Education Standards

First Grade: Design Dilemma

Overview

The purpose of Design Dilemma is to encourage students to use resourceful and creative behaviors to think like a scientist. Students will demonstrate these behaviors to design and build a suitable structure for a fourth little pig. Although the use of the book The Fourth Little Pig is helpful, the module may be taught without it. This module is meant for all students. The classroom teacher should work with a specialist or special educator to find or develop alternate activities or resources for visually impaired students, where appropriate.

Focus Lesson 1: Creative Engagement/Introduction

Focus Lesson 1: Creative

Engagement/Introduction


 

Purpose:

  • Introduce creative thinking through its flexible and originality components

  • Introduce brainstorming as a strategy

 

Materials:

Engagement

  • Demonstrate how an ice cream cone can be separated into two shapes by using pre-cut pieces from Resource Sheet 1.

  • Introduce brainstorming by eliciting a discussion that encourages acceptance of all ideas

    • Ask, “What might this be other than a scoop of ice cream in a cone?”

    • Ask, “Where else have you seen these shapes?”

    • Manipulate the cone and the ball to demonstrate the different viewpoints, such as

      • Duck’s head and bill

      • Birthday hat

      • Girl wearing a dress

Extension and Application of Behaviors

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Focus Lesson 1-Option 1: Creative Circles

MCCRS ELA Standard:

SL1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Purpose:

  • Assess creative, flexible and original thinking

  • Introduce brainstorming as a strategy

  • Introduce creative thinking

 

Materials:

  • Student Observation Form for Identification Lesson 13

  • Plastic trash bag or brick

  • A Copy of Creative Squares for the Document Camera

  • A Copy of Creative Circles for each student

  • Class size graph paper or bulletin board paper

  • Scissors and glue stick for each student

  • Chalkboard, chart paper, or blank paper and writing instruments for color coding

 

Warm-up Activity:

  1. Ask students to explain to you what they think the word “creative” means.  

  2. Ask students to give examples of someone who is creative and explain why.

  3. Display a trash bag or a brick and tell students to brainstorm (let their brains “go wild”) and think of every possible use for the item.  Tell students this process is called creative thinking.

  4. Display the copy of Creative Squares on the Document Camera and ask students to brainstorm all the things the squares might become.  Model students’ ideas for what each of the squares could be by drawing the details on the paper. Continue with ideas until all squares are completed.

Independent Application:

  1. Distribute Creative Circles to each student.

  2. Tell students they are going to follow the same process used with Creative Squares to create objects from circles.

  3. Tell students they have 10 minutes to draw as many different ideas as possible. (You can use a timer but it must be at least 10 minutes.)  Provide additional copies of Creative Circles (See Resources) as needed.  (Remind students not to spend too much time on each circle because they need to generate as many different ideas as possible.)

  4. Ask students to look at their drawings and select the most creative ideas to share with the class.

  5. Discuss possible categories as a class.  

  6. Ask those who drew a food to move to one corner of the room, those who drew a plant (or something that grows) to move to another corner of the room, etc.  Students may suggest new categories and move to another part of the room as appropriate.

  7. Have students share and discuss additional creative responses that do not fit into any of the categories previously mentioned.

 

Teacher Observation:

Record on the Student Observation Form the names of students who contributed ideas during the Creative Squares activity and/or demonstrated fluency or originality when creating circle drawings.  For example:

  • Did the student actually use the circle as part of the drawing or did he/she draw a picture inside the circle?

  • Did the student use more than one circle as part of a single design?

  • Did the student produce an idea that no one else or very few others in the class produced?

 

Reflection:

Encourage a discussion about when creative thinking/brainstorming might be most helpful.

 

Considerations:

  • Creating a whole class or individual picture graphs by having students cut apart all of their circle drawings and sort them into categories

  • Having students label and count the categories of drawings on their papers to determine which category has the most drawings

  • Placing students in groups to share and discuss their drawings

 

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Focus Lesson 1-Option 2: Doodles

MCCRS ELA Standard:

SL5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations

Purpose:

  • Assess creative and original thinking

  • Assess flexible thinking

 

Materials:

  • Student Observation Form for Identification Lesson 15

  • Document Camera

  • Copy of Doodles

  • Copies of Doodle Cards, cut apart by the teacher (a set for each small group and extras for creating a picture)

 

Metacognitive Awareness:

  • Review the term flexible thinking from Identification Lesson.

 

Warm-up Activities:

  1. Select an object from the classroom and have students brainstorm all the possible uses of the object.

  2. Show the Doodles copy and have students brainstorm what the picture could be.  Turn the copy so that students can view it from different perspectives and continue brainstorming ideas.

 

Independent Application:

  1. Arrange the students in small groups and give each group a set of the eight Doodle Cards.

  2. Tell students to brainstorm with their group about what each card could be.

  3. Have individual students select one of the Doodle Cards and create a picture.  Encourage students to write a title or description of their picture.

  4. Have students share their finished product with the class and/or display students’ work on a bulletin board.

Teacher Observation:

Record on the Student Observation Form the names of students who contributed ideas during the Doodle Cards discussion and/or who demonstrated flexible thinking during the independent activity.  Include comments as appropriate.

 

Reflection:

  • Ask students to brainstorm when flexible thinking might be useful to them or others.

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Focus Lesson 2: SCAMPER This!

MCCRS ELA Standards:

L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

SL1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively.  

SL2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally.

SL4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style appropriate to task, purpose, and audience.

Purpose:

  • Assess creative and original thinking

  • Assess flexible thinking

  • Assess logical thinking

  • Assess critical thinking


*SCAMPER, developed by Bob Eberle, is an acronym for a creative thinking strategy that supports atypical solutions to problems as well as generating new ideas for products or concepts.

 

Materials:

  • Student Observation Form for identification (See Resources)

  • SCAMPER Chart (See Resources)

  • YouTube video: Smarties SCAMPER (See Resources)  

  • Old sneaker

  • Chart paper

  • SCAMPER worksheet (See Resources)

  • SCAMPER vocabulary cards (See Resources)

  • SCAMPER guiding questions sheet (See Resources)

 

Establishing Expectations:  

1.  Say, “We are going to learn a new creative thinking strategy called SCAMPER.  The letters in SCAMPER stand for different words that will help us to SCAMPER objects or stories.  SCAMPER stands for a way that an object can be changed. Many ideas and new products are just changes someone has made to something that already exists.  When we SCAMPER, we are asking you to think differently about an object and generate unique and new ideas.” Show the students the SCAMPER chart (See Resources).

2.  Introduce the vocabulary used with the chart (substitute, combine, adapt, eliminate, rearrange).  Go over what the word means and give an example of how it is used in everyday life. For example, substitute means replace somebody or something: to put somebody or something in place of another or take the place of another.  For example, Mrs. Long is sick, so a substitute teacher took her place.  The coach called in a substitute for the pitcher, who was not having a good game.   

3.  Show the video of SCAMPER using Smarties candy (See Resources).  Tell them to watch carefully because they are going to SCAMPER after the video with a secret object. (The Smarties in the video are from the UK and are more like M&M’s.  Smarties are one of Britain’s best-loved brands. There are eight colors to choose from; red, orange, blue, green, yellow, pink, violet and brown. The orange Smartie is flavored with natural orange oil.  Smarties are not only fun to play with but have also contained no artificial colors or flavors since 2006.  Smarties are available in the tube format (single tube or multipack). Originally introduced by Rowntree’s in 1882 as “Chocolate Beans,” they were re-branded in 1937 as Smarties.

 

Experience:

On chart paper, write the acronym SCAMPER down the side.  Then show a sneaker and say that you are going to practice the SCAMPER process.  Say to the students, “How can we SCAMPER this sneaker?” Refer to the question sheet (See Resources) to help the students guide them in their thinking about how to make a change to the object.

S stands for substitute.  What could we substitute on this sneaker?  (Example: Get rid of laces and put in a ribbon, or add buckles.)

C stands for combine.  What can we combine with the sneaker to make it better?  (Example: A jet power pack to make it zoom.)

A stands for add something, to adapt or alter. What could we add to the sneaker?  (Example: Add mini lights to see in the dark.)

M stands for magnify or minify.  What could we make smaller or bigger on the shoe? (Example: The sole could be higher so you could be taller.)

P stands for put to another use.  How else could we use this shoe?  (Example: It could be a night light with the lights we’ve added.)

E stands for eliminate.  What would we want to eliminate from this sneaker?  (Example: Let’s get rid of the dirt so it looks shiny and new, or get rid of the stinky smell!)

R stands for rearrange.  What could we rearrange or change on the sneaker?  (Example: Let’s change the color to bright neon green.)


 

Independent Application:  

Bring in an object to which you would like the students to apply this process.  (examples: an umbrella, a glove, a brick, a lasagna noodle.) Give the students the SCAMPER worksheet (See Resources).  They will write the item they are going to SCAMPER and then follow the directions as written on the SCAMPER sheet.  

 

Teacher Observation:

  • Record on the Student Observation Form the names of students who contributed ideas during the sneaker SCAMPER and the independent application.

*Look for students who:

  • show fluency by offering many ideas.  

  • show flexibility by producing ideas in more than one way or from a different perspective.

  • show originality by generating ideas that are unique, different and “out of the box” thinking.

  • show elaboration by enriching with details, embellishing, and expanding on ideas.

  • show a matured sense of humor, use advanced vocabulary and those who can retain and apply new learning.

 

Reflection:

  • Discuss situations when creative and original thinking was useful to the teacher or students.

  • Do not expect all students to master the SCAMPER process.  The goal of the lesson is that students are thinking divergently to make the lesson successful.

 

Considerations:

  • Use the SCAMPER sheet (See Resources) to consider SCAMPERING other objects or even stories.  (For example, they could SCAMPER an umbrella, a kite, a fishing pole, the story of Goldilocks, a baby food jar, or a trash bag, etc.)

  • Put the SCAMPER sheet in a learning center with several objects for them to SCAMPER.

 

 

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Lesson 1: A Little Challenge

MCCRS ELA Standards:

L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

SL1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively

 

Next Generation Science Standards:

K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform

 

Procedures:

1. Read Chapters 1 and 2 of The Littles.

2. Scenario:

Lucy, who is terrified of the Bigs’ cat, has gone to the kitchen to scavenge for food. Tom is beside the light socket (secret door to Littles’ rooms) and is supposed to be keeping watch. Unfortunately, he has fallen asleep!

Oh no! The cat has crept into the kitchen. Lucy quickly dives into a “junk drawer” in the Bigs’ cabinet. While crouching next to a roll of masking tape, Lucy decides to signal Tom. Tom could then could then distract the cat, allowing Lucy to escape. She spies a large dry erase board/chalkboard eraser and decides to use her newly- acquired SCAMPER skills to convert it into a signaling device to wake up Tom. Luckily, Lucy also sees a piece of string that is 3 feet long, a cap eraser, a thumbtack, a paper clip, and a broken rubber band.

 

3. Get into groups of 4 and use SCAMPER to create a signaling device that Lucy can use to wake up Tom.

 

*Note:

Consider giving cutouts of 6-inch people to the students.


REPI: Use this opportunity to kid-watch and make notes of resourceful and creative behaviors/ideas discussed by students in their small-group setting.

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Lesson 2: Divergent Questions

MCCRS ELA Standards:

RL.1.1 Ask and answer questions about key details in a text

SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through additional media.

SL.1.6 Produce complete sentences when appropriate to task and situation

 

Next Generation Science Standards:

K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

 

Engagement:
Read The Three Little Pigs by Paul Galdone. Ask the following questions, as appropriate:

  • How many pigs were in the story?
  • What did the pigs use to build their houses?
  • Who blew down the houses?
  • Which house wasn’t the wolf able to blow down?
  • Review the concept of convergent questions introduced in the kindergarten module, A Sense of Wonder. There is only one answer to this type of question. Ask students, “What would happen if there were a fourth little pig?” This divergent or opren‐ended question will have many possible answers. Give students an opportunity to think‐pair‐share their resourceful ideas.

Exploration:
Organize small groups to explore and answer divergent questions. Give each group Resource Sheet (RS) 10 Divergent Questioning (See Resources). Model and the Fourth Little Pig. Cut the five questions into strips
for groups to discuss resourceful ways to solve the problems. Students may also draw or write responses.

 

Explanation:
Display RS 11 Divergent Questioning Model Poster. Explain what
each stem asks us to do:

  • Quantity: List all... A math word that has to do with making a list or finding all.
  • Supposition: What if? Changes an attribute.
  • Point of View: How would this look to? See it through the character’s eyes.
  • Involvement: What do I think and why? Put yourself in the situation or story.
  • Forced Association: How is __ like __? Compare or make a connection between two things.

As a class, generate divergent questions using the question stems from the poster. These questions might be used as journal prompts for future writing experiences.

Extension:
Allow students to answer questions independently by choosing their favorite divergent questioning prompt from the two on RS12 A and B. Responses may include pictures and/or words.

  • If you were one of the three pigs, how would you protect yourself from the Big Bad Wolf? (Targeted Behavior: Resourceful)
  • Imagine that you are one of the three pigs. What would you say to the Big Bad Wolf to persuade him not to eat you? (Targeted Behavior: Creative)

 

Evaluation:
Students may share the answers they have generated. Apply the REPI Developmental Continuum to their creative and resourceful responses to document behaviors for the portfolio.

 

 

 

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Lesson 3: CPS Fact Finding and House Materials

MCCRS ELA Standards:

RL 1.7 Use the illustrations and details in a text to describe its key ideas.

 

Next Generation Science Standards:

K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

 

Engagement:


Post and read "Letter from the Fourth Little Pig" from Resources. For an exciting presentation idea, reproduce it
onto chart paper and create a giant envelope from bulletin board paper. Address the letter to the class and say that it was delivered yesterday after school. Explain that the 4th Little Pig has a “mess” on her hands that we can help her solve. Introduce the Creative Problem Solving Poster See Resources). The poster may be covered so that only the introduction statement is exposed. Explain that there are steps we can use to solve problems that need creative or imaginative answers. Ask the questions and discuss the answers:

  • Who is the 4th Little Pig? The 3 little pigs have a sister.
  • What does she need and why does she need it? She is moving closer to her brothers and needs her own house because their house is too small.
  • Why won’t just any house do for the 4th Little Pig? She needs a creative house design to be safe from the wolf brothers.

Uncover the first step, “Fact Finding,” on the poster. Explain that students are going to find facts about houses so that a house that will be safe can be designed for the 4th Little Pig when finding solutions to her problem.

 

Exploration:


Explain that looking at the attributes of different houses will provide resourceful ways to design a house for Pig Four. Show and discuss photo in the book, Wonderful Houses Around the World by Akira Nishiyama. Ask students to Think‐Pair‐Share about the common attributes of the houses. As a class, discuss the resourceful ideas for building a house that they observed in the photos in the book.
 

Explanation:


Ask students to state the purpose of a house. Create a chart to display ideas. Leave enough space to add an extra column to it in the next lesson. Ask for examples of how it can keep someone safe from weather, strangers, etc. List the common parts of the houses they observed in the book (roof, wall, window, and door.) Ask students, “What are the attributes of the houses that help to protect the people who live there? What other materials might be used than the ones shown in the photos?”

 

Houses have a:Protects from:Materials used:
roof Weather: rain, snow, and sungrass, metal, sticks
wallsweather, strangers, and people looking insideclay and brick
windowweatherglass and plastic
doorstrangerswood and metal

 

Extension:

Challenge students to design the kind of house that would keep the Fourth Little Pig safe. Distribute RS 15 A
House for Pig Four (See Resources) and ask students to draw, label, and write their ideas. Remind students to refer to the Creative Poster introduced in the focus lesson.


Evaluation:


Ask students to discuss how their ideas for the houses they have designed used and expanded upon those in the book.
Note those students who exhibit resourceful behaviors.

 

Addendum Ideas:

  • Consider having students view  "Little Human Planet: Homes Around the World" video (See Resources) prior to reading Wonderful Houses Around the World in order to give students an engaging introduction to the topic.  
  • If you do not have the book or would like to supplement the reading, use the slideshow in Resources.
  • You may choose to use the video with the whole group and complete the “Exploration” and “Explanation” sections during and after viewing the video.  You could then task small groups to look through a copy of the text in order to choose a different house and prepare to share-out the resourceful ideas used to build that house.  Their ideas can be added to the chart from the “Explanation” section.

 

Important Note:

Be sure to make the chart! Use this opportunity to discuss the physical properties/attributes of the various materials used for specific parts of the house.

 

Strategies for future use:

Creative Problem Solving (CPS) can be used to help guide students through the creative process. There is a full description in Resources.

 

 

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Lesson 4: Testing and Exploring Durability *Optional lesson

Next Generation Science Standards:

K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs

 

Engagement:

Make an index card bridge between books and place ask students to predict how many pennies the bridge will hold. Add pennies one at a time on the bridge until it falls in between the books. For
more explicit procedure details for teacher demonstration, refer to RS 16 A‐B Building Bridges. (See Resources).

 

Exploration:
To complete this activity as a scientific investigation, use RS 16 B (See Resources). Give each pair of students one 5” x 7” index card and ask them to adapt it to make it a stronger bridge. They may not add anything
to it. Some students may fold it in half, some may make accordion style folds, and some may make an arch. Test different style bridges to see which is strongest and discuss how adapting a material can make it stronger.

 

Explanation:
Refer to RS 14 Creative Problem Solving Poster. Introduce the problem statement.

 

In what ways might we adapt materials to design a house that will

withstand the huff and puff of the Big Bad Wolf?

 

Use the PowerPoint, TR 5 “What is on the Inside?” (See Resources) to explain the process of building a house. If possible, have students work at computers in pairs to complete this activity. This activity may not be available because it is still being made accessible and copyright compliant.

You could read the book, Do buildings have bones? and include a teacher-designed resource sheet or two that mimics or extends an idea in the book (maybe a Choice Menu?). The book has powerful illustrations of the various phases of a house being built beginning with the blueprint, speaks to the types of workers (carpenters, masons, electricians) and even shows some unusual structures (like a lighthouse).

 

Teachers might also consider the YouTube video, "Time Lapse of Home Constructed Start to Finish," posted by Weaver Construction on February 21, 2011, at https://youtu.be/c3il6S7TuCA

Initiate discussion on choosing durable materials from the box for different parts of Pig Four’s house. After the PowerPoint, book, or video tell students that they are on Step 3: Idea Finding, of the Creative Problem Solving process. Add a “Materials I Could Use” column to the chart from the previous lesson to list ways to use the available materials for the house (roof, walls, windows, and door).

Extension: RS 9 (See Resources)
Distribute the house drawings, RS 15, that students completed during the previous lesson. Having learned about a variety of materials and their durability, challenge the students to make revisions to their drawings. Remind them that they want to keep the Fourth Little Pig safe from the force of the Wolf brothers’ huffing and puffing. Students label, redraw, add details, and/or write how they will build the house for the Fourth Little Pig.

Evaluation:
In small groups, students may share their revised pictures and discuss the materials they will use to create their structures. Circulate as students are talking so that students with resourceful ideas may share with the class. Take anecdotal notes on RS 9 Anecdotal Note Sheet (See Resources). You can then photocopy it, highlight the
student, comment, and REPI, and add to the portfolio. Collect RS 15 for next lesson.

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Transfer Task: Building the House

Next Generation Science Standards:

K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs

 

REPI Opportunity:

Students must build houses independently, selecting and using their own materials.

 

Engagement:

Introduce Step 4, Solution Finding on RS 14 Creative Problem Solving Poster (See Resources). Show the box of building materials to the students and explain that you will be exploring the durability of materials against the wind. To present the idea of applying wind force, the strength of the wind force, as well as its distance and duration, ask a student to come up with the criteria for choosing the materials. Ask questions such as:

  • What if I (apply wind force) hard? Soft? Medium strength?

  • What would happen if I (apply wind force) close to the object?  Further away from it

  • What if I (apply wind force) for a few seconds? For a longer period of time?

Discuss and explore the different variables presented by applying wind force with a hair dryer, small fan, paper fan, or blowing through a straw.

 

Exploration:
Decide the strength and duration of the wind force and the distance it will be away from the house during the final test. For example, “We will use a hair dryer at high speed one foot from the house.”

 

Explanation:

Refer to the Creative Problem Solving process on RS 14 (See Resources). Explain to students that they have completed Step 4: Solution Finding by deciding what materials they are going to use to build their house for the Fourth Little Pig. Tell them that they will do Step 5: Acceptance Finding by building the house they have designed.

*This could be the stopping point if the lesson is implemented in two segments.

 

Extension:
Using the materials provided, students will build their structures referring to their revisions. While building their structures, students may test them using the agreed upon wind force. Circulate as students are working to note creative and/or resourceful behaviors using RS 9 Anecdotal Note Sheet (See Resources).

 

Evaluation:
Students individually analyze the materials chosen for the components of the house (roof, walls, doors, windows). For example, cotton balls may not be the best material for the walls of the house. Since the Bridging Activity is the only lesson remaining to implement in the Design Dilemma module, this is a good time to check which students still need items for the portfolio.

 

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Culminating Experience: Testing the House

Next Generation Science Standards:

K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

K-2-ETS1-3  Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs

 

Procedure:

Read the prompt.

Observing and Evaluating

You have built a house for Pig Four. Today you will test your house to see if it will withstand the Wolf brothers’ huff and puff. You will use the test variables the class decided upon in a prior lesson. For example, run the hair dryer at medium speed, holding it 24 inches away for 30 seconds.

 

Review test variables with the students. Conduct the wind test at the agreed strength by moving the wind force along at the agreed distance from each house for the agreed length of time. Allow students to return to their seats. Distribute RS 17 Observing and Evaluating (See Resources) to each student. Have students record what happened to their houses. Direct them to make changes to make their houses stronger. As students are working on their design revisions, circulate and make a note of any comments that show a deeper understanding of architecture and engineering.

Conduct the wind tests again. Students should record the result of the second test on RS 17. Apply the REPI Developmental Continuum for creative and resourceful behaviors. Continue to allow opportunities for creative and resourceful behaviors to be developed across the curriculum.

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