u|xhJBBFEy04310nzWCopyright © NewPath Learning. All rights reserved.www.newpathlearning.com34-3901ChartsChartsGr. 3-5STEM-Engineering Design Process STEM-Engineering Design Process Gr. 3-5Curriculum Mastery® Flip ChartsCombine Essential STEM Skillswith Hands-On Activities! Sturdy,Free-StandingDesign, Perfect for Learning Centers!Reverse SideFeatures CriticalThinking Questions,Activities & more!Phone: 800-507-0966 • Fax: 800-507-0967www.newpathlearning.comNewPath Learning®products are developed by teachers using research-based principles and are classroom tested. The company’s product lineconsists of an array of proprietary curriculum review games, workbooks, charts, posters, visual learning guides, interactive whiteboard softwareand other teaching resources. All products are supplemented with web-based activities, assessments and content to provide an engagingmeans of educating students on key, curriculum-based topics correlated to applicable state and national education standards.Copyright © 2017 NewPath Learning. All Rights Reserved.Printed in the United States of America.Curriculum Mastery®and NewPath Learning®are registered trademarks of NewPath Learning LLC.The Engineering Design Process Flip Chart for intermediate elementary students provides an overview of the practicesengineers use to solve problems in an illustrated format that is visually appealing, engaging, and easy to use. TheEngineering Design Process Flip Chartcan be used with the entire classroom, with small groups, or by studentsworking independently.Each Curriculum Mastery®Flip Chart Set features•10 double-sided laminated charts that introduce engineering on one side and write-on/wipe-off activities on the reverse side for student use or for small-group instruction. •Built-in sturdy free-standing easel for easy display•Spiral bound for ease of use•Activity Guide with blackline masters of the charts for students to use in centers or independentlyIdeal for•In class instruction for interactive presentations and demonstrations•Hands-on student use•Teaching resource to supplement any program•Learning Centers•Stand-alone reference for review of engineering design practicesHOW TO USEClassroom UseEach Engineering Design Process Flip Chartcan be used to graphicallyintroduce or review the practices of engineering design. Side 1of each FlipChart provides graphical representation of the engineering or the practicesengineers use to solve problems in a concise, grade-appropriate readinglevel for instructing students. The reverse Side 2of each Flip Chart allowsteachers or students to fill in the call-outs of key structures and apply theirunderstanding. Flip Chart provides activities for students to practice.Note:Be sure to use an appropriate dry-erase marker and to test it on a small section of the chart prior to using it.The activities on Side 2of each Flip Chart apply information from Side 1toa new situation, encourage students to internalize the essence of thepractice, or require students to analyze data. As with most engineeringdesign investigations, the best solution is the one students can supportwith evidence. Therefore, students’ responses to some questions mightdiffer from one another. Guide students to use logic as they respond to theactivities, but assess them on their ability to support their answers. Whilethe activities in the guide can be used in conjunction with the Flip Charts,they also can be used individually for review or as a form of assessment orin conjunction with any other related assignment.classroom activities.Learning CentersEach Flip Chart provides students with a quickillustrated view of engineering design practices.Students may use these Flip Charts in small-group settings to learn or review conceptsalready covered in class. Students also mayuse these charts as reference while conductingengineering design investigations.Independent Student UseStudents can use the hands-on Flip Charts topractice and learn independently by firststudying Side 1of the chart and then usingSide 2of the chart to complete the activity andassess their understanding.Reference/Teaching ResourceEngineering Design Process Flip Chartsarea great visual supplement to any engineeringdesign concepts in your curriculum.Chart # 1: Chart # 2:Chart # 3:Chart # 4:Chart # 5:Chart # 6:Chart # 7:Chart # 8:Chart # 9:Chart #10:Introducing Engineering - Be an Engineer!Get Ready to Engineer - Think Like an Engineer!Define the Problem - Identify Design ProblemsDefine the Problem - Factors for SuccessPlan Solutions - Make a Team PlanMake a Model - Build to the PlanTest the Model - Test to Check for SuccessReflect & Redesign - Improve the SolutionSolve Engineering Problems - Engineers Needed! Careers in Engineering - Be an Engineer!© Copyright NewPath Learning. All Rights Reserved. 94-4287Visit www.newpathlearning.com for Online Learning Resources.Introducing EngineeringBe an Engineer!What do engineers do? They solve problems every day—all kinds of problems! Some photos courtesy of USDA/ARS & USFWSEngineers keep people safe during earthquakes.Engineers help animals reach other parts of their habitat in places where lots of people live, work, or drive.Engineers help people grow lots of food in small spaces.Engineers help people heat their homes with solar energy.Engineers design ways to reduce crop damage during storms.Engineers design new toys.© Copyright NewPath Learning. All Rights Reserved. 94-4287Visit www.newpathlearning.com for Online Learning Resources.Introducing EngineeringImage courtesy of USDA.What might an engineer have to do in each situation?Directions: Write in the blank to show what you know.SUMMARIZE Explain what kind of work engineers do. __________________________ _____________________________________________________________________________________Engineers _____________________________ _______________________________________ _______________________________________Engineers _____________________________ _______________________________________ _______________________________________Engineers _____________________________ _______________________________________ _______________________________________Engineers _____________________________ _______________________________________ _______________________________________Engineers _____________________________ _______________________________________ _______________________________________Engineers _____________________________ _______________________________________ _______________________________________© Copyright NewPath Learning. All Rights Reserved. 94-4288Visit www.newpathlearning.com for Online Learning Resources.Get Ready to EngineerThink Like an Engineer!Use the engineering design process to solve problems. Engineers don’t stop when they think they have solved the problem. They try again to make the solution as good as it can be.Reflect and RedesignTest the ModelMake a ModelEngineering Design ProcessPlan SolutionsDefine the ProblemUnderstand exactly what you are trying to do and what will make the solution successful.Think about different ways the problem can be solved successfully.Create a way to imitate all or part of the real problem.Conduct tests to see if your solution solves the problem successfully.Communicate information about your model and tests. Make improvements and try again.© Copyright NewPath Learning. All Rights Reserved. 94-4288Visit www.newpathlearning.com for Online Learning Resources.Get Ready to EngineerReflect and RedesignTest the ModelMake a ModelEngineering Design ProcessPlan SolutionsDefine the ProblemEXPLAIN How would you describe the process engineers use to solve problems? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________When engineers define the problem, theyA test many solutions.B say what will make a solution successful.C make improvements to their solution.D think about several kinds of solutions.When engineers make a model, theyA figure out a way to mimic the real problem.B make small copies of the solution.C think about exactly what problem to solve.D change the solution to make it better.When engineers plan solutions, theyA decide on the one best way.B create a model.C conduct tests to see if the solutions work.D think about several kinds of solutions.When engineers reflect on the problem and redesign, theyA decide what will make the solution successful.B create a way to imitate the real problem.C study results and use them to improve the solution.D think about several kinds of solutions.When engineers test the model, theyA plan different ways to solve the problem.B find out how the solution solves the problem.C decide what will make the solution successful.D communicate results.How do engineers solve problems?Directions: Circle the letter to show what you know.EXAMPLEEXAMPLEIdentify Design ProblemsBig problem: Help people heat their homes with solar energy. The team would:• Break the big problem down. They might work on a smaller problem about how windows could let in the right amount of sunlight to heat a home. • Figure out what facts about the natural world they cannot change. For example, how much sunlight an area receives. Or how solar energy converts to heat. Problems are puzzles for engineers. The process engineers use to define the problem might be summarized as:• Break the big problem down. Focus on smaller problems with parts that can be changed and tested.• Recognize facts about the natural world that impact the problem but cannot be changed.Big problem: Help animals reach other parts of their habitat in places where lots of people live, work, or drive.The team would:• Figure out that animal habitats can be very big or very small and many animals live in the same habitat. They might work on a smaller problem about making safe pathways for certain animals to use.• Learn about the facts of the natural world that they cannot change. For example, why animals move around in their habitat. Or how animals act when people are close by.ModelRedesignTestPlanProblem© Copyright NewPath Learning. All Rights Reserved. 94-4289Visit www.newpathlearning.com for Online Learning Resources.Define the ProblemSome photos courtesy of USFWS.GENERALIZE How would you describe an engineering problem? ______________________________________________________________________________________________________________________________________________________________________© Copyright NewPath Learning. All Rights Reserved. 94-4289Visit www.newpathlearning.com for Online Learning Resources.Define the ProblemSome photos courtesy of USDA.CLASSIFY Study the list of phrases.Place TB by any that describe a problem that is too big to solve all at once. Place SF by any science fact that describes the natural world. Place EP by a possible engineering problem._____ build a pathway that deer and tortoises would use_____ causes of earthquakes_____ create a new toy for children_____ earthquake safety for people and property_____ grow lots of food for people_____ heating homes with solar energy_____ help animals reach other parts of their habitat_____ how chemicals act when mixed_____ how plants grow_____ keep concrete from crumbling_____ make a slimy, stretchy toy_____ number and sizes of windows in a house_____ protect apple trees from hail_____ storms and how they form_____ system to grow plants in water_____ the amount of sunlight an area receives_____ ways to reduce crop damage_____ why animals move around in their habitatsHow do engineers define the problem to be solved?Directions: Classify ideas to show what you know.Engineers define problems by: • _______________________________________________ _______________________________________________• _______________________________________________ _______________________________________________ModelRedesignTestPlanProblemEXAMPLEEXAMPLE© Copyright NewPath Learning. All Rights Reserved. 94-4290Visit www.newpathlearning.com for Online Learning Resources.Define the ProblemTwo teams of engineers try to solve problems about heating homes with solar energy.• Team 1 explores size and placement of windows. Criteria: The windows must cover an area at least 50 square feet but not more than 100 square feet. The design must include at least one round window. Constraints: No wall can be made completely of windows. The cost of the windows must be less than $1,000.00.• Team 2 explores flooring for a sunroom. Criteria: The flooring must hold enough heat to keep the temperature of the room between 63°F and 67°F overnight. Flooring must repel water. Constraints: Flooring cannot be white or black. Flooring cannot be slippery when wet.Factors for SuccessConsider the problem of helping people grow lots of food in small spaces.• A team explores how to build a container in which to grow plants in water without soil. Criteria: The container must fit in a space that is 4 square feet. The container must hold at least 20 plants and each plant must have 25 square inches of space. Constraints: The container cannot be over 5 feet tall. The container must take no longer than 15 minutes to put together.A solution to a problem has to do certain things. That’s what makes some solutions more successful than others. Successful solutions:• Meet criteria. These are conditions that can be measured. Criteria can involve size, actions, materials, and many other factors. • Stay within certain constraints. These are limits. Constraints often involve time, budget, or materials.ModelRedesignTestPlanProblemNext >