Learning Objectives

• The agent will describe the main problem associated with the presented case.
• The agent will articulate questions suitable for library research based on identified problems in the case.

Next Generation Science Standards - Engineering

• 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials.

American Association of School Librarians Standards - Inquiry

• A.A.1: Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.
• A.A.2: Learners display curiosity and initiative by recalling prior and background knowledge as context for new meaning.

Learning Objectives

• The agent will Identify three different barrier types used to separate bike lanes from roads/highways.
• The agent will identify three advantages and limitations of each barrier type they identify.
• The agent will articulate questions suitable for library research based on identified problems in the case.
• The agent will determine parameters for what a successful solution to the problem entails in light of the contextual constraints.
• The agent will use library databases and circulation materials to examine identified research questions.

Next Generation Science Standards - Engineering

• 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials.
• 3-5-ETS1-2 Engineering Design: 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.

American Association of School Librarians Standards - Inquiry

• A.A.1: Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.
• A.B.1: Learners engage with new knowledge by following a process that includes using evidence to investigate questions.
• A.B.2: Learners engage with new knowledge by following a process that includes devising and implementing a plan to fill knowledge gaps.
• A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

Learning Objectives

• The agent will describe the main problem associated with the presented case.
• The agent will develop instruments to collect data regarding identified problems/solutions.

Next Generation Science Standards - Engineering

• 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials

American Association of School Librarians Standards - Inquiry

• A.A.1: Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.
• A.B.1: Learners engage with new knowledge by following a process that includes using evidence to investigate questions.
• A.B.2: Learners engage with new knowledge by following a process that includes devising and implementing a plan to fill knowledge gaps.
• A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.
• A.C.1: Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others.

Learning Objectives

• Based on findings from conducted library research, the agent will hypothesize one or more solutions to an identified problem in the case.
• The agent will design a bike lane barrier that uses recycled tires.
• The agent will develop prototype or model solutions based on research and data analysis.
• The agent will revise work based on analyzed data and feedback.

Next Generation Science Standards - Engineering

• 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials.
• 3-5-ETS1-2 Engineering Design: generate and compare multiple possible solutions for a problem and compare constraints and success criteria.

American Association of School Librarians Standards - Inquiry

• A.A.2: Learners display curiosity and initiative by recalling prior and background knowledge as context for new meaning.
• A.B.3: Learners engage with new knowledge by following a process that includes generating products that illustrate learning.
• A.C.3: Learners adapt, communicate, and exchange learning products with others in a cycle that includes acting on feedback to improve. 
• A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

Learning Objectives

• Based on findings from conducted library research, the agent will hypothesize one or more solutions to an identified problem in the case.
• The agent will develop .........
• The agent will revise work based on analyzed data and feedback.
• The agent will design a bike lane barrier prototype.
• The agent will develop prototype or model solutions based on research and data analysis.

Next Generation Science Standards - Engineering

• 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials.
• 3-5-ETS1-2 Engineering Design: Generate and compare multiple possible solutions for a problem and compare constraints and success criteria.
• 3-5-ETS1-3 Engineering Design: Plan to carry out fair tests where variables are controlled and failure points considered to improve prototypes.
• 5-ESS3-1 Earth and Human Activity: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

American Association of School Librarians Standards - Inquiry

• A.B.2: Learners engage with new knowledge by following a process that includes devising and implementing a plan to fill knowledge gaps.
• A.B.3: Learners engage with new knowledge by following a process that includes generating products that illustrate learning.
• A.C.1: Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others.
• A.C.3: Learners adapt, communicate, and exchange learning products with others in a cycle that includes acting on feedback to improve. 
• A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

Learning Objectives

• The agent will design a bike lane barrier that uses recycled tires.
• The agent will design a pedestrian/bicycle bridge using CAD software.
• The agent will calculate how many recycled tires will be needed to add barriers to a 250 foot section of road.
• The agent will identify benefits and limitations of their prototype.

Next Generation Science Standards - Engineering

• 3-5-ETS1-2 Engineering Design: Generate and compare multiple possible solutions for a problem and compare constraints and success criteria.

American Association of School Librarians Standards - Inquiry

• A.C.1: Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others.
• A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.