#OnceUponAnEngineerChallenge
Every year in the Spring my team and I take a couple weeks to intentionally teach Engineering to our
students. As a STEM school of choice, we noticed a lack of intentional engineering lessons that were
grade level appropriate for our littles. So we did what most Teachers do and turned to inspirations from
Pinterest and Teachers Pay Teachers(TPT) to help find some resources to begin creating dynamic
engineering learning experiences for our students. We found some wonderful resources on TPT that
were themed fairy tale engineering challenges. We used these resources to help build our 2 week
engineering learning experience. Each teacher on our team does this process a little different, so I will
write about my experience and am going to focus on the main engineering challenge we do in my class.
students. As a STEM school of choice, we noticed a lack of intentional engineering lessons that were
grade level appropriate for our littles. So we did what most Teachers do and turned to inspirations from
Pinterest and Teachers Pay Teachers(TPT) to help find some resources to begin creating dynamic
engineering learning experiences for our students. We found some wonderful resources on TPT that
were themed fairy tale engineering challenges. We used these resources to help build our 2 week
engineering learning experience. Each teacher on our team does this process a little different, so I will
write about my experience and am going to focus on the main engineering challenge we do in my class.
During fairy tale week, we incorporate the unit into the math we are currently on and into literacy by
reading books and identifying characteristics. Throughout the year we do little challenges that help
students to learn the engineering process leading up to the big fairy tale engineering unit.
reading books and identifying characteristics. Throughout the year we do little challenges that help
students to learn the engineering process leading up to the big fairy tale engineering unit.
We begin by reading the original 3 little pigs. Then I start incorporating the engineering challenge.
The following is a Day by Day lay out of the process.
The following is a Day by Day lay out of the process.
DAY 1: I start by having students watch a video or have someone come in and talk about construction
and engineering. Then I put students into intentional teams ( teams with several strong leaders, several
quiet students together, etc). THIS IS NEVER THE FIRST time students work in groups for an
engineering challenge, they have done a couple other little challenges in a variety of groupings
(2 people to build a bridge, groups of 3 to build a boat, groups of 4 to collaborate on creating a habitat).
For this challenge teams are dependent on class size but usually not larger than 5 students. The first
thing students are tasked with in their team is to come up with a Construction company name.
and engineering. Then I put students into intentional teams ( teams with several strong leaders, several
quiet students together, etc). THIS IS NEVER THE FIRST time students work in groups for an
engineering challenge, they have done a couple other little challenges in a variety of groupings
(2 people to build a bridge, groups of 3 to build a boat, groups of 4 to collaborate on creating a habitat).
For this challenge teams are dependent on class size but usually not larger than 5 students. The first
thing students are tasked with in their team is to come up with a Construction company name.
DAY 2/3: We talk with or watch a short video on what a graphic designer is and what they do for their job.
Then in their Construction companies the teams are tasked with creating a logo that will represent their
company. I give every child a piece of graphing paper and 10-15 minutes to draw independently. Then
after the allotted time students come together with their team to share about their design and why they
decided to make this design. Then teams have to choose one design to use. The team is given a blank
white paper, where they make their final design. During this time I really try not to interject into
conversations and will never solve their problems. If I do talk with groups I ask questions or simply
restate what I heard others say in the discussion. Sometimes this activity needs multiple days, just
depends on the class and the time that can be allotted for this activity.
Then in their Construction companies the teams are tasked with creating a logo that will represent their
company. I give every child a piece of graphing paper and 10-15 minutes to draw independently. Then
after the allotted time students come together with their team to share about their design and why they
decided to make this design. Then teams have to choose one design to use. The team is given a blank
white paper, where they make their final design. During this time I really try not to interject into
conversations and will never solve their problems. If I do talk with groups I ask questions or simply
restate what I heard others say in the discussion. Sometimes this activity needs multiple days, just
depends on the class and the time that can be allotted for this activity.
that is on the table. The three little pigs need a new house that will fit all of them comfortably and prevent
the wolf from entering. I then tell them that each team will build a model of a house for their potential
clients. As a class we start to talk about what things would you need to be successful in this project.
Students create a list of requirements that the house must have before going before the client to make a
choice. Common themes are a house with wolf protections and rooms for the pigs. I then talk to and
show students a video on what does an architect do and how to draw a blueprint. Students are given
graph paper to draw their blueprint individually for approximately 10-15 minutes. They then turn in their
design and I paperclip them to their company sign they made earlier.
Day 5: I give students back their blueprints and they talk about what they drew and why they decided to
make their specific architectural designs. After they conclude their sharing; students get to sample
building materials. I give 10-15 minutes to play with the materials they will be provided for the project
( paper tubes, cardboard boxes, straws, string, yarn, toothpicks, pipe cleaners, and Popsicle sticks).
Then after exploration time students go back and discuss which blueprint they think will work best for
their team and with the provided materials. I hand them another graph paper to be the master blueprint,
to be referred to for their construction process.
make their specific architectural designs. After they conclude their sharing; students get to sample
building materials. I give 10-15 minutes to play with the materials they will be provided for the project
( paper tubes, cardboard boxes, straws, string, yarn, toothpicks, pipe cleaners, and Popsicle sticks).
Then after exploration time students go back and discuss which blueprint they think will work best for
their team and with the provided materials. I hand them another graph paper to be the master blueprint,
to be referred to for their construction process.
Day 6: This is the first official build day. I provide students with the exact materials that they had seen
and experimented with previously. Students are given their blueprints and reminded to try to stick to their
plan for building. This day I serve as the official cardboard cutter and safety monitor to their construction.
A couple things start to happen as teams start to build, teams either creatively start to find ways to make
their materials stick together ( using pipe cleaners around or through to connect pieces) or they start to
use our community supplies (glue sticks, or the students tape and/or staple dispensers). Students are
usually given at least 30 minutes of build time on the first day, without official connection materials.
and experimented with previously. Students are given their blueprints and reminded to try to stick to their
plan for building. This day I serve as the official cardboard cutter and safety monitor to their construction.
A couple things start to happen as teams start to build, teams either creatively start to find ways to make
their materials stick together ( using pipe cleaners around or through to connect pieces) or they start to
use our community supplies (glue sticks, or the students tape and/or staple dispensers). Students are
usually given at least 30 minutes of build time on the first day, without official connection materials.
Day 7: This is the day we talk about the concept of a wall, most teams are modeling their blueprint
exactly and so that means that the structures are pretty flat. I applaud the teams hard work and for
beginning construction on their models.We then take a gallery walk to look at the other teams models.
I bring them back and ask them what is something you noticed about the structures. One of the first
responses is almost always that they are all really flat. This spurs a discussion about wall I ask them
questions, what is a wall? What are some characteristics of a wall? Why are walls important? Are there
some other things that are important to a house? I then show them a video of the process of a house
being built that is sped up. Students are then sent back to construct, I also offer the opportunity to get
tape for their structures, but they are only able to ask for tape three times during building. Students are
given about 30 minutes of build time on this day.
exactly and so that means that the structures are pretty flat. I applaud the teams hard work and for
beginning construction on their models.We then take a gallery walk to look at the other teams models.
I bring them back and ask them what is something you noticed about the structures. One of the first
responses is almost always that they are all really flat. This spurs a discussion about wall I ask them
questions, what is a wall? What are some characteristics of a wall? Why are walls important? Are there
some other things that are important to a house? I then show them a video of the process of a house
being built that is sped up. Students are then sent back to construct, I also offer the opportunity to get
tape for their structures, but they are only able to ask for tape three times during building. Students are
given about 30 minutes of build time on this day.
Day 8: This is a full build day, I remind students of our requirements for th build.
low setting, they will have to pass all three settings for the final test) to test their designs and then go
back and redesign if they think it is needed. If they are done early they are encouraged to add some
landscaping.
Day 10: Test day. Teams bring their models and place them in front of the fan. They then have to
present their model to the three pigs ( stuffed animals sitting in chairs). Then the test is given. As a class
we say “..and he huffed and he puffed and he blew their house down.” Then the fan is set on low for a
count of 20. Student’s then say the phrase again, as I crank up the fan intensity. The structure endures
a count of 20 at this setting. If the structure is still standing, students repeat the phrase and I turn the
wolf up to high. The structure endures a count of 20. If they pass all three stages They have defeated the
Big Bad Wolf and the pigs put a stamp of approval on the house.
present their model to the three pigs ( stuffed animals sitting in chairs). Then the test is given. As a class
we say “..and he huffed and he puffed and he blew their house down.” Then the fan is set on low for a
count of 20. Student’s then say the phrase again, as I crank up the fan intensity. The structure endures
a count of 20 at this setting. If the structure is still standing, students repeat the phrase and I turn the
wolf up to high. The structure endures a count of 20. If they pass all three stages They have defeated the
Big Bad Wolf and the pigs put a stamp of approval on the house.
properly dispose of their materials or face a fine on their construction company. ( There is no real fine,
just they are the last to receive their prizes). Once cleaned we discuss what we learned. Students review
about the different jobs and how they all work to help in the building process. We talk about things that
were challenging, challenges we conquered in our design process, and what was the best part for you.
Then students receive a small prize ( plastic hard hats, construction badges,etc).
