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Running head: TEACHING THE ENGINEERING DESIGN PROCESS

Designing Curriculum for Teaching the

Engineering Design Process in the Elementary Classroom
Mary Pat Vargas
California State University - Monterey Bay

IST 522 Instructional Design

Professor Farrington
December 15, 2015

TEACHING THE ENGINEERING DESIGN PROCESS

TABLE OF CONTENTS
Page
EXECUTIVE SUMMARY...

Background..

Purpose

Constraints

Timeline and Costs

ANALYSIS.

Needs Assessment....

Learner Analysis.

10

Setting Analysis

11

Content Analysis

11

DESIGN

13

Literature Review

13

Learning Objectives

14

Declarative Objectives

15

Procedural Objectives.

15

Test Instruments...

16

Pretest/informal Review

16

Authentic Assessment

16

Recall.

17

Formal Online Assessment..

17

TEACHING THE ENGINEERING DESIGN PROCESS

Delivery Systems and Media Decisions...

18

Instructional Strategies and Activities.

20

DEVELOPMENT & IMPLEMENTATION.

21

Major Deliverables...

21

Considerations

21

Development Plan

21

Implementation Plan

22

EVALUATION..

22

Informal Evaluation......

22

Formal Evaluation

23

REFERENCES

24

APPENDICES...

26

Student Confidence Table

26

Survey Questions.

27

Deliverables Table

30

Development Timeline.

32

Constructivism Rewards and Cautions

34

Evaluation Tool

35

TEACHING THE ENGINEERING DESIGN PROCESS

EXECUTIVE SUMMARY
Voters in Union School District in Santa Clara County, California, approved a Bond
Issue, Measure J on the June 3, 2014 ballot. Shortly after, plans for an elementary education
science, technology, engineering, and math (STEM) program occurred. When administrators and
school board members considered key goals for the elementary STEM program, they included a
desire to advance student problem-solving abilities and to provide specific experiences with
engineering and technology.
Background
During his 2015 State of the Union Address, President Obama confirmed his endorsement
of STEM education:
I want Americans to win the race for the kinds of discoveries that unleash new jobs converting sunlight into liquid fuel; creating revolutionary prosthetics, so that a veteran
who gave his arms for his country can play catch with his kid again. Pushing out into the
solar system not just to visit, but to stay (2015).
The Presidents call for action necessitates productive student collaborations that support
disagreement and compromise, delivers experiences with the Next Generation Science Standards
(NGSS), and requires an understanding of the engineering design process.
Purpose
The multifaceted effort to communicate the essentials of a STEM program involves
teachers, administrators, school board members, the community, and parents. Educators may
describe efforts to provide STEM curriculum in the elementary school as constructivism with
good reason; STEM subjects offer a multitude of opportunities to use hands-on explorations

TEACHING THE ENGINEERING DESIGN PROCESS

through the engineering design process. Additionally, implementation of a successful STEM

curriculum requires monetary support for purchasing necessary materials, a commitment by the
assigned educator to acquire the skills to teach the curriculum, and the backing of the community
to insist all children experience the engineering design process.
Constraints
An Internet search for an image of the engineering process yields hundreds of visuals;
while none are quite the same, they all share a common theme: students solve problems by design,
collaboration, and revision. Similarly, a search for materials to teach the engineering design
method delivers a plethora of information, resulting in a major constraint, and sorting through this
information provides a time management challenge.
The countrywide momentum of STEM and stakeholder expectations may negatively
influence the effort to teach the engineering process. Some educators may rush to meet the
demands, and it may be tempting to try every new technology, ignoring the necessity for learning
a particular method of problem-solving.
Timeline and Costs
The task of creating and modeling appropriate lessons that allow for experience with the
engineering design process in the STEM lab receives generous support from the Union School
District Board of Education. A full-time paid educator leads the only STEM lab at one elementary
school within the Union School District. Expectations for the first year of implementation of the
STEM lab include an allowance for missteps, invention, and failures. The significant impact of
the STEM program includes reworking media centers on all six elementary campuses to
accommodate lab essentials. This time-consuming, but valuable venture requires more than a oneyear evaluation of one classroom. An additional year of evaluating the potential curriculum makes

TEACHING THE ENGINEERING DESIGN PROCESS

sense as the program expands to all six elementary schools in the district. In reality, monitoring of
the implementation of engineering curriculum in the elementary school should continually
undergo review, improvement, and cross grade-level articulation.
Analysis
The application of the engineering design process to problem solving draws attention to a
significant difference between previous science standards and the Next Generation Science
Standards (NGSS). Additionally, NGSS are rich in content and include science, technology,
engineering, and math (STEM) experiences. The engineering design process concerns the
planning, designing, and creating of useful products by using a prescriptive model. Through this
creative partnership with STEM, engineers search for the best answer to a problem while taking
into consideration the cost, efficiency, and usability of the new product.
Unlike the scientific method, as defined in the previous California State Standards, the
outcome of the engineering design process creates a product that meets a need. Successful
engineers apply the design process in a continual cycle, revisiting steps to achieve a goal or to
improve a product. Interactions with the engineering design process allows students to:

Identify the problem by asking questions

Meet design criteria by imagining a solution

Collaborate and brainstorm to plan and carry out necessary tasks

Explore possibilities and create a model that solves the problem

Refine the design by looking for ways to improve

Communicate unique design properties and methods.

TEACHING THE ENGINEERING DESIGN PROCESS

The NGSS curriculum presentation of the engineering design process as a basis for problem
solving and discovery allows students to participate in STEM-related activities in a similar
manner to that of scientists and engineers.
Needs Assessment
Fourth- and fifth-grade students at Lietz Elementary School in Union School District
participated in a needs analysis survey regarding the engineering design process. The survey
results showed that students could not share a complete description of the engineering design
process; these data provides the motivation to design lessons for students to learn to apply the
engineering design process to problem solving. Furthermore, students were asked to identify their
areas of strength as it related to the STEM subjects; nearly half of the students identified
engineering as an area they needed to experience (see Appendix A for a detailed table).
California teachers have trained students with the scientific method for years. Countless
science fairs contained three-fold boards with captions of the scientific method: question, research,
hypothesis, test, and conclusion. A comparison with the engineering design process, simplified
for elementary learners: ask, imagine, plan, improve, create, and communicate reveals a
significant difference (Eatas & Jones, 1993). The engineering design process includes revisiting
the first model and making possible improvements while the scientific method requires an
explanation of what happened.
The implementation of NGSS is looming for many school districts (California
Department of Education, 2015). The creation of a STEM lab at Lietz Elementary School
advances the timely opportunity to include NGSS standards and conduct a needs analysis. Six
teachers representing the fourth and fifth grades and approximately 170 fourth and fifth-grade
students participated in the needs analysis research. During two informal meetings with the

TEACHING THE ENGINEERING DESIGN PROCESS

teachers, current science standards, NGSS, problem-based learning, and the relationship with the
engineering design model was examined. A summary follows:
The Science Full Option Science System (FOSS) California version presently available to
Lietz teachers does not promote problem-based learning or the use of the engineering design
process; teachers do not have the NGSS updated units. Teachers sporadically use cooperative
learning techniques; they do not use problem-based learning, and they have not used the
engineering design process with students. The teachers have an expectation that the utilization of
the STEM lab satisfies requirements for learning the engineering design method and for exploring
the specific standards found in the NGSS. They feel they do not have the resources or the time to
teach this method. When asked to describe an ideal STEM lab, the teachers responded that it
should provide experiences with NGSS including engineering and robotics.
Additionally, during the first class meeting all the students participated in a needs analysis
survey. Students accessed a link to a Google form (see Appendix B) that contained several
questions with required short answers and a Likert rating scale. Students understood that they
were helping this author, and they were eager to do so; 164 students participated. The purpose of
the survey was multifaceted: to gather general knowledge of the STEM Lab, to investigate subject
matter confidence, to measure problem-solving skills, and to know if students understood the
engineering design process. The abbreviated results follow:

Some students expect to learn many things in the STEM lab, including the following:
Robotics, how to code, complicated science, solar system, engineering, college science,
how to make things, building, origami, and inventing.

None of the students provided an accurate description of the engineering design process.

TEACHING THE ENGINEERING DESIGN PROCESS

Student subject matter confidence conveyed on a Likert rating scale shows that nearly half
of the students feel they need more experience with engineering (Appendix A)

An initial formal introduction to the engineering design method provided additional

evidence that students lack experience with the engineering design method or team
problem-solving. Students were unfamiliar with the engineering design model, and they
struggled to participate in an introductory problem-based lesson.
NGSS compels teachers and students to embrace a new approach; evaluating science

knowledge no longer concerns regurgitating facts. The NGSS requires students to acquire the
capacity to connect understandings to real world problems and to provide explanations using the
engineering design model (CA Department of Education, 2015). The progression for
implementing NGSS describes five key goals for implementation; current deficiencies follow a
description of these goals:
a) Content integration of science and engineering. Lietz Elementary School has not adopted
the NGSS curriculum. The current science program, FOSS, has limited engineering
experiences (if any), and it does not allow for or encourage the use of the engineering
design model. The experiments are prescriptive. Students may be encouraged to work in
groups if only to share materials and problem solving is infrequent or nonexistent. This
particular area needs concentrated development.
b) Integration with the Common Core for English language arts and Mathematics includes
writing about science and discoveries. The typical science lesson does require proof of
comprehension by way of written answers to questions; however, a requirement for a
written explanation of an idea or a problem does not exist. This skill is essential in several

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of the steps of the engineering design model including planning and the last step,
communication.
c) Development of skills and practices related to STEM curriculum across the content areas.
Teachers can provide evidence of cross-curricula lessons and units. Incorporating
engineering experiences will require additional material resources and time. All the
teachers at Lietz are enthusiastic about implementing STEM, and several have inquired
about lab availability.
d) Use of scientific knowledge across all areas of the curriculum. The idea that what a child
learns in science could benefit him, or her in math is in its infancy in implementation.
These links need to be commonplace.
e) A science learning progression that begins in kindergarten and extends through grade 12.
Ideally, children in kindergarten will be introduced to the design method, and by the time
the student arrives in fourth or fifth grade, these skills will be understood.
These gaps in understanding the engineering design process represent a lack of
knowledge and expertise; however, providing access to lessons that require students to solve
problems by using the engineering design process will remedy this.
Learner Analysis
The overall need for STEM Education and NGSS results from data that supports
information that U. S. young students of today require specific preparation to succeed in a global
economy (Next Gen. Science, 2015). These NGSS specifics, derived in part from Achieves
International Benchmarking Study conducted in 2010, use a comparison of International test

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result summaries from the Programme for International Student Assessment (PISA). Achieve
(2010), identified several areas of improvement worthy of inclusion in NGSS. One area of
improvement most relevant to this needs analysis follows: Developing students ability in
planning and carrying out investigations to nurture scientific habits of mind and engagement.
Setting Analysis
The science, technology, engineering, art, and mathematics (STEM) Lab at Lietz exists as
the prototype for the six elementary schools in the Union School District. Students routinely visit
the portable STEM Lab with their regular teacher. Further improvements for the implementation
of STEM at all six elementary schools in the Union School District include using the bond money
to remodel and repurpose the current media/library centers. Development of a comprehensive
program that addresses the need to implement NGSS and develop student understanding of the
engineering design process necessitates creating a program worthy of emulation and housing it in
a building where engineering design and scientific discovery can coexist. The importance of
implementing NGSS when teaching science from Kindergarten to grade 12 signifies a
commitment to balancing scientific inquiry with engineering design (Next Gen. Science, 2015).
The practicality and effectiveness of this strategy cannot be known until Union School District
begins the implementation phase of NGSS for California that will include testing (Next Gen.
Science, 2015).
Content Analysis
The STEM lab at Lietz Elementary School has been established primarily to affect
change in student knowledge regarding the engineering design process. Participation in the STEM
lab requires a time commitment from the regular classroom teachers and, therefore, limits the

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amount of time those teachers can spend addressing current science standards. Although meeting
science standards has importance, the Union School District transitional phase allows for the
implementation of the STEM curriculum with little acknowledgment of current science standards
during lab experiences. The activities in the STEM lab use NGSS as a basis for lessons that use
the engineering design process. The following content is the focus of the first year STEM lab:
Task 1. Fourth and fifth grade students participating in the STEM lab at Lietz will use the
engineering design process to solve problems.
Content
Prior Knowledge
Procedure
Competence
Students will use the Ability to follow
Refer to the six-step
Students will use each
six-step engineering directions.
engineering design
step of the design process
design process to
process charts and
to solve the problem.
solve problems.
perform the necessary
actions to solve the
problem.

Task 2. Fourth and fifth grade students participating in the STEM lab at Lietz will collaborate to
solve problems.
Content
Prior Knowledge
Procedure
Competence
Students will
Students will have
Working together
Students will listen,
determine the
access to job
students will
compromise, and compliment
necessary steps to
descriptions and
analyze problem
their team members with
solve the problem
will understand the requirements, assign limited encouragement from
and assign team
necessary tasks
tasks, and
the instructor.
members different
associated with
collaborate to solve
tasks to accomplish
those jobs.
the problem.
the goal.

Task 3. Fourth and fifth grade students participating in the STEM lab at Lietz will differentiate
between the scientific method and the engineering design process.
Content
Prior Knowledge
Procedure
Competence
Students will
Students can
Working together
Students will competently
rework questions
provide a question
students will review, differentiate between the
used in the scientific that can be
enhance, and
scientific method and the
method to reflect a
answered using the
critique engineering engineering design process.
suitable question for scientific method.
design questions
the engineering
written by their

TEACHING THE ENGINEERING DESIGN PROCESS

design process.

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peers.

Task 4. Fourth and fifth grade students participating in the STEM lab at Lietz will meet the
established standards from NGSS:
Content
Prior Knowledge
Procedure
Competence
Students will define a
Brainstorming and
Without using a
Students will
problem using criteria for collaboration techniques.
computer, students
collaborate to
success and constraints
Note: specific scientific
will record by
create a
or limits of possible
related knowledge is not
writing or drawing,
comprehensive
solutions.
required.
possible solutions to list of possible
the problem.
solutions.
Students will research
Use of the Internet and
Participate in a
Students agree to
and consider multiple
confidence in conducting productive
try solutions to
possible solutions to a
a search. A respect for
discussion regarding the problem.
given problem.
team member prior
the merits of each
knowledge and expertise. possible solution.
Students will optimize
An understanding of the
Test each possible
Students present a
solutions by generating
problem and the
solution and discern solution then
and testing solutions,
limitations of solutions.
if the requirements
rework it to make
revising them several
have been met.
it better.
times to obtain the best
possible design.
Design
Literature Review
Vargas provides the following bulleted list and visual (Appendix E) of constructivist
lesson tips that support implementation of the methods employed to teach the engineering design
process (2015):

Allow discovery; do not provide answers. Holistically incorporate emotion, engagement

and affect while educating the whole child (Piaget, 1973).

Encourage critical thinking by asking leading questions. Higher-order cognitive outcomes

attained when learners are encouraged to formulate conjectures. This teaches how to think
rather than using rote memorization (Schoenfeld, 1992).

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Utilize cooperative learning to strengthen communication skills. Social and

communication skills are improved because constructivism emphasizes collaboration
(Vygotsky, 1978).

Model and coach students towards skillful performance. Scientifically reinforced engaged
learning - imagery and language contribute to learning (Bruner, 1964).

Celebrate learning, not project accomplishment. This represents an easy conversion from
class to task application and allows for real world experiences.

Validate all students as they bring their opinions and experiences to the collaborative task.
A child can only learn to behave in the cooperative world by engaging in joint activities
(Dewey, 1916).

Involve students in their own learning, eliminating the one-size fits all curriculum allows
for differentiation (Bandura, 1971).

Learning Objectives
The Accreditation Board for Engineering and Technology (ABET) provides the following
definition: Engineering design is the process of devising a system, component, or process to
meet desired needs. It is a decision-making process (often iterative), in which the basic sciences,
mathematics, and the engineering sciences are applied to convert resources optimally to meet
these stated needs (2015).
Although the engineering design process has evolved from the contributions of several
unique processes, defining the exact steps vary by grade level and profession. Even the simplest
design processes share the basics of planning, imagining, creating, and communicating; therefore,
fourth and fifth-grade students should expect to demonstrate competency with a five or six-step
engineering design process model.

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Students in Union School District are adept at completing tasks associated with
conducting an experiment using the scientific method; after all, it has been the mainstay of the
science curriculum for at least the last ten years (T. Stromfeld, personal communication,
November 20, 2015). The engineering design process, although similar to the scientific method in
its systematic implementation, boasts a major difference. Students who successfully use the
engineering design process discover a field of learning that encourages discovery, often through
failure. The hallmark, rethinking, redesigning, and reevaluating of the engineering design method
provides young learners with a solid introduction to the skills needed to answer President
Obamas call to become twenty-first-century leaders that can win the race for new discoveries.
However, the collaboration the engineering design process requires may prove daunting to
students accustomed to following directions and getting the right answer. While the scientific
method may not have consistently yielded the predicted results, changing variables was not part
of the experiment.
Declarative Objectives. After completing the training, and without using any resources,
fourth and fifth-grade students will be able to: Read a scenario that describes a challenge, analyze
several brief anecdotes of the various steps of the engineering design process, and with 90%
accuracy, write the engineering design step that corresponds to the description. Use an
engineering notebook to elaborate details, which may include drawing pictures, of six steps of the
engineering design process with 90% accuracy.
Procedural Objectives. After completing the training, fourth and fifth-grade students
will be able to complete the following: Read a given scenario that describes a challenge. Use the
six steps of the engineering design process to elaborate details with complete accuracy, 100% of
the time, by writing an appropriate question or statement that could be shared to support

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continued exploration of the task. Use the engineering design process, work collaboratively, and
solve all design problems with experimentation and compromise without the help of a facilitator,
100% of the time.
Test Instruments
Pretest/informal review. Read the challenge scenario and use the steps of the
engineering design process, and work to produce one solution of the problem by providing
specific details of the application of each of the necessary engineering design steps (Procedural
Objective 3).
Scenario: Given a battery, a pager motor, electrical tape, and the head of a toothbrush assemble
the material to create a mini-bot that travels the length of an eight-foot table.
Google Apps for Education, (GAFE), specifically, Google Classroom, allows for an
informal check in (or formal if needed). Students who post questions immediately receive
responses from grade-level peers or the instructor. This method requires specific, scoring
intervention from the teacher; however, student familiarity with method makes it a good choice
for a review of concepts. The features of Google Classroom are exceptional for pre-tests; the
simplicity of the application provides a user-friendly forum for both teachers and learners. As a
review for an upcoming assessment, the instructor may choose to allow an option where students
can read and comment on other classmate answers. The informal review serves to inform the
instructor of progress made towards the objectives. An appraisal of the results should culminate in
a whole-class review of answers.
Authentic Assessment. Read a given scenario and by using the engineering design
process, work collaboratively (independent of help from a facilitator) to produce a solution that
meets the requirements of the challenge (Procedural Objective 4).

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Observation through authentic assessment provides a method of judging whether a

learner has a clear sense of the engineering design process. Selecting a simple problem proves
essential; the instructor can listen to collaborative discussions, observe the building process, and
decide if students use the engineering design steps appropriately. Additionally, authentic
assessment by a presentation of a simple engineering design problem previously used allows for a
reliable review of student competence. Students receive immediate feedback when the teacher
conducts observations while using individual or group checklists. The students collect the results
as they leave the classroom.
Recall. Use an engineering notebook to elaborate the details of the steps of the
engineering design process. Students may draw pictures if that helps to explain the process
(Declarative Objective 2).
Consistent reminders of the engineering design process contribute to the ease at which students
may complete this task. The creation of a fill-in the blank assessment affords the teacher
discretion in assigning credit and allows for differentiation in assessing comprehension.
Formal Online Assessment. Read the following scenario and write the word that
represents the correct step of the engineering design process that the action represents
(Declarative Objective 1).
Scenario: Given ten pieces of pages from a magazine, a ruler, a pair of scissors, and masking tape,
create a structure at least four inches high that can support ten English textbooks without
collapsing.
STEP

DESCRIPTION:
Julia draws several pictures of how she will assemble the structure.
Maribel views the drawings of her group and begins to assemble the structure in
the manner her team agreed upon.
The team shares the finished product.
Annika listens to the problem description and looks over the supplies her group

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has been given. She wants to know if it is possible to use paperclips.

Maribel notices the tape is falling off in a few sections and she fixes it.
Jefferson touches the materials and begins to fold, roll, and unfold the paper.
Teachers in the Union School District have access to online testing software materials.
Illuminate, an online application, provides formal data through charts and spreadsheets. The
benefits of this software include the ease of sharing the assessment document and the ability to
select from several data options. Illuminates software calculates multiple choice or fill-in data
easily; more importantly, students have a familiarity with this test instrument.
Delivery Systems and Media Decisions
Elementary school learners attend the STEM lab once a week; curriculum delivery must
occur during these visits. During lab visits, students participate in collaborative, synchronous
learning through the application of various programs in Google Apps for Education (GAFE).
Instructor access to a multitude of STEM-related videos, lessons, and demonstration applications
are utilized to enhance the learners experiences. Instructor-led demonstrations or discussions are
minimal at best. Describing and experiencing the engineering design process occurs best with
hands-on, real-world problems. A thorough understanding of the engineering process necessitates
rehearsal of the steps by applying them to actual problems. The social learning system (Bandura,
1977), describes support for learning through direct experience or by observing others. The
engineering design method provides opportunities for both.
Learners access a learning module through a link provided in their Google Classroom.
Students accept a competitive challenge, using a module created in Articulate Storyline, an
application used by instructional designers. Learners will form teams to complete various online
engineering design challenges, and as they do, the steps of the engineering design process will be
revealed. The gamification format offers motivation through friendly competition.

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Learners of this module will participate in lessons designed to apply the four dynamics
consistently found in successful game design (Stott and Neustaedter, 2013). An elaboration
follows: 1). Freedom to Fail: The design of the Articulate Storyline module will allow for
multiple opportunities to investigate possible solutions to challenges while reinforcing a six-step
engineering design method. 2). Rapid Feedback: The Articulate Storyline module will provide
real-time feedback as a student progresses through the module. 3). Progression: The engineering
design process, although a progressive method of solving a problem, allows for, and often
requires, a continual revisiting of each step. A reworking of a problem requires a solid
understanding of the relationship of each step in the engineering design process. 4). Storytelling:
Learners will become part of a simulated storyline that allows for a realistic experience with the
information.
Title: Six Steps to Learning the Engineering Design Process
Media
Delivery System
Introduction:
The instructor will share the video and lead a discussion
The Engineering Design Process
explained, video: NASAs BEST
summarizing the video.
Students, What is Engineering?
Produced by NASA/Goddard
Space Flight Center (2015).
Continued introduction
Asynchronous, collaborative, monitored, classroom
Google Slides
activity delivered online through Google Slides.
Six Steps of the Engineering
Online, asynchronous module accessed during
Design Process
scheduled class time.
Articulate Storyline
Badge List:
Online asynchronous challenges offered as culminating
http://www.badgelist.com/
activities to earn badges.
The program schedule of the STEM lab dictates when and how long each class attends.
Therefore, the content design will maximize learning opportunities by presenting lessons, each
with a planned delivery of less than one hour, but may also continue the following week with a
limited rehearsal of the previous weeks skills.

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Instructional Strategies and Activities

Using the engineering design process to create solutions and provide meaningful
problem-solving opportunities for students requires a hands-on and constructivist approach. While
some parts of the engineering design process do not require actual creations, an understanding of
the steps occurs best with actual involvement of the described process. A description of those
processes follows:

Introduction

Definition/history (video presentation)

Comparison to The Scientific Method (Collaborative Google slide show)

Benefits/effectiveness for students (Articulate Storyline module presented as an interactive

experience to educate the usefulness and provide examples of the engineering design
process. Upon completion of the module, students complete the following culminating
activities to earn badges)
o Ask: Teamwork through online research
o Imagine: Brainstorming
o Plan: (Individual designs are photographed with an iPad and uploaded to a shared
Google document)
o Create: Skill Specialization (Hands-on creations are photographed and shared via
Google Classroom)
o Improve: Opportunity to try again (Hands-on testing of each group airplane with
measurements collaboratively agreed upon)
o Communicate: Share lessons learned and challenges solved (classroom museum
with comment cards for visitors)

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o Culmination: Revisiting the six steps by earning a badge by creating a job aid for
the engineering design process (Online activity badgelist.com and pixton.com)
DEVELOPMENT & IMPLEMENTATION
Major Deliverables
The products employed throughout the unit include: A video: NASAs BEST Students,
What is Engineering? GAFE - slides, spreadsheets, documents, Apple QuickTime Player,
Articulate Storyline, Badgelist, and Pixton.com. Appendix C describes the specifics of the plan
and includes reference to the interactive use of Articulate Storyline, the creation of paper
airplanes, and the culminating activity of sharing the activity with the community. All directions
will be detailed using Apple QuickTime Player.
Considerations. The Union School District has equipped the STEM classroom with an
iPad for every student. The instructor has access to various multimedia equipment including a
MacBook Air, and two flat screen televisions with Apple TV and Google Chromecast.
Additionally, all fourth and fifth-grade students may use classroom Chromebooks in the STEM
lab. The skill level of fourth-grade students affects the design of the module. Although students
have Chromebooks, the use of Google Classroom and Drive in the STEM lab may prove
challenging based on limited experience. Additionally, iPad experience varies among fourthgrade students. Many procedures familiar to the students on a Chromebook differ substantially on
an iPad; therefore, the assignment to snap and upload photos may require more practice.
Development Plan

The initial introduction and coordinating activity allotted time: 1 week

Development of interactive module using Articulate Storyline: 12 weeks

Arrangement of parent night (concurrent w/module development): 12 weeks

TEACHING THE ENGINEERING DESIGN PROCESS

Development of activities related to the six-step engineering design process: 6 weeks

Culmination: 1 week

Formal evaluation (instructors): 1 week

Formative assessment (students): 1 week

22

Any lesson plan that includes using the Internet via Wi-Fi requires a backup plan. If the
school Wi-Fi is not available, the instructors best option will be accessing the Internet through a
personal hotspot. The introduction video can be projected using this method. Students may take
turns entering data on a GAFE spreadsheet by using the instructor's computer, or the experience
may take place by using a whiteboard. Although not ideal, the Articulate Storyline module could
be played using the instructors computer and input could be solicited from the whole class. This
module relies on the use of the Internet and although some activities may be modified for use
without the Internet, some cannot. In those cases, the instructor must use other hands-on activities
that complement the unit as suggested in the appendix of the module.
Implementation Plan
A credentialed teacher qualifies as an appropriate instructor of the Engineering Design
Process Module. The module will be made available to new instructors of STEM labs at all six
elementary schools in the Union School District. The author of the module will answer questions
and share specific experiences regarding the module during weekly STEM lab articulation
meetings with teachers.
EVALUATION
Informal Evaluation
Instructors will culminate the days lesson by soliciting comments from the students
regarding the lesson. Informal queries may include questions similar to: Did you like the video?

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Using one word, describe your day in the lab. If you could change one thing about todays
lesson, what would it be? Weekly articulation meetings with other district STEM teachers will
involve appraising lesson content and documenting the weekly discussions in a dynamic, shared
document.
Formal Evaluation
A concise online survey will compile recommendations from other STEM teachers and
students. This survey offers teachers an additional opportunity to share an honest evaluation.
However, it may be that most teachers will not find the time to complete a formal evaluation
(Appendix F); therefore, the informal evaluation will be most valuable. Additionally, input from
the program assistant superintendent gathered from academic knowledge and classroom
observations will be applied for continual improvement.

TEACHING THE ENGINEERING DESIGN PROCESS

24

References
Appendix I - engineering design in NGSS - FINAL_V2.pdf. Retrieved 10/4/2015, 2015,
from http://www.nextgenscience.org/sites/ngss/files/Appendix I - Engineering Design in
NGSS - FINAL_V2.pdf
Bandura, A., & McClelland, D. C. (1977). Social learning theory.
Bruner, J. S. (1964). The course of cognitive growth. American Psychologist, 19(1), 1.
Criteria for accrediting engineering programs, 2016 2017 | ABET Retrieved 11/18/2015, 2015,
from http://www.abet.org/accreditation/accreditation-criteria/criteria-for-accreditingengineering-programs-2016-2017/
Dewey, J. (1916). Democracy and education. Courier Corporation.
GMS: NASAs BEST students Retrieved 11/23/2015, 2015, from http://svs.gsfc.nasa.gov/cgibin/details.cgi?aid=10515
International benchmarking | next generation science standards Retrieved 10/4/2015, 2015, from
http://www.nextgenscience.org/international-benchmarking
International science benchmarking report | achieve Retrieved 10/4/2015, 2015, from
http://www.achieve.org/international-science-benchmarking-report
NGSS frequently asked questions - science (CA department of education) Retrieved 9/22/2015,
from http://www.cde.ca.gov/pd/ca/sc/ngssfaq.asp#e24
Piaget, J. (1973). To understand is to invent: The future of education. New York, NY: Grossman.
Santa Clara County, California ballot measures ballotpedia, Retrieved 11/9/2015, from
http://ballotpedia.org/Union_School_District_Bond_Issue,_Measure_J_(June_2014)

TEACHING THE ENGINEERING DESIGN PROCESS

25

Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and

sense making in mathematics. Handbook of Research on Mathematics Teaching and
Learning, , 334-370.
State of the Union Address. (2015). Retrieved September 15, 2015, from
https://www.whitehouse.gov/the-press-office/2015/01/20/remarks-president-state-unionaddress-january-20-2015
Stott, A., & Neustaedter, C. (2013). Analysis of gamification in education. Surrey, BC, Canada.
Vargas, M. P. (2015). Constructivism rewards and cautions, Retrieved 11/ 23/2015 from
http://www.easel.ly/viewEasel/1929201
Vargas, M. P. (2015). Meeting the Need for Constructivism through Science, Technology,
Engineering, and Math (STEM) Curriculum. Unpublished manuscript, California State
University, Monterey Bay.
Vygotsky, L. (1978). Interaction between learning and development. In Guavain & Cole (Eds.)
Readings on the Development of Children, 34 -40.

TEACHING THE ENGINEERING DESIGN PROCESS

Appendix A
Student Confidence with STEM Subject Matter

Table 1
Student confidence with STEM subject matter
Likert Scale: Need more experience
Science
Technology
Engineering
Art
Math
17.2%
16.8%
49.1%
12.4%
8.6%
Note: Percentages should not be added, they are derived from separate Likert
Scales for each subject. For the full report see Table 2 in the appendix
Table 1

26

TEACHING THE ENGINEERING DESIGN PROCESS

Appendix B
Survey Questions

27

TEACHING THE ENGINEERING DESIGN PROCESS

28

TEACHING THE ENGINEERING DESIGN PROCESS

29

TEACHING THE ENGINEERING DESIGN PROCESS

30

Appendix C
Deliverables Table
Table 2
Major Deliverables
Introduction

Necessary Elements
Video played over Wi-Fi
Google Slides
iPads for each student

Examples of the
engineering
design process

Articulate Storyline Module

iPads for each student

Ask

iPads for each student

Internet research directions

Imagine

Hands-on drawing and design

exploration
iPads for each student

Plan

iPads for each student and

engineering notebooks to
draw.

Deliverables
NASAs BEST Students, What is
Engineering?
GAFE: Google slides A presentation for
each class. Includes a separate slide labeled
with each students name. The first slide
represents an example and the next slide
contains the directions.
A screencast with directions created using
QuickTime Player.
An interactive module that educates
students regarding the six steps of the
engineering design process.
Articulate Storyline Module:
Demonstration of each step in the
engineering design process will be corrected
through the use of a story. Users read a
scenario and respond with a correct
solution.
Various types of paper and instructions
regarding how to build a basic paper
airplane. GAFE: Google classroom
question: Post an explanation of the best
material for a paper airplane.
A screencast with directions created using
QuickTime Player.
GAFE: Create a Google spreadsheet for
brainstorming. Students contribute material
ideas original designs. Allow sharing for all
students. Prepare a materials list. Provide
some materials so that students may
explore.
A screencast with directions created using
QuickTime Player.
Use your individual engineering notebook
to draw a model of your plan for a paper
airplane.
Take a picture of your drawing with an
iPad.
GAFE: Share in Google slides. Make one

TEACHING THE ENGINEERING DESIGN PROCESS

Create

Improve

Communicate

Culmination

31

comment on a classmates.
Instructor prepared job aide to describe how
to take a picture and upload it to Google
drive placed at team tables.
A screencast with directions created using
QuickTime Player.
iPads for each student and
Verify that all students have logins and
Google Drive, and
passwords. Hands-on creations are
miscellaneous supplies to
photographed and uploaded to Google
build a paper airplane.
Drive. Make miscellaneous materials
available. Allow time for students to share
their designs. Create a Google spreadsheet
for students to write comments or critiques.
A screencast with directions created using
QuickTime Player.
Google spreadsheet
Access the Google spreadsheet from last
Previous weeks paper
week and review comments and critiques to
airplane
improve models.
A screencast with directions created using
QuickTime Player.
Parents to view the product
Arrange for a night to share designs.
Consider the STEM Night at a nearby
Middle School. Provide cards for comments
and critiques.
Badgelist.com and pixton.com iPads and student accounts needed for login
to both Badgelist.com and pixton.com.
Prepare Badgelist so that users may login
and earn their badge by uploading their
designs.
Prepare pixton.com so that users may login
and create a six-panel cartoon (job aide)
describing the engineering design process.
A screencast with directions created using
QuickTime Player.

TEACHING THE ENGINEERING DESIGN PROCESS

Appendix D
Development Plan Timeline
Table 3
Development Plan Timeline
Time
Milestone
1 week
NASAs BEST Students,
What is Engineering?
Google slides Prepare a
presentation for each class.
Includes a separate slide
labeled with each students
name.
Screencast with directions.
12 Weeks
An interactive module that
educates students regarding
the six steps of the
engineering design process.
Articulate Storyline
Module:
Demonstration of each step
in the engineering design
process will be presented
through the use of a story.
Users will read a scenario
and respond with a solution.
1 week (ask)
Google classroom question:
Screencast with directions.
1 week (imagine)

1 week (improve)

Google spreadsheet for

brainstorming.
Screencast with directions.
Job aide to describe how to
take a picture and upload it
to Google drive.
Screencast with directions.
Verify that all students have
logins and passwords.
Create a Google spreadsheet
for students to write
comments or critiques.
Screencast with directions.
Screencast with directions.

1 week

Arrange for a night to share

1 week (plan)

1 week (create)

Costs
The video is available free online
Union School District is a GAFE
district.
QuickTime on Apple Computers is
Free
Screen-Cast-O-Matic is also provided
free through the district.
Articulate Storyline $600.00 (estimate)
iClipart account $80.00

Union school district pays for GAFE

Apple QuickTime Player is free on a
MacBook Pro
Union school district pays for GAFE
Apple QuickTime Player is free on a
MacBook Pro
Union school district pays for GAFE
Apple QuickTime Player is free on a
MacBook Pro
Union school district pays for GAFE
Apple QuickTime Player is free on a
MacBook Pro

Apple QuickTime Player is free on a

MacBook Pro
Union school district pays for GAFE

32

TEACHING THE ENGINEERING DESIGN PROCESS

(communicate)
Culmination

1 week
1 week

designs. Publish invitations

and post on the school
website.
Student accounts needed for
login to both Badgelist.com
and Pixton.com. Create a
six-panel cartoon (job aide)
describing the engineering
design process.
Screencast with directions.
Formative Assessment
(Instructors)
Formative Assessment
(Students)

Pixton.com teacher account $150.00

Badgelist.com is free
Apple QuickTime Player is free on a
MacBook Pro

GAFE (forms) survey is free

GAFE (forms) survey is free

33

TEACHING THE ENGINEERING DESIGN PROCESS

Appendix E
Constructivism Rewards and Cautions

34

TEACHING THE ENGINEERING DESIGN PROCESS

Appendix F
Evaluation Tools

35