Investigating bridge design

The conversation above, regarding a fifth-grade bridge design unit, demonstrates students working in Science and Engineering Practice 7 from the Next Generation Science Standards (NGSS) to engage in argument from evidence (NGSS Lead States 2013). This practice aligns closely with the third of CCSSM’s Standards for Mathematical Practice (SMP 3): “Construct viable arguments and critique the reasoning of others” (CCSSI 2010, pp. 6–7). Conversations such as the one above have become commonplace in classrooms that integrate Science, Technology, Engineering, and Mathematics (STEM). Students who study science and mathematics content for the direct purpose of performing science investigations and designing engineering solutions are better prepared to reason and make critical decisions about the data they collect as well as to use specifi c data to support their reasoning. In addition to a written report, each team presented its fi nal bridge design to the class, citing evidence that the bridge met or exceeded design criteria. BR ID G E: A N D JI /T H IN KS TO C K; P H O TO G RA PH : L U KA S J. H EF TY Teaching Children Mathematics; Department, iSTEM; Problem Solving; STEM; Teacher; Lesson Plan; Activity Sheet; Connections/Applications; STEM