Pat elicits her student’s prior ideas about butterflies, problem solving, and insects.

• Pat gets her students to share what they know about butterflies by asking, “What do you think this story might be about?” (0:34)
• Prompting students to think of ways they might solve the problem Pat asks, “How could Mariana test to see if insects are coming to her flowers?” (4:04)
• Based on the insect unit they just completed, Pat asks, “Do insects have different types of mouth parts?” (5:00)

Rather than ask her students to think abstractly about steps in the design process, Pat grounds all of her questions in the storybook context.

• Referring to Mariana as an “engineer”, Pat asks, “What types of questions does Mariana need to think about before she can make her own hand pollinator?” (5:27)
• Pat creates an activity based on EDP {1-6}. She has groups match blue and white cards representing steps of the EDP with descriptions of what Mariana does in the book. (9:26)
• Pat grounds students’ definition of the EDP steps in Mariana’s process, “Who did Mariana ask?” (10:50) “What are some of the things she had to think about in the Imagine stage?” (11:03) “How did she Plan?” (11:31)

Pat makes modifications that help reduce the amount of writing required of her second graders She also makes the activities more appropriate for group work.

• Instead of having students work on their own to match jobs on the Pollination System {1-3}, Pat and students fill in a large Pollination System chart on the board as a group, enlarging the pictures and posting the matches. (7:05)
• Instead of writing on EDP {1-6}, Pat has kids work in groups to match cards of the EDP steps with Mariana’s actions in the book. (9:26)
• The guide recommends doing Pollination System {1-3} after reading Chapter 6, but Pat reads the entire book before conducting this activity. (7:05)