Reflection: Conferencing Frogger (Day 3) - Section 3: Explore

 

At this point in the class, I have had some students begin to completely dismantle their projects.  If I see a group begin doing that, I get to them as quickly as possible to ask them to explain their decision.  Most of the time they have made their decision based on the fact that their idea does not look like the ideas presented by their classmates.  Sometimes the decision is accurately based on the fact that the project is not effectively meeting the project criteria.  Either way, it is important for me to meet with the students to discuss their decisions to make modifications. 

Asking students to articulate the reasoning behind their decisions helps to reinforce the use of engineering vocabulary and requires the students to refer back to both the project guidelines and the criteria and constraints rubric and make connections between the two.  If a group cannot explain why they are making a modification or they give a surface answer like "because it looks better" then I ask probing questions using terminology from the project guidelines and rubric.  For example, "How will this modification improve the wellbeing of frogs or humans?  How will this modification impact the efficiency of the project?  Why do you think this modification is an improvement."

  So why did you.....
  Conferencing: So why did you.....
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Frogger (Day 3)

Unit 1: Problem Solving
Lesson 8 of 16

Objective: SWBAT utilize criteria and constraints rubrics when working on an engineering project and identify scientific principles of building.

Big Idea: It is great to dream big, but engineers also have to follow guidelines and meet specific criteria. Use this lesson to help your students stay in touch with reality.

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