Brooks Crossing Cycle 2 – Engineering

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that engineers solve everyday problems to make people’s lives easier.

In the Waterproof That Roof! challenge, students had the opportunity to take on the role of a structural engineer. We talked about the relevance of this challenge with the increase in more extreme weather events like Hurricane Sandy, and the importance of having safe and secure structures. We also did some research on roofs and how they are constructed. We learned about the pitch or angle of a roof, gutter systems, and the difference between absorbent and repellent materials.

Part of the challenge involved taking on the real challenges an engineer faces and having to work within constraints or limits. In this challenge, students had to work in material, budget, and time constraints. They followed the steps of the Engineering Design Process to complete their work.

The Challenge:  Waterproof That Roof!

You are a team of engineers given the challenge of creating a waterproof roof for a small house. You may use any of the materials available to you, however you need to stay within the given budget. Your team will need to devise a frame and covering that will prevent water from entering the interior. You can expect a rainstorm containing a liter of water!

Materials:  straws, pipe cleaners, popsicle sticks, paper clips, string, rubber bands, tape, glue, paper,paper towel, coffee filter, fabric squares, aluminum foil squares, cardboard squares, cotton balls, leaves, grass, branches
Budget: $250
Time: 3 Days
Completed Solutions:
   
  
  
  
  
After completing the challenge, they analyzed the steps they took to respond to it and compared the different solutions of each team. We also reflected on what it takes to be successful engineers.

Monmouth Junction Cycle 2 – Engineering

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that engineers solve everyday problems to make people’s lives easier.

In the Waterproof That Roof! challenge, students had the opportunity to take on the role of a structural engineer. We talked about the relevance of this challenge with the increase in more extreme weather events like Hurricane Sandy, and the importance of having safe and secure structures. We also did some research on roofs and how they are constructed. We learned about the pitch or angle of a roof, gutter systems, and the difference between absorbent and repellent materials.

Part of the challenge involved taking on the real challenges an engineer faces and having to work within constraints or limits. In this challenge, students had to work in material, budget, and time constraints. They followed the steps of the Engineering Design Process to complete their work.

The Challenge:  Waterproof That Roof!

You are a team of engineers given the challenge of creating a waterproof roof for a small house. You may use any of the materials available to you, however you need to stay within the given budget. Your team will need to devise a frame and covering that will prevent water from entering the interior. You can expect a rainstorm containing a liter of water!

Materials:  straws, pipe cleaners, popsicle sticks, paper clips, string, rubber bands, tape, glue, paper,paper towel, coffee filter, fabric squares, aluminum foil squares, cardboard squares, cotton balls, leaves, grass, branches
Budget: $250
Time: 3 Days
Completed Solutions:
   
  
  
  
After completing the challenge, they analyzed the steps they took to respond to it and compared the different solutions of each team. We also reflected on what it takes to be successful engineers.

Cambridge Cycle 2 – Engineering

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that engineers solve everyday problems to make people’s lives easier.

In the Waterproof That Roof! challenge, students had the opportunity to take on the role of a structural engineer. We talked about the relevance of this challenge with the increase in more extreme weather events like Hurricane Sandy, and the importance of having safe and secure structures. We also did some research on roofs and how they are constructed. We learned about the pitch or angle of a roof, gutter systems, and the difference between absorbent and repellent materials.

Part of the challenge involved taking on the real challenges an engineer faces and having to work within constraints or limits. In this challenge, students had to work in material, budget, and time constraints. They followed the steps of the Engineering Design Process to complete their work.

The Challenge:  Waterproof That Roof!

You are a team of engineers given the challenge of creating a waterproof roof for a small house. You may use any of the materials available to you, however you need to stay within the given budget. Your team will need to devise a frame and covering that will prevent water from entering the interior. You can expect a rainstorm containing a liter of water!

Materials:  straws, pipe cleaners, popsicle sticks, paper clips, string, rubber bands, tape, glue, paper,paper towel, coffee filter, fabric squares, aluminum foil squares, cardboard squares, cotton balls, leaves, grass, branches
Budget: $250
Time: 3 Days
Completed Solutions:
  
 
 
 
After completing the challenge, they analyzed the steps they took to respond to it and compared the different solutions of each team. We also reflected on what it takes to be successful engineers.

Indian Fields Cycle 2 – Engineering

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that engineers solve everyday problems to make people’s lives easier.

In the Waterproof That Roof! challenge, students had the opportunity to take on the role of a structural engineer. We talked about the relevance of this challenge with the increase in more extreme weather events like Hurricane Sandy, and the importance of having safe and secure structures. We also did some research on roofs and how they are constructed. We learned about the pitch or angle of a roof, gutter systems, and the difference between absorbent and repellent materials.

Part of the challenge involved taking on the real challenges an engineer faces and having to work within constraints or limits. In this challenge, students had to work in material, budget, and time constraints. They followed the steps of the Engineering Design Process to complete their work.

The Challenge:  Waterproof That Roof!

You are a team of engineers given the challenge of creating a waterproof roof for a small house. You may use any of the materials available to you, however you need to stay within the given budget. Your team will need to devise a frame and covering that will prevent water from entering the interior. You can expect a rainstorm containing a liter of water!

Materials:  straws, pipe cleaners, popsicle sticks, paper clips, string, rubber bands, tape, glue, paper,paper towel, coffee filter, fabric squares, aluminum foil squares, cardboard squares, cotton balls, leaves, grass, branches
Budget: $250
Time: 3 Days
Completed Solutions:
  
 
 
 
After completing the challenge, they analyzed the steps they took to respond to it and compared the different solutions of each team. We also reflected on what it takes to be successful engineers.

Language Arts/Digital Literacy Gr. 4 @ Monmouth Junction

Cycle 3 focused on Language Arts & Digital Literacy.  Fourth Grade students studied myths.  They read and viewed myths from many cultures, analyzed their structure and defined the genre.  A myth is a story with a purpose that was told to explain how something came to be or to caution against something.

Students were then challenged to think of ways to write myths about 21st-century technology.  They brainstormed lists of technology that they use on a daily basis. Working in groups, they wrote myths explaining how a chosen piece of 21st-century technology came to be.  Students then published their myths as a comic using Bitstrips for Schools. We hope you enjoy their myths!

How_the_SMARTBOARD_came_to_be_by_MJGR1 (1)

How_Eels_And_Tesla_Were_Formed_by_MJGR2

The_Origin_Of_YouTube_by_MJGR3

Myth_of_Electric_Instruments_by_MJGR4

Revenge_Of_Cukclock__by_MJGR5

Engineering Grade 4 @ 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 Racecar Challenge

Mission:  To build a ramp that will send your racecar the furthest distance across the room.

Materials:  1 miniature racecar, building blocks, cardboard

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 Zip Line Challenge

Mission:  To work in teams to build a device that can safely carry a plastic golf ball from the top of a zip line to the bottom in less than four seconds.
Materials:  Cardboard, 4 small paper cups, plastic golf ball, 4 straws, scissors, hole punch, tape, 4 washers, 4 craft sticks

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 4 @ 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 Racecar Challenge

Mission:  To build a ramp that will send your racecar the furthest distance across the room.

Materials:  1 miniature racecar, building blocks, cardboard

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 Zip Line Challenge

Mission:  To work in teams to build a device that can safely carry a plastic golf ball from the top of a zip line to the bottom in less than four seconds.
Materials:  Cardboard, 4 small paper cups, plastic golf ball, 4 straws, scissors, hole punch, tape, 4 washers, 4 craft sticks

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 4 @ 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 Racecar Challenge

Mission:  To build a ramp that will send your racecar the furthest distance across the room.

Materials:  1 miniature racecar, building blocks, cardboard


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 Zip Line Challenge

Mission:  To work in teams to build a device that can safely carry a plastic golf ball from the top of a zip line to the bottom in less than four seconds.
Materials:  Cardboard, 4 small paper cups, plastic golf ball, 4 straws, scissors, hole punch, tape, 4 washers, 4 craft sticks

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 4 @ 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 Design Process to solve these problems:  Ask, Imagine, Plan, Create, and Improve.

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

Mission:  To build a ramp that will send your racecar the furthest distance across the room.

Materials:  1 miniature racecar, building blocks, cardboard

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 Zip Line Challenge

Mission:  To work in teams to build a device that can safely carry a plastic golf ball from the top of a zip line to the bottom in less than four seconds.
Materials:  Cardboard, 4 small paper cups, plastic golf ball, 4 straws, scissors, hole punch, tape, 4 washers, 4 craft sticks

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 4 @ 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 Racecar Challenge

Mission:  To build a ramp that will send your racecar the furthest distance across the room.

Materials:  1 miniature racecar, building blocks, cardboard


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 Zip Line Challenge

Mission:  To work in teams to build a device that can safely carry a plastic golf ball from the top of a zip line to the bottom in less than four seconds.
Materials:  Cardboard, 4 small paper cups, plastic golf ball, 4 straws, scissors, hole punch, tape, 4 washers, 4 craft sticks

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.