Engineering Adventures: Innovate, Iterate, and Innovate Again!

3rd, 5th, 4th Grades

Project
6 weeks

Engineering Adventures: Innovate, Iterate, and Innovate Again!

Megan Reif

Purpose

The purpose of this project is to engage students in authentic engineering experiences that foster creativity, collaboration, and resilience. Through hands-on challenges, students will navigate the engineering design process, learning to embrace failure as a stepping stone to innovation. By connecting with community partners and reflecting on historical and contemporary case studies, students will gain insights into how inventors and innovators transform setbacks into breakthroughs. This project aims to cultivate a mindset of curiosity and perseverance, empowering students to contribute meaningfully to future technological advancements.

Learning goals

Students will actively engage in the engineering design process, developing skills in brainstorming, prototyping, and iterative testing to refine their solutions. They will enhance their teamwork and communication abilities through collaborative problem-solving exercises. By analyzing case studies of inventors, students will gain insights into the role of failure in innovation and learn to apply these lessons to their projects. Additionally, students will apply principles of physics to design and test catapults and trebuchets, deepening their understanding of mechanics and motion.

Standards

NGSS - 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Common Core - CCSS.MATH.CONTENT.3.MD.A.2: Measure and estimate liquid volumes and masses of objects using standard units of grams, kilograms, and liters.
NGSS - 3-PS2-2: Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

Products

Students will create detailed engineering journals documenting their design processes, prototypes, and reflections on failures and successes. They will produce functional models of catapults, trebuchets, and paper circuits, showcasing their understanding of engineering principles. Additionally, students will develop a presentation for the exhibition, highlighting their learning journey and the iterative improvements made to their projects.

Launch

Kick off the project with a 'Failure to Success' panel discussion where engineering students share personal stories of project setbacks and how they iterated to achieve success. This will be followed by a Q&A session, allowing students to connect with real-world experiences and set the stage for embracing the iterative design process.

Exhibition

Students will host a showcase event where they present their completed projects to family members, peers, and the school community. Each student will have a display area featuring their design process, prototypes, and final inventions, accompanied by their learning portfolios. The event will include live demonstrations of working catapults and paper circuits, allowing attendees to interact with the projects. Additionally, the school will capture highlights and student reflections to share on social media, celebrating their journey from initial ideas to innovative solutions.

Week 1	Day 1	Day 2	Day 3	Day 4
Activities	Launch the project with a 'Failure to Success' panel discussion featuring engineering students from a local college. Students participate in a Q&A session to connect with real-world experiences.	Introduce the engineering design process and discuss the essential question: How do inventors and innovators learn from failure to improve their designs?	Begin brainstorming session: Students work in small groups to generate ideas for building the tallest tower using marshmallows and spaghetti. They sketch initial designs in their engineering journals.	Conduct a collaborative exercise where students share their design ideas with peers, provide feedback, and refine their sketches based on peer input.
Deliverables	1. Completed engineering journal entry that includes sketches of initial tower designs and reflections on feedback received during the brainstorming session.
Preparation	1. Coordinate with community partners to arrange the guest speakers for the panel discussion. Confirm the schedule and technology requirements. 2. Prepare a presentation on the engineering design process and the role of failure in innovation. Include historical and contemporary examples of inventors. 3. Gather materials for the marshmallow and spaghetti tower challenge, ensuring there are enough supplies for each group. 4. Set up a classroom space conducive to small group work and discussions. Arrange seating to facilitate collaboration.

Week 2	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Begin the week with a hands-on workshop where students construct their initial spaghetti and marshmallow towers based on their designs from Week 1.	After building their towers, students will test the stability and height of their structures and record observations in their engineering journals.	Facilitate a group feedback session where students present their towers, discuss challenges faced during construction, and receive peer feedback on their designs.	Introduce the concept of physics and mechanics, focusing on basic principles such as balance and support structures. Students will incorporate these principles to refine their tower designs.	Conduct a reflection activity where students write a short entry in their learning portfolios about what design changes they plan to make based on testing results and feedback.
Deliverables	1. Documented observations and test results of the initial tower in the engineering journal. 2. Updated engineering journal entry with refined tower designs based on peer feedback and physics principles. 3. Reflection entry in the learning portfolio outlining planned design improvements.
Preparation	1. Prepare materials and workspace for tower building, ensuring each group has adequate supplies of spaghetti and marshmallows. 2. Organize a session plan for the testing and feedback activities, ensuring time for each group to present and receive feedback. 3. Create a simple presentation or visual aids to introduce basic physics principles related to tower construction. 4. Prepare prompts for the reflection activity to guide students in their learning portfolio entries.

Week 3	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Conduct a session where students learn about and experiment with simple machines, such as levers and pulleys, using everyday materials. Emphasize the role of these machines in engineering and design.	Guide students in brainstorming and sketching designs for a simple catapult or trebuchet, incorporating the simple machines they've learned about.	Allow students to build initial prototypes of their catapult or trebuchet using materials like craft sticks, rubber bands, and plastic spoons.	Facilitate a testing and iteration session where students launch small items with their prototypes, observe results, and document findings in their engineering journals.	Organize a group discussion where students share their test outcomes, challenges faced, and brainstorm potential improvements.
Deliverables	1. Detailed sketches and notes on catapult or trebuchet designs in engineering journals. 2. Documented test results and observations of initial prototype launches. 3. A reflection entry in the learning portfolio discussing how simple machines influence their design and potential improvements.
Preparation	1. Prepare materials for simple machines exploration, such as levers and pulleys, and ensure sufficient supplies for all students. 2. Gather construction materials for catapult/trebuchet prototypes, including craft sticks, rubber bands, and plastic spoons. 3. Develop a presentation or visual aids on simple machines and their applications in engineering. 4. Organize the classroom to facilitate small group activities and prototype testing, ensuring a safe space for launching items. 5. Create prompts and guiding questions for the reflection activity, focusing on the application of simple machines in their designs.

Week 4	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Introduce the concept of iteration and improvements in engineering by examining famous failed inventions that were eventually refined into successful products.	Organize a 'Failure Analysis' workshop where students review their catapult or trebuchet designs. They will identify what aspects didn't work as planned and brainstorm alternative solutions.	Guide students in refining their catapult or trebuchet designs based on the analysis and create a new, improved prototype.	Provide time for students to test their revised prototypes, documenting changes and results in their engineering journals.	Facilitate a group critique session where students present their improved prototypes, discuss the changes made, and receive feedback from peers and a guest engineering student.
Deliverables	1. Documented 'Failure Analysis' in the engineering journal, including identified issues and brainstormed solutions. 2. Revised engineering journal entries with updated designs and test results of the improved prototypes. 3. Presentation notes for the group critique session, detailing the iterative changes made and the rationale behind them.
Preparation	1. Research and prepare examples of famous inventions that overcame initial failures to succeed, creating a presentation or handout for students. 2. Coordinate with the local college to arrange a guest engineering student to participate in the group critique session. 3. Ensure materials are available for students to make improvements to their prototypes, including any additional craft sticks, rubber bands, or other necessary supplies. 4. Prepare guiding questions and prompts for the 'Failure Analysis' workshop to help students critically assess their projects. 5. Set up the classroom to facilitate both individual work on prototypes and group discussions during the critique session.

Week 5	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Facilitate a session on incorporating electronic components into engineering projects by introducing the concept of paper circuits.	Guide students through the process of designing and sketching their paper circuit layouts, considering the placement of LEDs, batteries, and conductive tape.	Provide time for students to construct their paper circuits, ensuring they test functionality and troubleshoot any issues encountered.	Conduct a collaborative critique session where students present their working paper circuits, discuss challenges faced, and share insights on the integration of electronics in their designs.	Organize a 'Reflection and Documentation' workshop where students update their engineering journals with detailed entries on their paper circuit designs, testing outcomes, and reflections on the process.
Deliverables	1. Completed paper circuit with functional electronic components. 2. Updated engineering journal entries documenting the paper circuit design process, testing results, and reflections. 3. Participation in the critique session, sharing experiences and insights with peers.
Preparation	1. Gather materials for paper circuits, including copper tape, LEDs, coin cell batteries, and cardstock. 2. Prepare a presentation or demonstration on constructing paper circuits, highlighting common troubleshooting techniques. 3. Set up the classroom with designated areas for circuit construction and testing, ensuring a safe environment for handling electronic components. 4. Develop guiding questions and prompts to facilitate the critique session, encouraging reflective and constructive feedback. 5. Ensure students have access to any additional resources they may need for documenting their process in their engineering journals.

Week 6	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Hold a final project exhibition preparation session where students put the finishing touches on their displays, ensuring their engineering journals, prototypes, and paper circuits are ready for presentation.	Facilitate a rehearsal where students practice presenting their projects to peers, focusing on clearly explaining their design process, challenges faced, and how they overcame them.	Organize the 'Failure to Success' exhibition event where students present their projects to family, peers, and the community. Students will demonstrate their catapults, trebuchets, and paper circuits, engaging with attendees through interactive displays.	Conduct a reflection workshop where students complete a 'failure analysis' entry in their learning portfolios, summarizing their learning journey, the role of failure in their project, and key insights gained.	Host a final feedback session where students receive input from visiting engineering students, celebrating their achievements and discussing potential future improvements.
Deliverables	1. Completed project presentation for the exhibition, including engineering journals, prototypes, and paper circuits. 2. Reflection entry in the learning portfolio documenting the project's overall experience, including a 'failure analysis' and insights gained. 3. Participation in the exhibition event, showcasing projects and engaging with attendees.
Preparation	1. Coordinate with the school to arrange the exhibition space, ensuring adequate room for displays and interactive demonstrations. 2. Confirm participation of community partners, including engineering students, to attend and provide feedback during the exhibition. 3. Prepare materials and resources needed for the exhibition setup, including tables, display boards, and any necessary technical equipment. 4. Develop prompts and guiding questions for the reflection workshop to help students articulate their learning journey. 5. Ensure all safety measures and protocols are in place for the exhibition, especially regarding the handling of project materials and demonstrations.