I used the Next Generation Science Standards Appendix F - Science and Engineering Practices to locate standards for my Lego Wall project. It was interesting to explore the various standards and think about how my activities may fit in. I was curious to see which standards might also apply to student use of Legos. I've included these, as well.
NGSS Standards for Lego Wall Creation:
Practice 1 - Asking Questions and Defining Problems
* From Grades 3-5 - Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time or cost.
Practice 4 - Analyzing and Interpreting Data
* From Grades 3-5 - Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.
* From Grades 3-5 - Analyze Data to refine a problem statement or the design of a proposed object, tool, or process.
* From Grades 3-5 - Use data to evaluate and refine design solutions.
Practice 5 - Using Mathematics and Computational Thinking
* From Grades 3-5 - Describe, measure, estimate, and/or graph quantities (e.g., area, volume, weight, time) to address scientific and engineering questions and problems
Practice 6 - Constructing Explanations and Designing Solutions
* From Grades 3-5 - Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.
NGSS Standards for Lego Wall Creation:
Practice 1 - Asking Questions and Defining Problems
* From Grades 3-5 - Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time or cost.
Practice 4 - Analyzing and Interpreting Data
* From Grades 3-5 - Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.
* From Grades 3-5 - Analyze Data to refine a problem statement or the design of a proposed object, tool, or process.
* From Grades 3-5 - Use data to evaluate and refine design solutions.
Practice 5 - Using Mathematics and Computational Thinking
* From Grades 3-5 - Describe, measure, estimate, and/or graph quantities (e.g., area, volume, weight, time) to address scientific and engineering questions and problems
Practice 6 - Constructing Explanations and Designing Solutions
* From Grades 3-5 - Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.
Lego Education Philosophy
I was curious to find some history about the use of Legos in educational settings. Here is some of what I found:
LEGO Education started in the early 1980s as an effort to use LEGO materials in support of education. LEGO Education set about its mission by creating a learning philosophy based on learners acquiring knowledge through active participation in their own learning experiences. LEGOs serve as excellent resources for teaching STEAM concepts.
The LEGO Education learning philosophy is built on the “four Cs” concept:
Connect – Construct – Contemplate – Continue
Connect.
Learners are given an open-ended task that allows them to find their own solution to the challenges placed before them. The active engagement of students in problem solving encourages them to connect to their own interests and motivations. Students are encouraged to ask questions and explore ideas to connect their newly acquired learning to their existing knowledge and areas of interest.
Construct.
The core of every LEGO task involves building. By actively learning through tactile experience, students construct knowledge in their minds. Students also construct knowledge with others in group settings, where collaboration extends their learning even further.
Contemplate.
Students are given the opportunity to consider what they have learned through the construction activities. Through contemplation, students ask reflective questions about both the content and process of their learning. These questions are designed to help learners gain awareness of the process in which they are engaged, and to encourage exploring new ways to go about finding solutions to the challenges set before them.
Continue.
Every LEGO task ends with a new task that builds on what has just been learned. Thus, students are encouraged to continue their exploration and extend the experience beyond the classroom.
Adapted from http://lessonplanspage.com/teaching-stem-with-lego-education/.
LEGO Education started in the early 1980s as an effort to use LEGO materials in support of education. LEGO Education set about its mission by creating a learning philosophy based on learners acquiring knowledge through active participation in their own learning experiences. LEGOs serve as excellent resources for teaching STEAM concepts.
The LEGO Education learning philosophy is built on the “four Cs” concept:
Connect – Construct – Contemplate – Continue
Connect.
Learners are given an open-ended task that allows them to find their own solution to the challenges placed before them. The active engagement of students in problem solving encourages them to connect to their own interests and motivations. Students are encouraged to ask questions and explore ideas to connect their newly acquired learning to their existing knowledge and areas of interest.
Construct.
The core of every LEGO task involves building. By actively learning through tactile experience, students construct knowledge in their minds. Students also construct knowledge with others in group settings, where collaboration extends their learning even further.
Contemplate.
Students are given the opportunity to consider what they have learned through the construction activities. Through contemplation, students ask reflective questions about both the content and process of their learning. These questions are designed to help learners gain awareness of the process in which they are engaged, and to encourage exploring new ways to go about finding solutions to the challenges set before them.
Continue.
Every LEGO task ends with a new task that builds on what has just been learned. Thus, students are encouraged to continue their exploration and extend the experience beyond the classroom.
Adapted from http://lessonplanspage.com/teaching-stem-with-lego-education/.
Practice 1 - Asking Questions and Defining Problems (All from Grades K-2)
* Ask questions based on observations to find more information about the natural and/or designed world(s).
* Ask and/or identify questions that can be answered by an investigation.
* Define a simple problem that can be solved through the development of a new or improved object or tool.
Practice 3 - Planning and Carrying Out Investigations (All from Grades K-2)
* With guidance, plan and conduct an investigation in collaboration with peers (for K).
* Evaluate different ways of observing and/or measuring a phenomenon to determine which way can answer a question.
* Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons.
Practice 4 - Analyzing and Interpreting Data (All from Grades K-2)
* Use and share pictures, drawings, and/or writings of observations.
* Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.
* Compare predictions (based on prior experiences) to what occurred (observable events).
Practice 5 - Using Mathematics and Computational Thinking (All from Grades K-2)
* Use counting and numbers to identify and describe patterns in the natural and designed world(s).
* Describe, measure, and/or compare quantitative attributes of different objects and display the data using simple graphs.
Practice 6 - Constructing Explanations and Designing Solutions (All from Grades K-2)
* Use tools and/or materials to design and/or build a device that solves a specific problem or a solution to a specific problem.
* Generate and/or compare multiple solutions to a problem.
Practice 7 - Engaging in Argument from Evidence (All from Grades K-2)
* Identify arguments that are supported by evidence.
* Analyze why some evidence is relevant to a scientific question and some is not.
* Distinguish between opinions and evidence in one's own explanations.
* Listen actively to arguments to indicate agreement or disagreement based on evidence, and/or to retell the main points of the argument.
* Construct an argument with evidence to support a claim.
* Make a claim about the effectiveness of an object, tool, or solution that is supported by relevant evidence.
* Ask questions based on observations to find more information about the natural and/or designed world(s).
* Ask and/or identify questions that can be answered by an investigation.
* Define a simple problem that can be solved through the development of a new or improved object or tool.
Practice 3 - Planning and Carrying Out Investigations (All from Grades K-2)
* With guidance, plan and conduct an investigation in collaboration with peers (for K).
* Evaluate different ways of observing and/or measuring a phenomenon to determine which way can answer a question.
* Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons.
Practice 4 - Analyzing and Interpreting Data (All from Grades K-2)
* Use and share pictures, drawings, and/or writings of observations.
* Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.
* Compare predictions (based on prior experiences) to what occurred (observable events).
Practice 5 - Using Mathematics and Computational Thinking (All from Grades K-2)
* Use counting and numbers to identify and describe patterns in the natural and designed world(s).
* Describe, measure, and/or compare quantitative attributes of different objects and display the data using simple graphs.
Practice 6 - Constructing Explanations and Designing Solutions (All from Grades K-2)
* Use tools and/or materials to design and/or build a device that solves a specific problem or a solution to a specific problem.
* Generate and/or compare multiple solutions to a problem.
Practice 7 - Engaging in Argument from Evidence (All from Grades K-2)
* Identify arguments that are supported by evidence.
* Analyze why some evidence is relevant to a scientific question and some is not.
* Distinguish between opinions and evidence in one's own explanations.
* Listen actively to arguments to indicate agreement or disagreement based on evidence, and/or to retell the main points of the argument.
* Construct an argument with evidence to support a claim.
* Make a claim about the effectiveness of an object, tool, or solution that is supported by relevant evidence.
Rubrics for Creativity and Innovation
These rubrics were adapted from Buck Institute for Education's Rubrics web site (http://bie.org/objects/cat/rubrics). They are aligned with the Common Core.
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