Lesson Plans

Lesson Overview: Groups of students will compare four types of the same product and pick which one is the best choice. Before the group work, as a class, the students will come up with a list of design features. Each small group of students will talk about the products and compare the different features, weighing the pros and cons of each item and then picking the best one. This can be expanded by giving students a specific user to think about.

Learning Objectives:

● To gain practice collaborating with a partners
● To gain an understanding of constraints and criteria
● To understand that there is not one “correct” answer

Materials: Four of one type of object that students are familiar with (e.g. pens, pencils, notebooks, water bottles, etc.)

Criteria: Students must pick which one of the objects they think is the best. They can pick for a specific user (pencil for a 1st grader vs. teacher) or situation (water bottle for a classroom desk or a hike).

Directions:

1. Explain to the students that will examine four objects and then choose the best one against the criteria they have outlined.
2. Model what they will be doing with a different type of object and talk about possible criteria and fill in a table about the object.
3. Place students in groups three or four.
4. Students will begin by picking five criteria that they think are important as they think about the object. The teacher can provide the cost of the objects.
5. Students will examine the objects and fill in the table.
6. Each group will pick the object they think is the best. They should be able to explain their reasoning about why they picked that object and the method they used to decide.
7. Each group will share their choice with the class and their justification.
8. The teacher may provide a specific user or situation and then facilitate a discussion with the class if the user or situation changes any of their choices.

Product Comparison Table:

Product	Criteria 1: Ex: Cost	Criteria 2:	Criteria 3:	Criteria 4:	Criteria 5:	Notes

Download PDF Instructions: Product Comparison

Pencil Holder

Lesson Overview: Students will design something to hold the 8-12 pencils/crayons on their desk or table.

Suggested Time: 30-60 minutes depending on age

Learning Objectives:

● To gain practice collaborating with a partner
● To better understand the properties of materials
● To gain experience testing
● To gain an understanding of constraints and criteria

Materials: A variety of materials can be used for this activity. It can serve as a materials exploration. Possible materials include interlocking building brick (standard size and large), craft and recyclables.

● Interlocking building bricks
● Cardboard
● Paper tubes
● Popsicle sticks
● Tape
● Paperclips
● Pencils, makers, pens, or crayons

Design Criteria:

● Must hold 8-12 items
● Must be sturdy enough to stay together
● One holder must be built between partners

Directions:

1. Explain to students that they will build something to hold some of the materials on their tables/desks.
2. Discuss possible constraints and criteria for the device. For example, the device should be:

a. sized to fit on the table and still allow students to work.
b. able to hold the specified items.

3. Show the students the materials to choose from.
5. Students can sketch their initial designs. Once they have a sketch, they can begin building. As you circulate, ask students questions about certain design decisions.
6. About 15 minutes into building, bring the students together and have each group share their ideas. Ask the group for ideas for any part that is difficult to build. This step takes more time, but it helps to build the community of collaboration.
7. Students should have pens and pencils at their workspace so they can test as they go. Lead a discussion of the designs to help them analyze and interpret their designs.
8. Have students keep iterating, encouraging them to analyze and interpret after testing.
9. Be sure to leave time to have a final discussion with the class to talk about their design process.

Download PDF Instructions: Pencil Holder

Wind Tube

Lesson Overview: Students will build something that will hover between the top two bands for

at least 3 (or 10) seconds. It can move around between those bands but can’t go out the top or
fall to the bottom.

Suggested Time: 40 minutes

Learning Objectives:

To gain experience testing and iterating
To gain an understanding of constraints and criteria
To foster a community of collaboration
To gain experience dealing with frustration productively

Materials:

● Scissors

Recyclable Materials:

● Plastic grocery bags or small trash bags
● Thin cardboard (like cereal box thickness)
● Old magazines
● Weights: pennies, washers, or something small that provides weight
● Paper towel rolls
● empty yogurt containers
● empty water bottles
● wire hangers

Purchased Materials:

● balloons (although if offered balloons sometimes that’s all children will use)
● Tape (masking seems to work the best)
● popsicle sticks
● foil
● plastic wrap
● string
● pipe cleaners
● paper clips
● coffee filters

Directions:

1. Show the students the wind tube and explain to the students that they are going to build something that will hover in the wind tube between the top two rings.
2. Show the students the materials they can choose from.
3. Tell them there is little chance the designs will work the first time and they will be able to alter the materials as needed for their designs.
4. Since the point of this activity is for students to test and iterate often, encourage them to test often and then make changes based on their tests.
5. Have students test as they build.
6. Lead a discussion of the designs to help them analyze and interpret their designs.
a. Did your design stay between the bands?
b. If not, did it sink or fly out?
c. Did your design stay together inside the tube?
d. How can you improve your design?
7. Have students keep iterating, encouraging them to analyze and interpret after testing.
8. Leave time for a final discussion with the class to talk about their design, but also the process they used and what role testing played.

Possible Discussion Topics:

● constraints/affordances of materials or inspiration provided by materials
● group dynamics
● effect of watching other groups work
● using science: thinking explicitly about drag or more like “air pushes things”
● using an “engineering design cycle” in order vs. tinkering

Wind Tube Building Directions

Materials:

1) Plastic sheet, about 3 feet long and at least 4 feet wide
a) Acetate works well, about 5 millimeters thick
2) Three 14” embroidery hoops
a) Two will work, but three makes the tube more sturdy
3) Clear packaging tape
4) A large fan that can face upwards (diameter larger than 14”)

Procedure:

1) Roll the plastic along the long dimension into a cylinder that fits between the embroidery hoops. Secure the embroidery hoops inside and outside the plastic.
2) Use the tape to secure the seam along the outside of the tube.
3) Place the tube on top of the upwards-facing fan. Tape it if it does not stay on top of the fan.

Download PDF Instructions: Wind Tube

Backpack for a Stuffed Animal

Lesson Overview: Students will build a backpack for a client (stuffed animal) to help them carry items.

Suggested Time: 60-90 minutes

Learning Objectives:

● To gain practice identifying constraints and criteria
● To design for a client based on the constraints and criteria

Materials:

● Scissors
● Tape (masking seems to work the best)
● Variety of stuffed animals that are at least 8” high – Every group does not have to have a separate stuffed animal, but there should be enough that students have enough time to measure and test their designs several times while holding the stuffed animal.
● Three items per group that will be carried in the backpacks. These can be a pen, a pencil, an eraser, or items picked by students.
● Thin cardboard (like cereal box thickness)
● Felt and/or fabric
● popsicle sticks
● rubber bands
● String
● pipe cleaners
● Plastic or paper cups
● Paper clips

Directions:

1. Explain to students that they will build something to help their client carry items.
2. Discuss possible constraints and criteria for the device. For example, the device should be:
a. removable.
b. comfortable.
c. able to hold the specified items.
3. Show the students the materials to choose from.
4. Introduce students to the “clients.”
5. Students can sketch their initial designs. Once they have a sketch, they can begin building. As you circulate, ask students questions about certain design decisions.
6. About 15 minutes into building, bring the students together and have each group share their ideas. Ask the group for ideas for any part that is difficult to build. This step takes more time, but it helps to build the community of collaboration.
7. Have them test the first or second version of their design and lead a discussion of the designs to help them analyze and interpret their designs.
8. Have students keep iterating, encouraging them to analyze and interpret after testing.
9. Be sure to leave time to have a final discussion with the class to talk about their design process.

Possible Discussions Topics:

● Does your design meet the constraints and criteria?
● Why did you decide to make “this” like you did?
● How would your client take the backpack off?

Download PDF Instructions: Backpack for a Stuffed Animal

Create a System to Lift a Weight onto a Chair

Lesson Overview: Students must create a system to lift a weight (a block, a bag of coins) onto a chair. Students are not allowed to touch the weight directly when lifting it to help solve the challenge.

Suggested Time: 30-60 minutes

Learning Objectives:

● To practice navigating collaboration when building a system
● To think about how individual components interact in a system

Materials:

● Cylinders (cans, paper towel rolls)
● String
● plastic bags (small)
● weights (e.g. blocks, coins, batteries)
● masking tape
● thin cardboard (e.g. cereal boxes)
● paper or plastic cups
● rubber bands
● paper clips

Directions:

1. Explain to the students that are going to build some type of system that will move the weights onto the seat of a chair.
2. Show the students the materials they can choose from.
3. Tell them they can alter the materials as needed for their designs.
4. Students can sketch their initial designs in their engineering journals. Once they have a sketch, they can begin building.
5. Have them test the first or second version of their design and lead a discussion of the designs to help think about how the drums sound. This can be a whole class discussion
6. Have students keep iterating, encouraging them to analyze and interpret after testing.
7. Be sure to leave time to have a final discussion with the class to talk about their design, but also the process they used and what role testing played.

Possible Discussion Topics:

● How did you manage building different parts in your group?
● Did other groups’ ideas help you think about what you wanted to do?

Download PDF Instructions: Crane System

Build a House

Lesson Overview: Students will build a house that is able to withstand the wind and rain.

Suggested Time: 60-75 minutes

Learning Objectives:

● To gain experience connecting different materials
● To better understand properties of materials
● To foster a community of collaboration and idea sharing

Materials: You can assign different pairs of students different materials if you’d like them to compare and contrast materials during discussions.

● Scissors
● Hair dryer or fan
● Spray bottle
● Cardboard
● Paper
● Masking Tape
● Duct tape
● Glue Gun
● Paper clips
● clay
● LEGO
● Pipe cleaners
● Popsicle sticks
● Duct tape
● Tin foil
● Plastic wrap

Directions:

1. Explain to students that they will build houses. Discuss design constraints (materials in room, time, etc.) and criteria (e.g. must be sturdy, have standard house features such as a door and windows, must be sturdy enough to withstand a storm [hair dryer and spray bottle of water]). Let students know that you will ask them to share any useful building techniques with the rest of the class.
2. Show the students the materials they can choose from OR assign each group materials.
3. Students can sketch their initial designs. Once they have a sketch, they can begin building.
4. About fifteen minutes into building, have the students come together to share their building techniques.
5. Have students return to building and finish.
6. Make sure you leave time to have a final discussion with the class and to test out their designs.

Possible Discussion Topics:

● Were there materials that were harder or easier to work with than you thought they would be?
● What were the pro/cons of different materials?
● Which materials were best for sturdy structures?
● What building techniques did you use? Did you find a way to attach materials to each other that you think worked well? Which materials are best for connecting?
● Did you see something that someone else did that you thought would be helpful to you?

Download PDF Instructions: Build a House

Chair for a Bear

Lesson Overview: Students must create a chair for a stuffed bear or other animal that is approximately 12” tall. The chair should be sturdy and support the stuffed animal as it sits and be personalized for the stuffed animal. It should not slump over.

Suggested Time: 60-90 minutes

Learning Objectives:

● To get experience planning for a client
● To incorporating constraints and criteria
● To gain experience testing and iterating
● To understand the concept of sturdy building

Materials: Interlocking building bricks, recycled and craft materials, or a combination

● Interlocking building bricks
● Cardboard
● Paper
● Tape
● Paperclips
● String
● binder clips
● pipe cleaners
● popsicle sticks
● Paper cups

Directions:

1. Explain that the engineering problem is to create a sturdy chair to support a stuffed animal. The chair must be able to hold up the stuffed animal and prevent it from falling out of the seat. Also, the chairs must be able to survive the drop test when dropped from their ankles. If different
groups are using different stuffed animals, discuss how chair designs should accommodate the needs of each stuffed animal.
2. Show the students pictures of different chair designs and discuss the benefits of one chair to another.
3. Students begin by sketching their ideas for chairs. Have them label the pieces they think they will be using.
4. After they have sketched out an idea, they can begin building.
5. After ten minutes, stop for a mid-design share-out. Talk about what each group is going to do next and if they have already tested. Groups can share helpful building tips with each other.
6. Students should continue building.
7.Gather students to start testing their chairs by placing their stuffed animals on the chairs. If it breaks or does not support Mr. Bear, they should improve their design and test it a second time. Students can also drop their chairs from their ankles to test for sturdiness.
8. Give students time to iterate.
9. Conclude the lesson by reviewing the methods of construction for the sturdy chairs.

Possible Discussion Topics:

● What special considerations will your specific animal need? How will you serve this animal’s needs with your chair?
● Did the animal fit in the chair?
● Did the animal stay upright or flop over?
● Did the animal look relaxed or straight?
● Did the animal’s legs dangle or was there support for the legs?

Download PDF Instructions: Chair for a Bear

Stomp Rocket

Lesson Overview: Students will create a paper stomp rocket that carries a specified payload to
a specified target.

Suggested Time: 60-120 minutes

Design Criteria: The rocket will reach the target destination, carrying the specified payload (each group had a different, randomly assigned payload and target)

Learning Objectives:

● To build collective knowledge of rocket design
● To gain experience evaluating tests results to make design changes

Materials:

For the stomp rocket:

● Paper
● Foam sheets
● Transparencies
● Card stock
● Tape – ideally different types
● Paper clips
● Small paper cups
● Cone-shaped small paper cups
● Weight – washers or coins work well
● (Optional: a wooden dowel the same diameter of the launcher, to help students roll their paper into the correct sized tube)

For the testing station:

● Inexpensive commercially available plastic rocket launchers
● Printed targets (planets, moons, space station, etc.)

Directions:

1. Set up the launcher on one end of a room and tape the printed targets to the floor in a line going away from the launcher.
2. Give each student group a mission to carry a certain amount of weight to a certain target To avoid competition, it can be helpful to give each group a different mission, with more weight for the closer targets..
3. Show students how the launcher works: a rocket will slide on top of the plastic tube, then
someone stomps or jumps on the soft plastic balloon part to launch the rocket.
4. You may want to show students images of different kinds of real rockets, so they do not fixate on the most common ‘cartoon’ image of a rocket.
5. Have small groups begin working and testing their designs. Most designs have a body made of paper, foam sheet, or transparency rolled up and secured, with a cup secured on the top. If students have trouble rolling their rockets to the right size for the launcher, provide them with dowels the same diameter as the launcher for them to use while building.

Possible Discussion Topics:

● Students can share advice about different problems they’ve faced, such as the rocket tops flying off during testing, weight falling off, or rockets staying stuck on the launcher.
● As the designs in this task are usually very similar, it provides a great sensemaking opportunity across designs. Students can look across designs and think about what factors matter the most in how far a rocket travels and how much weight it can hold. Students often think first about how heavy a design is, but later come to notice that the shape, materials, weight distribution, and cup type all matter as well.

Download PDF Instructions: Stomp Rocket

Novel Engineering: Peter’s Chair

Lesson Overview: This activity is based on the book Peter’s Chair by Ezra Jack Keats. The class will need to read the book to do the activity. Although the book is for early elementary students, it has been done with older grades with less focus on literacy.

Suggested Time: 45-120 minutes, depending on ages of students

Students will pick a problem from the story and design a solution to solve a problem for one or more of the characters.

Learning Objectives:

● To gain experience identifying problems
● To gain experience problem scoping
● To design a solution for a client based on criteria and constraints that have been
identified

Materials:

● Scissors

Recyclable Materials:

● thin cardboard (like cereal box thickness)
● old magazines
● paper towel rolls
● empty small plastic containers such as yogurt containers
● empty water bottles

Purchased Materials:

● Tape (masking seems to work the best)
● foil
● popsicle sticks
● Felt or fabric
● plastic wrap
● string
● pipe cleaners
● paper clips
● coffee filters

Directions:

1. Read the book with the students. Tell them that they will build a solution to solve a problem for one of the characters. Have them keep a list of problems they find as they read. For younger students, stop at each page and discuss what is happening in the picture. For older students, remind them to look at the images for information about the characters. As you read, ask the students to share what they think the different characters are feeling at different times in the story.
2. As a group, list the problems that the students found on an anchor chart. Talk about which problems could be solved with engineering and which are more social. For example, students could build quieter blocks through engineering.
3. Pick one of the problems and talk about how that problem affects each member of the family. Talk about constraints and criteria in the story. Brainstorm possible solutions.
4. Tell students that they will be pick a problem, design and then build an engineering solution to solve that problem. Introduce students to the materials.
5. Put students into pairs and have each pair pick a problem.
6. Have students brainstorm possible solutions and then begin planning using a planning document. Make sure they outline the constraints, criteria, and how they will test their design.
7. Students can begin building.
8. Stop for a mid-design share-out after students have built something, but still have work to do. Use the mid-design share-out for students to share what is working well and what they are trying to figure out. Have groups share advice with each other.
9. Students continue to build and test.
10. Students can share their designs through a presentation and/or another method such as an advertisement for the device.

Possible Discussion Topics:

● What about your design works well?
● What would you like help with?
● How will this solve the problem for your character(s)?
● How would the characters use it?

Download PDF Instructions: Peter’s Chair

Abbey the Dog

Lesson Overview: This activity is based on a case study from the Tufts School of Veterinary Medicine about a dog named Abbey who has mobility issues in her back legs. Abbey is no longer able to do the things she used to do so students will build something that will improve Abbey’s life while keeping her injured lower back safe.

Suggested Time: 60-120 minutes

Learning Objectives:

● To get experience planning for a client
● To incorporating constraints and criteria
● To make connections between engineering and real-life situations

Materials:

● Scissors
● Felt or fabric
● Stuffed dachshund
● Wheels
● Cardboard
● Paper
● Tape
● Paperclips
● Wire
● Velcro
● String
● binder clips
● pipe cleaners
● popsicle sticks
● Paper cups

Directions:

1. Let students know that they will be building something to help a dog whose back legs are temporarily unusable.
2. Introduce Abbey. (Download slides about Abbey here) Abbey is an 8 yr old female dachshund who is fond of playing ball and jumping on and off the couch in her owner’s den. One morning, Abbey wasn’t acting like herself and seemed very reluctant to get up from her bed to move around the room. When she did walk, she had a funny stilted gait that some describe as “walking on eggshells”. By the time the owners were able to take Abbey to the veterinarian later that morning, she was unable to stand and was partially paralyzed in both of her rear legs. Findings from a thorough neurological exam and radiographs suggested that Abbey had ruptured an intervertebral disc and that the contents had damaged her spinal cord. After surgery, Abbey still couldn’t walk and so the veterinarian suggested that some kind of device was needed to help Abbey in her day-to-day life until she healed. The veterinarian felt that Abbey would improve but would still need help moving for several weeks to come.
Abbey is now not able to do the following things:

● Jumping on the bed
● Chasing the ball
● Walking to food
● Walking with the owner
● Swimming
● Running
● Playing games with other dogs
● Dig with her back legs

Requirements for the assistive technology:

● Has to be comfortable on Abbey: not too tight or too loose
● Easily attached and removed
● Takes very little time to put on/off
● Nothing can be glued, taped, pinned, etc. to Abbey
● Must support the lower back and legs
● Lower back and hips must be kept as still and stable as possible when the device is being used.

3. After understanding the challenges faced by Abbey, lead two brainstorming discussions. Focus the first one on Abbey’s day to day problems. Focus the second one on building ideas and constraints (size, weight and cost, etc), weight, cost, etc). Be sure to document the ideas in a visible location for reference. If not mentioned previously, discuss fit, stability, and ease of taking the device on and off.
4. Students break into groups and begin planning. They should choose a problem together first and then take time to quietly draw or write about possible solutions to that problem. Once they have had some time to think on their own (2 minutes), they can brainstorm together and establish a single design plan with which to proceed. It is a good idea to have an educator check their idea before they start building to make sure it is feasible.
5. Have students build and test their designs on the stuffed dog. Once their designs have been approved, students can grab materials that they need and begin to build.
6. Stop for a mid-design check-in.
7. Give students time to iterate on their designs based on the feedback from the check-in.
8. After students complete their designs, have them share again or facilitate a discussion that helps them reflect on the process.

Possible Discussion Topics:

● What problem did you choose?
● What did you build to solve it and why?
● What evidence did you use to help make design decisions?
● What changes did you make because of the feedback you got and your tests?
● What are you going to change about your design? What is your next step?

Download PDF Instructions: Abbey the Dog

Download Abbey’s Information Slides: Abbey Slides

Back Scratcher

Suggested Time: 45-60 minutes

Learning Objectives:

● To get experience testing and iterating
● To build with criteria in mind
● To understand how to connect different materials to

Materials:

● Interlocking building bricks and/or
● Cardboard
● Paper
● Masking tape
● Paperclips
● String
● Straws
● pipe cleaners
● popsicle sticks
● Paper towel tubes

Directions:

1. Tell they will engineer a solution to solve the problem of an itchy back. Discuss criteria for a successful design which should include:
a. Does this design satisfy an itchy back?
b. Can it be used without it falling apart?
2. Have students work in teams to brainstorm and figure out to solve the problem of an itchy back. Encourage creativity reminding students that designs may differ even though they are all solving the same problem.
3. This activity does not require intricate planning, but have students sketch their ideas and label the different materials they would like to use.
4. After students have formulated a plan, allow them to build their ideas in teams using the available materials. Ask them how they will know when their design is finished and works.
5. Allow students to share their ideas and designs to get feedback from peers, keeping in mind the design’s ability to solve the problem and meet the criteria for success.
6. Give students five minutes to use the information gained from testing and the feedback to improve their designs.
7. Students can share final designs by showing the group how they work, designing an advertisement, or another activity that meets classroom goals.

Download PDF Instructions: Back Scratcher

Exploring Circuits

Lesson Overview: Students will learn about circuits and simple electronics as they build an alarm. The activity can be expanded by doing the Lunchbox alarm during the next session.

Suggested Time: 30-45 minutes

Learning Objectives:

• To learn about simple circuits
• To incorporate circuits into a design

Materials: This activity will work with different electronic kits and with basic electronic pieces if they include:

• 1.5-volt light bulbs
• Buzzers
• AA Batteries
• AA Battery Holders with leads
• Aluminum Foil
• Non-conductive ribbon, fabric, or paper

Directions:

1. Introduce students to materials (Except for buzzer)
2. Launching Question:
a. How can we use this battery to light up this bulb?
3. Encourage students to find different ways to make the bulb light up
4. Document students’ successful and unsuccessful attempts on chart paper or in slide show
5. Lead a discussion intrepretting the results – What do we need to light up the bulb?
a. Focus on circuit ideas –
i. A complete path
ii. conductive materials (using aluminum foil, using battery holder)
6. Introduce vocabulary and diagrams relevant to your goals (e.g. electricity, electrons, etc.)
7. Introduce Buzzer and discuss how it might work like bulbs
8. Introduce challenge -Sudents that will create a circuit that is part of an alarm system.
9. Have students draw their plan.
10. As students build their circuits, they will likely vary from what they drew.
11. Students can test each other’s alarms
12. When students finish, have them share what they learned about how to work with the buzzer.
13. Final discussions can also focus on what they think they will need to incorporate the materials as a lunch box alarm.

Download PDF Instructions: Exploring Circuits

Lesson Plans with Robotics

Art Bot (Robotic)

Lesson Overview: Students will create a robotic artist. Students can either create a robot that will create a piece of art, choosing their medium and style of robot, OR all students can build a spin art robot.

Suggested Time: 60 minutes

Learning Objectives:

• To gain an understanding of gearing
• To coordinate building and programming a robot
• To gain experience building a system

Materials:

● Robotics kits
● Gears (optional)
● Cardboard
● Paper
● Tape
● Paint
● Paint brushes
● Magic markers

Directions:

1. As a whole group, share examples of different types and mediums of art. You can stipulate constraints for the robot. For example, it must contain gears and sensors.
2. Tell students they will build a robot to help them create art. Show them the material selection for the art. They should be familiar with the robotic materials at this point.
3. Put students in groups. Have them pick what they will use for the art materials and canvas (size, material, etc.).
4. Have students use a planning document to plan the robot. They should label the parts. They should also address how the paintbrush or markers will be attached to the robot and where the medium will be attached.
5. Once the students have a plan, they can begin building. Remind them to test as they go.
6. The final share can be a showcase of the art that the students create.

Download PDF Instructions: Art Bot

Miniature Golf Course (Robotic)

Lesson Overview: Each group of students designs a miniature golf obstacle so that when they are put in a series, they have created a miniature golf course. Although the mechanisms will be robotic, students can use other types of materials for the obstacle. You can stipulate if you want students to include gears and sensors.

Suggested Time: 140-180 minutes

Learning Objectives:

• To coordinate building and programming a robot
• To gain experience building a system
• To collaborate to build a system

Materials:

● Scissors
● Golf balls
● Golf club,putter
● Paper cup or something else as the hole
● Interlocking building bricks
● Cardboard
● Paper
● Tape
● Paperclips
● String
● binder clips
● pipe cleaners
● popsicle sticks
● Paper cups

Directions:

1. Talk about and show pictures of mini golf obstacles. Discuss which kinds of obstacles are feasible to build using the robotics materials in the classroom. This conversation can include methods of movement for the obstacles (swinging, spinning, etc.)
2. Have students coordinate the order of the obstacles so each group knows when their obstacle will fall in the order.
3. Give students time to plan their obstacle.
4. Check students’ plans before they begin to build.
5. Students build their mini golf obstacles.

Optional: The students can program their obstacle to play a victory noise when the ball gets to the hole, or something totally different.

● Students can build putters.
● Students can add a theme for each hole and add decorations based on that theme.

Download PDF Instructions: Mini Golf Course

Silly Walks (Robotic)

Lesson Overview: In this activity, students will build a robot that can move without the use of wheels. This can be done with very little or no programming experience. The motors just need to move forward.

Suggested Time: 45-60 minutes

Learning Objectives:

● Students will understand simple programming (move forward)
● Students will practice building with robotics components
● Students will be able to think outside of the box and think of non-traditional ways to make the robot move (NO CARS!)

Materials:

● Robotics kit that includes a variety of building pieces
● Motors

Directions:

1. Show students how the motors work, indicating which part spins and what parts are used to attach to the brick. The motors must be physically attached to the brick to move.
2. Before students build the silly walker, have them explore the materials and share two different ways they can attach the motors.
3. Students can build the silly walkers, testing as they work.
4. Give students a five to ten-minute warning to complete their robots.
5. Have the students put all the robots down on the floor and start them all at once. All motors should be programmed to move forward.

Possible Discussion Topics:

● What was easy about this activity?
● What was challenging about this activity?
● What is a tip you want to share with others about building?
● What would you have done differently?

Download PDF Instructions: Silly Walks

Biomimetics (Robotic)

Lesson Overview: Students will build a robotic device that emulates an animal’s digging movements.

Suggested Time: 120 minutes

Learning Objectives:

• To research and analyze the structure and function of digging animals
• To build a robot that will mimic the movement of an animal
• To build coordinate building and programming for a robot

Materials:

Robotic Device:

● Robotics kit including motors
● Cardboard
● Tape
● Paperclips
● Robotics kit including motors
● Cardboard
● Tape
● binder clips
● pipe cleaners
● popsicle sticks
● binder clips
● pipe cleaners
● popsicle sticks
● Paperclips

Testing Station:

● Shoeboxes or plastic tubs of a similar size
● Shredded paper, cotton balls, or wood chips

Directions:

1. Tell students they will build and program a robot that will mimic a digging anima. The robot will dig shredded paper, cotton balls, or wood chips. Show the students the testing stations which have the boxes filled with the materials.
2. Facilitate a conversation with students as you talk about different animals that dig and how they dig (e.g. claws, teeth, tail). During this discussion, look at images of animals that dig and their skeletal systems.
3. Next, have each group pick the animal that they want to emulate. Share the materials they will use so they can begin planning. Students may want to spend time researching their animal and how it digs.
4. Have students complete planning sheets that include a drawing of their intended device.
5. While students build their robots remind them to program and test as they work.
Optional: Tests can include how much the robots can dig in a specified amount of time.
6. As part of the mid-design share-out, have students test their designs and give each other feedback.
7. Be sure that students iterate on their designs based on feedback.
8. At the end, ask students to show how their digger works and/or create a poster of the digger and images of animals.

Possible Discussion Topics:

• How does your animal dig?
• How did you mimic your animal’s motion?
• How is the motion like your animal? How is it different?
• What other materials would you need to make your robot more accurate?

Download PDF Instructions: Biomimetics

Lunch Box Protector (Robotic)

Lesson Overview: Students will build something to protect lunch that is kept in a lunch box.

Suggested Time: 60-90 minutes

Learning Objectives:

● Students will get practice using sensors
● Students will practice building with robotics components

Materials:

Testing Stations:

○ Lunchboxes

Building:

○ Robotics building materials (Students may want to incorporate sounds or lights as part of their designs.)
○ Motors
○ Sensors
○ Cardboard
○ Paper
○ Tape
○ Paperclips
○ String
○ Binder clips
○ Pipe cleaners
○ Popsicle sticks

Directions:

1. Tell students they will build a lunch box protector for a student whose lunch is regularly being stolen. They can use a variety of materials but must use at least one sensor. Discuss design constraints and criteria. Be sure to mention that the device cannot harm anyone.
2. Have students work in pairs or small groups. They should begin by using a planning document. Students should have access to the lunch boxes so they can test as they build.
3. Have students program and build as they work. They do not need to complete one task before moving on to the other task.
4. Stop for a mid-design share-out to get feedback from classmates and offer tips to each other.
5. Give students time to iterate on their designs.
6. For a final share-out, students can test each other’s devices and try to break into them.

Possible Discussion Topics:

● What were the different designs you discussed at the beginning?
● Why did you choose the design you chose?
● Do you have any programming tips for the group?

Download PDF Instructions: Lunch Box Protector

Longer/Final Projects

Longer/Final Project Trajectory

Lesson Overview: Longer projects in the book include an amusement park ride (robotics), a game for a younger student, an improvement for the classroom or school, and a miniature golf course where each group builds a different obstacle.

Suggested Time: Below is a seven-session trajectory for longer projects with sixty minutes per session. This is variable depending on the amount of time you have and what your goals are.

Learning Objectives:

● To manage working through the engineering design process
● To choose a problem
● To outline design constraints and criteria

Materials: (dependent on robotics or not)

● Robotics kits (optional)
● Craft, Recyclable, and Office Materials

Directions:

Day	Sub-Activity	Notes
1	Introduce Challenge & Problem Scoping	Students begin filling in their planning document as they scope the problem.
2	Research, Brainstorm, Planning	Students continue to fill in the planning worksheet, manipulating materials as needed.
3	Build	Students test as they build. These may be mini tests of components or tests to see how their designs work overall. They will iterate as they test. Students will document as they work.
4	Mid-Design Share-out & Building	Students continue to test, iterate, and document. Students can participate in a mid-design share-out.
5	Build	Students continue to build, test, iterate, and document.
6	Final Share-Out	Students share in or more ways.
7	Clean-up and Reflection	Reflection may be included as part of documentation and/or through class discussion. It can include personal reflections on the process and/or lessons learned about topics such as materials, collaboration, etc.

Download PDF Instructions: Final Project Template