NGSS Screener

Criterion A. Explaining Phenomena or Designing Solutions 1. Learn about the importance of explaining phenomena and designing solutions.

I think EE1 does a great job of having students "design solutions to problems." The lesson starts out with a clear goal and, as the screener suggests, "the entire lesson drives toward this goal."  The Classroom explorations are centered around designing for a specific phenomenon (that more surface area creates more drag) while the Engineering exercise uses that understanding of the phenomenon to design a solution to a real-world problem.  The lessons build on each other in a coherent storyline so that the final challenge isn't out of the blue or impossibly challenging.  In each activity, students get hands-on experience with the phenomenon.  But having to test and record their results early on, students get to construct the understanding that larger parachutes fall slower than smaller ones, rather than be told.

Criterion D. Relevance and Authenticity

EE1's topic of wildfires is one that affects everyone in the community (and especially students with air quality and school closures).  This is a good way to cut across social and economic barriers since everyone feels the impact of the fires.  I think it is safe to assume that the problem-solving is relevant and motivating for students.  It does seem like the adults are driving what they think is important for problem-solving (needing to collect data about the fire) rather than a more student-driven question/wondering.  But the context is broad enough that students can see it through the lens of community collaboration.  They are part of a larger fire fighting effort - they are being asked by fire scientists to solve a problem, even though they might not understand all the moving parts of how they are being helpful. And ultimately, what they are learning about is not fire but the effect of surface area on drag.