How to Create Engineering Challenges for Your Science Classroom
Integrating engineering challenges into your science classroom can ignite curiosity and foster critical thinking among students. The Next Generation Science Standards (NGSS) and Science and Engineering Practices (SEPs) were designed to provide a framework for teaching students how to use the process engineers and scientists use. But teachers must still do the work of creating activities that accomplish the NGSS engineering goals.
Below, is a step-by-step guide to doing so. But first…
Understanding NGSS and SEPs
The NGSS are K–12 science content standards that set the expectations for what students should know and be able to do. SEPs are one of the three dimensions of NGSS, focusing on the skills and practices scientists and engineers use to investigate the natural world and design solutions to problems.
The eight SEPs are:
Asking Questions and Defining Problems
Developing and Using Models
Planning and Carrying Out Investigations
Analyzing and Interpreting Data
Using Mathematics and Computational Thinking
Constructing Explanations and Designing Solutions
Engaging in Argument from Evidence
Obtaining, Evaluating, and Communicating Information
Step-by-Step Guide to Creating Engineering Challenges
1. Identify Learning Objectives
Start by identifying the key learning objectives from the NGSS. Determine what concepts you want your students to understand and what skills they should develop. For example, if you want students to understand the principles of force and motion, align your challenge with relevant performance expectations and SEPs.
2. Define the Problem (use a Phenomenon Whenever Possible)
Present a real-world problem that is relevant and challenging. Frame the problem in a way that requires students to apply their knowledge and creativity. For instance, challenge students to design a bridge that can hold a certain weight using limited materials. You can introduce it by using a phenomenon such as the The Minneapolis Bridge Collapse (August 1, 2007) to introduce the engineering challenge to peak students’ interest.
3. Develop a Guiding Question
Formulate a guiding question that will direct students' inquiry and design process. A well-crafted question encourages critical thinking and exploration. For example: "How can we design a bridge using only paper and tape that can support a 5-pound weight?"
4. Set Criteria and Constraints
Clearly define the criteria for success and any constraints. Criteria might include the weight the bridge must hold, while constraints could involve the materials and time available. This step is crucial as it mimics the limitations engineers face in the real world.
5. Encourage Research and Brainstorming
Guide students to research existing solutions and brainstorm their own ideas. Encourage them to think creatively and consider multiple approaches. This aligns with SEPs such as Developing and Using Models and Engaging in Argument from Evidence.
6. Plan and Create
Have students plan their designs, create prototypes, and test their solutions. Provide opportunities for iterative testing and improvement. This hands-on process allows students to apply concepts from SEPs like Planning and Carrying Out Investigations and Analyzing and Interpreting Data.
7. Test and Evaluate
Once the prototypes are built, conduct tests to see how well they meet the criteria. Encourage students to analyze the data collected during testing to evaluate the effectiveness of their designs. This phase emphasizes SEPs related to Analyzing and Interpreting Data and Using Mathematics and Computational Thinking.
8. Communicate Results
Have students present their designs, processes, and findings to the class. This can be done through reports, presentations, or demonstrations. This step aligns with Obtaining, Evaluating, and Communicating Information, allowing students to articulate their understanding and reasoning.
Example Engineering Challenge
Objective: Understand the principles of aerodynamics and forces.
Possible Phenomenon: Glider Airplanes
Problem: Design a paper airplane that can fly the farthest distance.
Guiding Question: "How can we design a paper airplane that maximizes flight distance using principles of aerodynamics?"
Criteria and Constraints:
The airplane must be made from a single sheet of standard paper.
No additional materials (e.g., tape, clips) are allowed.
The plane must be launched by hand.
Process:
Research different paper airplane designs and the principles of aerodynamics.
Brainstorm and sketch multiple designs.
Build and test prototypes, measuring flight distances.
Analyze results and refine designs.
Present final designs and explain the aerodynamic principles applied.
Conclusion
Creating engineering challenges using NGSS and SEPs can transform your science classroom into a dynamic learning environment. By following the steps above, you can help students develop a deep understanding of scientific concepts while honing their problem-solving and critical-thinking skills. These challenges not only make learning fun but also prepare students for real-world scientific and engineering endeavors.
BOOKS & TOOLS
Save planning time with this week-long Earth and Space Science engineering lesson. In this 5 day project, Earth and Space Science students build an interactive physical model that shows the “reasons for seasons” and an interactive computer interface that guides the user through the learning experience.
Includes 12 detailed slides (PDF and Google Slides link for editing) + detailed teacher directions (last 2 slides).
The project follows the guidelines set by the Next Generation Science Standards (NGSS) and guides students in using Science and Engineering Practices (SEPs).
Student Performance Objectives:
Design and create a physical model that teaches how solar radiation changes based on latitude and hemisphere.
Create a computer interface that contains directions for using the model and understanding the content.
Student Learning Objectives:
Explain why the amount of solar energy Earth’s surface receives varies at different latitudes.
Explain the reasons for seasons on Earth.
Save time by not having to plan for a week of solar system instruction and employ your students in authentic learning with this NGSS-focused engineering challenge.
Includes 14 detailed slides (PDF and Google Slides link for editing) + detailed teacher directions (last slide).
Mission Red Planet: Engineer and Deploy a Mars Rover is a challenging 5-day project designed to engage your Earth and Space or engineering students in real-world inquiry and problem solving.
Mission Objectives:
Build the Rover: Design and build a realistic self-propelled space explorer model (Mars rover) that can successfully land and rove.
Land the Rover: Design and perform a simulated planetary surface landing.
Deploy the Rover: Design and build a system that triggers movement upon (and not before) landing.
Explore the Planet’s Surface: Design and build a system that allows your rover to move at least 15 feet or 5 meters.
Save your prep time and engage your students in authentic learning with this NGSS-focused engineering challenge.
Includes 12 detailed lesson materials slides (PDF and Google Slides link for editing) + detailed teacher directions (last slide).
Mission Red Planet: Engineer and Deploy a Mars Rover is a challenging 3 to 4-day project designed to engage your Earth and Space or engineering students in real-world inquiry and problem solving.
Mission Objectives:
Design and build the tools needed for a space walk.
Perform a simulated space walk during which you complete two tasks:
- Fix the damaged hull outside of the ship’s storage area.
- Remove the debris from the shield generator vents.
Explain and propose solutions to the challenges astronauts face when working in space.
For use by a school district-level administrator or trainer or a consultant with a professional audience such as teachers and other stakeholders to explain the ins and outs of Phenomenon-Based Learning:
16 slides with speaker notes to aid presentation and cut down on preparation
high quality, original graphics
explain what PhenBL is and how to incorporate it into a classroom step-by-step
multiple examples of phenomena and PhenBL strategies
Explanations of NGSS and 3D learning (DCIs, SEPs, and CCCs)
Everything you need to teach implementation of PhenBL along with tools to do it
After purchase, you will receive a PDF slide that contains a link that will copy this Google Slides presentation to your Google Drive.
Save planning time with this introductory, 3-4 day Earth and Space Science engineering challenge in which students create a computer simulation of an Earth Science topic.
Includes 12 detailed slides (PDF and Google Slides link for editing) + detailed teacher directions (last slide) + a BONUS resource: Animation Guide for Google Slides.
The project follows the guidelines set by the Next Generation Science Standards (NGSS) and guides students in using Science and Engineering Practices (SEPs).
Student Performance and Learning Objectives:
Design and create an informative computer simulation.
Use computer animation to simulate a key ESS concept.
Explain the key ideas of an ESS concept of your choice.
3 Equity Promoting Posters.
(1) Equity (11 x17):
Everyone has a different start and finish line
Quality is more important that quantity
Understanding that diversity makes us stronger
Inclusion despite beliefs, appearances, and circumstances
Thoughtfulness lowers barriers and reduces biases
Yesterday's mistakes are today's learning agenda
(2) Equality vs Equity (11 x 17 side-by-side comparison)
(3) Equality vs Equity (11 x 17 the difference Quote)
Every poster contains accompanying images.
8 digital, printable, size 11 x 17 classroom posters:
“Welcome” in multiple languages
“Hi” in multiple languages
Three Equity posters
Classroom Rules: Be Open, Be Kind, Have Fun
“Classroom of Champs”
“Kindness”
ON SALE until August 30th.
• 100% ring-spun cotton
• Sport Grey is 90% ring-spun cotton, 10% polyester
• Dark Heather is 65% polyester, 35% cotton
This product is made especially for you as soon as you place an order, which is why it takes us a bit longer to deliver it to you. Making products on demand instead of in bulk helps reduce overproduction, so thank you for making thoughtful purchasing decisions!
In this classroom Mistakes are Expected, Respected, Inspected, Corrected!
Learned helplessness is a result of years of conditioning that mistakes are bad for learning. Nothing is further from the truth - some of the most powerful life lessons come from making mistakes, reflecting on them, and growing as a result.
This is a PNG Poster you can print and display in your classroom to encourage a culture of risk-taking and learning from mistakes.
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