Experience

Transitioning to the Extend Stage (Whole Class):

Give students specific positive feedback on the building of shelters thus far. (For example: “Your shelters have shown great craftsmanship in the way you connect and put together materials” or “You have used our pictures of human and animal shelters to give you inspiration and ideas for your shelters.”)
Tell students that the biggest difference between the Practice stage and Extend stage for the Engineer Lab is that their shelters will now be tested.
Tell students that real engineers test their ideas many times in the process of designing and building something. With each test, they find ways in which their structure is working and ways in which it is not working. Both of these are equally important. If some part of their design is working, they keep it. If a part of their design is not working, they find ways to make it better.
Direct students’ attention to the learning target and read it aloud:
- “I can use a variety of materials to build a windproof shelter.”
Using a total participation technique, invite responses from the group:
- “What does it mean for something to be windproof?” (It stops the wind. It can stand up in the wind.)
Tell students that their shelters do not have to stop the wind (wind can enter the shelter). Instead, their shelters have to be able to withstand the wind, meaning they must remain standing.
Display four or five photographs of various weather-related shelters.
Invite students to turn and talk with an elbow partner:
- “Which of these shelters do you think would best withstand the wind? Why?” (Responses will vary depending on the photographs.)
Listen in on students’ conversations and select a couple of partnerships to share their ideas.
Invite pre-selected partnerships to share out. Encourage students to elaborate on their thinking by pointing out specific design elements that support their thinking.
Tell students that they will continue to have photographs of various weather-related shelters at their workstations and in the Engineer Lab. They should continue to use these photographs to get ideas for their own windproof shelters.
Remind students of the continued materials they have to build their shelters. At this point, students have had multiple days to test these materials.
Using a total participation technique, invite responses from the group:
- “Which materials do you think would best withstand the wind?” (Responses will vary, but may include: The craft sticks might work better than the toothpicks because they are stronger. The modeling clay may work better than the glue because the glue sometimes breaks easily.)
Tell students that when they have built a shelter, they will have the opportunity to periodically test. (This can be on days in which the teacher is able to visit the Engineer Lab.) Show students the hair dryer and explain how this will be used to test the shelters. Alternately, tell students that shelters will be tested just like in the story of the “Three Little Pigs.” They will “huff and puff” and try to “blow the house down.”
Tell students that today, they can use the remainder of their In the Lab time to draw their initial ideas for their windproof shelter. At their workstation, they have paper and pencils to draw their ideas.
Transition each Lab group to a workstation and invite students to begin designing.
Circulate and support students as they work.
With 2 or 3 minutes left, signal students to organize their workstation.
Gather students whole group, reminding them to bring their designs to the whole group area for Reflecting on Learning.

Remainder of Extend Stage:

Students will use their time in the Engineer Lab to construct their windproof shelters.
Periodically, students will need to test their shelters by using a hair dryer or blowing on them. A teacher should be present for this.
If students’ designs are successful, they may try to build another windproof shelter (inspired by another design) or help a peer in his or her process.

Engineer Lab