Making Sense With Sequencing

Display slide 16 and show students the page where Ada wreaks havoc in the classroom. Then, ask students, "Why do you think doing science is often messy?" Students’ answers will vary.

Next, ask students, "Do science investigations always go as planned?" No. What do scientists and engineers do when their experiments and designs do not work as planned? They ask more questions and try new ideas.

Move to slide 17 and show students the pages where Ada writes her new questions and ideas on the wall while in the "Thinking Chair." First, ask students, "How do you think that writing down ideas and questions might provide Ada with new ways to find answers to her questions?" Answers will vary, but you should point out that scientists and engineers usually write their questions and ideas in notebooks. Next, ask students, "Why do you think it might be important for scientists to write down their ideas in sequence as they learn new things from their investigations?"

Display slide 18 and introduce the Engineering Design Process. Pass out a copy of the attached Engineering Design Process handout to each student and discuss how engineers use a sequence of activities to help them develop their invention. Explain to students that they will be doing an engineering challenge in which they will determine the best way to build a structure.

Display slide 19 and explain the Engineering Challenge.

Challenge: Build the tallest tower that can hold an object without collapsing.

Suggested Materials (per group): 

• 15-20 plastic cups (9 oz. or larger)

• 20 large popsicle sticks (tongue depressor size)

• One object to place on top of the finished tower (a plastic toy character, block, or other play objects that can stand on its own)

Suggested Rules (criteria and constraints):

• Work in groups of two

• Both cups and sticks must be used (but no more than provided)

• 10-minute time limit

• The object must stand on top of the tower for at least 15 seconds without falling

Have students work in pairs to complete the challenge by following the rules and constraints. Tell them they will reflect and write about their experience after the challenge is complete. Once all the towers are completed, have the groups briefly share about their towers. 

Remind students that engineers usually share their ideas with others in writing once the design is completed and tested. Tell them their group will share how to build their structure with another group. Ask the class to brainstorm ways to share this procedure in writing. Ensure they bring up the idea that the steps must be sequenced to assemble the structure. They should begin by writing a numbered list of what should be done to build their tower design.

Have each group write a list of steps and then test it with their materials to be sure it works. Have them adjust their lists if necessary. They will keep their list for the Evaluate section.

Wrap up by asking the group, "What does this activity tell us about the importance of sequencing our descriptions?"