Reflection: Performance Tasks Plaid Pete Puts the "Fair" in Test! - Section 4: Reflection & Closure


One of the big goals I had for my students in this unit was iteration - the idea that they are designing in logical steps so that they are using a "feedback loop" where each successive step informs the next step.  Much like in Writing Workshop, getting students at this age to make meaningful revisions is a difficult process.  I felt that introducing a friendly competition to this project would help this process along, and I am glad that I did. Generally speaking, most students did demonstrate iteration in the design portfolios.  In this screencast of student work, I compare one student's work from Trial 1 to Trial 3.  My observations of my students, as well as the evidence they have left behind in their design portfolios will be collected on The Adapted Informed Design Rubric and will serve as the basis of scoring this performance. 

  Performance Tasks: Analyzing Student Work
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Plaid Pete Puts the "Fair" in Test!

Unit 3: Plaid Pete Engineers A Solution
Lesson 10 of 10

Objective: SWBAT collaboratively plan and carry out fair tests in which variables are controlled and failure points are considered, to identify aspects of a model or prototype that can be improved.

Big Idea: How does a prototype design change through multiple trials? Students redesign their water filtration systems, and redesign again; coming to understand how the iterative process of engineering design improves an original prototype through trial and error.

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2015 03 20 13 52 54
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