Engineering Grade 3 @ Brunswick Acres

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that Engineers think creatively about solving problems and responding to challenges that exist in our world.  Students also learned that engineers follow the steps of the Design Process to solve these problems:  Ask, Imagine, Plan, Create, and Improve.

Students began the cycle with a quick challenge:  The Structure Challenge

Mission:  To build a structure from the given materials.

Materials:  5 chenille stems, 5 sheets of aluminum foil

After completing the challenge, they analyzed the steps they took to respond to it and the character traits they needed to be successful engineers.

They were then presented with another challenge:  The Shark Cage Challenge

Mission:  To work in teams to build a cage that can safely protect a diver from the most weight placed on the cage.
Materials:  20 craft sticks, 10 plastic straws, 2 pieces of cardboard, masking tape, scissors, glue, paper diver

Using the steps of the Engineering Design Process, they worked in groups to complete the challenge.

On the last day, students presented their solutions and reflected on their work.  As a group, they defined what it means to be an engineer, and the character traits needed to be successful.

 

Engineering Grade 3 @ Monmouth Junction

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that Engineers think creatively about solving problems and responding to challenges that exist in our world.  Students also learned that engineers follow the steps of the Design Process to solve these problems:  Ask, Imagine, Plan, Create, and Improve.

Students began the cycle with a quick challenge:  The Structure Challenge

Mission:  To build a structure from the given materials.

Materials:  5 chenille stems, 5 sheets of aluminum foil

After completing the challenge, they analyzed the steps they took to respond to it and the character traits they needed to be successful engineers.

They were then presented with another challenge:  The Shark Cage Challenge

Mission:  To work in teams to build a cage that can safely protect a diver from the most weight placed on the cage.
Materials:  20 craft sticks, 10 plastic straws, 2 pieces of cardboard, masking tape, scissors, glue, paper diver

Using the steps of the Engineering Design Process, they worked in groups to complete the challenge.

On the last day, students presented their solutions and reflected on their work.  As a group, they defined what it means to be an engineer, and the character traits needed to be successful.

 

Engineering Grade 3 Greenbrook

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that Engineers think creatively about solving problems and responding to challenges that exist in our world.  Students also learned that engineers follow the steps of the Design Process to solve these problems:  Ask, Imagine, Plan, Create, and Improve.

Students began the cycle with a quick challenge:  The Structure Challenge

Mission:  To build a structure from the given materials.

Materials:  5 chenille stems, 5 sheets of aluminum foil

After completing the challenge, they analyzed the steps they took to respond to it and the character traits they needed to be successful engineers.

They were then presented with another challenge:  The Shark Cage Challenge

Mission:  To work in teams to build a cage that can safely protect a diver from the most weight placed on the cage.
Materials:  20 craft sticks, 10 plastic straws, 2 pieces of cardboard, masking tape, scissors, glue, paper diver

Using the steps of the Engineering Design Process, they worked in groups to complete the challenge.

On the last day, students presented their solutions and reflected on their work.  As a group, they defined what it means to be an engineer, and the character traits needed to be successful.

 

Engineering Grade 3 @ Constable

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that Engineers think creatively about solving problems and responding to challenges that exist in our world.  Students also learned that engineers follow the steps of the Design Process to solve these problems:  Ask, Imagine, Plan, Create, and Improve.

Students began the cycle with a quick challenge:  The Structure Challenge

Mission:  To build a structure from the given materials.

Materials:  5 chenille stems, 5 sheets of aluminum foil

After completing the challenge, they analyzed the steps they took to respond to it and the character traits they needed to be successful engineers.

They were then presented with another challenge:  The Shark Cage Challenge

Mission:  To work in teams to build a cage that can safely protect a diver from the most weight placed on the cage.
Materials:  20 craft sticks, 10 plastic straws, 2 pieces of cardboard, masking tape, scissors, glue, paper diver

Using the steps of the Engineering Design Process, they worked in groups to complete the challenge.

On the last day, students presented their solutions and reflected on their work.  As a group, they defined what it means to be an engineer, and the character traits needed to be successful.

 

Engineering Gr. 3 @ BC

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that Engineers think creatively about solving problems and responding to challenges that exist in our world.  Students also learned that engineers follow the steps of the Design Process to solve these problems:  Ask, Imagine, Plan, Create, and Improve.

Students began the cycle with a quick challenge:  The Structure Challenge

Mission:  To build a structure from the given materials.

Materials:  5 chenille stems, 5 sheets of aluminum foil

After completing the challenge, they analyzed the steps they took to respond to it and the character traits they needed to be successful engineers.

They were then presented with another challenge:  The Shark Cage Challenge

Mission:  To work in teams to build a cage that can safely protect a diver from the most weight placed on the cage.
Materials:  20 craft sticks, 10 plastic straws, 2 pieces of cardboard, masking tape, scissors, glue, paper diver

Using the steps of the Engineering Design Process, they worked in groups to complete the challenge.

On the last day, students presented their solutions and reflected on their work.  As a group, they defined what it means to be an engineer, and the character traits needed to be successful.

 

Engineering Grade 3 @ Indian Fields

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that Engineers think creatively about solving problems and responding to challenges that exist in our world.  Students also learned that engineers follow the steps of the Design Process to solve these problems:  Ask, Imagine, Plan, Create, and Improve.

Students began the cycle with a quick challenge:  The Structure Challenge

Mission:  To build a structure from the given materials.

Materials:  5 chenille stems, 5 sheets of aluminum foil

After completing the challenge, they analyzed the steps they took to respond to it and the character traits they needed to be successful engineers.

They were then presented with another challenge:  The Shark Cage Challenge

Mission:  To work in teams to build a cage that can safely protect a diver from the most weight placed on the cage.
Materials:  20 craft sticks, 10 plastic straws, 2 pieces of cardboard, masking tape, scissors, glue, paper diver

Using the steps of the Engineering Design Process, they worked in groups to complete the challenge.

On the last day, students presented their solutions and reflected on their work.  As a group, they defined what it means to be an engineer, and the character traits needed to be successful.

 

 

Engineering Grade 3 @ Cambridge

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that Engineers think creatively about solving problems and responding to challenges that exist in our world.  Students also learned that engineers follow the steps of the Design Process to solve these problems:  Ask, Imagine, Plan, Create, and Improve.

Students began the cycle with a quick challenge:  The Structure Challenge

Mission:  To build a structure from the given materials.

Materials:  5 chenille stems, 5 sheets of aluminum foil

After completing the challenge, they analyzed the steps they took to respond to it and the character traits they needed to be successful engineers.

They were then presented with another challenge:  The Shark Cage Challenge

Mission:  To work in teams to build a cage that can safely protect a diver from the most weight placed on the cage.
Materials:  20 craft sticks, 10 plastic straws, 2 pieces of cardboard, masking tape, scissors, glue, paper diver

Using the steps of the Engineering Design Process, they worked in groups to complete the challenge.

On the last day, students presented their solutions and reflected on their work.  As a group, they defined what it means to be an engineer, and the character traits needed to be successful.

 

Greenbrook Cycle 4 – Twisted Fairy Tales

Cycle 4 focused on Language Arts & Communication.  Third grade students learned about point of view, and how it impacts the ways in which stories are told.  Students were then split into small groups and each group chose a classic fairy tale.  They started by reading the original fairy tale and identifying the story elements, which included setting, main characters, problem, main events, and solution/resolution.

After analyzing the original fairy tale, students twisted the tale to tell it from the point of view of a different character – the villain!  They worked together to plan, write, and record their story in a Podcast!  Check out how the classic fairy tales have been twisted and retold from a different point of view!  You’ll never believe what really happened!

Brunswick Acres Cycle 4 – Twisted Fairy Tales

Cycle 4 focused on Language Arts & Communication.  Third grade students learned about point of view, and how it impacts the ways in which stories are told.  Students were then split into small groups and each group chose a classic fairy tale.  They started by reading the original fairy tale and identifying the story elements, which included setting, main characters, problem, main events, and solution/resolution.

After analyzing the original fairy tale, students twisted the tale to tell it from the point of view of a different character – the villain!  They worked together to plan, write, and record their story in a Podcast!  Check out how the classic fairy tales have been twisted and retold from a different point of view!  You’ll never believe what really happened!

Monmouth Junction Cycle 4 – Twisted Fairy Tales

Cycle 4 focused on Language Arts & Communication.  Third grade students learned about point of view, and how it impacts the ways in which stories are told.  Students were then split into small groups and each group chose a classic fairy tale.  They started by reading the original fairy tale and identifying the story elements, which included setting, main characters, problem, main events, and solution/resolution.

After analyzing the original fairy tale, students twisted the tale to tell it from the point of view of a different character – the villain!  They worked together to plan, write, and record their story in a Podcast!  Check out how the classic fairy tales have been twisted and retold from a different point of view!  You’ll never believe what really happened!