Dennis Schatz Andrew Fraknoi

Dennis Schatz
Andrew Fraknoi
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Library of Congress Cataloging-in-Publication Data

Names: Froschauer, Linda, editor.
Title: Bringing STEM to the elementary classroom / edited by Linda Froschauer.
Other titles: Science and children.
Description: Arlington, VA : National Science Teachers Association, [2016]
Identifiers: LCCN 2016001935 (print) | LCCN 2016010925 (ebook) | ISBN
9781681400303 (print) | ISBN 9781681400310 (e-book)
Subjects: LCSH: Science--Study and teaching (Elementary)--United States. |
Technology--Study and teaching (Elementary)--United States. |
Engineering--Study and teaching (Elementary)--United States. |
Mathematics--Study and teaching (Elementary)--United States. | Curriculum
planning--United States.
Classification: LCC LB1585 .B6865 2016 (print) | LCC LB1585 (ebook) | DDC
372.30973--dc23
LC record available at http://lccn.loc.gov/2016001935
The Next Generation Science Standards (“NGSS”) were developed by twenty six states, in collaboration with
the National Research Council, the National Science Teachers Association and the American Association
for the Advancement of Science in a process managed by Achieve, Inc. For more information go to www.
nextgenscience.org.
Contents
Introduction ix
Part 1: GRADES PREK–5 Part 2: GRADES PREK–2
CHAPTER 1 CHAPTER 5
How to Develop an Engineering 3 Gimme an E! 43
Design Task Seven Strategies for Supporting the E in
Create Your Own Design Activity Young Children’s STEM Learning
in Seven Steps Cynthia Hoisington and Jeff Winokur
Chelsey Dankenbring, Brenda M. Capobianco,
and David Eichinger
CHAPTER 6
THE EDP-5E 53
CHAPTER 2
A Rethinking of the 5E Replaces Exploration
Minding Design Missteps 11 With Engineering Design
A Watch List of Misconceptions for Pamela Lottero-Perdue, Sonja Bolotin,
Beginning Designers Ruth Benyameen, Erin Brock, and Ellen Metzger
David Crismond, Laura Gellert, Ryan Cain, and
Shequana Wright
CHAPTER 7
Can a Student Really Do What 61
CHAPTER 3
Engineers Do?
Teaching Through Trade Books 19 Teaching Second Graders About Properties
Design Dilemmas Using Filter Design Within a 5E Learning
Christine Anne Royce Cycle
Sherri Brown, Channa Newman,
CHAPTER 4 Kelley Dearing-Smith, and Stephanie Smith
More Teaching Through Trade Books 31

CHAPTER 8
Flying Machines
Emily Morgan, Karen Ansberry, and Susan Craig
Catch Me if You Can! 71
A STEM Activity for Kindergarteners Is
Integrated Into the Curriculum
Kimberly Lott, Mark Wallin, Deborah Roghaar,
and Tyson Price
Part 2: GRADES PREK–2 (CONT.)
CHAPTER 9 CHAPTER 14
Inviting Engineering Into 79 Inventing Mystery Machines 115
the Science Lab Collaborating to Improve Teacher STEM
Two Guided-Inquiry Lessons Display the Preparation
Integration of NGSS Engineering Practices Shelly Counsell, Felicia Peat, Rachel Vaughan, and
Into Traditional Elementary Labs Tiffany Johnson
Seth Marie Westfall
CHAPTER 15
CHAPTER 10 Am I Really Teaching Engineering 123
Integrating Design 87 to Elementary Students?
Peggy Ashbrook and Sue Nellor Lessons From an Environmental Engineering
Summer Camp for First and Second Graders
CHAPTER 11 Heather McCullar
Elephant Trunks and 91

CHAPTER 16
Dolphin Tails
An Elephant-Trunk Design Challenge The STEM of Inquiry 129
Introduces Students to Engineering for Peggy Ashbrook
Animals
Lukas Hefty CHAPTER 17
Printing the Playground 133
CHAPTER 12 Early Childhood Students Design a Piece of
Engineering Adaptations 99 Playground Equipment Using a 3-D Printer
Many of the Science Investigations We Stephanie Wendt and Jeremy Wendt
Use in Our Classrooms Already Can Be
Adapted to Engage Students in Engineering CHAPTER 18
Design
A House for Chase the Dog 141
Anne Gatling and Meredith Houle Vaughn
Second-Grade Students Investigate Material
Properties
CHAPTER 13
Meghan E. Marrero, Amanda M. Gunning, and
Sailing Into the Digital Era 107 Christina Buonamano
Students Transform STEM Journals Into
E-books While Integrating Science, CHAPTER 19
Technology, and Literacy Measuring Success 149
Janet Bellavance and Amy Truchon
Second Graders Design, Build, Test, and
Improve Tools to Map a Waterway
Tori Zissman
Part 3: GRADES 3–5
Think It, Design It, Build It, 159 You and Your Students as Green 211
Test It, Refine It Engineers
A Unit on Water Quality Ends With a Water Using Creativity and Everyday Materials to
Filtration Engineering Design Activity Design and Improve a Solar Oven
Barbara Ehlers and Jeannie Coughlin Tess Hegedus and Heidi Carlone
Community-Based Engineering 169 Smashing Milk Cartons 221
A Design Task Helps Students Identify Third-Grade Students Solve a Real-World
and Find Solutions to a School-Yard Problem Problem Using the Engineering Design
Tejaswini Dalvi and Kristen Wendell Process, Collaborative Group Work, and
Integrated STEM Education
CHAPTER 22 Debra Monson and Deborah Besser
Engineer It, Learn It 179

CHAPTER 27
Science and Engineering Practices in Action
Creating a Prosthetic Hand 229
Cathy P. Lachapelle, Kristin Sargianis, and
Christine M. Cunningham 3-D Printers Innovate and Inspire a Maker
Movement
CHAPTER 23 Kristin Leigh Cook, Sarah B. Bush, and Richard Cox
Designing a Sound-Reducing Wall 189

CHAPTER 28
Students Explore Engineering With a
Fun Challenge Gliding Into Understanding 237
Kendra Erk, John Lumkes, Jill Shambach, Larry Braile, A Paper Airplane Investigation Highlights
Anne Brickler, and Anna Matthys Scientific and Engineering Practices
Patrick Brown
CHAPTER 24
Blade Structure and Wind Turbine 199 CHAPTER 29
Function A System of Systems 245
Third and Fifth Graders Co-investigate and A STEM Investigation Project for
Co-design Wind Turbine Blades and Intermediate Students Has Real-Life
Voltage Output Connections
Pamela Lottero-Perdue, M. Angela De Luigi, and Barney Peterson
Tracy Goetzinger
CHAPTER 30
Blasting Off With Engineering 255
Toy Testing Creatively Engages Fifth-Grade
Students in Engineering Design
Emily A. Dare, Gregory T. Childs, E. Ashley
Cannaday, and Gillian H. Roehrig
Part 3: GRADES 3–5 (CONT.)
SCAMPERing Into Engineering! 263 Nature as Inspiration 291
A “Snapshot of Science” Program Brings Learning About Plant Structures Helps
Science and Engineering Into the Library Students Design Water Collection Devices
Jenny Sue Flannagan and Margaret Sawyer Kristina Tank, Tamara Moore, and Meg Strnat
Wacky Weather 273 The Tightrope Challenge 299
An Integrative Science Unit Combines When Confronted With a Robotics
Science Content on Severe Weather With the Engineering Task, Fourth-Grade Students
Engineering Design Process Develop Growth Mindsets
Amy Sabarre and Jacqueline Gulino Bill Burton
Straw Rockets Are Out of 283 Modeling Water Filtration 307
This World Model-Eliciting Activities Create
STEM Activities for Upper-Elementary Opportunities to Incorporate New Standards
Students and Evaluate Teacher Performance
Joan Gillman Melissa Parks
Index 317
Introduction
T
here have been few opportunities to com- solving. Many view STEM as a way to develop
pletely rethink science education in the the skills essential for critical thinking, problem
United States. With the release of A Frame- solving, creativity, innovation, communication,
work for K–12 Science Education (NRC 2012) and the and collaboration. A study published by the
Next Generation Science Standards (NGSS; NGSS American Society for Engineering Education
Lead States 2013) we are embarking on massive identified the following characteristics of quality
change that will influence all future generations. STEM programs (Glancy et al. 2014):
One particularly significant result is an increased
focus on engineering education. National initia- • The context is motivating, engaging, and
tives call for an increase in both the quality and real world.
quantity of engineering content, and the infu-
• Students integrate and apply meaningful
sion of engineering into the NGSS has firmly
and important mathematics and science
established engineering as a core component of
content.
elementary education. With the addition of engi-
neering to science classrooms, where math and • Teaching methods are inquiry based and
technology have traditionally been included, we student centered.
now have STEM (science, technology, engineer-
• Students engage in solving engineering
ing, and mathematics). STEM marks a significant
challenges using an engineering design
change; it’s much more than an acronym. Teach-
process.
ers are now deeply involved in bringing about
the change—but doing so has not been easy. • Teamwork and communication are a major
Evidence shows that 21st-century workers focus. Throughout the program, students
require skills that many graduates do not acquire have the freedom to think critically,
through formal education. Students need more creatively, and innovatively, and they have
experiences that provide in-depth knowledge opportunities to fail and try again in safe
of the STEM disciplines and apply to problem environments.
ix
Introduction
experiences in preK by their nature are founda-

Connecting to the NGSS tional and relate to early elements in learning
The authors of the chapters, like most teach- progressions that facilitate later learning in K–12
ers, are initiating STEM strategies as they work classrooms. Because the NGSS performance
toward also meeting the requirements of the expectations are for K–12, the book does not
NGSS. Nationally, in some situations, teachers include specific performance expectations for
are not involved in the development of strategies the preK lessons, but it does identify the disci-
and the use of the NGSS; in other classrooms, the plinary core ideas that are addressed to show the
curriculum is being readjusted over time to meet link between those foundational experiences and
the needs of the NGSS. In still other cases, the students’ later learning.
NGSS is not serving as the standard for science
teaching. However, this book provides class-
Addressing Classroom Needs
room connections to the NGSS through explicit
references to the portions of the investigations An increasing number of publishers, equipment
that meet the NGSS performance expectations, providers, and schools claim they have created
science and engineering practices, disciplinary strong programs for developing and encourag-
core ideas, and crosscutting concepts. In many ing STEM. It’s critical to find a source of investi-
cases, seeing how lessons align with specific gations that will provide the important elements
NGSS concepts and strategies will be helpful as needed for an effective STEM experience. STEM
you select investigations for your students and should involve problem-solving skills, serve all
develop a continuum of learning, even if you are students equally well, encourage learning across
not focusing on the NGSS as your standard. disciplines, promote student inquiry, engage stu-
At the end of most chapters, you will find a dents in real-world problem solving, and expose
table containing some of the featured compo- students to STEM careers. Students should
nents of the NGSS targeted in that chapter. The develop skills in communication, problem solv-
table provides some of the connections between ing, data analysis, process following, argumen-
the instruction outlined in the chapter and the tation based on evidence, solution development,
NGSS. Other valid connections are likely; how- and possibly product design. That is a huge list
ever, space constraints prevent us from listing all of expectations that cannot be met through a sin-
possibilities. In the first column, you will see the gle lesson. Meeting these needs requires a con-
NGSS component. The adjacent column describes tinuum of learning with a focus on elements that
the lesson activities that specifically connect to an will develop the skills and content over time and
NGSS standard. In some cases, teachers present through many experiences.
the lesson to a group of children off grade level The chapters in this book provide lessons that,
with NGSS because pre-assessment indicated that in combination with additional learning opportu-
students required off-grade knowledge to build nities, can support teachers in developing STEM
the concept. In other cases, schools are readjusting in their classrooms. They are based on the actual
their curriculum as they attempt to align with the classroom experiences of teachers who provided
NGSS and have not shifted the science content. these learning opportunities for their students.
Note that the materials, lessons, and activi- Whether you are just beginning to delve into STEM
ties outlined in chapters featuring preK class- experiences or you have been building STEM les-
rooms provide foundational experiences. Science sons and are now seeking new ideas, Bringing
x NATIONAL SCIENCE TEACHERS ASSOCIATION
Introduction
STEM to the Elementary Classroom will provide you • Experiences to develop an understanding
with new, interesting, and productive strategies. of technology
The book is organized in grade-level bands.
In this way, you can quickly identify strategies You may find the first two chapters of this book
that were developed with a specific grade level a valuable way to start your journey through the
in mind. As we all know, however, many strat- many wonderful ideas shared in Bringing STEM
egies can be modified to fit the needs of learn- to the Elementary Classroom. They provide generic
ers at other grade levels. So begin by looking at strategies that you can use at many grade levels.
the topics within grade bands and then expand Chapter 1 is a good introduction to the process of
the search to other grades, while recognizing designing lessons, and Chapter 2 will assist you
that the NGSS identified for the chapter are for in identifying the misconceptions of students
specific grades. The most important decision is who are new to STEM.
based on what is best for your students and the The goal of Bringing STEM to the Elementary
experiences they need to develop conceptual Classroom is to help children develop an under-
understanding. standing of the many complex components of
You will find a variety of strategies and topics STEM. I hope you find these pages filled many
used throughout Bringing STEM to the Elementary new strategies that will support your efforts to
Classroom, including the following: provide valuable lessons for your students.
• 5-E Learning instructional phases
• Tested, reliable, and even some original

design processes Linda Froschauer
Editor, Bringing STEM to the
• Pre-assessment strategies and evaluation
Elementary Classroom
rubrics
NSTA President 2006–2007
• Data sheets and learning tools that are
readily available for immediate printing References
and use Glancy, A., T. Moore, S. Guzey, C. Mathis, K. Tank,
and E. Siverling. 2014. Examination of integrated
• Use of technologies—from digital STEM curricula as a means toward quality K–12
notebooks to three-dimensional printing engineering education. Paper presented at the
annual meeting of the American Society for
• Challenges that relate to real-world Engineering Education, Indianapolis.
problems, such as filtering water, recycling
National Research Council (NRC). 2012. A framework
waste, and collecting water for K–12 science education: Practices, crosscutting
concepts, and core ideas. Washington, DC: National
• Design constructions that solve problems,
Academies Press.
such as a sound proof wall, wind turbines,
NGSS Lead States. 2013. Next Generation Science
moving objects, solar ovens, structures to
Standards: For states, by states. Washington, DC:
withstand harsh weather, and protection National Academies Press. www.nextgenscience.org/
for living things next-generation-science-standards.
xi
18
A House for Chase the Dog
Second-Grade Students Investigate Material Properties
By Meghan E. Marrero, Amanda M. Gunning, and Christina Buonamano
F
rom a young age, children encounter dif- Lead States 2013). Early exploration of proper-
ferent materials and learn color, hardness, ties and classification helps support continued
texture, and shape. Focusing on observ- engineering work in upper elementary grades
able properties is an engaging way to introduce (Lachapelle et al. 2012).
young children to matter. In this investigation,
students use observations and engineering
Lesson Objectives
design to decide which material would make
the best roof for a doghouse. We used the 5E As two graduate education professors and one ele-
model (BSCS and IBM 1989) to create an engag- mentary school teacher, we have used this activity
ing inquiry-based activity to meet standards and with preK and elementary students, varying the
make real-life connections to physical science amount of support provided as was developmen-
content. Our second-grade students enjoyed the tally appropriate. This chapter describes how we
activity and came to understand how physical implemented the activity with a group of primary
properties can determine how a material is used. students in one class period. Our students were
Material properties are an important founda- introduced to the Next Generation Science Stan-
tional piece of physical science content. As stu- dards (NGSS) model of the engineering design
dents advance, these early connections will be process (EDP) and given different materials to
built on in chemistry, Earth science, and physics. test to determine the best solution for creating the
At this age, students are learning that materials roof of a doghouse to withstand rain. We chose to
are suited for different purposes because of their model activities with students first, giving them
properties. The children should be able to ana- the opportunity to experience the appropriate sci-
lyze data related to properties and sort materials ence and engineering practices but still allowing
based on this analysis. Some material properties us to finish the activity within one class period.
appropriate for this age group are strength, flex- In the end, students were able to (a) draw on
ibility, hardness, texture, and absorbency (NGSS personal experience and prior knowledge by
141
18
explaining that roofs function to protect humans (Figure 18.1), discussing each step of the process
and pets from the elements, particularly precipi- and explaining that engineers design, build, and
tation; (b) compare how different materials stand test solutions to problems. We asked whether
up against rain; (c) use observable data to com- any students know an engineer and what engi-
pare roof materials; and (d) decide which roof neers do. Discussing engineering generally helps
material is best on the basis of evidence from explain the integral role engineers play in our
their engineering investigation. designed world.
Engage FIGURE 18.1
Where do animals and people go when it rains? NGSS EDP for Young Learners
We used this question as a starting point for dis-
cussion leading into the activity. In our class,
students said they went inside their homes,
cars, and school. From there, we asked why it is
important to go to those places (to stay dry) and
how those places help you (or animals) stay dry
in the rain. Children quickly realized the roofs of
all of those places keep the rain out.
Next, we showed the class a picture of a
classmate’s new dog and asked whether any
students have a dog at home and whether their
dogs like to be outside. We explained to students
that we wanted their help, and we read the fol-
lowing scenario:
Chase the dog loves being outside.

Although he has a family and a warm,
dry house, he prefers to hang out in the Explore
backyard, no matter the weather. Chase
As with all hands-on activities with young chil-
has two loving kids in his house, and they
dren, this activity should be modeled before mate-
are concerned for their pet. The kids
rials are distributed to students. It is important to
have decided that the best way to keep
always discuss safety with students before begin-
Chase both happy and safe is to design
ning any hands-on exploration. Be sure all milk
the perfect doghouse to protect him from
cartons are cleaned out and prepared for student
the elements. Your task is to begin testing
work. Start by showing the milk carton “dog-
roof designs and to answer the following
house” base and explaining it is a model. We intro-
question: What is the best material to use
duce the idea that scientists use models all the time
for the roof of Chase’s doghouse to keep
to learn more about what is being studied. For
him dry in the rain?
example, you may talk about past activities you
We also introduced students to an example of have done with students, such as modeling fric-
EDP and shared the EDP graphic from the NGSS tion by driving toy cars over different “roadways”
142 NATIONAL SCIENCE TEACHERS ASSOCIATION
(e.g., rug vs. tile). Explain that engineers use mod- use the rubber band to secure it, if needed, by
els to test their designs. For this activity, instead stretching it around the mouth of the milk car-
of testing materials on a big doghouse in some- ton. Note that students may choose to design
one’s backyard, we use the milk carton base. Ask their roofs in different ways; these designs can
students questions such as, “Why do you think it be a basis for later discussion (e.g., some stu-
is a good idea to use a model?” Show the differ- dents may choose to crease the materials to make
ent roof materials to the class and discuss, “What a peaked roof). Once the testing process has
might make a good roof material? What might we been modeled for students, show the predict,
observe happen to a poor roof in the ‘rain’ (water observe, explain (POE) chart (see NSTA Con-
spray)?” Record discussion comments on the nection, p. 148). Explain that for each material
board for visual learners. they test, students will need to predict what will
Model for students how to lay the squares of happen when they sprinkle water on it before
material on top of the “house” one at a time and they actually do so. It is a good idea to model
Materials
The following materials are required for each group Other required materials include the following:
of three students: • Sharp scissors (for adult use to cut cardboard
• Precut quart-sized milk carton and milk cartons)
• Cups • Children’s safety scissors (to cut other

materials, if desired)
• Water
• Spray bottle filled with water Preparation

For each of the materials, cut a square for each
• Eye droppers (1–3 per group)
group that is approximately 10 in. by 10 in. Students
• Thin, large rubber bands in grade 2 can measure and cut materials on their
• Aluminum baking trays own, as an additional learning activity incorporat-
ing math. Care should be used if students are cut-
The following required materials should be cut to ting materials themselves, and only adults should
10 in. square: be cutting the thicker materials, such as cardboard
• Wax paper or the milk cartons.
Save enough empty, quart-sized milk cartons
• Poster paper
for the class and cut each milk carton all the way
• Cardboard around, about 3 inches from the bottom. This makes
• Aluminum foil the bottom of a “house.”
Create a setup for each group in the baking
• Construction paper
trays, where you place in each a cut off milk carton,
• Cloth (e.g., old T-shirts) eye dropper, cup (to be filled with water for the eye
• Shower curtain dropper), rubber band, and spray bottle.
143
18
what is expected and have the students reiterate be reminded not to spray one another. Also be
the directions before they begin. We also found mindful of slip hazards from wet floors. Remind
it useful to have students make predictions for students to use their eyes to see the roof and
each of their roof materials before we handed out their fingers to touch the roof as part of observ-
any water. If working in groups is new to your ing. They can also look inside the house. Obser-
students, be sure to model how to work collab- vations should be recorded in the third column
oratively and to continue to discuss, write, or of the POE chart. Students might also consider
illustrate thoughts until they are told to stop. drawing their observations.
Students should be divided into groups of
three, if possible. We created our groups by con- FIGURE 18.2
sidering the level of each child’s cognitive stage
of development. We addressed the needs of stu- Sample POE Chart
dents who are at an introductory level as well as
those who are ready for more in-depth, higher
level thinking. This grouping allowed for varied
levels of scaffolding to take place during the les-
son. Tiering lessons and differentiation occurs
on a daily basis, so children were unaware of
the grouping methods while working together
at their level of readiness. Higher performing
groups were given roof materials that had simi-
lar properties, or were all generally good roofs
(e.g., cardboard, shower curtain, foil). In this way,
higher performing groups would have to distin-
guish observations and decide which material
Explain
was best based on its properties. Groups of lower
performing students were given roofing material After each observation is recorded, students
with observable differences, such as construction should fill in the Explain column to decide
paper, cloth, and a shower curtain. You may also whether a given material has properties that
choose to differentiate groups according to learn- would make it a good roof and why. It is impor-
ing styles or any other way that you feel will ben- tant for students to provide evidence for their
efit your students, while providing them with assertions. After the experiment, teams of stu-
the same material to complete the lesson. dents brought their POE sheets to the rug and
Once students had their materials (but not shared their findings, discussing which material
any water), they examined the possible roofs and they thought was the best for the doghouse roof
listed each option under the first column on their and sharing their supporting evidence. The NGSS
group POE chart (Figure 18.2). Students then remind us that we must ask students to explain
predicted what they thought would happen to the solutions they have developed, “Asking stu-
each material in the rain and recorded their pre- dents to demonstrate their own explanations …
dictions in the second column. After much antic- [of] models they have developed, engages them
ipation, students were given the sprayers and in an essential part of the process by which con-
cups with water and droppers. Students should ceptual change can occur” (NRC 2012, p. 68). We
TABLE 18.1
Sample Teacher Questions and Student Answers
Teacher Prompt Sample Student Responses

Which material did the best job holding out the rain? Students discussed how the curtain was best because
Why? the water slid off of it, and the foil was good because
the water didn’t get in the house.
How did you know if the material would make an “Chase will get wet. Rain will sink through.” “When
effective roof? the wax paper got wet my finger went through.”
“Paper ripped. It is not a good roof.”
What happened when you used a piece of shower “The water stayed on the roof and did not go in
curtain? there.” “The water rolled off.”
How did the cloth perform in the experiment? “Chase will get wet the water drips through.”
How well did your predictions match up with your Students in one group discussed that they noticed
observations? Were you surprised by anything you the construction paper worked as long as it didn’t
found? rain hard. When it rained hard, it got soft and you
could make a hole in it, which prompted us to discuss
the importance of the roof being able to sustain
several rainstorms.
helped students make connections between the them how they can make a decision about the
structure and properties of the materials (e.g., best roof material. Explain that there is not neces-
the wax paper had a coating that caused water sarily one right answer, but that students should
to bead up). We used questions similar to those use evidence, which is their observational data,
in Table 18.1 to spark discussion. We included to support the solution they designed. This
sample student responses taken from their POE connects directly with the NGSS science and
sheets’ Explain column. engineering practice of Constructing Explana-
Stress to students that they are using scientific tions (for science) and Designing Solutions (for
observations (i.e., data) to support their ideas. engineering).
Scientists and engineers must rely on data to Ask students why some materials worked bet-
make decisions—in this case, about which type ter than others for this purpose. Students should
of roof would be the best. Material properties of be able to explain that different materials have
the roofs dictate their performance (e.g., smooth, different characteristics, or properties. Some of
non-porous materials, such as the shower cur- the materials, for example, have the property of
tain and foil, will allow water to roll off). Other absorbing or repelling water. We asked students,
materials that are porous, such as the cloth, will “What are some properties that are important
get wet and eventually may allow water to drip for designing a roof? Answers included, “Being
through. Direct the teams to share their findings. strong; Being firm; Preventing water from going
Because they each tested different materials, ask through.” Discuss the students’ findings in light
145
18
of the concept of properties. Record the proper- To further explore material properties, see
ties students share and explain properties are a Internet Resource (p. 148) for a website to test
way of describing a material or matter, in gen- metal, glass, rubber, paper, and fabric for trans-
eral. Students should come to understand that parency, flexibility, strength, and water resistance.
different material properties can make that The site reads the text out loud if the speaker icon
material better suited for different functions, is clicked, which is a great support for English
highlighting the NGSS crosscutting concept of language learners. It also features a quiz students
Structure and Function. may try. This application can be explored as a
Through questioning, help students to under- whole class or by individual or small groups of
stand that the properties of different materials students, but the teacher should model it first.
make them suitable for different purposes. Ask,
“Why is cloth better than a shower curtain for a
Evaluate and Extensions
T-shirt?” (The fabric is much more “breathable”
and comfortable.) If applicable, the discussion Opportunities for formative assessments are
may also shift to the shapes in which students present throughout this activity. Begin in the
designed their roofs. Some student teams may whole-class portion of the lesson by drawing on
have designed their roof to be more sloped, students’ prior understandings of shelter and its
whereas others flattened. Use these differences function. While working on the activity, observe
as an opportunity to further discuss structure how student teams are testing the materials, and
and function, asking students to share how note student conversation and the observations
effective the different shapes were at keeping and explanations cited on their worksheets to
the rain out of the house and at ensuring the assess how they use engineering practices. Dur-
roof is strong. ing the class discussion, each team should share
ideas and support them with evidence, allowing
the teacher to assess how students are construct-
Elaborate ing their explanations and designing solutions.
Have students describe the materials from which As a homework assignment and extension of
houses or buildings are made in your area. Ask the activity, ask students to think about the mate-
students whether they have traveled to different rials they tested in class. Using those materials,
places and whether the homes looked similar or students could design a coat for Chase to wear
different. Ask whether they think that houses are when he is in the yard, in case of rain. Students
made from the same materials everywhere and should find a design team partner at home—a
why. Show students some photographs of dif- parent, sibling, or other caregiver—to help with
ferent types of homes (e.g., a mud hut in Africa, the assignment. Students should explain the roof
Adobe house in the American Southwest, yurt in testing that was done in school and how the dif-
Mongolia). Ask students to share why they think ferent materials performed in the rain. Using this
the homes are made of different materials (i.e., information, they should determine which mate-
ask them to consider the materials available in rial or materials would be the best to create a coat
different areas and also different climates). Ask for Chase. Students should specifically include
students the following questions: “What kinds of the material properties of the items used in their
roofs do these houses have? Why are these fea- design and explain why they were chosen (see
tures important for these roofs?” NSTA Connection, p. 148).
Connecting to the Next Generation Science Standards

The materials, lessons, and activities outlined in this chapter are just one step toward reaching the performance
expectations listed below. Additional supporting materials, lessons, and activities will be required.
2-PS1-2 Matter and Its Interactions

www.nextgenscience.org/2-ps1-2-matter-and-its-
interactions
K-2-ETS1-3 Engineering Design

www.nextgenscience.org/k-2-ets1-3-engineering-
design Connections to Classroom Activity
Performance Expectations
2-PS1-2: Analyze data obtained from testing different Tested various materials and used observations to
materials to determine which materials are best decide which materials were best suited as a roof to
suited for an intended purpose withstand rainfall
K-2-ETS1-3: Analyze data from tests of two objects Compared different roof materials in terms of how
designed to solve the same problem to compare the they perform under model rainfall and analyzed the
strengths and weaknesses of how each performs strengths and weaknesses of each
Science and Engineering Practices
Analyzing and Interpreting Data Collected qualitative data in a chart while testing
different materials under spray bottle “rainfall”
Discussed observations with group members
Interpreted data to determine whether each roof
material was effective
Explored an online application that tests different
materials and properties
Constructing Explanations and Designing Solutions Explained why roofs are important and what features
are needed to make a good roof
Designed solutions to the problem of building the
best roof for a doghouse to withstand rainfall
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter Tested materials’ suitability for use as roofing
• Different properties are suited to different material
purposes. Discussed properties of materials observed in the
activity
Observed various home designs and discussed
properties of different materials used to build them
Discussed which properties were better suited for a
shower curtain or T-shirt
147
18
2-PS1-2 Matter and Its Interactions
www.nextgenscience.org/2-ps1-2-matter-and-its-
interactions
K-2-ETS1-3 Engineering Design

www.nextgenscience.org/k-2-ets1-3-engineering-
design Connections to Classroom Activity
Disciplinary Core Ideas
ETS1.C: Optimizing the Design Solution Tested different materials and compared how they
• Because there is always more than one possible stood up to a model of rainfall
solution to a problem, it is useful to compare and Discussed the different roofs that were tested
test designs and identified the best-performing roofs and the
properties they had in common
Crosscutting Concept
Structure and Function Examined how the properties of different materials
affect how they function, while testing properties
under rainfall
Discussed why a rigid roof is important to hold up
against rainfall (can be extended to snowfall)
Compared materials and explained what made them
suited or not suited for use as a roof material
Source: NGSS Lead States 2013.
Acknowledgment concepts, and core ideas. Washington, DC: National

Academies Press.
An earlier version of this activity was developed, NGSS Lead States. 2013. Next Generation Science
in part, for the Smithsonian Science Education Standards: For states, by states. Washington, DC:
Center’s STC kindergarten curriculum. National Academies Press. www.nextgenscience.org/
next-generation-science-standards.
References
Biological Sciences Curriculum Study (BSCS) and Internet Resource
International Business Machines (IBM). 1989. New Characteristics of Materials
designs for elementary science and health: A cooperative
www.bbc.co.uk/schools/scienceclips/ages/7_8/
project between Biological Sciences Curriculum Study
characteristics_materials_fs.shtml
(BSCS) and International Business Machines (IBM).
Dubuque, IA: Kendall Hunt.
Lachapelle, C. P., C. M. Cunningham, J. Facchiano,
C. Sanderson, K. Sargianis, and C. Slater. 2012. NSTA Connection
Limestone or wax? Science and Children 50 (4): For a homework rubric and worksheet, as
54–61. well as blank POE worksheet, visit www.
National Research Council (NRC). 2012. A framework nsta.org/SC1601.
for K–12 science education: Practices, crosscutting
Index
Page numbers in boldface type refer to figures or tables.
A
A Framework for K–12 Science Education, of wind turbine blade design for water collection device design,
ix, 43, 61, 71, 179, 283 challenge, 207–208 293, 294
definition of engineering in, 3 for water filter design, 161, 164, 311
goals of science and engineering B for watering a school-yard garden,
in, 180 Bernasconi, Pablo, 31 170, 171, 172
science and engineering practices Big ideas, 44, 56, 169, 204 Breen, Steve, 31
in, 11, 12, 116 Biometry, 292, 292 Building explorations for preschoolers,
A Long Way Down: Designing Blokify app for 3-D printing, 136 43–51
Parachutes curriculum, 13 Boat design challenge, 23–25 collecting assessment data for, 49
Adapting science lessons to include connecting to CCSS, 25–26 connecting to NGSS, 51
engineering, 99–105 connecting to NGSS, 27–28 core building concepts and
moving pigs, 99–101 elaborate phase of, 25 structures concepts for, 45
connecting to NGSS, 104 engage phase of, 23 Engage-Explore-Reflect cycle for,
point pollution in a watershed, evaluate phase of, 25 47, 47, 48, 49
101–103 explain phase of, 24–25 integrating language, literacy, and
connecting to NGSS, 105 explore phase of, 23–24 mathematics in, 47–49
strategies for, 103 materials for, 23 making time for teachers’ own
Air and Weather curriculum, 13 purpose of, 23 science and engineering
American Association for the STEM’s own amazing race, 24 investigations, 45
Advancement of Science, 99 Boat sail design organizing and facilitating of, 47
American Society for Engineering creating e-books on, 107–113 preparing environment for, 44–45
Education, ix connecting to NGSS, 113 reflections, documentation, and
Animals, engineering for engineering design process for, using data from, 49–50
elephant-trunk design challenge, 107, 107–111 sequence-build explorations
91–97 rubric for, 112 intentionally, 46–47
investigation of doghouse roof environmental engineering
material properties, 141–148 summer camp unit on, 125 C
prosthetic tail for Winter the Bodzin, A., 123 Captain Arsenio: Inventions and (Mis)
dolphin, 92 The Boy Who Harnessed the Wind: Young adventures, 31
Argument from evidence, engaging in, Readers Edition, 74 Car design and air resistance lesson,
x, 12, 16, 62, 87, 307 Brainstorming ideas, 5 264–271. See also SCAMPERing Into
for parachute design unit, 182–183 about fortifying structures to Engineering lesson
Assessment(s). See also Rubrics; specific withstand severe weather, 274, Careers in STEM fields, x, 138, 179, 234,
design activities 276–277 246, 249
from Engineering is Elementary about green engineering, 213 City Technology curriculum, 13
curriculum, 126 about how engineers help animals, Classroom needs, x–xi
formative, for Wheels in Motion 91 Cobb, Vicki, 49
unit, 120 about how rockets work, 284 Collaboration of teachers, 49–50, 96,
Plus/Delta/Question feedback about recycling and composting, 151, 221
technique, 171 222, 223 with businesses, universities, or
of preK children’s building for crab house design, 55, 57 museums, 62, 66, 115–120, 134,
explorations, 49 in engineering design process, 4, 138, 246–247, 249
of SCAMPERing Into Engineering 14, 15–16.54 to create model I-STEM education
lesson, 269–270 for hovercraft design, 37 program, 273, 279
of sound-reducing wall design, for parachute design, 182 with local schools, 169, 170
194–195 SCAMPER tool for, 266, 267, 271 Collaboration skills, ix, 45, 61, 79, 91, 94,
of students’ engagement in design, for shovel design, 21 95, 108, 110, 144, 149, 173, 175, 184,
7 for solar oven design, 215, 216 201, 216, 217, 224, 225, 230, 266, 304,
of system models of school for sound-reducing wall design, 308, 313. See also Teamwork skills
building, 240–251 191, 193, 195 Common Core State Standards (CCSS)
of tightrope robotics challenge, for 3-D printing project connections, 307, 308, 313
303–304 to create a prosthetic hand, 230 English Language Arts (ELA), 21–26,
of toy rocket testing unit, 258–259 to design playground 33, 35, 37–38, 47, 64, 91, 95, 117,
of water filter model-eliciting equipment, 134, 136 159–160, 173, 237, 239, 240, 241,
activity, 311–312 for tools to map a waterway, 151 242, 245, 274, 311, 313
317
Index
Mathematics, 38, 91, 95, 116, 117, 211, 216, 217, 221, 224, 255, 258, 259, 107–113
135, 163, 164, 173, 237, 240, 274 279, 280 connecting to NGSS, 113
Social Studies, 95 Crismond, D., 160 engineering design process for,
Communication skills, ix, x, 12, 15, 47, Critical thinking, ix, 61, 79, 81, 83, 91, 107, 107
62, 91, 95, 183–184, 224, 249–250, 251, 116, 138, 184, 224, 242 ask, 107–108
255, 274, 279, 307 Crosscutting concepts, x, 44, 199. See also create, 109–111, 110, 111
Community-based engineering (CBE) specific tasks imagine, 108
unit, 169–176 Cultivating Young Scientists (CYS) improve, 111
connecting to CCSS, 173 program, 44–49 plan, 108–109, 109
connecting to NGSS, 170, 176 rubric for, 112
definition of, 169 D Edison, Thomas, 299
learning goals for, 170 Data, analyzing and interpreting, x, 12, Education Development Center
module overview for, 169–170 16–17, 62, 87, 307 curriculum, 13, 15
session structure for, 170 for parachute design unit, 182 Elephant-trunk design challenge, 91–97
water transport system for school- Data sheets, xi assessment of, 95
yard garden, 170–174 for magnificent things solve connecting to NGSS, 96–97
evidence of multifaceted problems task, 21, 22 definition and lessons for, 92–94
learning from, 174–175 for parachute design, 181, 184 engineering design process for,
session 1: teacher preparation for STEM’s own amazing race, 23, 91, 91
and warm-up challenge, 24, 25 how engineers help animals, 91–92
170–171 for straw rocket design, 285, 286 science and engineering skills for,
session 2: unpacking for water filter design, 64, 64 94–96
community problem with for wind turbine blade design, 202 steps for teaching, 96
students, 171–173 Design brief, 3, 4, 6–7, 9, 14 Energy
session 3: executing plans, 174 for sound-reducing wall activity, potential and kinetic, 264, 265
session 4: discussing and 191, 191–192, 194–196 savings in school building, 246–247
revising models, 174 for Wacky Weather unit, 274 solar oven design, 211–218
Competitive STEM activities, 71 for wind turbine blade design, sound-reducing wall design,
Compost bin activity, 3–9 205, 205 189–196
connecting to NGSS, 5, 8–9 Design notebook, 4, 7. See also wind turbine blade design
steps in development of, 4–7 Engineering notebook; Science challenge, 199–210
Composting/crushing milk cartons notebook Engage-Explore-Reflect (EER) cycle, 47,
activity, 221–227 for designing a sound-reducing 47, 48, 49
connecting to NGSS, 226–227 wall, 192, 193–195 Engineering
connections for, 224–225 for designing a water collection activities and curricula for, 11, 13, 71
creating, testing, and improving device, 295, 295 definition of, 3
prototypes for, 224 for wacky weather unit, 274, 277, green, 211–218
defining the problem for, 221–223, 279 value beyond science, 184
223 Design teams, 4, 7, 54, 146, 205, 230. See Engineering design process (EDP), ix, 3–4
engineering design process for, also Teamwork skills adapting science lessons to include,
221, 222 Disciplinary core ideas, x, 5, 14, 15, 44, 99–105
final product created for, 224, 224 129. See also specific tasks for composting/crushing milk
generating alternatives and Diving into Science curriculum, 13 cartons activity, 221, 222
developing and analyzing Doghouse roof material properties vs. construction activities, 13–14
solutions for, 223 investigation, 141–148 definition of, 4, 99
implementing your own challenge, connecting to NGSS, 147–148 for elephant-trunk design
225 elaborate phase of, 146 challenge, 91, 91
Computational thinking, 12, 62, 72, engage phase of, 142 in Engineering is Elementary
76, 87, 184, 186, 271, 307. See also evaluate and extension phases of, curriculum, 107, 107, 149, 150,
Mathematics 146 205, 206
Crab tower design, 54–59 explain phase of, 144–146, 145 habits of beginning designers, 14–17
connecting to NGSS, 59–60 explore phase of, 142–144 importance of failure points in, ix,
engagement phase of, 54–55, 58 lesson objectives for, 141–142 12, 28, 40, 56, 89, 92, 95, 96, 185,
engineering design process materials for, 143 195, 209, 216, 217, 225, 256, 259,
(exploration) phase of, 55, POE chart for, 143, 144, 144, 145 260, 271, 283, 289, 304, 305
55–56, 56, 58 Dolphin Tale, 92 integrating into curriculum, 87–88,
evaluation phase of, 57, 57–58, 58 Dr. Zoon Presents Straw Rockets video, 285 129
explanation phase of, 56, 58 Dweck, Carol, 299 moving water activity, 89–90
extension phase of, 56–57, 58 vs. inventing, 15
Creativity, ix, 16, 22, 54, 61, 91, 94–95, E missteps/misconceptions in, 11–17,
111, 116, 134, 151, 171, 184, 195, 208, E-books created from STEM journals, 87, 160
Index
in NGSS, 31–32, 91, 141, 142 Engineers connecting to NGSS, 288–290

vs. scientific inquiry, 4 definition of, 124 toy rocket testing, 255–259
teaching through trade books eliciting children’s ideas about, connecting to NGSS, 259–260
engineering dilemmas, 19–28 123–124 trade books for teaching about,
flying machines, 31–40 Engineers Without Borders, 291 31–40
for tightrope robotics challenge, 300 English Language Arts (ELA), connections connecting to NGSS, 39–40
for Wheels in Motion activities, 116 to CCSS for, 21–26, 33, 35, 37–38, 47, Floating and Sinking curriculum:
for wind turbine blade design 64, 91, 95, 117, 159–160, 173, 237, 239, Teacher’s Guide, 13
challenge, 205–207, 206 240, 241, 242, 245, 274, 311, 313. See Force and motion activities
Engineering design process 5E, 53, also Reading standards; Speaking boat design challenge, 23–25
53–60, 57, 57–58, 58 and listening standards; Writing connecting to NGSS, 27–28
connecting to NGSS, 59–60 standards gingerbread man trap design, 72
engagement phase of, 54–55, 58 Environmental engineering summer connecting to NGSS, 76–77
engineering design process camp activities, 123–127 heavy lifting lesson, 131
(exploration) phase of, 55, adapted from Engineering is moving pigs lesson, 99–101
55–56, 56, 58 Elementary curriculum, 123, connecting to NGSS, 104
in Engineering is Elementary 125, 126 paper airplane investigation,
curriculum, 54 connecting to NGSS, 127 237–243
evaluation phase of, 57, 57–58, 58 engage phase of, 123–124 connecting to NGSS, 243–244
explanation phase of, 56, 58 evaluate phase of, 126 SCAMPERing Into Engineering
extension phase of, 56–57, 58 explain phase of, 125–126 lesson, 263–270
inclusion of relevant science explore phase of, 124–125 connecting to NGSS, 271
concepts, 58 extend phase of, 126 straw rocket lesson, 283–288
Engineering design task development, Explanations, constructing, 12, 17, 62, 307 connecting to NGSS, 288–290
3–9 for parachute design unit, 183, 183 toy rocket testing, 259
connecting to NGSS, 5, 8–9 Exploring Trees and Ponds curriculum, connecting to NGSS, 259–260
steps for, 4–7 13, 15 trade books for teaching about
1: identify a standard, 5 flying machines, 31–37
2: brainstorm ideas for F connecting to NGSS, 39–40
activities, 5 Failure points, importance of, ix, 12, 28, Wheels in Motion unit, 115–120
3: contextualize a problem 40, 56, 89, 92, 95, 96, 185, 195, 209, connecting to NGSS, 121–122
statement, 5–6 216, 217, 225, 256, 259, 260, 271, 283, wind turbine lesson, 199–208
4: identify necessary materials, 289, 304, 305 connecting to NGSS, 209–210
resources, and tools, 6 Fantastic Elastic and Ener Jeep Full Option Science System curriculum,
5: develop design brief, 6–7 curriculum, 13 13
6: implement task, 7 5E learning cycle, xi, 53
7: assess students’ engagement engineering design process 5E, 53, G
in design, 7 53–60 Gehringer, M., 123
Engineering education, ix, 3, 11, 71 for environmental engineering Gibbons, Gail, 49
NGSS support for, 61, 179, 255 summer camp activities, The Gingerbread Man, 72
Engineering is Elementary (EiE) 123–127 Gingerbread man trap design, 71–77
curriculum, 13, 53–54, 129, 231 for investigation of doghouse roof completion of, 75
assessments from, 126 material properties, 142–146 connecting to NGSS, 72, 76–77
for creation of e-books, 107–109 for paper airplane investigation, 237 designing solutions for, 72–73
for designing tools to map a for SCAMPERing Into Engineering engineering and math components
waterway, 149 lesson, 264–269 of, 74–75
engineering design process in, 107, for teaching through trade books science component of, 72
107, 149, 150, 205, 206 design dilemmas, 21–25 technology and engineering
environmental engineering flying machines, 33–37 components of, 73, 73–74, 74
summer camp lessons adapted for 3-D printer design of trap design instructions for, 73
from, 123, 125, 126 playground equipment, 134–138 Green engineering
solar oven unit of, 211–217 for water filter unit, 61–68 definition of, 211
unit structure of, 212, 212 Fixed mindset, 299, 302, 304 introduction to, 213
Engineering notebook. See also Design Fleming, Candace, 19 solar oven design, 211–218
notebook; Science notebook Flight/flying machines Growth mindset, 299, 302, 304
for environmental engineering paper airplane investigation,
summer camp, 126 237–243 H
for water collection device design, connecting to NGSS, 243–244 Habits of beginning designers, 14–17
295, 295 parachute design unit, 179–184 Habits of mind, 43, 91, 94
Engineering the ABC’s: How Engineers connecting to NGSS, 185–187 Heavy lifting task, 131
Shape Our World, 74 straw rocket investigation, 283–288 Hopkins, Lee Bennett, 74
319
Index
Hovercraft design task, 35–37 connecting to NGSS, 85 74–75

How a House Is Built, 49 observations of, 82–83 for paper airplane investigation,
How Could a Carrier Make the Job solids, liquids, and gases, 80–81, 81 237, 240
Easier? curriculum, 13 connecting to NGSS, 83–84 for parachute design unit, 184, 184
3-D printing of prosthetic hand, for testing toy rockets, 255
I 229–234 for 3-D printing task, 135
I Fall Down, 49 connecting to NGSS, 234, for Wacky Weather unit, 274
Implementation of design task, 7 235–236 for watering a school-yard garden,
Incredible Inventions, 74 Lego products, 138 173, 175
Information, obtaining, evaluating, and alternatives to, 303 for Wheels in Motion activities,
communicating, 12, 15, 62, 307 for tightrope robotics challenge, 116–117
for parachute design unit, 183–184 300, 300, 301, 303 Mealer, Bryan, 74
Innovation process, ix, 91, 136, 229, 233, Lerato Cooks Up a Plan: A Green Mendelovici, R., 79
299, 300, 304. See also Inventing/ Engineering Story, 212 Meteorology. See Wacky Weather
inventions Lief Catches the Wind, 125 integrative STEM unit
Inquiry, scientific, ix, x, 11, 71 Literacy, connections to CCCS for English Mindset, 299
compared with engineering design, Language Arts, 21–26, 33, 35, 37–38, Model-eliciting activities (MEAs)
4 47, 64, 91, 95, 117, 159–160, 173, 237, connecting to CCSS, 307
directed, 4 239, 240, 241, 242, 245, 274, 311, 313. connecting to NGSS, 307–308
guided, 4, 79 See also Reading standards; Speaking definition of, 307
open-ended, 4 and listening standards; Writing for water filter design, 307–314
STEM of, 129–130 standards Models, developing and using, 12, 62,
designing a tool for heavy 87, 307
lifting, 131 M for parachute design unit, 180–181
structured, 79 Magnificent thing design task, 21–23 for 3-D printer design of
Interdisciplinary projects connecting to CCSS, 25–26 playground equipment,
composting/crushing milk cartons, connecting to NGSS, 26–27 133–140
221–227 elaborate phase of, 22 The Most Magnificent Thing, 19, 21–22
3-D printing design of playground engage phase of, 21 Motion. See Force and motion activities
equipment, 133–140 evaluate phase of, 22 Moving pigs adapted lesson, 99–101
3-D printing of prosthetic hand, explain phase of, 22 defining problem for, 100–101
229–236 explore phase of, 21–22 developing and optimizing
Inventing/inventions. See also materials for, 21 solutions for, 101
Innovation process purpose of, 21 Moving water activity, 89–90
vs. engineering design process, 15 Makerspaces, 229. See also Three- materials for, 90
inventing mystery machines, dimensional printing objective of, 89
115–122 Mapping a waterway, designing tools Muncha! Muncha! Muncha!, 171
technology and, 74 for, 149–155
Investigations, planning and carrying connecting to NGSS, 155 N
out, 12, 62, 307 elaborate and evaluate phases of, National Aeronautics and Space
for parachute design unit, 181, 153–154, 154 Administration (NASA), 33, 40, 256,
181–182, 182 engage phase of, 150–151 285
iPads, 179 engineering design process for, National Research Council (NRC), 179
creating E-books on, 107–113 149, 150 Next Generation Science Standards
design apps that will print to a 3-D explore phase of, 151–152, 152 (NGSS), ix–xi, 71, 79, 99, 123, 133,
printer, 136 investigate and explain phases of, 179, 211, 229, 255, 291, 307
developing video presentations on, 152–153 engineering design process in,
245, 246 purpose of, 154 31–32, 91, 141, 142
professional development for reflections on, 154 inclusion of engineering in, ix, 11,
classroom use of, 107–108 setting the stage for, 150 53, 79
weather research on, 275 use of writing prompts or science lesson connections to, x
notebooks, 154 for 5E learning cycle water filter
K Marzano Art and Science of Teaching unit, 67–68
Kamkwamba, William, 74 Framework, 307 for compost bin activity, 5, 8–9
Keeley, Page, 135, 136 Marzollo, Jean, 92 for composting/crushing milk
KWL charts, 119, 160, 163, 164, 225 Mathematics, using, 12, 49, 62, 87, 129, cartons activity, 226–227
307 for creation of e-books, 113
L connecting to CCSS for Mathematics, for designing a tool to map a
Lab activities integrating engineering 38, 91, 95, 116, 117, 135, 163, 164, waterway, 155
practices, 79–85 173, 237, 240, 274 for elephant-trunk design
engineering sound, 81–82, 82 for gingerbread man trap design, challenge, 96–97
Index
for engineering adaptations, x, 11, 12, 14–17, 44, 61–62, 62, technique, 171
104–105 116, 179–184 Pre-assessment strategies, x, xi
for engineering design process Novak, Patty O’Brien, 74 Predict, observe, explain (POE) chart,
5E, 59–60 Nuffield Primary Solutions in Design 143, 144, 144, 145
for environmental engineering and Technology curriculum, 13, 15 PreK engineering education, x, 129
summer camp activities, 127 building explorations, 43–50
for gingerbread man trap O engineering design process 5E,
design, 72, 76–77 One Well, the Story of Water on Earth, 292 53–60
for investigation of doghouse Problem-solving skills, ix, x, 4, 20, 54, 79,
roof materials properties, P 83, 130.138, 169, 174, 175, 184, 211,
147–148 Papa’s Mechanical Fish, 19, 23–25 221, 255, 279, 295, 299, 304, 308, 313
for lab activities integrating Paper airplane investigation, 237–243 Problem statement, 5–6, 14, 300
engineering practices, 83–85 conclusions about, 242–243 for tightrope challenge, 301
for paper airplane investigation, connecting to CCSS, 237, 239, 240, for water collection device task,
237, 238, 243–244 241, 242 293, 293
for parachute design unit, connecting to NGSS, 237, 238, for wind turbine task, 205
185–187 243–244 Problems, defining, 12, 14, 87, 129, 307
for preK building explorations, elaborate phase of, 241–242 for composting/crushing milk
51 engage phase of, 238 cartons activity, 221–223, 223
for SCAMPERing Into evaluate phase of, 242 for parachute design unit, 180
Engineering lesson, 271 explain phase of, 239–241, 241 Product comparisons, 16
for solar oven design unit, 216, explore phase of, 238, 238–239, 239 Product design, x, 15
218 fair test issues and safety Project-Based Inquiry Science
for sound-reducing wall design guidelines for, 238–239, 239 curriculum, 13
activity, 195–196 science and engineering practices Properties of materials
for straw rocket lesson, 283, for, 237, 240 for doghouse roof, 141–148
288–290 using 5E model for, 237 for solar oven, 213–214
for systems and system models Parachute design unit, 179–187 for water filter unit, 61–68, 63, 64
investigation of school connecting to NGSS, 185–187 Prosthetic hand. See Three-dimensional
building, 252–253 science and engineering practices printing design and creation of
for teaching about design for, 179–184 prosthetic hand
dilemmas through trade analyzing and interpreting Prosthetic tail for Winter the dolphin, 92
books, 20, 26–28 data, 182 Prototype(s), 4, 6–7
for teaching about flying asking questions and for 3-D printing of prosthetic hand,
machines through trade developing problems, 180 232, 232–234, 233
books, 31–32, 39–40 constructing explanations and of solar oven, 214
for 3-D printing for design and designing solutions, 183, 183 testing of, 4, 16–17, 171
creation of prosthetic hand, developing and using models, cars and air resistance, 266–268
234, 235–236 180–181 crab house, 57, 57
for 3-D printing of design for engaging in argument from doghouse roof materials, 143,
playground equipment, evidence, 182–183 146
139–140 obtaining, evaluating, straw rockets, 286
for tightrope robotics challenge, and communicating toy rockets, 265–260
301, 304–305 information, 183–184 water filtration device, 163–164,
for toy rocket testing unit, 255, planning and carrying out 164
259–260 investigations, 181, 181–182, windmills, 125
for Wacky Weather integrative 182
STEM unit, 274, 280–281 using mathematics and Q
for water collection device computational thinking, QR tags, 250, 251, 252
design, 296 184, 184 Questions, asking, 12, 14, 62, 307
for water filter model-eliciting value of engineering beyond for parachute design unit, 180
activity, 307–308, 314 science, 184
for water filtration device Performance expectations, x, 5, 8, 11, 44 R
design, 166–167 for grades 3–5 and K–2, 12, 16 Ramps and Pathways module, 118
for Wheels in Motion unit, Picture STEM curriculum, 291 Reading standards, connections to, 21,
121–122 Pierre the Penguin, 92 23, 25, 26, 33, 38, 47
for wind turbine blade design Plant packaging investigation, 58 Reflection prompts, 7, 47, 48
challenge, 209–210 Playground equipment design. See Research in engineering design process,
performance expectations for, x, 5, Three-dimensional printing design 15. See also specific tasks
8, 11, 12, 16, 44 of playground equipment for 3-D printing of prosthetic hand,
science and engineering practices, Plus/Delta/Question (+/∆/?) feedback 230–231, 231
321
Index
for Wacky Weather unit, 274–275, tool for, 266, 267, 271 for sound lesson, 82, 82
275 Science, technology, engineering, and for water filter unit, 62–65
Revealing the Work of Young Engineers in mathematics (STEM) careers, x, 138, Science standards, 5. See also Next
Early Childhood Education, 99 179, 234, 246, 249 Generation Science Standards
Riparia’s River, 159 Science, technology, engineering, and SketchUp software, 133, 136, 137
Robotics. See Tightrope robotics mathematics (STEM) education, “Snapshots of Science” program, 263
challenge ix–xi, 71, 123 Solar oven design, 211–218
Rockets activities for, 71 conclusions about, 217
history of, 284 characteristics of quality programs connecting to NGSS, 216, 218
how they work, 284–285 for, ix defining and delimiting
straw rocket investigation, 283–290 classroom integration of, 71 engineering problems for,
toy rocket testing, 255–260 developing engineering design 212–213
Rubrics, xi tasks for, 3–9 introducing green engineering,
for compost bin activity, 10 Science, technology, engineering, arts, 213
for composting/crushing milk and mathematics (STEAM) lab, story for, 212–213
cartons activity, 225, 228 229–236. See also Three-dimensional engineering design process for,
for crab tower design, 58 printing design and creation of 214–216, 215
for doghouse roof material prosthetic hand impact scoring sheet, 215, 216
properties investigation, 148 Science and engineering practices, x, 11, recording oven temperature in
for e-books, 111, 112, 114 12, 14–17, 44, 61–62, 62, 116, 179–184. sun and shade, 215–216, 216
for elephant-trunk design, 95, 97 See also specific tasks Engineering is Elementary unit for,
for gingerbread man trap design, children’s everyday use of, 87 211–212, 212
74, 75 integrating into lab activities, 79–85 testing properties of materials for,
for modeling water filtration, model-eliciting activities and, 213–214
311–312, 315 307–308 environmental impact analysis,
for solids, liquids, and gases lab, 81 for paper airplane investigation, 214, 215
for sound engineering lab, 82, 86 237, 240 safety precautions, 214
for sound-reducing wall design, for parachute design unit, 180–184 what was learned, 216
194–195, 197 analyzing and interpreting creative thinking, 216, 217
for straw rocket investigation, 288 data, 182 productive moments of failure,
for systems and system models asking questions and defining 217
investigation of school problems, 180 Solids, liquids, and gases lab activity,
building, 250, 253 constructing explanations and 80–81, 81
for 3-D printing creation of designing solutions, 183, 183 connecting to NGSS, 83–84
prosthetic hand, 232 developing and using models, Solutions, designing, x, 12, 15–16, 17, 62,
for tightrope challenge, 303, 306 180–181 87, 307
for toy rocket testing, 258, 261 engaging in argument from for parachute design unit, 183, 183
for Wacky Weather investigation, evidence, 182–183 Sound engineering lab, 81–82, 82
275, 276, 279, 282 obtaining, evaluating, connecting to NGSS, 85
for water filtration device design, and communicating Sound-reducing wall design, 189–196
167 information, 183–184 assessment of, 194–195
for water transport system for planning and carrying out connecting to NGSS, 195–196
school-yard garden, 175, 177 investigations, 181, 181–182, engineering design challenge for,
for wind turbine blade design, 182 191–194
208, 210 using mathematics and design brief, 191, 191–192
computational thinking, design sketches, 192, 193
S 184, 184 stages and timing, 191
SCAMPERing Into Engineering lesson, for 3-D printer design of testing and reflections, 193,
263–270, 269–270 playground equipment, 193–194
assessing student thinking for, 133–140 overview of two-room testing
269–270 Science Friday Education blog, 101 model for, 190, 190–191
background of, 263–264 Science NetLinks website, 99 science of sound, 190
connecting to NGSS, 271 Science notebook. See also Design Speaking and listening standards,
elaborate phase of, 266–268 notebook; Engineering notebook connections to, 22, 24, 26, 33, 37, 38,
engage and explore phases of, digital, xi, 108 47, 173, 245, 304, 311, 313
264–266 for environmental engineering Spires, Ashley, 19
what to know, engineer, and do summer camp, 126 Standards for Technology Literacy, 229
for the unit, 265 for mapping a waterway lesson, Straw rocket lesson, 283–290
evaluate phase of, 268–269 154 building directions for, 287
explain phase of, 266 for solids, liquids, and gases lab, connecting to NGSS, 283, 288–290
use of SCAMPER brainstorming 80, 81 design challenge for, 285
Index
evaluation of, 288 safety precautions for, 233, 234 solids, liquids, and gases lab, 80
history of rockets, 284 Three-dimensional (3-D) printing design 3-D printing of prosthetic hand,
how rockets work, 284–285 and creation of prosthetic hand, 229–236
manipulating variables in, 286 229–236 Toy rocket testing unit, 255–260
misconceptions related to, 287 conclusions about, 234 assessment of, 258–259
rocket testing for, 286 connecting to NGSS, 234, 235–236 challenge for, 256–257
Student-centered education, ix, 4 identified need and overview of, connecting to NGSS, 255, 259–260
Student mindsets, 299, 302, 304 229–230 development of, 256
Student missteps/misconceptions, xi safety precautions for, 233, 234 suggested improvements for, 258
in engineering design process, STEAM town hall, 234, 234 test and share stage of, 257–258
11–17, 87, 160 week 1: building empathy and Trade books to teach about design
of preschoolers, 43 defining a purpose, 230 dilemmas, 19–28
in straw rocket investigation, 287 week 2: conducting guided connecting to CCSS, 25–26
Student notebooks. See Design research, 230–231, 231 connecting to NGSS, 20, 26–28
notebook; Engineering notebook; week 3: creating a blueprint on curricular connections for, 20
Science notebook Tinkercad, 231, 231 magnificent things solve problems,
Stuff That Works! Packaging curriculum, week 4: building the prototype, 21–22
13, 15 232, 232 STEM’s own amazing race, 23–25
Systems and system models week 5: engaging in public suggested books for, 21
investigation of school building, relations, 232–233 Trade books to teach about flying
245–253 week 6: finalizing the design, 233, machines, 31–40
calling on community resources 233–234 connecting to CCSS, 37–38
for, 249 Three-dimensional (3-D) printing design connecting to NGSS, 39–40
connecting to NGSS, 252–253 of playground equipment, 133–140 curricular connections for, 31–32
evaluation of, 250–251 annotated student drawing of, designing a hovercraft, 35–37
figuring out systems for, 246 134, 135 suggested books for, 31
learning from experts, 246–247 connecting to NGSS, 139–140 testing flying machines, 33–34
learning results and future elaborate phase of, 136–137 21st-century skills, ix, 184, 211
considerations for, 251–252 engage phase of, 134–135
learning to use tools and create evaluate phase of, 137–138 V
video presentations for, 245–246 explain phase of, 136 Vehicles in Motion curriculum, 13
organizing a system of systems for, explore phase of, 135 Video conferencing, 134
247–249, 248 how printer works, 134 Videos, 107
reflections on, 251 interactive resources for, 136 of 3-D printing design, 134
sharing information about, 249–250 printer access and funding for, about composting and recycling,
133–134 221, 222, 226, 227
T providing opportunities for, 138 of boat sail trials, 108, 109, 110,
Teamwork skills, ix, 95, 200, 234, 245, reflections on, 138 112, 113
249, 251, 252, 255, 299, 304. See also Tightrope robotics challenge, 299–305 of cardboard boat races, 25
Collaboration skills assessment of, 303–304 Design Squad, 174
Technology, xi, 129. See also iPads; background for, 300 Dr. Zoon Presents Straw Rockets, 285
Videos building process for, 302 of hovercraft design, 36–37, 39, 40
creating e-books, 107–113 completion of, 302–303 NASA for Kids: Intro to
creating videos of school as system conclusions about, 304 Engineering, 33, 34
of systems, 245, 247, 249, connecting to NGSS, 301, 304–305 of prototype tests, 17
250–252 engineering process for, 300 of school building as system of
definition of, 124 planning for, 301, 301–302 systems, 245, 247, 249, 250–252
eliciting children’s ideas about, setting up, 300, 300–301 for severe weather unit, 274.277,
123–124 use of Legos for, 300, 300, 301, 304 279, 281
in gingerbread man trap task, 73, alternatives to, 303 of sound-reducing wall design, 194
73–74, 74 Tools to solve a problem, development Teachers’ Domain Water Treatment
Standards for Technology Literacy, 229 or improvement of, 15, 20, 129 Plant, 66
3-D printer creation of prosthetic community-based engineering of water collection device design,
hand, 229–236 task, 169 295
3-D printer design of playground water transport system, 173 Violet the Pilot, 31, 33–34
equipment, 133–140 elephant-trunk design, 92–93 Vocabulary development, 24, 25, 26, 47,
Thermal insulators, 212, 214, 214 gingerbread man trap design, 74 49, 65, 66, 94, 150, 151, 274
Think-Pair-Share strategy, 135, 136, 140 heavy lifting, 131
Thinking Inside the Box: Designing Plant magnificent thing design task, 21–23 W
Packages, 58 mapping a waterway, 149–154, Wacky Weather integrative STEM unit,
Three-dimensional (3-D) printing, xi, 229 152, 154 273–281
323
Index
background of, 274 reflections on, 165 introduction and exploration phase
check phase of, 279 test-it step of, 163–164, 164 of, 116–117
connecting to CCSS, 274 think-it step of, 161–162 learning cycle pedagogy and
connecting to NGSS, 274, 280–281 Water filter design model-eliciting inquiry practice for, 116
create phase of, 277 activity, 307–314 mystery machine application phase
design brief for, 274 assessment of, 311–312 of, 119–120
design challenge for, 275–277 building, testing, and revising use of productive questions in, 116,
design of, 273–274 phases of, 311 117, 118, 119
materials for, 276–277 connecting to CCSS, 307, 311, 313 varying motion application phase
modeling what you teach, 279–280 connecting to NGSS, 307–308, 314 of, 118–119
plan phase of, 274–275 learning goal for, 308 Wind turbine blade design challenge,
rubric for, 275, 276, 279 reviewing and synthesizing phases 199–210
severe weather alert chart for, 277, of, 311–313, 312 assessing student learning in,
278 safety precautions for, 311 207–208
student research for, 274–275, 275 student responses to introductory conclusions about, 208
Water collection device design, 291–296 challenge letter for, 308–310, 309 connecting to NGSS, 209–210
background for: biometry, 292, 292 time required for, 312–313 context of lessons for, 199–200
brainstorming for, 293, 294 Water transport system for school-yard design brief for, 205
conclusions about, 295 garden, 169–176 engineering design process for,
connecting to NGSS, 296 connecting to CCSS, 173 205–207, 206
creating and testing phase of, 294 connecting to NGSS, 170, 176 experimental investigation for,
nature as inspiration for, 291–292 definition of community-based 200–204
problem statement for, 293, 293 engineering, 169 construction of blades, 201–202,
sharing and redesign phases of, evidence of multifaceted learning 202, 206
294–295, 295 from, 174–175 evaluation of power, energy,
testing criteria for, 293–294 learning goals for, 170 and voltage data, 202–203,
understand, plan, and create module overview for, 169–170 207
phases of, 292–293 session 1: teacher preparation and rhombus vs. square blade
Water filter design (grade 2), 61–68, 63, warm-up challenge, 170–171 orientation, 201
64 session 2: unpacking community safety tips, 201
collaborating with water company problem with students, 171–173 selection of independent
informal educator for, 61, 62, session 3: executing plans, 174 variables, 200–201
65, 66 session 4: discussing and revising sharing results, 204, 204
connecting to NGSS, 67–68 models, 174 testing blades, 202, 207
elaborate phase of, 65 session structure for, 170 using digital multimeters to
engage phase of, 62–63, 63 Watershed point pollution adapted measure output voltage, 204
engineering framework for, 61–62, lesson, 101–103 goals of, 205
62 connecting to NGSS, 105 introduction to wind turbine, 200
evaluate phase of, 65–66 defining specific criteria and Windmill design, environmental
explain phase of, 64–65 constraints for, 102 engineering summer camp unit on,
explore phase of, 63–64, 64 developing solutions for, 102 125–126
Water filter design (grade 4), 159–167 optimizing a solution for, 102–103 Writing prompts, 154
background for, 159–160 Wheels in Motion unit, 115–120 Writing scripts, 245, 249, 251
build-it step of, 163 concept development phase of, Writing standards, connections to, 22,
connecting to CCSS, 159–160 117–118 24, 25–26, 37, 38, 47–49, 107–109, 241,
connecting to NGSS, 166–167 connecting to NGSS, 121–122 311, 313
design-it step of, 162–163 engineering design process for, 116
getting started with, 160–161 formative assessment probe for, Z
refine-it step of, 164–165 120 Zion, M., 79
Strategies That Support the Next Generation Science Standards
T his book is a must for your library if you’re looking for creative
experiences to engage your youngest students in science,
technology, engineering, and math. Bringing STEM to the
Elementary Classroom includes some of the best STEM investigations
from Science and Children, NSTA’s award-winning journal for elementary
teachers.
Classroom tested to meet the needs of both preK–5 students and busy
teachers, the 36 lessons are
• conveniently organized into grade-level bands;
• grounded in science education research;
• designed to encourage learning across disciplines, promote real-world
problem-solving skills, expose children to STEM careers, and serve all
students equally well; and
• connected to all elements of the Next Generation Science Standards.
Many resources help you encourage children to learn about STEM, but only
this book was curated by Linda Froschauer, a veteran educator with more
than 37 years of teaching experience who also serves as editor of Science
and Children. This collection provides you with a rich variety of quality
STEM experiences, whether you’re a classroom teacher, homeschooler, or
informal educator.
PB413X
Grades PreK–5 ISBN: 978-1-68140-030-3

Dennis Schatz Andrew Fraknoi

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Copyright © 2016 by the National Science Teachers Association.

Library of Congress Cataloging-in-Publication Data

Part 1: GRADES PREK–5 Part 2: GRADES PREK–2

More Teaching Through Trade Books 31

Elephant Trunks and 91

Engineer It, Learn It 179

Designing a Sound-Reducing Wall 189

experiences in preK by their nature are founda-

x NATIONAL SCIENCE TEACHERS ASSOCIATION

• 5-E Learning instructional phases

• Tested, reliable, and even some original

By Meghan E. Marrero, Amanda M. Gunning, and Christina Buonamano

Engage FIGURE 18.1

Chase the dog loves being outside.

142 NATIONAL SCIENCE TEACHERS ASSOCIATION

• Cups • Children’s safety scissors (to cut other

• Spray bottle filled with water Preparation

144 NATIONAL SCIENCE TEACHERS ASSOCIATION

Sample Teacher Questions and Student Answers

Teacher Prompt Sample Student Responses

146 NATIONAL SCIENCE TEACHERS ASSOCIATION

Connecting to the Next Generation Science Standards

2-PS1-2 Matter and Its Interactions

K-2-ETS1-3 Engineering Design

K-2-ETS1-3 Engineering Design

Source: NGSS Lead States 2013.

Acknowledgment concepts, and core ideas. Washington, DC: National

148 NATIONAL SCIENCE TEACHERS ASSOCIATION

318 NATIONAL SCIENCE TEACHERS ASSOCIATION

in NGSS, 31–32, 91, 141, 142 Engineers connecting to NGSS, 288–290

Hovercraft design task, 35–37 connecting to NGSS, 85 74–75

320 NATIONAL SCIENCE TEACHERS ASSOCIATION

322 NATIONAL SCIENCE TEACHERS ASSOCIATION

324 NATIONAL SCIENCE TEACHERS ASSOCIATION

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