Reflection: Safety How Do We Hear? Applying the Engineering Process Day 2 - Section 3: Pulling It All Together


Students in my classroom feel safe to share their ideas whether they have failed at something or not. They know that their ideas and thoughts are valued. They know that they can be wrong without being embarrassed. This particular lesson had some risk involved. The day before, the materials were laid out and students chose what they thought was the best materials. They sketched their designs, revised and reconstructed their devices until they were satisfied. This learning process was invaluable, but the sharing process shed light on each other's understanding of how sound travels. The risk taking was easy and the results were invaluable.

How did I establish this safe environment for science teaching? It was gradual from the beginning of the year. I use TRIBES agreements. Of these agreements, mutual respect is continually talked about, modeled and expected from the beginning of the year. Attentive listening is probably the second most important for our discussions. Then of course the agreement that there are no putdowns adds to the safety. As time progresses, these three of the five agreements have the most impact on discovery based science, investigations and inquiry.

  A Safe Place to Share
  Safety: A Safe Place to Share
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How Do We Hear? Applying the Engineering Process Day 2

Unit 3: Waves
Lesson 8 of 8

Objective: Students understand the engineering process by identifying design flaws and redesigning the product to address the flaws.

Big Idea: Using their newly designed "phones," students rediscover the engineering process as well as explore why their invention works, explaining how sound waves travel through solids.

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