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Notes for Teachers

Lesson is based on lessons presented at the Arizona Science Center teacher professional development: Integrating Stem in Literature. They are used with the permission of the presenter.

This lesson can be a prerequisite to the lesson Build a Space Tower.

Lesson can follow Use the EDP to Make a Sandwich.

Older students often enjoy reading picture books, even though they are targeted to younger audiences.

Preview all books/videos to not allow students to see character ideas and outcomes before they create their own. Seeing the images before hand can lead to the students trying to replicate instead of creating their own models.

Lesson plan can be adapted to any book.

List of Materials:

EDP process handout

Download Free Engineering Design Process Poster

EDP Model�

Book and/or video (Those Darn Squirrels by Adam Rubin)

Those Darn Squirrels! by Adam Rubin

Each group will need access to building materials

EDP Worksheet

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Standards

NGSS Engineering Design

MS-ETS1-1.

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

3-5-ETS1-1.

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Mathematics

3.OA

Operations and Algebraic Thinking

MP.2

Reason abstractly and quantitatively.

MP.4

Model with mathematics.

MP.5

Use appropriate tools strategically.

Literature

RST.6-8.1

Cite specific textual evidence to support analysis of science and technical texts.

RST.6-8.7

Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ETS1-3)

RST.6-8.9

Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (MS-ETS1-2),(MS-ETS1-3)

RI.5.1

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (3-5-ETS1-2)

RI.5.1

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (3-5-ETS1-2)

RI.5.9

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (3-5-ETS1-2)

W.5.7

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (3-5-ETS1-1),(3-5-ETS1-3)

W.5.8

Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (3-5-ETS1-1),(3-5-ETS1-3)

W.5.9

Draw evidence from literary or informational texts to support analysis, reflection, and research. (3-5-ETS1-1),(3-5-ETS1-3)

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Objective(s):

Today, we will use the engineering design process (EDP) to create a prototype of a device that can prevent squirrels from accessing a bird feeder.

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Agenda (90 minutes )

Introduction (10 minutes)

Review the EDP.

Read the book (5 minutes) Give overview of the story Those Darn Squirrels. Inform students we will read the book some, stop for and activity, then continue reading the book after the activity.

Read/watch the book, stopping before the initial stages of the character’s structure is shown (video: stop at 2:15).

Break students into groups of 5.

Group work

Cycle 1- Create the prototype (40 minutes)

Complete EDP Process Worksheet (10 minutes)
Create Prototype (20 minutes)
Share prototype with class (5 minutes)
Assessment and feedback (5 minutes)

Cycle 2- Improve the prototype (25 minutes)

Review and update EDP Process Worksheet (10 minutes)
Improve Prototype (if possible) ( 5 minutes)
Share prototype with group and rational for any changes (5 minutes)
Assessment and feedback (5 minutes)

Reflection - Finish reading/watching the book; whole class discussion. (20 minutes)

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Intro

Opening: Lead the class in discussing the EDP process and a prototype.

What is a prototype? (provide definition if needed)
How can we use the engineering design process to create a prototype of a device that will keep squirrels from getting into a bird feeder?

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Hands-on Activity Instructions

Arrange students into groups of 5. Teacher may choose to assign roles based on the EDP process.
Distribute EDP Process Handout to each group.
Distribute EDP Process Worksheet to each student.
Read the challenge: “You will…”
Read or prepare on handout/whiteboard the instructions to class.

Students may use videos, articles, books, etc. for their research. Teacher may guide and support as needed.

Inform students to use the chart paper to present their ideas to the class. Their presentation must include:

a definition or explanation of key ideas/terms
at least one visual representation
each member must participate in the research and presentation.

Teams will have up to 5 minutes to present their finds.

Reflection: Whole group discussion on the findings.

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Assessment

Goal achieved:

Group presentation includes:

prototype must be 12-15 inches long
prototype prevents squirrels from accessing the bird feeder
no harm done to squirrels, but squirrels will not like the device.

Reflection:

Although we went through the EDP together in sequence, where else could you have started your process? How would that affect your experience?

What issues/problems did you experience? If resolved, how?

What did you learn from another group?

What role did the EDP have in this activity?

Looking forward, how do you think you will apply this knowledge to help you solve problems in your personal life? Academics?

How did your teammates help during the process? What was not helpful? How did you contribute? What could you have done better?

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Differentiation

Teacher can pre-assign groups to support:

engagement levels
behavior
interests.

Teacher may adjust activity times and/or spread this lesson over multiple sessions.

Extension/Enrichment

Literature, Science and Math:

Research and experiments with weight, size and strength.
Research squirrels and regional birds.
Observe nature.
Identify the effect the environment has on the way the character built their model.
Connect the character traits of the squirrels to design fails and successes.

Challenge:

This is a real life problem. Include the following elements for a bigger challenge:

identify the variables and controls involved
Include elements that are inviting to birds, yet repulsive to squirrels
Create prototypes for different environments and/or seasons.

Remediation

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