First and Second Grade Engineering

1ST & 2ND GRADE

ENGINEERING

׳בו ׳א תותיכב הסדנה

By Catherine Ross, K-2nd Grade Engineering; 3rd Grade Science; K-4th Grade Educational Support Teacher, and Rebecca White, Institutional Advancement Associate

Using the Engineering Design Process to problem solve, first and second grade students completed three engineering projects last fall, each presenting its own unique challenge. The student-chosen projects were: an ant and a grasshopper, a lion and a mouse, and a queen and Rumpelstiltskin. The ant and the grasshopper challenge was to move food as far as possible with speed and accuracy. The lion and the mouse challenge was to safely trap a human hunter, and lastly, the students were challenged to create a musical instrument in the story of the Queen and Rumpelstiltskin. All worked together to ask questions and gather more information about each problem that needed to be solved. Students brainstormed and imagined their ideas, planned out their designs, created a prototype, and ultimately tested out and repeatedly improved their projects. During the design process, students became engineers guided by the JCDS Habits of Mind and Heart – coming together to identify problems, solve them with their curiosity, and finally, persevering to improve each project to satisfaction. Once completed, with confidence and strength, students gathered together to reflect upon their experiences. They learned the importance of sharing their ideas using growth mindset to improve upon their final projects. As Gavriella in 2nd grade

My favorite part is creating because I get to do different things, test different things, and improve it. “

— Gavriella, 2nd grader

said, “My favorite part is creating because I get to do different things, test different things and improve it.” Classmate Daniel reflected on his experience, stating, “You get to build stuff, try it out, and if it doesn’t work, try it again.” Introducing elementary school children to engineering has a host of benefits. Most notably, it is a natural progression of everyday play-based learning. Children are born engineers – they are constantly identifying problems, looking for solutions, and trying different options until they get it right! By using Engineering Design as a pedagogical process, students learn to think like an engineer; an invaluable talent and skill they can use for problem solving across all content areas.

The Engineering Design Process is central to our approach to engineering throughout the school. We see it as integral to all curricular areas, not just in official STEM disciplines. Students are encouraged to use this iterative approach to problem solving and to ‘think like engineers.’ In Middle School, we are identifying opportunities for innovative curricular integration using the Engineering Design Process in all curriculum areas as an umbrella concept which unites learning. Our students have opportunities to engage in deeper learning – learning that requires content mastery, critical thinking and problem solving, as well as collaboration, effective communication, and self-directed study. We want JCDS kids to see themselves as fearless and capable designers who can, and will, build solutions to the problems they come across every day, to use their skills to help others, and to be their best selves.

Coding is more than a technical skill; it is a way to achieve literacy in the 21st century. Essential literacy skills include the ability to use technology effectively for personal expression and complex problem-solving.