Unit Overview

Year 2This Unit is a Refresher Course for Year 2

Students rediscover the steps of the Design Thinking process by working together to construct a ship capable of carrying cargo. They then apply this process to analyze a new set of historical engineering successes and failures.

• Next Generation Science Standards

  3-5 ETS1-2

  Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

  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.

  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.

  ETS1-2

  Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

  ETS1-3

  Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

  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.

  MS-ETS1-2

  Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

  MS-ETS1-3

  Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

  MS-ETS1-4

  Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

• Inquiry Scale
  • Each lesson in the unit has an Inquiry Scale that provides directions on how to implement the lesson at the level that works best for you and your students.
  • “Level 1” is the most teacher-driven, and recommended for students in 4th-5th grades. “Level 4” is the most student-driven, and recommended for students in 7th-8th grades.
  • For differentiation within the same grade or class, use different inquiry levels for different groups of students who may require additional support or an extra challenge.
• Common Misconceptions
  • Students may believe that Design Thinking is only used by engineers, but in fact this process is used in many areas and across many industries.
  • Learners may believe that since the steps of Design Thinking are presented in a specific order they must always follow them exactly as shown. Reinforce to students that Design Thinking is a creative process that may take different paths.
  • Students may initially think that a prototype should only be tested once. Emphasize to students that prototypes typically need to be tested and the design needs to be refined and retested a number of times before a final engineered product is produced. Through multiple tests, multiple variables can be identified and tested to make a more successful product.
  • Learners may be inclined to go with the first idea they come up with. Reinforce that brainstorming is a very important component to the process, and encourage students to be open to many ideas.
  • Students may not realize that prototypes need to use proper proportions and should be designed from similar materials to that of the actual engineered product to test efficiency of materials.
• Vocabulary
  • • Design Thinking
    • Ideate
    • Brainstorm
    • Prototype
    • Test
    • Refine
    • Retest