Elementary Engineering

This engineering challenge should follow a unit on the rocks and relies on elementary students understanding of physical properties of matter. Students first develop their understanding thr... See More

This engineering challenge should follow a unit on the rocks and relies on elementary students understanding of physical properties of matter. Students first develop their understanding through hands-on activities, and then they apply their understanding to solve an engineering problem in which they choose the best material to create a replica of an archaeological artifact. The reader is guided through the process with visuals such as photos and student product. A rubric is also provided for assessment. This is a great example of engineering in the elementary classroom.

Learning how to evaluate properties in materials

Designed for grades 3-5, this article focuses on an Engineering is Elementary Unit that emphasized the application of properties of materials for use in an engineering design challenge. Usi... See More

Designed for grades 3-5, this article focuses on an Engineering is Elementary Unit that emphasized the application of properties of materials for use in an engineering design challenge. Using a former article, “Solid as a Rock- Replicating an Artifact “ (described in the Unit Engineering is Elementary 2011), the authors scaffold the concept of material properties into their activities. The article talks about how one teacher (2nd grade) set the context of what an engineering design process is. Next a 4th grade teacher discusses how her students practiced identifying properties of materials and how those materials made a material useful for a particular purpose using guided questions. Using a Design Triangle (example provided), a Criterion Chart (example provided), and a Properties of Materials Class Chart (a visual example and download example provided), students were given opportunities to experiment with hardness properties and record their findings. From there they analyzed their findings, chose a plan of action to replicate an artifact, and recreated it to present to the class. A rubric for assessing the students learning over the course of the design process was provided. The authors “Conclusion” sums up the purpose of the Design Process very well. This article is clearly written and an excellent resource to use with younger students to help them learn how to evaluate materials in the design process.