Engineering 6 Inclusion, Inquiry, Responsibility
Summary:During grade six, students explore the steps of the Engineering Design Process. Through engineering activities, students work in triads to learn to Ask, Imagine, Plan, Create, and Improve. With these steps in mind, students design and build technologies to solve real-life problems. All engineering units are aligned to science and math units.
Unit 1 2 3 4
Unit
Overview
Water Filtration: Students design, test, and redesign filter for “mystery water.” Students learn how to build consensus with their teams, engage in dialogue, and build water filters. Cleaning an Oil Spill:
Students examine the effects of oil on an ecosystem and explore ways in which it can be contained and removed. Students explore different materials and design a cost effective plan to clean a river oil spill. Students test and revise their design to meet target costs and remove as much oil as possible.
Box Marketing Challenge:
Student triads work with math standards to create 3D boxes for a real world marketing problem with the Coca-Cola company. Students design their container and revise their models in order to provide an innovated design. Teams present final projects in marketing ‘pitch.’
A Stick in the Mud: Students consider life in Nepal, where people rely on innovative cable bridges called TarPuls to cross flooded rivers during monsoon season. Digging into the role of geotechnical engineers, students must select a safe, flood-proof, and erosion-proof location for a new TarPul.
Assignments & Tasks
  1. Exploring the permeability of materials. 
  2. Water filter planning and design.
  3. Water filter testing and redesign.
  4. Water filter testing and reflection.

 

  1. Observing the effects of oil on aquatic ecosystems.
  2. Testing materials for effectiveness.
  3. Designing and testing. cleanup plan.
  4. Revising and testing clean up plan.

 

  1. Designing and revising box constructions.
  2. Examining for cost effectiveness.
  3. Considering the consumer and branding.
  4. Designing a pitch.
  5. Peer feedback and revision of designs.
  6. Presentation of designs.

 

  1. Testing the strength of materials.
  2. Designing and testing structures.
  3. Redesigning and testing structures.
  4. Final testing and reflection.
Unit 5  
Unit
Overview
Stable Structures: Student teams look at natural hazards in third world communities and use the design, test, redesign model to create affordable structures that can withstand earthquakes. Students consider the use of sustainable and affordable local materials.
Assignments & Tasks
  1. Research on setting.
  2. Testing of materials for strength.
  3. Designing and testing structures.
  4. Redesigning and testing structures.
  5. Testing final structures and reflection.
 
 

The 30th Avenue School (Q300)
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