We put the “E” in STEM

educationSM

InnovativePROBLEMSOLVING

Supported byRESEARCH

HighlyENGAGING

Cross-CurricularINTEGRATION

Engineering is Elementary is a rigorously researched,

classroom-tested curriculum that increases students’ interest in

and confidence about engineering. EiE is designed to encourage

all children—including those from underrepresented groups—to

envision themselves as potential engineers.

EiE’s 20 units present fun, engaging engineering challenges that

allow students to apply science knowledge in meaningful ways.

Each unit is introduced by a storybook about a child who solves a

problem through engineering. Set in locations around the world, the

storybooks integrate literacy and social studies—and provide context

and meaning for the hands-on activities that follow.

“EiE is the BEST BEST BEST

[STEM] program I have used in

the classroom…the kids never

wanted the unit to end. The way

the program engages students’

thinking was the best part and

my kiddos made connections

with the engineering design

process and math. It's just really

a great program! If you can

participate, I encourage you to

do so—it's amazing! ”–Jami, fourth-grade teacher

Holyoke, Mass.

21st-Century SkillsIn addition to introducing students

to the excitement of engineering, EiE

fosters valuable cognitive skills such

as critical thinking, collaboration,

communication, creativity, flexibility,

persistence, and learning from failure.

engage and empower through

engineering

Comprehensive, Teacher-Tested, EconomicalThe EiE curriculum consists of three components: teacher guides,

storybooks, and materials kits.

Teacher guides include background content, four detailed lesson plans, and duplication masters for student handouts—including planning and data collection sheets as well as reflection and assessment sheets.

Background content includes learning goals, related scientific and social studies knowledge, information on alignment with common science curricula and national standards, and a unit-specific vocabulary list.

The Best of Bugs:

Designing Hand

Pollinators

Insects, Plants,

and Agricultural

Engineering

for Elementary

Students

Sounds Like Fun: Seeing Animal Sounds

Just Passing Through: Designing Model Membranes

An Alarming Idea: Designing Alarm Circuits

A Sticky Situation: Designing Walls

Earth Materials and Materials Engineering for Elementary Students

Sounds Like Fun: Seeing Animal Sounds

Just Passing Through: Designing Model

Membranes

An Alarming Idea: Designing Alarm

Circuits

Marvelous Machines: Making Work Easier

Simple Machines and Industrial Engineering

for Elementary Students

Sounds Like Fun: Seeing Animal Sounds

Just Passing Through: Designing Model Membranes

An Alarming Idea: Designing Alarm Circuits

Electricity and Electrical Engineering for Elementary Students

Sounds Like Fun: Seeing Animal SoundsJust Passing Through:

Designing Model Membranes

Organisms, Basic Needs, and

Bioengineering for Elementary

Students

Materials kits with supplies for 30 students are available for each unit. These kits were designed to include commonly available supplies, and materials lists are published in the teacher guides and online for those who prefer to create their own kits. (Refill kits that include consumable items only are also available.)

Storybooks introduce each unit with the tale of a child somewhere around the world who solves a problem through engineering. The books integrate literacy and social studies into the unit and illustrate for students the relevance of STEM subjects.

As they walked up to the huge model of the

Tyrannosaurus rex, Tanya pointed out the sharp, pointy

wedges that he had for teeth.

“I wonder if dinosaurs could dance.” Aisha giggled.

“I think the Tyrannosaurus rex would dance like this.” She

puffed up her chest and rocked back and forth with big,

lumbering steps as Tanya and Malcolm laughed.

They moved on to the baby chick incubator where

several chicks were about to hatch.

“So, Aisha, you were inspired by the dinosaur,” said

Malcolm. “Do the little chicks give you dance fever too?”

A Visit to the Museum of Science

Machines like this are designed to

make a simple process complicated,

using as many steps as possible!”

“It’s more fun this way. Look at

how many cool steps it takes to move

the little balls around,” said Tanya.

She watched the ball move from the

bottom of the machine to the top by

taking a ride on a corkscrew.

“I see a lever and wheels and

axles, too,” Aisha said. “We’ve barely

gone inside the Museum and we’ve

already found all kinds of simple

machines. I bet we can find more!”

she said, pulling Malcolm’s hand.

A Visit to the Museum of Science

28 29

Lesso

n 4

114 Industrial Engineering: Making Work Easier

© Museum of Science, Boston Duplication Not Permitted

Part 3: Activity

1. Display the transparency of The Engineering Design

Process {4-1} or {4-2} and point out the “Improve” step

of the Engineering Design Process. Ask students:

♦ Why do you think this step is important?

♦ What information do you already have that might

help you figure out how to improve your subsystem

design? Data from testing our first subsystem design,

especially which parts of the design did not work very

well, what we learned in Lesson 3 about the different

simple machines and about ergonomics, etc.

2. Working in their groups, give students time to brainstorm

improvement ideas for their subsystems. If a group’s first

subsystem design was successful, encourage them to think

of ways to make their total score even lower. If groups

wish to swap simple machines, that is fine as well.

3. Have each student complete Engineering Design Process:

Improve! {4-7}. Remind them to make sure they list the

materials they will need for their improved subsystem

designs and label their diagrams.

4. Allow students to collect the necessary materials for

building their improved designs from the materials table.

5. Give groups time to create their subsystem designs,

reminding them to follow their plans on Engineering

Design Process: Improve! {4-7}. Assist students with

construction, if necessary.

Teacher Tip

To add an additional challenge to the “Improve” step of the Engineering Design Process, set a quantifiable “force goal” for the class. For example, challenge students to use less than X Newtons of force to move the load from the “X” on the floor to the Loading Dock. Determine the numerical value for X based on groups’ testing results from Part 2 of this lesson. Be sure to do some testing on your own to be sure you are setting a reasonable goal for your students.

Teacher Tip

Any materials not utilized by students during Part 2 of this lesson can be reused here.

Lesso

n 4

© Museum of Science, Boston Duplication Not Permitted

115 Improving a Factory Subsystem

6. Once a group has finished creating their improved

subsystem design, have them bring it over to the Testing

Station and set it up. Groups should test their improved

subsystem designs in exactly the same way as they did in

Part 2. See pp. 109-110 for detailed testing instructions.

7. Have each group complete a second copy of Scoring Sheet

{4-8} with the results of testing their improved designs as

well as a second copy of Engineering Design Process:

Create! {4-6}. Remind students to put a “2” in the

“Design #” box on each page, as these are their second

designs.

8. Once all groups have had the opportunity to test their

improved subsystem designs, gather the attention of the

class and discuss students’ findings. Ask:

♦ What part or parts of your original subsystem

design did you decide to improve? Why did you

choose those parts?

♦ Did your group’s improved design work better than

your first design? How do you know?

♦ How might you improve your subsystem even

more?

Teacher Tip

Remind students that if they are using the single or double pulley, they must wait to set it up until they get to the Testing Station as there are “over-the-door” hooks at the Testing Station that they can use (with your assistance) to set up the simple machines.

Teacher Tip

If time permits, have students go through another cycle of the Engineering Design Process and try to improve their subsystem designs even further.

English Language Learners

Instead of having each group report their results to the entire class, pair groups together and have each group explain their improved design to the other group.

Differentiation ideas are provided in the margin of the lessons.

Student handouts are shown on the relevant pages for easy reference.

Teacher Tips pass on handy insights, many suggested by teachers during field testing.

EiE teacher guides include lesson instructions and suggestions for leading thought-provoking class discussions.

Online “Educator Resources” include short videos that help with lesson prep and show experienced EiE teachers in action. A library of “Content Connections” or extension lessons help you integrate engineering with other content areas.

For Teachers

The teacher guides make preparation, instruction, activities,

and assessment as easy as possible.

Lesson 4: Designing a Water Filter

EiE: Designing Water Filters © Museum of Science, Boston Duplication Permitted

4-4

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.

?

Lesson 4: Designing a Water Filter EiE: Designing Water Filters

© Museum of Science, Boston

Duplication Permitted

j?

??

?”?

4-3

Ask

Imagine

Plan

CreateImprove

The Goal

A variety of handouts to help guide your students as they practice engineering skills.

Students practice science skills like observation, testing, data collection, and analysis.

Handouts guide students to predict, record, and reflect—and apply their literacy skills.

For Students

Reproducible student handouts guide students to practice

engineering skills.

The engineering design process

is central to EiE’s curriculum.

A Wide Range of Engaging Topics

20 units address different fields of engineering and reinforce the

most common elementary science topics.

S C I E N C E T O P I C U N I T T I T L E E N G I N E E R I N G F I E L D S T O R Y S E T T I N G

Water Water, Water Everywhere: Designing Water Filters

Environmental India

Air & Weather Catching the Wind: Designing Windmills

Mechanical Denmark

Earth Materials A Sticky Situation: Designing Walls

Materials China

Landforms A Stick in the Mud: Evaluating a Landscape

Geotechnical Nepal

Astronomy A Long Way Down: Designing Parachutes

Aerospace Brazil

Rocks Solid as a Rock: Replicating an Artifact

Materials Russia

Insects/Plants The Best of Bugs: Designing Hand Pollinators

Agricultural Dominican Republic

Organisms/Basic Needs Just Passing Through: Designing Model Membranes

Bioengineering El Salvador

Plants Thinking Inside the Box: Designing Plant Packages

Package Jordan

Ecosystems A Slick Solution: Cleaning an Oil Spill

Environmental USA

Human Body No Bones About It: Designing Knee Braces

Biomedical Germany

Simple Machines Marvelous Machines: Making Work Easier

Industrial USA

Balance & Forces To Get to the Other Side: Designing Bridges

Civil USA

Sound Sounds Like Fun:Seeing Animal Sounds

Acoustical Ghana

Electricity An Alarming Idea: Designing Alarm Circuits

Electrical Australia

Solids & Liquids A Work in Process: Improving a Play Dough Process

Chemical Canada

Magnetism The Attraction is Obvious: Designing Maglev Systems

Transportation Japan

Energy Now You’re Cooking: Designing Solar Ovens

Green Botswana

Floating & Sinking Taking the Plunge: Designing Submersibles

Ocean Greece

Light Lighten Up: Designing Lighting Systems

Optical Egypt

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Student Response to "I would enjoy being an engineer when I grow up"

Meets Curriculum Standards

EiE aligns with all 50 state science standards, the Common Core ELA

and math standards, and the Framework for K–12 Science Education.

Supported by Rigorous Research

Each EiE curriculum unit is the result of research-based design principles

and more than 3,000 hours of development, testing, and revision.

IMPLEMENTING Common Core State Standards and AssessmentsA Workbook for State and District Leaders

UPDATED MARCH 2012

EiE has a measurable impact

Children who use EiE perform significantly better than control group students on questions about engineering, technology, and science.

Students from groups historically underrepresented in engineering (women, racial and ethnic minorities, students with an IEP, students from low-income families, and English language learners) show enhanced interest, engagement, and performance after participating in EiE when compared to students participating in a science curriculum alone or in school in general.

In addition, children who use EiE are more likely than control group children to express interest in engineering as a career.

MassachusettsScience and

Technology/EngineeringCurriculum Framework

October 2006

Pre-Kindergarten–High School Standards as adopted by the Board of Education in 2001 (PreK–8) and 2006 (High School)

andUpdated Resources

Massachusetts Department of Education 350 Main Street, Malden, MA 02148 781-338-3000 www.doe.mass.edu

Environmental Engineering: Cleaning an Oil Spill

Content Connection: Leaf Poetry

Written by EiE Staff

Museum of Science, Boston, MA

This content connection is designed to be used with

Cleaning an Oil Spill (Lesson 1)

Preparation: 15 Minutes

Lesson (Part 1): 45 Minutes

Lesson (Part 2): (none)

Level: Grade 1Grade 2Grade 3Grade 4Grade 5

Lesson Description

In the storybook, Tehya's Pollution Solution, Tehya and her grandmother use photography and

drawings to show their appreciation of nature. In this activity, students will express their own

appreciation of nature through poetry and leaf rubbings.

Content Area: Language Arts

Strand: All language arts standards

Standards:- Students use spoken, written, and visual language to accomplish their own purposes

(e.g., for learning, enjoyment, persuasion, and the exchange of information).

- Students participate as knowledgeable, reflective, creative, and critical members of a

variety of literacy communities.

- Students develop an understanding of and respect for diversity in language use,

patterns, and dialects across cultures, ethnic groups, geographic regions, and social

roles.

Objectives

Students will be able to:

1. Compare their appreciation for nature to that of Tehya and her grandmother.

2. Use poetry and art to express their own appreciation of nature.

3. Construct a list of adjectives to describe the properties of leaves.

Materials

- Various types of leaves (Please be aware of any poisonous plants in your area. Test a few

leaves to know which types work best for leaf rubbings; some good varieties include ferns, maple,

and birch.) - Box for the leaves

- Crayons - 8 1/2" x 11" paper for each student or group

- Whiteboard/chart paper with markers

Lesson Plan

- IntroductionDuplication Permitted

Content Connection: Leaf Poetry

Page 1/2

Connection

Acoustical Engineering: Seeing Animal SoundsContent Connection: Character DevelopmentWritten by EiE StaffMuseum of Science, Boston, MA

This content connection is designed to be used withSeeing Animal Sounds (Lesson 1)

Preparation: Under 15minLesson (Part 1): 60 MinutesLesson (Part 2): 60 MinutesLevel: Grade 3

Grade 4Grade 5

Lesson DescriptionStudents listen to Peter and the Wolf. They explore how each character's musical theme (instrumenttype, pitch, volume, and note duration) describes the character. The class develops a way to recordand compare this information.

Content Area: Fine ArtsStrand: Making Connections Between Visual Arts and Other Disciplines

Standard:- Students identify connections between the visual arts and other disciplines in thecurriculum

ObjectivesPart One:

- Students will use knowledge of pitch, volume, and duration to analyze a piece of music. - Students will identify techniques of developing characters through sounds. - Students will use appropriate tools and strategies to record and analyze data.Part Two:

- Students will experience various musical instruments - Students will identify techniques of developing characters through sounds. - Students will use appropriate tools and strategies to record and analyze data.

Materials

- Peter and the Wolf recording (many different versions are available in libraries; choose therecording you think will best suit your class) - something that will play the recording (computer, CD player, etc.) - sheet of chart paper (optional)

Lesson PlanPart One 1. Introduce "character." Ask students, "What is a character? Has anyone invented a character fora story before? How did you show your character's personality? How did you describe yourcharacter? (using pictures/words/sounds, etc.) Has anyone ever tried to describe a character onlyusing music?" 2. Tell students, "Today we are going to listen to a music piece called Peter and the Wolf, in whichDuplication Permitted Content Connection: Character Development

Page 1/2

Connection

Agricultural Engineering: Designing Hand PollinatorsContent Connection: Content Connection: Adding & Subtracting Money;Making Change with MoneyWritten by Kathryn BrennanFLetcher Maynard Academy, Cambridge, MA

This content connection is designed to be used withDesigning Hand Pollinators (Lesson 4)Preparation: Under 15minLesson (Part 1): 45 MinutesLesson (Part 2): (none)Level: Grade 3

Lesson DescriptionGroups will be given different budgets in which they must work within. Students will have to use theHand Pollinator Materials Price List to come up with total costs.Content Area: Common Core MathStrand: Operations and Algebraic ThinkingStandard:

- Multiply and divide within 100

Objectives Students will use addition and subtraction to calculate the cost of their proposed hand pollinatormodel, staying within the constraints of their budget and determining the amount of change they willreceive.

Materials

1. Student Copies of 4-5, 4-6, 4-14, and 4-15. Multiple copies per student of 4-14 isrecommended 2. Math Journals or other Work Space 3. Money Manipulatives if necessaryLesson Plan

1. Students should have already met with their groups and come up with 2-4 design ideas (4-5). Begin by discussing the word budget and give real world examples of budgets. 2. Give each group a different budget ( Between $2.00 and $6.00) should work. As groupmembers are deciding which of their models to go with, they must calculate the cost of each and determine if it fits their budget. 3. Once they have found a model they feel can pollinate effectively and remain within theirbudget, they will check with a teacher. 4. They can then move on to Activity sheet 4-6.Reflections

Have students write on an exit slip what the process of having and sticking to a budget was like. Possible extensions include thinking about budgets in other areas. What are the pros and cons ofhaving a budget? Where and when do your parents need to have a budget? Share ideas whenfinished.

Duplication Permitted Content Connection: Content Connection: Adding & Subtracting Money; Making Change with MoneyPage 1/2

Connection

Name: _____________________________________ Date: ________________

EiE: Designing Parachutes © Museum of Science, Boston Duplication Permitted

A

1. Which step of the Engineering Design Process do you think they were working on? Explain your answer. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

A boy and a girl were talking about how to mix materials to make a good play dough. The girl said they could mix flour and water. The boy said they could mix salt, flour, and water. They thought of more ideas, too.

2. Which step of the Engineering Design Process would be BEST to do next? Explain your answer.

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

_________________________________________________

A-5 Student Pre-Post Assessment General Assessment

Name: _____________________________________ Date: ________________

EiE: Designing Parachutes

© Museum of Science, Boston

Duplication Permitted

B

A-2

What is Technology?

Which of these things are examples of technology?

1. Circle all of the items that you think are technology.

Cell Phone

Keyboard

Game Controller

Wind-up Toy MP3 Player Bird Bicycle

Oak Tree

Running Shoes Volcano Windmill Hand-held Fan

Dandelion

Sandals Piano Roller Blades

Broom Laptop Bonnet Basket

Student Pre-Post Assessment General Assessment

2. Is Lightning a kind of technology? Circle YES or NO.

Yes No

How-To videos aid preparation and share tips from experienced teachers and EiE staff.

Classroom videos show EiE lessons being implemented in actual classrooms.

A searchable library of Content Connection lessons explicitly connect mathematics, language arts, fine arts, and social studies topics with EiE lessons.

Student assessments measure what students have learned from EiE lessons.

Online Resources

An impressive array of online videos and lesson plans support

teachers in planning, preparing, and extending the EiE curriculum.

“Before the course,

I thought engineering

was some unknown

and somewhat mystical

profession for people smart

in science and math . . . .

I will impart to my students

that we can all think like

engineers.”

–K-5 science specialist

Professional Development

Engineering is a new discipline for many elementary

teachers. To support these busy professionals, EiE offers

workshops that bolster content knowledge, provide

teaching tips, and increase familiarity with the EiE

curriculum.

EiE offers 3 types of professional development

Customized PD at your school EiE staff can facilitate on-site workshops for up to 25 participants, tailored to meet the needs of your teachers.

Everyone Engineers” workshops Attend a two-day workshop at the Museum of Science, Boston, and learn about the EiE curriculum, engage with activities, and discuss implementation strategies.

Teacher Educator Institutes Want to train other teachers to use EiE? Attend an EiE Teacher Educator Institute to learn how.

Visit eie.org/content/workshops for more information.

“

“I wish we had school tomorrow so we could do this some more.”

“Now I know how

engineers feel when

things they design

don’t work the first

time, but I still want

to be one.”

“What I especially liked about the lighting system was when we got to improve our ideas to make our system better.”

“I liked being able to do the project with my friends and being able to pretend that it’s not just a project but the real world like being able to pretend you’re a real biomedical engineer.”

“I like the plant project because it was fun to mess up and try it again.”

Students Talk About EiE

“It was very fun

watching other groups

and designing my

group’s blades. I wish

we could work on the

activities longer.”

“Excellent inquiry-based STEM

curriculum like Engineering is

Elementary teaches students

the thinking and reasoning

skills they need to be successful

learners and workers. Because

EiE is built around the

engineering design process, it

teaches students how to solve

problems systematically. It also

creates the optimism that every

problem can be solved, which

is relevant to any subject area.

These skills and attitudes are

important for our kids’ future.

Life is not multiple choice.”—Laura J. Bottomley, Ph.D, director

The Engineering Place

North Carolina State University

“I am impressed with the clarity of your lesson plans and at how accessible and useful your ancillary worksheets and activities are. Elementary teachers who don’t have a specific engineering background will find this series quite user-friendly.”

—Susan Hyde, suite101.com

“[Delaware] is employing a program out of the Boston Museum of Science called Engineering is Elementary. It literally starts in first grade, and it’s the greatest little modules at the appropriate level for the grade level. That’s what’s needed. Because by the time a kid gets to eighth grade, it’s almost too late.”—DuPont CEO Ellen Kullman

in Bloomberg Businessweek 8/10/12

Engineering is Elementary is made possible by the generous

support of the Museum of Science, the National Science

Foundation, Raytheon, S.D. Bechtel Jr. Foundation, The Liberty

Mutual Foundation Inc., The Cargill Foundation, Cognizant,

National Institute of Standards and Technology, i2 Camp, NASA,

Cisco Foundation, Intel Foundation, and Google Community Grants

Fund of Tides Foundation.

Educators Talk About EiE

Museum of Science1 Science ParkBoston, MA 02114617-58 9-0230eie@mos.org

Engineering is Elementary® is a project of the National Center for Technological Literacy® (NCTL®), established by the Museum of Science, Boston. The Museum, through exhibits and programs, and the NCTL, through partnerships with schools, museums, and organizations, are leading the nationwide effort to enhance engineering and technology knowledge for all and to inspire the next generation of engineers, inventors, and innovators. For more information: mos.org/nctl.

Printed on Recycled Paper

To purchase the leading elementary

engineering curriculum or for more

information, visit eie.org.

Please don’t hesitate to call or email with questions.