STEM Cycle 2 @ Brunswick Acres

During this cycle, students focused on STEM (Science, Technology, Engineering and Math). The cycle was centered around an engineering design challenge that encouraged students to apply critical thinking and problem solving skills.  Students were asked to act as biomedical engineers in order to help design a prototype of a rescue litter (basket) that could be used to transport an injured person from the backcountry. Students learned about the nervous system and skeletal system during this cycle. They applied these concepts as they worked through the steps in the Engineering Design Process.

 

STEM Cycle 2 @ Brooks Crossing

During this cycle, students focused on STEM (Science, Technology, Engineering and Math). The cycle was centered around an engineering design challenge that encouraged students to apply critical thinking and problem solving skills.  Students were asked to act as biomedical engineers in order to help design a prototype of a rescue litter (basket) that could be used to transport an injured person from the backcountry. Students learned about the nervous system and skeletal system during this cycle. They applied these concepts as they worked through the steps in the Engineering Design Process.

 

STEM Cycle 2 @ Greenbrook

During this cycle, students focused on STEM (Science, Technology, Engineering and Math). The cycle was centered around an engineering design challenge that encouraged students to apply critical thinking and problem solving skills.  Students were asked to act as biomedical engineers in order to help design a prototype of a rescue litter (basket) that could be used to transport an injured person from the backcountry. Students learned about the nervous system and skeletal system during this cycle. They applied these concepts as they worked through the steps in the Engineering Design Process.

 

STEM Cycle 2 @ Constable

During this cycle, students focused on STEM (Science, Technology, Engineering and Math). The cycle was centered around an engineering design challenge that encouraged students to apply critical thinking and problem solving skills.  Students were asked to act as biomedical engineers in order to help design a prototype of a rescue litter (basket) that could be used to transport an injured person from the backcountry. Students learned about the nervous system and skeletal system during this cycle. They applied these concepts as they worked through the steps in the Engineering Design Process.

STEM Cycle 2 @ Indian Fields

During this cycle, students focused on STEM (Science, Technology, Engineering and Math). The cycle was centered around an engineering design challenge that encouraged students to apply critical thinking and problem solving skills.  Students were asked to act as biomedical engineers in order to help design a prototype of a rescue litter (basket) that could be used to transport an injured person from the backcountry. Students learned about the nervous system and skeletal system during this cycle. They applied these concepts as they worked through the steps in the Engineering Design Process.

STEM Cycle 2 @ Monmouth Junction

During this cycle, students focused on STEM (Science, Technology, Engineering and Math). The cycle was centered around an engineering design challenge that encouraged students to apply critical thinking and problem solving skills.  Students were asked to act as biomedical engineers in order to help design a prototype of a rescue litter (basket) that could be used to transport an injured person from the backcountry. Students learned about the nervous system and skeletal system during this cycle. They applied these concepts as they worked through the steps in the Engineering Design Process.

 

 

 

 

STEM Cycle 2 @ Cambridge

During this cycle, students focused on STEM (Science, Technology, Engineering and Math). The cycle was centered around an engineering design challenge that encouraged students to apply critical thinking and problem solving skills.  Students were asked to act as biomedical engineers in order to help design a prototype of a rescue litter (basket) that could be used to transport an injured person from the backcountry. Students learned about the nervous system and skeletal system during this cycle. They applied these concepts as they worked through the steps in the Engineering Design Process

 

Engineering Gr. 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 Engineering Design Process to solve these problems:   AskImaginePlanCreate and Improve.

Students, practicing as biomedical engineers, were presented with a challenge to design and build a small-sized rescue litter (rescue basket)  prototype that would be used  to evacuate an injured person (modeled by a potato) from a remote location.  Students were given a budget of $20 to spend on their design.  Before beginning, students learned about the spinal cord and how injuries to the spinal cord can impact the human body.

Challenge: Using what you know about the spinal cord, create a rescue litter that can be used to safely evacuate an injured person from a remote wilderness location.  The rescue litter must meet the following criteria:

• Be large enough to hold an injured person (represented by a potato)

• Be stable enough to prevent further injury to the person (potato) being rescued

• Be lightweight

• Be low-cost (with-in a $20 budget)

Materials:  toothpicks, paper towels, popsicle sticks, straw, paper, aluminum foil, sponges (cute into lengthwise sections), scissors and tape

Using the steps of the Engineering Design Process, students worked in teams to complete the challenge.

Designs:


Engineering Gr. 3 @ Brooks Crossing

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 Engineering Design Process to solve these problems:   AskImaginePlanCreate and Improve.

Students, practicing as biomedical engineers, were presented with a challenge to design and build a small-sized rescue litter (rescue basket)  prototype that would be used  to evacuate an injured person (modeled by a potato) from a remote location.  Students were given a budget of $20 to spend on their design.  Before beginning, students learned about the spinal cord and how injuries to the spinal cord can impact the human body.

Challenge: Using what you know about the spinal cord, create a rescue litter that can be used to safely evacuate an injured person from a remote wilderness location.  The rescue litter must meet the following criteria:

• Be large enough to hold an injured person (represented by a potato)

• Be stable enough to prevent further injury to the person (potato) being rescued

• Be lightweight

• Be low-cost (with-in a $20 budget)

Materials:  toothpicks, paper towels, popsicle sticks, straw, paper, aluminum foil, sponges (cute into lengthwise sections), scissors and tape

Using the steps of the Engineering Design Process, students worked in teams to complete the challenge.

Designs:


Engineering Gr. 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 Engineering Design Process to solve these problems:   AskImaginePlanCreate and Improve.

Students, practicing as biomedical engineers, were presented with a challenge to design and build a small-sized rescue litter (rescue basket)  prototype that would be used  to evacuate an injured person (modeled by a potato) from a remote location.  Students were given a budget of $20 to spend on their design.  Before beginning, students learned about the spinal cord and how injuries to the spinal cord can impact the human body.

Challenge: Using what you know about the spinal cord, create a rescue litter that can be used to safely evacuate an injured person from a remote wilderness location.  The rescue litter must meet the following criteria:

• Be large enough to hold an injured person (represented by a potato)

• Be stable enough to prevent further injury to the person (potato) being rescued

• Be lightweight

• Be low-cost (with-in a $20 budget)

Materials:  toothpicks, paper towels, popsicle sticks, straw, paper, aluminum foil, sponges (cute into lengthwise sections), scissors and tape

Using the steps of the Engineering Design Process, students worked in teams to complete the challenge.

Designs: