grades. Just as with trade-off and feedback , these new concepts should be encountered in a variety of contexts. Daily newspapers provide an inexhaustible supply of examples to analyze. Kindergarten through Grade 2 Children should design and make things with simple tools and a variety of materials. They should identify a need or opportunity of interest to them, and then plan, design, make, evaluate, and modify the design with appropriate help. They might need help identifying problems that are both interesting to them and within their capabilities. After they gain experience working through one problem, they may find their next design project easier and feel more confident about trying it. One design consideration to be introduced right away is constraints. Safety, time, cost, school policy, space, availability of materials, and other realities restrict student projects. Teachers can point out that adults also face constraints when they design things, and that the real challenge, for adults or children, is to devise solutions that give good results in spite of the restrictions. In the early grades, children may be inclined to go with their first design notion with little patience for testing or revision. Where possible, they should be encouraged to improve their ideas, but it is more important that they develop confidence in their ability to think up and carry out design projects. When their projects are complete, students can tell what they like about one another's designs. Current Version of the Benchmarks Statements By the end of the 2nd grade,