Asset-Based Pedagogies: Develop Familiarity With Materials, Tasks, and Terminology

Students of all ages and ability levels participate in scaffolding activities that develop necessary knowledge, skills, and tools. Previous familiarity with materials, tasks, or terminology is not assumed.

“If We Had Glue It Would Be Smaller”

After improving their rescue shuttle, one student claims that they would have been more successful if they were provided with additional materials. Watch & Reflect:

Related Engineering Practices: Communicate Effectively, Envision Multiple Solutions, Make Evidence-Based Decisions
Featured Unit: Engineering Rescue Shuttles

Reflection Questions

Because glue was not available to students for this challenge, they must draw from their experiences with glue and tape in other contexts to assert that glue would be lighter.

Students may need support in using the large tape measure to see how far their shuttle flew—tape measures may be a new tool and the distance measurement may be a new task. However, both are important to build for future engineering. Students may have prior knowledge of aerodynamics, even if they don’t have technical language about it. Students may be familiar with how a paper airplane flies, or how birds steer through the air with their wings, or how the shape of some fish and mammals, including humans, can be streamlined to help them move quickly through water. They may have been on a plane that has too much luggage and needed people to exit before it could fly.

“Would That Work for Both of Them?”

A first-grade class discusses which materials would work best for their nightlight designs using the scientific terms translucent, transparent, and opaque. Watch & Reflect:

Related Engineering Practices: Apply Science Knowledge to Problem Solving, Balance Criteria and Constraints, Explore Properties and Uses of Materials
Featured Unit: Engineering Nightlights

Reflection Questions

He has students practice repeating the word, helps them use it in context, and shows the word on a projection of the engineering notebook.

Teachers can use vocabulary cards (which include the definition and an image) as part of a word wall. Teachers can model the use of the word in context for students. Teachers can provide a materials glossary for students to use as they work so they can see both the word and an image of the material.