Challenge 3: Outdoor Learning Rocks! 142
2 2
grade grade
STEMulating Design Challenges in Science, Grades K–2
TEACHER GUIDE
|
ENGINEERING DESIGN PROCESS (EDP)
Challenge 3: Outdoor Learning Rocks!
• Facilitate the presentation process.
• Ask questions to help students think critically about the successes and failures of their designs.
• Take photos and/or video of each model to share with parents or administrators.
• Assign each team or student one of the following sentence stems to guide reflections on their outdoor classroom model. You may choose to have students record their reflections in their notebooks or to share them orally with the class.
• Allow t
ime for students to ask questions of each other, reflect, and note their observations. Facilitate the use of the rubric.
EVALUATE
SENTENCE STEMS:
• I observed . . .
• The part(s) that work(s) is/are . . .
• The part(s) that did not work is/are . . .
• The part(s) that could work better is/are . . .
• We know we were successful because . . .
• We know our design met the criteria because . . .
FACILITATION QUESTIONS:
• How does your model meet the criteria?
• What can you learn from other teams’ models?
PRESENTATION PROCESS:
1. Each team will present their model.
2. Allow students in the audience to
ask questions after each
presentation.
EXTENSION ACTIVITY:
• You may choose to ask teams to provide a proposed budget and scaled measurements for their models.
2 2
grade grade
STEMulating Design Challenges in Science, Grades K–2
TEACHER GUIDE
|
ENGINEERING DESIGN PROCESS (EDP)
Challenge 3: Outdoor Learning Rocks!
• Facilitate the presentation process.
• Ask questions to help students think critically about the successes and failures of their designs.
• Take photos and/or video of each model to share with parents or administrators.
• Assign each team or student one of the following sentence stems to guide reflections on their outdoor classroom model. You may choose to have students record their reflections in their notebooks or to share them orally with the class.
• Allow t
ime for students to ask questions of each other, reflect, and note their observations. Facilitate the use of the rubric.
EVALUATE
SENTENCE STEMS:
• I observed . . .
• The part(s) that work(s) is/are . . .
• The part(s) that did not work is/are . . .
• The part(s) that could work better is/are . . .
• We know we were successful because . . .
• We know our design met the criteria because . . .
FACILITATION QUESTIONS:
• How does your model meet the criteria?
• What can you learn from other teams’ models?
PRESENTATION PROCESS:
1. Each team will present their model.
2. Allow students in the audience to
ask questions after each
presentation.
EXTENSION ACTIVITY:
• You may choose to ask teams to provide a proposed budget and scaled measurements for their models.
