:
Check for understanding
Introducing new ideas and concepts.
Assessment is embedded into the 5 E model.
In the engage phase, they listen for current conceptions (i.e., misconceptions). In the explore phase, they evaluate students’ process of equilibration (i.e., putting ideas together). In the explain phase, they assess how students’ explanations have improved. And in the elaborate phase, they determine how well students can transfer what they have learned to a new situation.
How successful was the teaching part of creating a teachable moment?” and “How successful was student learning related to the teachable moment?” From a curriculum perspective, we later found that designing the evaluate activity first was an ideal application of back- ward design to the process of developing school programs.

11. Exploring the environment

12. Stations Building a tower with stones
Screw and unscrew; sort bolts & screws
Cup challenge
Build a tall and stable structure: marshmallows and toothpicks
Newspaper challenge
Books and resources
Build a house with shapes; design a city with rectangles
Materials: construction paper shapes, shape templates made of cardboard, things made from nature and man-made, mini marshmallows and toothpicks, bolts, screws, screwdriver, containers
Place literature books at each station

13. Unit Overview
Common Core Standards, California Preschool Learning Foundations, Desired Results Developmental Profile (DRDP)
Next Generation Science Standards (NGSS)
Core texts: fiction/nonfiction
Technology
Science notebooks
Vocabulary, functions and forms

14. Sequence 4
Problem: How do you best construct a house to keep out the big bad wolf?

15. Christina’s Class

16. Stand up and Share

17. Thank you. alvarez_patricia@montebello. k12. ca
Thank you!