3rd, 4th, 5th Grades
Project
6 weeks
Engineering Adventures: Innovate, Iterate, and Innovate Again!
1-pager
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.
Plan
| Week 1 |
Day 1
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Day 2
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|---|---|---|
| Phase |
Project Activities
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| 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.
Activity
Attend the 'Failure to Success' panel discussion with engineering students from a local college to hear stories of overcoming project failures and participate in a Q&A session.
Activity
|
Participate in a brainstorming session to generate ideas for the marshmallow and spaghetti tower challenge, focusing on innovative designs and potential structural problems.
Activity
Introduce the engineering design process and discuss the essential question: How do inventors and innovators learn from failure to improve their designs?
Activity
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| Preparation | ||
| Week 2 |
Day 3
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Day 4
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|---|---|---|
| Phase |
Project Activities
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| Activities |
Review and discuss the initial designs for the marshmallow and spaghetti tower. Focus on identifying potential improvements and areas that may need reinforcement.
Activity
Form cooperative teams and engage in a collaborative problem-solving exercise. Begin sketching initial designs and plan the construction of the marshmallow and spaghetti towers.
Activity
Begin the week with a hands-on workshop where students construct their initial spaghetti and marshmallow towers based on their designs from Week 1.
Activity
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.
Activity
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After building their towers, students will test the stability and height of their structures and record observations in their engineering journals.
Activity
Conduct a collaborative exercise where students share their design ideas with peers, provide feedback, and refine their sketches based on peer input.
Activity
Participate in a hands-on building session where teams construct their marshmallow and spaghetti towers based on their initial designs.
Activity
Learn about the engineering design process through a mini-lesson. Discuss key concepts like iteration, prototyping, and testing.
Activity
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| Preparation | ||
| Week 3 |
Day 5
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Day 6
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|---|---|---|
| Phase |
Project Activities
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| Activities |
Test the stability and height of their tower designs in a controlled environment, measuring the height and observing structural weaknesses.
Activity
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.
Activity
Facilitate a group feedback session where students present their towers, discuss challenges faced during construction, and receive peer feedback on their designs.
Activity
Introduce the concept of simple machines and how they can be used to create a catapult or trebuchet. Provide a brief history and examples of catapults and trebuchets used historically and in modern contexts.
Activity
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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.
Activity
Engage students in a hands-on exploration of simple machines. Set up stations where students can interact with levers, pulleys, and inclined planes to understand their mechanics.
Activity
Engage in a critique session where teams provide and receive constructive feedback on their tower designs and performance.
Activity
Guide students in brainstorming and sketching designs for a simple catapult or trebuchet, incorporating the simple machines they've learned about.
Activity
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| Preparation | ||
| Week 4 |
Day 7
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Day 8
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|---|---|---|
| Phase |
Project Activities
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| Activities |
Introduce the concept of iteration and improvements in engineering by examining famous failed inventions that were eventually refined into successful products.
Activity
Introduce the concept of failure analysis. Teams will analyze why certain aspects of their towers failed or succeeded and brainstorm ways to improve.
Activity
In teams, students brainstorm and sketch preliminary designs for their catapult or trebuchet, integrating the simple machines they explored.
Activity
Continue construction of catapult or trebuchet prototypes, focusing on refining the design and incorporating feedback from the previous week.
Activity
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.
Activity
Allow students to build initial prototypes of their catapult or trebuchet using materials like craft sticks, rubber bands, and plastic spoons.
Activity
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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.
Activity
Test the functionality of the catapults or trebuchets. Measure the distance each can launch a projectile and record observations on accuracy and consistency.
Activity
Facilitate a peer review session where teams present their designs and receive feedback from classmates and guest engineering students on feasibility and innovation.
Activity
Facilitate a testing and iteration session where students launch small items with their prototypes, observe results, and document findings in their engineering journals.
Activity
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| Preparation | ||
| Week 5 |
Day 9
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Day 10
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|---|---|---|
| Phase |
Project Activities
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| Activities |
Organize a group discussion where students share their test outcomes, challenges faced, and brainstorm potential improvements.
Activity
Guide students in refining their catapult or trebuchet designs based on the analysis and create a new, improved prototype.
Activity
Introduce students to the concept of paper circuits, explaining the basics of electricity and how it can be used to create simple circuits on paper.
Activity
Begin construction of the catapult or trebuchet prototypes, focusing on the framework and incorporating at least two simple machines identified during the exploration session.
Activity
Facilitate a session on incorporating electronic components into engineering projects by introducing the concept of paper circuits.
Activity
Conduct a 'failure analysis' workshop. Students examine aspects of their design that did not perform as expected, discuss possible reasons, and brainstorm solutions or adjustments.
Activity
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Provide time for students to test their revised prototypes, documenting changes and results in their engineering journals.
Activity
Engage students in a hands-on workshop where they create a basic paper circuit using copper tape, LED lights, and a battery. Encourage creativity in design, allowing students to shape their circuits into different patterns or images.
Activity
Guide students through the process of designing and sketching their paper circuit layouts, considering the placement of LEDs, batteries, and conductive tape.
Activity
Begin a reflective journal entry that captures insights from the testing and failure analysis, focusing on the essential question about learning from failure.
Activity
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| Preparation | ||
| Week 6 |
Day 11
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Day 12
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|---|---|---|
| Phase |
Project Activities
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| Activities |
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.
Activity
Facilitate a testing session where students troubleshoot their paper circuits, identifying areas where the circuit may not be completing and making necessary adjustments.
Activity
Provide time for students to construct their paper circuits, ensuring they test functionality and troubleshoot any issues encountered.
Activity
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.
Activity
Prepare for the final exhibition by organizing and setting up display areas for each team's projects, ensuring students understand their roles in presentations.
Activity
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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.
Activity
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.
Activity
Conduct a practice session where students rehearse their presentations, receiving feedback from peers and teachers to refine their delivery and content.
Activity
Conduct a reflection session where students discuss challenges faced during the creation of their paper circuits and how they overcame them. Reinforce the essential question on learning from failure.
Activity
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| Preparation | ||