Now that you have seen the video, work with other Double-O STEM Club agents to think about the problem and a solution.
Guiding Questions:
- What is the main problem?
- What other problems did you notice?
- What research questions need to be answered to help you design a solution?
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.
Research how the 6 types of simple machines (inclined plane, wedge, lever, pulley, screw, and wheel and axle) can be used to create interactive spaces in the vertical maze. Be sure to take notes and share them with other Double-O STEM Club agents.
Guiding Questions:
- Where should you find the information?
- What search terms would help you find the best information?
- How do you know your sources are good?
Learning Objectives
- The agent will recognize and describe the function of six simple machines: inclined plane, wedge, lever, pulley, screw, and wheel and axle.
- The agent will articulate questions suitable for library research based on identified problems in the case.
- The agent will use library databases and circulation materials to examine identified research questions.
- The agent will combine simple machines to design interactive features for inclusion in their vertical maze.
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.
It is time to analyze the data from your research. Write down your ideas.
Guiding Questions:
- What did you learn about mazes?
- What do you need to consider regarding safety?
- What ideas do you have for creating interactive spaces?
- Based on your library research, what do you recommend for the vertical maze design?
Learning Objectives
- The agent will describe the main problem associated with the presented case.
- The agent will combine simple machines to design interactive features for inclusion in their vertical maze.
- 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
American Association of School Librarians Standards - Inquiry
- 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.
Use library resources to research interactive areas for mazes. Use what you learned in the last section about simple machines to see how you could incorporate them into the vertical maze to makes some interactions for visitors. However, have fun with the activity.
Guiding Questions:
- What would interest you?
- What experience might someone have as they complete the maze?
- What features will make your designed spaces interesting?
- What materials will you use?
Learning Objectives
- The agent will determine parameters for what a successful solution to the problem entails in light of the contextual constraints.
- Based on findings from conducted library research, the agent will hypothesize one or more solutions to an identified problem in the case.
- Agents will design one or more interactive features for use in the community center.
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.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.
Now that you have analyzed your research findings about mazes and simple machines, use this information to start thinking about design criteria for an interactive space. Don't worry about cost or practicality.
Guiding Questions:
- How should learners use simple machines in the interactive space?
- What role should creativity play in your design process?
- What design constraints should you consider (size, space, materials, etc.)?
- How challenging should your space be? Should there be different levels of difficulty?
Learning Objectives
- Describe problems and possible solutions related to making the interactive space.
- Develop a list of criteria to help you design the interactive space.
Next Generation Science Standards - Engineering
- 3-5-ETS1-1 Engineering Design: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
- 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.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.