FOSS Program
© The Regents of the University of California Can be used with permission.
Engineering in Elementary
Science:
Designing with FOSS
FOSS Presenters:
Erica Beck Spencer, Diana Velez, and Brian Campbell
Goals
• Explore the ways FOSS provides students with regular engineering experiences within the
context of a science program.
• Examine how engineering is presented
throughout NGSS as both disciplinary core ideas as well as practices.
Agenda
Today we will…
Engage in an investigation from a new third grade
module called Motion and Matter
Discuss how engineering is integrated into the NGSS
Consider the multiple ways engineering is integrated
FOSS is a complete, modular, research-based
curriculum developed at the Lawrence Hall of Science with support from the National Science Foundation.
Overview of FOSS
Next Generation
All FOSS 2012 Complete Kits Include: • 1 Teacher Toolkit
• 32 FOSS Science Resources books
• 1 FOSS Science Resources big book (K-2)
• Equipment kit for 32 students; 2 class uses
• Measurement tools included in kits!
• Access code for FOSSweb content
• Teacher Prep Videos on FOSSweb only
Appendix I—Engineering Design
The Next Generation Science Standards (NGSS)
represent a commitment to integrate engineering design into the structure of science education by raising engineering design to the same level as
scientific inquiry when teaching science disciplines at all levels, from kindergarten to grade 12. There are both practical and inspirational reasons for including engineering design as an essential
element of science education.
Grades 3-5: Engineering Design
Process
Spectrum of FOSS Engineering Activities
FOSS has
1 Whole investigations or instructional sequences that are explicitly about engineering and design. (MM)
2 Activities that are explicitly engineering experiences.
(EE—solar cells)
3 Engineering related experiences such as making
models to demonstrate or explain scientific principles.
(LS—heart model)
4 Several (and we are developing more) extensions that are engineering related projects. (MIOW—boxes)
5 Readings or multimedia about engineering (BM— roller coaster)
Motion and Matter
Investigation 1—Forces
• Magnets
Investigation 2—Patterns of Motion
• Students explore the motion of wheel and axle systems, cups, twirly birds, and tops
Investigation 3—Engineering Investigation 4—Mixtures
• Mixing solids, mixing solids and liquids, reactions, and Metric Field Day
Investigation 3--Engineering
Part 1
From Here to There
Part 2
Distance Challenge
Part 3
Investigating Start Position
Part 4
Part 1: From Here to There
Design challenge: Make a cart that rolls
from here to there with a small push or
pull.
Constraints (materials and time)
Available materials
• Shafts, green (2)
• Disks (4 red and 4 yellow) • Tongue depressors (2) • Craft sticks (4) • Binder clips (4) • Straws (2) • Index cards(3) • Tape/scissors Time – 10 minutes
Making Carts
Design challenge: Make a cart that rolls
from here to there with a small push or
pull.
Criteria: The success of a designed solution is
determined by considering the desired features of a solution.
In other words, engineers need to specify how they will determine if they have successfully met a design challenge.
Part 1: From Here to There
• Name the challenge • Name the constraints
• Name the criteria that will determine if your design is a success
• Name the challenge
Make a cart that rolls from here to there with a small push or pull
Name the constraints
• Name the criteria that will determine if your design is a success
• Name the challenge
Make a cart that rolls from here to there with a small push or pull
Name the constraints
Time and materials
• Name the criteria that will determine if your design is a success
• Name the challenge
Make a cart that rolls from here to there with a small push or pull
• Name the constraints
Time and materials
• Name the criteria that will determine if your design is a success
The cart must roll from here to there with a small push or pull.
Solve a Common Problem
What do you have in your bag of materials that would help you to solve this problem? What will allow the wheels to rotate freely?
Solve a Common Problem
Axle: a rod that
supports wheels Bearing: A part in a machine that supports or guides a rotating part. A bearing reduces
friction so the part can rotate freely.
Bearings
Hmmm…
Focus Question:
What are some important features of
a cart?
Focus Question:
What are some important features of
a cart?
Please answer the FQ using drawings and words and make note of any problems and solutions
Part 2: Distance Challenge
• Use a ramp and measure how far the car travels from the base of the ramp
Additional Available materials
• Meter tape (1) • Ramps (1)
• Clothes pins (4)
Part 2: Distance Challenge
FQ: How can you improve the design of
your cart?
Design challenge: Make a cart that travels
15 cm farther than the longest run
Constraints
Available materials
• Meter tape (1) • Ramps (1)
• Clothes pins (4)
A bit about failure
To experience failure does not
mean you’ve failed… It is part of
From NGSS
3-5-ETS1 Engineering Design
3-5-ETS1-3. Plan and carry out fair tests in
which variables are controlled and failure points
are considered to identify aspects of a model or prototype that can be improved.
Part 3: Investigating Start Position
Today you are going to work with your team to determine how the starting position on the
ramp affects how far the car travels. It will be up to you to design an investigation and then carry it out. Please write a focus question
before you begin. But wait…
Part 3: Investigating Start Position
Available materials
• Same as for Part 1 and 2 and
• Sticky notes (three each of three different colors) • Start Position sheet
Part 3: Investigating Start Position
Work with your team to determine how the
starting position on the ramp affects how far the car travels. It will be up to you to design an
investigation and then carry it out. Please write a focus question before you begin.
Part 4: Cart Tricks
Use two magnets for your cart to do a ‘trick’ • Materials
– Two magnets – Paper clips
Grades 3-5
From NGSS Appendix I
Define
Conceptual Framework
“Science, engineering, and technology
permeate nearly every facet of modern
life, and they also hold the key to
meeting many of humanity’s most
pressing current and future challenges.”
-A Framework for K-12 Science
Appendix I—Engineering Design
The Next Generation Science Standards (NGSS) represent a commitment to integrate
engineering design into the structure of science education by raising engineering design to the same level as scientific inquiry when teaching science disciplines at all levels, from
kindergarten to grade 12. There are both
practical and inspirational reasons for including
engineering design as an essential element of science education.
Other FOSS Workshops Today!
10:00-11:15
Scientific Practices: What Does Argumentation Look Like in an Elementary Classroom?
12:30-1:45
Crosscutting Concepts: What Do They Look Like in an Elementary Classroom?
2:15-3:30
Floods, Heat Waves, and Hurricanes: Analyzing Evidence for a Changing Climate using FOSS
4:00-5:15
Evidence for Plate Movement with FOSS Earth History for Middle School
Questions…
Email foss@berkeley.edu
Brian Campbell brcampbell@berkeley.edu
Erica Beck Spencer ebspencer@berkeley.edu
Diana Velez Dvelez@berkeley.edu
