 So, if you remember when developing new technology, any time an engineer develops new technology, they have to kind of go through that engineering design process, and if you look at your paper at the very top of that, you see I kind of have that boxed off, the engineering design process. And so the first step, kind of like the scientific method that we go through, is the first step is you have to identify a problem, and then after that, once you identify a problem or a need or something like that, then you design a solution. That's what engineers do. They design solutions. So, looking at the second step there, you see it boxed off on your paper? Then what do they do? Evaluate results. And every single lab, or most labs that we've done in here, when we've built something, when we've made something in class, and we go through the scientific method, man, we go and we evaluate our results, right? And that's kind of part of the scientific method too. So they're very similar. Engineering design process, scientific method, they have some similar, some similar steps too. Primarily direct instruction is, I try to use it very little, and obviously there are going to be times when I have to lecture. But I try to use those times to model a lot of what I want the students to do. If you remember, on Friday, if you were here, we sketched a model drawing of what you thought, what you kind of thought a balloon jousting balloon should look like. So, when we joust these balloons, we're going to go through the engineering design process. Now, can I borrow you, Alex, one more time? For the active instruction, I start off with modeling, and I try to scaffold that into the active where I give them just enough information a lot of times, especially with labs. Alex and I are jousting, if you remember the balloon rockets, we weren't competing against another balloon, we were just on a string with our little straw piece. And as we have potential energy filled up into the balloon right here, when we release that kinetic energy, which is energy in motion, travels, travels, travels, boom, boom, boom, boom. Here's where the jousting part comes in, and this is where the big challenge is going to take place. Okay, so we have these bamboo skewers, and so Friday, if you remember, we kind of drew a sketch of where would the best placement of these go if we were trying to battle against another balloon. I try to give them just enough information to get them started, and I want them to try to work through some of the struggles of the lesson. I want them to explore some different possibilities to get to a solution throughout the class. Maybe you're going to move the straw back. I try to use that time to let the students self-reflect throughout the lesson. Remember, you're testing with the straw first, testing with the straw first. No bamboo skewers yet, so you've had success how many times? Three times. They're labs. They're active instruction. Students are able to get immediate results. Good? Oh, that's crazy. Balloons are crazy, aren't they, Matty? Balloons are a little crazy. Good. You got it? Matty, you're ready to roll. Find your stream. They're able to get the results and evaluate those results. As you see what happened, do you think you need to move your straw, or do you just think you just got caught and just got unlucky that one time? And so, as you saw in today's lesson, they took that evaluation of their work and their effort to go back and make modifications to that. You learn from your mistakes and learn it. That's exactly right, Noah. Good job, buddy. All right, Gracie, it's your turn. It's definitely okay to make mistakes and to learn from those and to grow from those and to make their work much better than it would have been had they not had that opportunity to self-assess throughout the lessons. I try to put as much on the students to use that self-assessment more so than me just showing them, here's the solution for that. I want them to explore, and that's the joy of teaching science, you know, to get them to explore. The work products that I enjoy using for the students are the ones where they are responsible for the majority of the work. I like to get them started, and so today's lesson, I started them out with a question slash problem, which is the first step of the scientific method. You know, you always start off with a question or a problem, and then when you get to the hypothesis, the students then can start to internalize, can I make this work? That process, that thinking process or thought process begins to take place, and so they begin to kind of assess themselves to see if this is something that they feel confident in doing or not. All right, so what do you think happened? So what do you think happened? Why did it not go down? The straw, maybe in the wrong place, I think? Maybe the thrust is not pushing it, even with... That's right, that's right, good job, good job. All right, so again, just like an engineer, man, just go back to that step two, redesign. But it's interesting to see the finished products that students come up with and the solutions of how they solved certain problems, you know, in class and how they came up with that solution. They received help from a partner, a lab partner. Sometimes they solve it on their own, sometimes they need a little bit of guidance along the way, but the finished product that I enjoy using are products that are mainly self-driven by the students. Ready? One, two, three, race! Come up, come up, come up, come up, come up, come up! About eight feet.