[Bothaina Ellymony]

Resource I Chose: Engineering Design Process Wheel – Visual Diagram

Short Description:
This is a bright, colorful diagram that breaks down the Engineering Design Process into five simple steps: Ask, Imagine, Design, Evaluate, and Explain. Each step comes with a little question to nudge learners along. The wheel shape is awesome because it shows that engineering isn’t a straight line—you can loop back and revisit steps as needed.

My Reflection
Why did you select this resource?
I was instantly drawn to this diagram because it’s so clear and approachable. I’m looking for tools that make big concepts easy for my learners to grasp, and this one nails it. It’s inviting and doesn’t overwhelm kids with too much information.

What made it stand out to you personally or professionally?
Personally, I love visuals that are clean and don’t cram in too much text—I’m a visual learner myself! Professionally, I think this is spot-on for young kids, especially those just experimenting with engineering and STEAM. It is ideal for beginners because it is straightforward but powerful.

How does this resource support the teaching or understanding of the engineering design process?
This diagram shows learners that engineering is all about thinking, trying things out, and making them better. It reassures them that it’s okay if their first try flops—they can tweak and improve. The circular design is a great reminder that the process keeps going, and you don’t just stop after one go.

How do I imagine using this in my classroom? How developmentally appropriate is it for my learners? What modifications would I make?
I imagine using this Engineering Design Process (EDP) diagram as a regular part of my STEM or science lessons. I would introduce it before any project or hands-on activity to help my learners understand that solving a problem takes steps—and that it’s okay to go back and improve their work.
I will print the diagram in large size and display it in the classroom as a poster. I will also give each group a small version to use while they work. During the activity, I can guide learners by asking questions like:
• “Have you finished the ‘Ask’ step?”
• “Are you still imagining or already planning?”
• “What would you improve if it doesn’t work?”
For my learners (Years 4-6), this resource is developmentally appropriate. The words are simple, and the visual layout helps them remember the process easily. It also supports learners who are still building English skills because it uses short keywords and icons.
However, I might modify it slightly for younger learners or mixed-ability groups. For example:
• Use simpler language like “Think of ideas” instead of “Imagine”
• Include sentence starters for each step to help guide their thinking and communication
• I might make is adding sentence starters or prompts for each step, like “I wonder if…” for “Ask” or “We could try…” for “Imagine,” to support learners during group work and discussions.
These small changes can help all learners feel more confident and engaged in using the engineering design process.

What questions or uncertainties do you still have about this resource?
I’m wondering how to really dig into the “Improve” step, especially when time’s tight. I want my learners to reflect deeply and think about how to make things better, not just slap on a quick fix. Any ideas on making that step more meaningful in a short class?

How might your selected resource foster skills and habits of mind in students (creativity, iteration, communication, research, critical thinking, flexible thinking, problem solving etc.)?
The Engineering Design Process (EDP) diagram can support many important skills and ways of thinking in my learners.
First, it encourages creativity in the “Imagine” step. Learners are asked to think of different ideas and explore solutions before choosing one. This helps them understand that there is not only one right answer.
It also teaches iteration—that it’s normal and even expected to go back, try again, and improve their work. This helps build resilience and shows that mistakes are part of learning.
The “Desigen” and “Evaluate” steps help learners develop critical thinking and problem-solving skills. They have to think about what might work, what went wrong, and how to fix it.
The “Explain” process also supports communication and collaboration, especially when learners work in pairs or groups. They must share their ideas, listen to others, and agree on a plan before creating their design.
Finally, the flexible structure of the diagram helps learners develop flexible thinking. They learn that the path to solving a problem is not always straight—and that going back to rethink or change a plan is a smart choice, not a failure.
By using this visual tool often, I believe my learners will start to think more like engineers—curious, thoughtful, creative, and confident problem-solvers.

[Bothaina Ellymony]

I chose ” Textured Fireworks” lesson plan

Lesson Analysis by Inquiry Phases

Tuning In
the lesson starts by: Discuss experiences students have had with fireworks displays… What makes the colors? How do they create the designs?
This part’s all about sparking the curiosity and tapping into what learners already know.
It gets learners wondering and connects to their own experiences.

Finding Out
Next, learners read Smithsonian article called ‘5 Things You Didn’t Know about the Science of Fireworks.’ they read it, then pair up and talk about what they learned.
They are pulling info from the book and actively sharing ideas.

Sorting Out
Discuss chemical reactions that power fireworks.
Learners start to organize their understanding, connecting the article they read with key science concepts such as chemical reactions and energy transfer.

Going Further
Hands-on! learners paint fireworks shapes and sprinkle in some salt to see what happens.
The learners are creating something visually interesting.

Reflecting and acting
Discuss what happened when salt was added… describe the energy transfer.
learners share their observations and figure out what it all means for the science behind fireworks.
Learners discuss their own discoveries and explaining the chemical and physical reactions using their own words.

Taking Action
Learners create a live painted fireworks display set to music.

The Big Idea
Chemical reactions can power stunning visual and sound experiences through art.
This lesson mixes the science of chemistry and energy with the creativity of visual art and performance, showing how these worlds connect in exciting ways.

Big Questions to Ponder
– How do chemical reactions create those amazing firework displays?
– How can art and science team up to make unforgettable sensory experiences?
-How do we use scientific knowledge to safely entertain large crowds?

[Bothaina Ellymony]

Key Skills and Habits of Mind Essential for a True STEAM Environment:
• Curiosity and questioning
• Creativity
• Collaboration
• Critical thinking and problem-solving
• Communication
• Perseverance and resilience
• Reflection and metacognition
• Making connections across disciplines
• Observational skills
• Empathy and perspective-taking
Integrated Skill: Curiosity and Questioning
One essential habit of mind that can be developed across multiple subjects is curiosity and questioning.
Encouraging learners to ask thoughtful questions fuels deeper learning and naturally supports subject integration. For example, in a Year 4 unit on sound (Science) paired with music (Arts), learners might explore: “How do different materials change the sound we hear?” This question leads them to investigate vibrations and sound levels in science while experimenting with rhythm and tone in music. They might then build simple instruments from recycled materials (Engineering/Design) and even measure or compare sound levels using simple bar charts (Math). During our Science Fair on Monday May the 5th, learners modeled this beautifully- demonstrating how the volume of sound can depend on the strength of vibration and the material used. By framing lessons around open-ended questions sparked by learner curiosity, we create meaningful links between subjects and allow learners to take ownership of their inquiry.

[Bothaina Ellymony]

Dear Rowaa,

Thank you for sharing your reflection on the “Eggstronaut Mission” video — your enthusiasm and clarity really stood out.
I loved how clearly you explained the resource’s relevance and how it connects to your teaching context. Your breakdown of how the video simplifies the Engineering Design Process (EDP) through story and visuals was very insightful. The way you highlighted the real-world application of protecting an egg made the EDP feel tangible and fun — a perfect match for young learners.

Your reflection reminded me of an activity I did with my Year 4 students where they had to design a bridge using only straws and tape to support the weight of a toy car. Like your Eggstronaut challenge, it required students to follow each step of the EDP and pushed them to revise their plans after testing. What made the experience especially valuable was how students documented their design journey in a planning booklet, which helped them reflect on why their ideas worked or didn’t — much like your suggestion of using graphic organizers to guide thinking.

Also, your question about a shorter version of the video sparked my thinking: what if students themselves created short re-cap skits or comic strips summarizing each EDP step after watching the full video? It would boost retention and let them reprocess the content creatively.
Thanks again, Rowaa — your post sparked some great ideas for my own class.

[Bothaina Ellymony]

Dear Aya,

Thank you for your thoughtful input on the “Producing Beats” lesson.
You did a great job identifying the inquiry processes and creating a clear set of essential questions using the question design tool.

Enduring Understanding
Your statement about the big idea is well-written and captures the heart of the lesson.
You explained clearly how technology and collaboration help shape creative work, and how students learn that their choices in sound production have meaning and impact. It also shows a great connection between music and engineering thinking.

Essential Questions
Your factual, conceptual, and debatable questions are all well-chosen:

Factual: This question is clear and supports students in building basic knowledge.

Conceptual: It encourages students to consider how different roles affect the final outcome.

Debatable: This is a strong question that enhance critical thinking and class discussions.

[Bothaina Ellymony]

Thank you, Ms. Caroline, for sharing this example.

It’s very similar to how I see STEAM learning.
I also believe that creative thinking is important in all subjects, not just art. Like your tessellation activity, I like to mix subjects so students can see how ideas connect.

We both ask students to explain their work and think about their learning, which really helps them understand better and grow more confident.

The main difference is where we start. You begin with a math and art idea, but I usually start with a real-world problem—like how to help the environment—and ask students to think of creative solutions.
We both use creativity, just in different ways.

[Author]

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