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Students got a feel for the engineering design process through the use of this worksheet. The worksheet helped them work through the process of identifying a problem, brainstorming a solution then designing and improving their products.

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Students drew a diverse group of scientists from male, to female, to different races.

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My 4th grade students drew a diverse group of scientists.

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"The One and Only Ivan"
By Kathrine Applegate

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#4  In this video the demonstrates using force to get Stella out of the mud.

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Before & After

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We used inspiration from our class story Toy Boat by Loren Long for our Novel Engineering challenge to create boats out of tin foil. Students had the opportunity to create their own boats out of tin foil and test if they would float or sink when placing pennies on their boats to add weight. They got the chance to create blueprints of their boats and practice recording results of their final experiment. The students thoroughly enjoyed using the entire engineering process of designing and creating their own foil boats and getting the chance to record and share their results!

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Students demonstrate engineering solution products on Flipgrid.

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"Brainstorming a list of problems in the book helped all students to read the text more deeply and got them excited to try to solve the issues they generated themselves. “Every person in the room had different takes on the big important parts of a story,” Daignault said, and the activity set a tone of exploration, deep reading and hands-on play for the rest of the year."

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Link to Book
Before drawing a scientist, we read this book showcasing different scientists in different fields. The diversity of scientists proved that students can be any type of investigator they want to be!

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There's something breaking our toys at night and we need to trap whatever's doing it! Hmmm...let's build a trap to capture this mystery monster. We used a container, a stand, something to pull or push with, and some bait to lure our monster. We previously learned about forces of pushing and pulling in action. Here were some of the results!

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What kinds of questions did students ask when inspired by an observable phenomenon and engineering challenges? How are those questions different from questions asked during text-book driven instruction?

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What kinds of questions did students ask when inspired by an observable phenomenon and engineering challenges? How are those questions different from questions asked during text-book driven instruction?

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Many of our students asked, "I wonder what will happen if..." type of questions. When students observe phenomenon and are posed engineering tasks, to solve mysteries, they become eager to create and build. When inspired, the students have wild imaginations and ideas compared to questions posed in textbooks. Rather than finding one solution to a prompt, we pose prompts and find infinite solutions. The students also question, "What are some other ways I can do this?" For example, when engineering monster traps, the students want to recreate their traps with other materials to see if their machines are just as effective.

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Inquiry-based instruction in science allowed for more equal interest in the science investigations. Both boys and girls were motivated by the engineering aspect of a lesson. They appreciated the fact that they could get creative when solving a problem. Students were open to making mistakes and refining their work as they came up with improvements.  

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Inquiry-based instruction in science allowed for more equal interest in the science investigations. Both boys and girls were motivated by the engineering aspect of a lesson. They appreciated the fact that they could get creative when solving a problem. Students were open to making mistakes and refining their work as they came up with improvements.  

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Before & After