For the Elementary Classroom Easy Engineering For the Elementary Classroom

Essential parts of the Engineering Design Process A) Introduce the challenge and define the problem. B) Research and explore the problem. C) Brainstorm and design your solution to the problem. D) Build, test, and analyze your solution. E) Improve or redesign and retest your solution. F) Present and share your solution.

5 Step Process Set the Scene: scenario, problem/challenge, criteria/constraints Introduce materials Require individual/teams to draw a picture of their first prototype Build/Test - Timeout - Build/Test - Timeout -... Celebrate failures

Animal Adaptations

What’s the Better Beak Objective: Students will explore how birds’ adaptations help them survive.

Materials One per group of 4: One per person: One set per group: Toothpick Spoon Tweezers Clothespin One per person: Plastic “stomach” cup One set per group: Tray of marbles Tray of raisins Tray of packing foam in water Tray of pieces of straws Materials

Group Project Each member will pretend to be a bird with a different kind of beak. Each bird will attempt to eat four different types of food: snails, water bugs, worms, and grubs.

Beaks Clothespin – hold the clothespin at the very end so it can be opened as wide as possible. Use only one hand to operate the clothespin. Toothpick – use the toothpick only as a spear to capture food and not as a scoop. Use one hand to hold the toothpick and only one finger of the other hand to push food off the toothpick.

Beaks Tweezers – use the tweezers to pinch the food. Do not use them as a spear or scoop. Use only one hand to operate the tweezers. Spoon – Use only one hand to hold the spoon as a scoop for food.

Note You can only use one hand at a time to operate beaks, unless otherwise told. Do not become discouraged if you can not pick up food with your beak. Goal: To see which beaks are best suited to pick up certain food sources.

Marble Snails Spread marble snails around. You have one minute to pick up as many marbles as possible, using your beak. As food is gathered, place it into your “stomach” cup. When time is called, count the number of marbles in your cup & share data with the team.

Raisin Grubs Spread raisin grubs around. You have one minute to pick up as many raisins as possible, using your beak. As food is gathered, place it into your “stomach” cup. When time is called, count the number of raisins in your cup & share data with the team.

Drinking Straw Worms You have one minute to pick up as many pieces of drinking straws as possible, using your beak. As food is gathered, place it into your “stomach” cup. When time is called, count the number of drinking straw pieces in your cup & share data with the team.

Packing Foam Water bugs You have one minute to pick up as many pieces of packing foam as possible, using your beak. As food is gathered, place it into your “stomach” cup. When time is called, count the number of packing foam in your cup & share data with the team.

Analyze Data Which beak was best for collecting grub? Which beak was best for collecting water bugs? Which beak was best for collecting worms? Which beak was best for collecting snails?

Analyze Data Which was the best beak for collecting a wide variety of foods? Which beaks were unsuitable for certain foods? Why?

Connections Why might a specialized beak hurt a bird? Why is it beneficial for a bird to have a more versatile beak? How does a bird’s beak type and food preference help determine its habitat?

Tying It All Together Birds’ beaks serve a variety of purposes: Obtain food and drink water Build nests Attack intruders Groom feathers Scratch their bodies Feed their young

Tying It All Together Each type of bird has a special type of beak, an ADAPTATION for eating a certain type of food. Their beaks are vital to their survival. Examples of birds and their beaks include…

Hummingbirds Have long, narrow beaks that they use to probe flowers for nectar. The beak protects the tongue that slurps up the nectar.

Eagles Have strong, hooked beaks that tear food.

Curlews, Godwits, Kiwis & Snipes Have very long beaks that they use to probe for worms and other small creatures in mud and water.

Cardinals, sparrows, grosbeaks & other finch like birds Have short, conical beaks. Beaks are very strong and can break open tough seeds.

Spoonbills and pelicans Have long, flattened or pouch like beaks that they use to scoop up fish and other aquatic creatures.

Flamingos and some ducks Have bills that act like strainers to filter tiny plants and animals from the water.

Nighthawks, whippoorwills, swifts & swallows Have large, gaping mouths that act like nets to trap insects. These birds catch insects on the wing.

Warblers Have small, sharp, pointed beaks for picking insects from leaves, logs, and twigs.

Toucans Have very long, thick beaks for reaching out and plucking fruit from trees.

Birds Many birds, after millions of generations, have evolved very specialized beaks and can eat only one type of food Other birds, like crows, have more versatile beaks and can eat a variety of food.

Introduce Engineering Activity: Build a Better Beak Set the Scene: scenario, problem/challenge, criteria/constraints Introduce materials Require teams to draw a picture of their first prototype Build/Test - Timeout - Build/Test - Timeout -... Celebrate failures

Physical Science Engineering Activities

K-2: Marble Track Challenge Challenge the teams to build a track that the marble can run through On its own Change directions at least once End inside the cup

3-5: Rube Goldberg Machine Challenge As a group of 4, build a Rube Goldberg machine that achieves a simple task at the end of a series of interacting simple machines.

3-5: Rube Goldberg Machine Criteria must include a chain reaction with dominoes must include at least 3 additional elements chosen from the following list: pendulum upward ramp target to hit cup toy car ball/marble the machine must include a sound must complete a simple task at the end

3-5: Rube Goldberg Machine Constraints must be completed during the lab period must stay within your assigned space no element can count as two criteria (i.e. the target to hit cannot also count as the sound)