Walk into my classroom in early August, and you’ll see students with their heads together, excitedly discussing their marble boat designs. There is chaos, but students are moving about the room purposefully between their desks, seeking out my feedback, and to the counters to test their models.
|Engineering Design Process|
Last spring, my students and I participated in an engineering design field trial through the Lawrence Hall of Science where students were presented with a design challenge, had design constraints, and created and tested prototype models. After this experience, I felt more comfortable facilitating engineering into my science class. Engineering can easily be implemented by providing students with a problem or challenge, giving them design constraints (certain materials, budget, and/or size or appearance guidelines), and designating time for students to design, build, test, and redesign.
So far this school year, we have done two different engineering design labs.
Marble Boat Engineering
|Testing marble boat designs|
To prepare our lab stations, I set up bins and buckets with water and containers of marbles. After I introduced students to the lab and expectations (Mix 7th graders and water, some guidelines are necessary!), I asked them work in pairs to draw their first design in the “design & build” section. Once they showed me their drawing, I gave them a piece square of aluminum foil--any size works, as long as you stay consistent within the class period.
|Revising and retesting designs|
Once we finished the lab, we had a lively class discussion on what skills they used while completing the engineering design process. Eventually and with guidance, students came up with the following skills: ask questions, research, imagine solutions, build and test a model, and revise model. We discussed how engineering is not linear, and requires students to constantly think and reflect on what is working and what can be improved.
One great thing about this lab is that I brought it to our moderate/severe special education class on my prep period. I was able to complete the lab in small groups with this group of students plus a few instructional aides. With the more verbal students in the class, we were able to have conversations about making changes to designs and what worked and what didn’t. For others, the act of counting marbles together was a valuable skill.
Paper Airplane Engineering
|Testing paper airplane designs outside|
To set up this lab for testing outside, I recruited students to draw landing strips, 1 meter wide and 20 meters long, in chalk on the concrete. With meter sticks, we marked off each meter along the landing strip.
|Collecting paper airplane data|
When we went outside to test paper airplanes, students noted if their paper airplane flew straight and landed in the landing zone, and estimated how far their paper airplane went, down to the half meter (quarter meter for students who felt comfortable with that). Even though this is less accurate, we prioritized focusing on engineering practices over measurement skills--we will spiral back to measurement multiple times this school year, and exact measurements were not detrimental to our lab. For students who are ready, finding exact measurements and calculating the average distance would have been a logical extension.
This school year, as my students and I get more comfortable with the engineering design process, we will be able to expand the scope of our projects. We have a good foundation for what engineering looks like on a small scale. Our next steps are to bring in an engineer as a guest speaker to talk about their career, and continue with more engineering projects that fit in with our curriculum.