The Children’s Engineering Web Site has a new name!

The Children’s Engineering website has a new name and URL! The URL has been changed to This new URL reflects Project Based Science and assists teachers in broadening the scope of science in the elementary curriculum. To better prepare our students for the 21st Century, Science’s engineering focus will be on STREAM (Science, Technology, Research, Engineering, Art, and Mathematics). As this website builds, we will align to common project based goals to further enrich science for children by incorporating research and art.

If you would like your school or a teacher highlighted on this site, please email Kim Powell, Karen Hues, or Michael Price.

It’s Catapult Time!

It has been a very busy 2 days already, and the hardest work is yet to come! Tomorrow, our students will be making their catapults. You can find out information about this right here on our blog, under the Catapult Creation page. Enjoy reading about this project, and feel free to leave comments! Here are the direct links that will take you through this project from start to finish! Research Questions Researching Catapults Planning Variables Collaboration & Suggestions Reflections


Today the students in Mrs. Locher’s First Grade worked in small groups to design and build a catapult that had to force a marshmallow across the room.  The students then measured the distance their marshmallow traveled.  Here are some pictures.  It was very successful.  One traveled almost across the entire length of our classroom!  WOW! IMG-20111206-00260 IMG-20111206-00257 IMG-20111206-00253 IMG-20111206-00249 IMG-20111206-00242 IMG-20111206-00241 IMG-20111206-00242

Colors in Nature

As part of the K1 scientific investigation, your unit could focus on the five senses and the ability to see, touch, taste, hear and smell the colors. Research could be based on images, real life objects and core science labs offered on Virtual Share. Using the pro-scope would help enable your research for finding colors and patterns in nature. Going on a nature hunt, you could take pictures of the colors in the outdoors. (Example: berries, leaves, fall leaves, flowers, grass, etc.) How do the colors look magnified? Conclude by creating a google doc that the children could answer questions with assistance about each color and how they experienced the color individually. Questions referring to texture, location, size, where they found it, would be essential in the creation of the document.

Understanding Habitats 2.4

Research( in cooperative groups) trade books , Discovery Education glossary, video ,

As a group, the students should create an imaginary animal.  Research should produce an understanding of the function and parts of a habitat.  They should write a paragraph saying what it eats, how it travels, how it protects itself.  Students should then design a habitat using Pixie and create the habitat from classroom items.  Using Photo Booth, the groups should orally present their animals and habitats.


5th Grade Science

SInce we are relegated to a short amount of time after reading and math take their share, full-blown engineering lessons are challenging, especially in a collaborative setting.  My hope would be to collaborate with my reading or math teacher to develop

a multi-day lesson that incorporates reading about an element in this fabulous book bt Theodore Gray, researching their favorite using this book or the ipad app of the same name, and then creating a replica of the element using selected items, or creating an element of their own, complete with atomic number and mass, properties and a name worthy of their discovery.  Then we would create a periodic table based on the similarities and differences of the elements discovered, or an alternate version of the one that already exists.

Lost in Space

Solar System 4.7

Research each planet’s distance from the sun

The students research the size of each planet

The students work in groups to construct a model of the solar system using materials of their choice.  The model must be created so the distance from the sun and the size is appropriate.  The students take photos of their model and present to each other.

S.O.L. 3.2 – Simple Machines

Students are given the list of simple machines and have to create an object that uses a variety of simple machines to demonstrate movement and understanding of the simple machines the students have selected.

Students will use recycled materials to create specific simple machine in small groups and have to take pictures and/or videos of their new object. Then students have to make a short video explaining their new object, what their simple machines are used in their project, and how it makes the object moves.  The students will then publish findings on a wiki/google docs to answer and create more questions based on their object and simple machines.

Build a Plant

In kindergarten we learn the parts of a plant–flower, stem, leaves, and roots. By completing a Children’s Engineering design challenge where the students have to build a plant out of the materials provided, they will be given the opportunity to use skills in each area of the TIP chart. Students could research in advance by using the Proscope to explore different types of plants, as well as by participating in a teacher directed research lesson using non-fiction books. The students would then work in groups to build the plant using assorted recycled and craft materials. Students could share their creations using Photo Booth, taking photos with iPads, or using digital cameras. The teacher could share the students research and final projects with parents and other classes through the use of a classroom blog or website.