Due: Midnight Sunday of Unit 4. KEY ASSESSMENT
Use this template as a planning tool to create design challenges to engage children in “tinkering, making, and engineering” experiences.
1) Identify a picture book in which the character(s) have a problem to solve.
Examples: A. The Three Billy Goats Gruff by Paul Galdone B. Where The Wild Things Are by Maurice Sendak
2) What is the problem in the story? Examples: A. Three billy goats want to go up a hillside to eat some grass. But they have to cross a bridge to get there, and under the bridge lives a mean, ugly old troll who wants to eat them. B. Max is sent to bed without any supper and takes off on an imaginative adventure in a forest, on an island whose inhabitants are “wild things”. Max needs shelter to sleep.
3) What materials do you think the children need to solve the problem?
Examples: A. Craft sticks, drinking straws, toothpicks, paper, newspaper, straw, clay, paper clips, tape, scissors, glue, measuring tape, and a balance scale. B. Paper, sticks, toothpicks, scissors, glue, clay, yarn or string, fabric scraps, tissue paper, waxed paper
4) How could you encourage children to tinker with the materials? Examples: A. Tinker with making bridges out of materials like craft sticks, toothpicks, straws, paper, rolled up newspaper, or clay. How will you
hold the materials together? Which materials seem stronger than others? B. Looking at these materials, how do you think we can build a shelter large enough for Max and his “wild thing friends” and strong enough to withstand the wind? What things here would be best for building a tent?
5) What is the challenge for children? Examples:
A. Making: Build a troll-proof bridge that stands on its own so the goats can cross the river. Engineering: Build a troll-proof bridge that spans at least 10 inches and supports at least five pounds. B. Making: The problem is that he has to build a shelter. Engineering: The shelter must be large enough for the wild things and strong enough to withstand the ocean breeze.
6. How can you engage families in their enrichment to form intentional educational connections within the family and community? Prior to the learning experience, inform families (written and verbal) about the design challenge. Explain key concepts, the “design loop” and materials you will be using. Ask families to help collect home-found and/or community-found materials. Provide vocabulary from the book and design loop process that will help families to have those connecting communications with the concepts you are planning for the children.
CHS250 – STEM in ECE Engineering Design Challenge Planning Template