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Due: Midnight Sunday of Unit 4.
KEY ASSESSMENT
This assignment will require you to plan an Engineering
Challenge using the format provided in the
attached “Design Challenge Planning Template”. It must include
a state early learning standard, be
developmentally appropriate and intentional in design, and meet
the needs of all the students.
Remember to include vocabulary words that will enhance the
concepts you are planning. The
requirements for your design challenge are as follows:
1. Choose a children’s book. Typically, a fiction picture book
for this assignment will work. A good
fiction picture book contains a beginning, a middle and an end.
It will also have a problem which will
lead to a conflict, and then possible resolutions and completion
with a satisfying ending. There may
be more than one conflict that needs attention. This is where we
can see the impact of an
engineering experience.
2. Create a Design Loop
A. What is the problem?
B. Brainstorm solutions.
C. Create the solution you think is best.
D. Test your solution.
E. Evaluate your solution.
Discuss the problem that the story’s characters are
experiencing. Consider this example:
Read the story Goldilocks and the Three Bears. After reading
the story, the children decide that
Goldilocks needs a new bed. That is the challenge that needs to
be solved!
a
new bed for her.
other, what materials are made of, and
specific properties.
These are all important concepts that will make this experience
fruitful.
Draw a plan, build or create it, and try it out. The children will
need to revise it (reiterate),
making the plan better. They will then be able to show the
finished project and explain how it will
work.
Evaluate the solution. Which other STEM concepts did you
use?
rials are going to make the bed as soft as she
wants? (Science)
(Technology)
(Mathematics)
3. Family and Community Engagement
Your planned experience needs to engage the family and
community. How will you help children’s
families recognize the steps in critical thinking while problem
solving an authentic dilemma? Can the
children with their families find items in their homes and/or
community that are “too something”?
Examples:
CHS250 – STEM in ECE
Engineering Design Challenge Assignment & Rubric
Students: Be sure to read the criteria, by which your
paper/project will be evaluated,
before you write, and again after you write.
Evaluation Rubric for Engineering Design Challenge
Assignment: 70 points
NAEYC/ECTC Standard 4 3 2 1
Exemplary Proficient Adequate Inadequate
Standard 1c
Using developmental knowledge
to create healthy, respectful,
supportive, and challenging
learning environments for young
children
8 points
Questions to
scaffold the
children’s ideas are
robust and add
greatly to
children’s
conceptual
knowledge and
problem solving.
8 points
Questions to
scaffold children’s
ideas are well-
stated adding
clearly to
conceptual
knowledge and
problem-solving
strategies.
6 points
Questions to
scaffold children’s
ideas are vaguely
stated and/or do
not add conceptual
depth.
4 points
Questions to
scaffold children’s
ideas are minimal
and do not add
conceptual depth.
2 points
Standard 2c
Involving families and
communities in young children’s
development and learning
8 points
The design
challenge contains
authentic and
specific strategies
such as activities
for parents to do
with their children
and websites that
are topic-related.
8 points
The design
challenge contains
strategies and
information related
to the topic for
parents to explore
the topic with their
children at home.
6 points
The design
challenge informs
families about the
topic and skills to
be learned. Vague
home learning
activities are
presented.
4 points
There’s little to no
effort to include
families in the
design challenge
and home
learning activities.
2 points
Standard 3a
Understanding the goals,
benefits, and uses of assessment
– including its use in
development of appropriate
goals, curriculum, and teaching
strategies for young children
8 points
There are detailed,
documented
authentic
assessment
strategies and tools
for recording
children’s
engagement and
performance.
8 points
There are
documented
authentic
assessment
strategies and tools
for recording
children’s
engagement and
performance but
they lack details.
6 points
Assessment
measures and tools
are provided, but
are not
appropriate.
4 points
None of the
documented
assessment
strategies are
authentic or
contain measures
to record
children’s
performance.
2 points
Standard 4b
Knowing and understanding
effective strategies and tools for
early education, including
appropriate uses of technology
8 points
Well thought out
list of workable
materials with
many options.
8 points
Several, clearly
presented options
for problem
solving with
materials.
6 points
Minimal options
for problem
solving and/or
limited
materials.
4 points
Materials are
listed with no
details and/or
no options for
problem
solving.
2 points
Standard 4c
Using a broad repertoire of
developmentally appropriate
teaching/learning approaches
12 points
Challenge is
explicitly defined
with engineering
connection.
Testing or revisions
is noted. All five
steps are defined
and demonstrated
Challenge is
defined with
specifics and
engineering
connection, and
testing or revisions
is noted. Most
steps are clearly
Challenge is noted
but not very
persuasive. A few
steps are clearly
demonstrated.
Challenge is
vaguely stated or
no challenge
noted.
Only a couple
steps are
demonstrated.
well.
12 points
met.
9 points
6 points
3 points
Standard 5a
Understanding content
knowledge and resources in
academic disciplines
6 points
Book selected has a
high degree of
connection to a
design challenge.
6 points
Book selected is
appropriate for
beginning a design
challenge.
4.5 points
Book selected is
loosely connected
to a design
challenge.
3 points
Book selected
does not meet the
criteria for design
1.5 points.
Standard 6c
Engaging in continuous,
collaborative learning to inform
practice; using technology
effectively with young children,
with peers, and as a professional
resource
8 points
Uses technology
with young
children in highly
effective ways with
explicit connection
to the design
challenge.
Technology
opportunities
expand children’s
discovery,
experimentation
and play.
8 points
Uses technology
with young
children in
effective ways with
clear connection to
the design
challenge.
Technology
opportunities
support children’s
discovery,
experimentation
and play.
6 points
Uses technology
with young
children without a
defined connection
to the design
challenge.
Technology
opportunities
support children’s
discovery,
experimentation
and play.
4 points
Uses technology
with young
children with
poorly stated or
no connection to
the design
challenge.
2 points
Standard 6d
Integrating knowledgeable,
reflective, and critical
perspectives on early education
8 points
Problem is
explicitly stated;
communicates a
solid
understanding of
how the story can
be used in a design
challenge setting.
8 points
Problem is clearly
stated but some
steps are
moderately
planned
6 points
Problem is stated
but loosely
connected to the
story line
4 points
Problem is not
communicated
clearly; it does not
demonstrate an
engineering
problem.
2 points
SS3 Students have effective
skills in written and verbal
communication.
Students are technologically
literate.
6 points
Project is
professional and
highly polished:
Writing and format
are clear; error
free; APA
compliant
6 points
Project is
adequate;
maximum of two
grammar and/or
spelling errors.
4.5 points
Clear and
professional
writing and format
Project has three
or four grammar
and/or spelling
errors.
3 points
Errors impede
professional
presentation;
guidelines not
followed.
Project has many
grammar and/or
spelling errors.
1.5 points
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
Now, individualize these steps to reflect the book you’ve
selected and the problem that
needs to be solved. For ideas, see “What You Need to Know
about Tinkering, Making, and
Engineering” on pages 1-19.
Step 1: Think about it.
Example: You may want to draw or sketch your plan before you
begin.
---Give children paper and pencil to sketch a draft of how they
would design the tent.
Provide fliers and pictures of tents and shelters.
Step 2: Build or create it.
Example: Use the materials to build or construct the solution to
your problems.
---Put out the materials and allow the kids to construct their
tents.
Step 3: Try it.
Example: How can you test your idea? Does it do what you want
it to do?
---Children test by trying to fit 3 people blocks and put it in
front of fan on low speed to see if
can withstand the breeze.
Step 4: Revise or make it better.
Example: What could you do or change to make it better?
---Talk with children about how we can make them stronger or
bigger.
Step 5: Share.
Example: Show your project to other people and demonstrate
how it works. Ask them what they
might do to solve the problem. Listen to their ideas.
---Do your friends have any ideas that might help?
What questions or comments might you use to scaffold the
children’s ideas?
Looking at the tents, brainstorm ideas and pros and cons of each
construction. If we wanted to
make it stronger what could we use?
What additional challenges might help children think more
deeply about the problem?
Discuss the properties of the materials such as strength, weight
bearing, glue vs. tape, water
resistant, etc.
Which STEM concepts are supported by the design challenge?
Family and Community Engagement
dren’s families understand the
book-based design challenge.
o Describe the steps in critical thinking while problem solving
an authentic dilemma.
their homes and/or community that
connect to the design challenge.
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Due Midnight Sunday of Unit 4. KEY ASSESSME.docx

  • 1. Due: Midnight Sunday of Unit 4. KEY ASSESSMENT This assignment will require you to plan an Engineering Challenge using the format provided in the attached “Design Challenge Planning Template”. It must include a state early learning standard, be developmentally appropriate and intentional in design, and meet the needs of all the students. Remember to include vocabulary words that will enhance the concepts you are planning. The requirements for your design challenge are as follows: 1. Choose a children’s book. Typically, a fiction picture book for this assignment will work. A good fiction picture book contains a beginning, a middle and an end. It will also have a problem which will lead to a conflict, and then possible resolutions and completion with a satisfying ending. There may be more than one conflict that needs attention. This is where we can see the impact of an engineering experience. 2. Create a Design Loop
  • 2. A. What is the problem? B. Brainstorm solutions. C. Create the solution you think is best. D. Test your solution. E. Evaluate your solution. Discuss the problem that the story’s characters are experiencing. Consider this example: Read the story Goldilocks and the Three Bears. After reading the story, the children decide that Goldilocks needs a new bed. That is the challenge that needs to be solved! a new bed for her. other, what materials are made of, and specific properties. These are all important concepts that will make this experience fruitful. Draw a plan, build or create it, and try it out. The children will need to revise it (reiterate), making the plan better. They will then be able to show the finished project and explain how it will work. Evaluate the solution. Which other STEM concepts did you use? rials are going to make the bed as soft as she
  • 3. wants? (Science) (Technology) (Mathematics) 3. Family and Community Engagement Your planned experience needs to engage the family and community. How will you help children’s families recognize the steps in critical thinking while problem solving an authentic dilemma? Can the children with their families find items in their homes and/or community that are “too something”? Examples: CHS250 – STEM in ECE Engineering Design Challenge Assignment & Rubric Students: Be sure to read the criteria, by which your
  • 4. paper/project will be evaluated, before you write, and again after you write. Evaluation Rubric for Engineering Design Challenge Assignment: 70 points NAEYC/ECTC Standard 4 3 2 1 Exemplary Proficient Adequate Inadequate Standard 1c Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children 8 points Questions to scaffold the children’s ideas are robust and add greatly to children’s conceptual knowledge and problem solving. 8 points Questions to scaffold children’s ideas are well- stated adding
  • 5. clearly to conceptual knowledge and problem-solving strategies. 6 points Questions to scaffold children’s ideas are vaguely stated and/or do not add conceptual depth. 4 points Questions to scaffold children’s ideas are minimal and do not add conceptual depth. 2 points Standard 2c Involving families and communities in young children’s development and learning 8 points
  • 6. The design challenge contains authentic and specific strategies such as activities for parents to do with their children and websites that are topic-related. 8 points The design challenge contains strategies and information related to the topic for parents to explore the topic with their children at home. 6 points The design challenge informs families about the topic and skills to be learned. Vague home learning activities are presented. 4 points There’s little to no effort to include
  • 7. families in the design challenge and home learning activities. 2 points Standard 3a Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children 8 points There are detailed, documented authentic assessment strategies and tools for recording children’s engagement and performance. 8 points There are documented authentic assessment strategies and tools
  • 8. for recording children’s engagement and performance but they lack details. 6 points Assessment measures and tools are provided, but are not appropriate. 4 points None of the documented assessment strategies are authentic or contain measures to record children’s performance. 2 points Standard 4b Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology
  • 9. 8 points Well thought out list of workable materials with many options. 8 points Several, clearly presented options for problem solving with materials. 6 points Minimal options for problem solving and/or limited materials. 4 points Materials are listed with no details and/or no options for problem solving. 2 points Standard 4c
  • 10. Using a broad repertoire of developmentally appropriate teaching/learning approaches 12 points Challenge is explicitly defined with engineering connection. Testing or revisions is noted. All five steps are defined and demonstrated Challenge is defined with specifics and engineering connection, and testing or revisions is noted. Most steps are clearly Challenge is noted but not very persuasive. A few steps are clearly demonstrated. Challenge is vaguely stated or
  • 11. no challenge noted. Only a couple steps are demonstrated. well. 12 points met. 9 points 6 points 3 points Standard 5a Understanding content knowledge and resources in academic disciplines 6 points Book selected has a high degree of connection to a design challenge. 6 points Book selected is appropriate for
  • 12. beginning a design challenge. 4.5 points Book selected is loosely connected to a design challenge. 3 points Book selected does not meet the criteria for design 1.5 points. Standard 6c Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource 8 points Uses technology with young children in highly effective ways with explicit connection to the design challenge. Technology opportunities expand children’s
  • 13. discovery, experimentation and play. 8 points Uses technology with young children in effective ways with clear connection to the design challenge. Technology opportunities support children’s discovery, experimentation and play. 6 points Uses technology with young children without a defined connection to the design challenge. Technology opportunities support children’s discovery, experimentation and play. 4 points Uses technology
  • 14. with young children with poorly stated or no connection to the design challenge. 2 points Standard 6d Integrating knowledgeable, reflective, and critical perspectives on early education 8 points Problem is explicitly stated; communicates a solid understanding of how the story can be used in a design challenge setting. 8 points Problem is clearly stated but some steps are moderately planned
  • 15. 6 points Problem is stated but loosely connected to the story line 4 points Problem is not communicated clearly; it does not demonstrate an engineering problem. 2 points SS3 Students have effective skills in written and verbal communication. Students are technologically literate. 6 points Project is professional and
  • 16. highly polished: Writing and format are clear; error free; APA compliant 6 points Project is adequate; maximum of two grammar and/or spelling errors. 4.5 points Clear and professional writing and format Project has three or four grammar and/or spelling errors. 3 points Errors impede professional presentation; guidelines not followed. Project has many grammar and/or spelling errors.
  • 17. 1.5 points 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.
  • 18. 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
  • 19. 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 Now, individualize these steps to reflect the book you’ve selected and the problem that needs to be solved. For ideas, see “What You Need to Know about Tinkering, Making, and Engineering” on pages 1-19. Step 1: Think about it. Example: You may want to draw or sketch your plan before you begin.
  • 20. ---Give children paper and pencil to sketch a draft of how they would design the tent. Provide fliers and pictures of tents and shelters. Step 2: Build or create it. Example: Use the materials to build or construct the solution to your problems. ---Put out the materials and allow the kids to construct their tents. Step 3: Try it. Example: How can you test your idea? Does it do what you want it to do? ---Children test by trying to fit 3 people blocks and put it in front of fan on low speed to see if can withstand the breeze. Step 4: Revise or make it better. Example: What could you do or change to make it better? ---Talk with children about how we can make them stronger or bigger. Step 5: Share. Example: Show your project to other people and demonstrate how it works. Ask them what they might do to solve the problem. Listen to their ideas. ---Do your friends have any ideas that might help? What questions or comments might you use to scaffold the children’s ideas? Looking at the tents, brainstorm ideas and pros and cons of each construction. If we wanted to make it stronger what could we use?
  • 21. What additional challenges might help children think more deeply about the problem? Discuss the properties of the materials such as strength, weight bearing, glue vs. tape, water resistant, etc. Which STEM concepts are supported by the design challenge? Family and Community Engagement dren’s families understand the book-based design challenge. o Describe the steps in critical thinking while problem solving an authentic dilemma. their homes and/or community that connect to the design challenge.