Introduction

Greetings GO STEM Community! I want to welcome and introduce you to the Wee Engineer Kit –  one of the early learning kits provided by the Greater Oregon STEM Hub.

You have your physical kit in hand, now what? Well, we have a series of tutorials to support you to facilitate the Wee Engineering challenges that are in the kit. 

This is the intro overview video, then the remaining 4 videos cover each engineering challenge in detail.

The Wee Engineer kit is part of the EiE program out of the Museum of Science Boston who has a comprehensive strategy and infrastructure to foster engineering and technological literacy in science museums and schools.

Intended for children ages 3-5, the Wee Engineer activities:

  • help children think about the designed world in which they live
  • Positively impact children’s attitudes about their ability engineer
  • Engage children in an engineering design process.

Gosh, there are all kind of engineers right?  How do we describe what ALL Engineers do? 

Engineers are people who use their creativity and understanding of materials, tools, mathematics, and science to design technologies that solve problems. 

The technologies that engineers design may seem simple, like the mechanisms that make a pen click in and out, or complex like a life saving drug. 

Engineering has a global impact. Engineers design technologies that solve everyday problems and technologies that push the boundaries of scientific exploration.

Anyone, even young children, can develop an engineering mindset as they look closely at the designed world and imagine how to make it better.

Wee Engineer uses a simple three step design process to guide children’s engineering work to solve a problem.

  • The first step is to Explore or Find out more. Children learn about the problem they need to solve and explore the available materials to find out more about them.
  • The second step is to Create or try an idea. Children work in small groups with an adult to create their first design. Then they test their design to see how well it meets the goal.
  • The third step is to Improve and make it better. Children improve their designs, then come together to share what they’ve found out with the whole group.

In your kit there are 4 challenges that can be done in any order including making a noisemaker, fan, wrecking ball, and raft. Each challenge encourages children to figure out how to make something that solves a specific problem.

Your Wee Engineer binder is your ticket to success. There is an incredible amount of information including a master materials list, detailed activity preparation lists, and of course lesson plans.

Prep Activities

To prepare the children for the challenges there are 2 preparatory activities 

  • The first prep activity introduces the children to their puppet who will be used regularly to engage children and need help solving problems. The puppet will introduce the children to the word engineer, that engineering is creating a solution to a problem. 
  • The puppet included in our kit is a racoon. Yours may be a racoon or something different. We named our puppet Shirley, and perhaps you, with the help of the children, can name your puppet something special. Now with the help of your puppet, you are ready for the prep activities.
  • Using the example of making a comfortable pillow, children become familiar with the Engineering Design Process to Explore, Create and Improve.
  • The 2nd prep activity introduces the engineering song to remember the steps engineers use to solve problems.
  • We are engineers we are engineers we can solve problems we are engineers first we explore then we create improve it to make it better engineers are great

Each challenge uses the puppet, follows the design process, and engages in a mixture of full group discussions and station work.

Specifically, each Challenge is organized into 3 activities that embed the Engineering Design process.

During Activity 1, the puppet shares a problem and it’s first attempt at creating a solution that always needs some improvement. So the children are charged to help the puppet. During Activity 1, there is time for the children to explore materials through observing, touching, or playing with the materials.

Activity 2 is where the children create designs to solve the problem, evaluate the design and then improve it to make it better.

Each challenge, uses the puppet, follows the design process, and engages in a mixture of full group discussions and station work.

, you and your students reflect on the problem, help the puppet improve its design and celebrate their work all while recognizing the many ways to solve the same problem.

Also for each challenge, there are specific suggestions for supporting and encouraging your students’ scientific thinking, as well as extending the learning into literacy and math. Be sure to check those out.

And last but not least, there is a Family Letter to be sent home that describes the engineering problem you all are working on, related books, and a scavenger hunt. What’s more these letters are available in both English and Spanish.

Now it’s time to check out the specific challenges and begin sparking the engineering magic in your students.

Noisemakers

Hello Early Learner Educators! This tutorial covers the Noisemaker challenge in the Wee Engineer kit provided by the Greater Oregon STEM Hub. The challenge includes 3 activities to guide your children through The process of exploring creating and improving a noisemaker

In advance you will need to spend about 30 min preparing the lesson as outlined on page 15 in your manual. Prepping the activities includes:

  • Cutting and possibly laminating the Noisemaker Sorting Cards and Noisemaker sorting scale.
  • Cutting ribbon, sponges, and craft foam into 30 pieces.
  • Make an Idea Box by folding the box and cutting a 3 inch diameter hole in it.
  • Prepare 6 mystery boxes by placing buttons, foam, paper clip, pompoms, ribbons, and sponge pieces in each.
  • Prepare 6 empty noisemakers
  • Send home the Noisemaker family letter which is available in English and Spanish

All materials are listed on the first page of the Noisemakers section in the binder.

Activity 1 – The first activity is to Explore Noisemaker materials – engaging in the first step of the design process.

Begin your session by singing the Engineering song.

As a full group, you will introduce the children to the puppet’s problem. Will you help me share your problem? “I need a loud noise maker for a friend’s surprise party. I need some help, because my noisemaker doesn’t work.”

Stations: To help the puppet make a loud noise maker, the children will begin at stations exploring noise maker materials, the sounds they make, and mystery boxes with unknown noise maker materials in them.

Then back as a full group, using the puppet, the children will share materials they think the puppet should put in it’s noisemaker to make a loud sound. The puppet will let them know they will be creating their own noisemaker next time.

Activity 2 – The second activity is to Create a Noisemaker – engaging in the Create and Improve steps of the design process.

Begin by singing the Engineering song.

Then as a full group, you will use the puppet to review the problem, “Hi Engineers! Do you remember the problem we are trying to solve? We want to figure out how to make a loud noisemaker for my Friend’s surprise party.

Stations: Next, guided by an educator, children will rank noisemaker materials in stations using the sorting mat and cards whether materials are loud or quiet. During this time encourage the children to think about which material they want to use to make their own noisemaker.

Now let children know it’s time to create! Hold up the CREATE card. With empty noisemakers and elastic bands, children create their first noisemaker and test whether it can make a loud sound. 

After evaluating their noisemaker, they can try to improve it to make it even louder. Now hold up the IMPROVE card and provide children time to change their noisemaker.

Idea Box: Now we can use the Idea box to record what works. They will take apart their noisemakers and pick out 1-2 materials they think the puppet should use to make a loud noisemaker and place it in the idea box. Explain that you will give the box to the puppet later so the puppet can see everyone’s ideas. They clean up their materials to be ready for the next group.

Activity 3: After all children have gone through the noisemaker station, it’s time to reflect in Activity 3 called We Engineered a Noisemaker and share with the puppet your class’s engineering recommendations.

  • Transition into engineering by singing the Engineering Song and begin by reviewing how the children used each step of the Engineering Design Process.
  • Then you’ll discuss the materials they put in the Idea box.
  • Now our puppet friend comes back out, and using the material from the idea box, the children will help the puppet improve it’s noisemaker.
  • Celebrate all the different, creative ideas for solving the puppet’s problem and be sure to let them know they are great engineers!

After you complete the Noisemakers challenge, you can fill an Engineering bag w/ extra materials so families can keep the engineering magic happening at home. Have fun with your Wee Engineers!

Fans

Hello Early Learner Engineering Educators! This tutorial covers the Fan challenge in the Wee Engineer kit provided by the Greater Oregon STEM Hub. The Wee Engineering Kit comes to us from the EiE program of the museum of Science Boston. This fan challenge includes 3 activities to guide your children through solving a problem.  

In advance you will need to spend about 30 min preparing the lesson as outlined on page 51 in your manual. Prepping the activities includes:

  • Cutting out the fans sorting cards and scale and possibly laminating them.
  • Remove sponges from pancakes and allow them to dry and harden over night.
  • Cut cardstock, craft foam, and felt into quarter sheets.
  • Cut the wax paper and screen to the same size as the other sheets.
  • Make the Idea pox by cutting a 3 inch diameter hole in the lid, if you haven’t already.
  • Prepare 6 fan handles by attaching a clothespin to the end of a craft stick with duct tape.
  • Make the puppet’s fan by clipping a piece of facial tissue into a fan handle.
  • Gather materials to create a track with a couple of Broom handles, meter sticks, or anything long that can be taped to the floor.
  • Photocopy and send home the Fans Family Letter that is available in English and Spanish.

All materials are listed on the first page of the Fan section in the binder.

Activity 1 – The first activity is to Explore Fan materials – the first step in the design process.

Begin your session by singing the Engineering song.

As a full group, you will use the puppet to introduce the children to the problem. Will you help me share your problem? “I want to make a ball move far without touching it. Specifically I want to make a fan that can make enough wind to move the ball far. I need some help, because my fan doesn’t work.”

Stations: To help the puppet make a fan that moves a ball far, the children will begin at stations exploring which materials make wind. 

Begin by modeling how to use the Explore Station, clipping one of the materials on the end of a fan handle. Then children explore the materials to find out which materials can make wind when waved.

Then back as a full group and using the puppet, the children will share what they found out about the fan materials and which materials they think the puppet should use to make a fan that moves the ball far. The puppet will let them know they will be creating their own fan next time.

Activity 2 – The second activity is to Create a Fan engaging in the Create and Improve steps of the design process.

For this activity you’ll need the track to test the fans with the ball.

Begin by singing the Engineering song.

Then as a full group, you will use the puppet to review the problem, “Hi Engineers! Do you remember the problem we are trying to solve? We want to figure out how to make a fan that can make enough wind to move the ball far.”

Next, guided by an educator, children will rank fan materials in stations using the sorting mat and cards whether materials move the ball or don’t move the ball. During this time encourage the children to think about which material they want to use to make their own fan.

Now let children know it’s time to create! Hold up the CREATE card. With the fan handles and materials, children create their first fan and test whether it moves the ball far on the track.

After evaluating their fan, they can try to improve it to make the ball move even farther.

Hold up the IMPROVE card and provide children time to change their fan.

Idea Box: Now we can use the Idea box to record what works. They will take apart their fan and choose 1-2 materials they think the puppet should use to make a fan and place it in the idea box. Explain that you will give the box to the puppet later so the puppet can see everyone’s ideas. Then they clean up their materials to be ready for the next group.

Activity 3: After all children have gone through the fan station, it’s time to reflect in Activity 3 called We Engineered a Fan and share with the puppet your class’s engineering recommendations.

  • Transition into engineering by singing the Engineering Song and begin by reviewing how the children used each step of the Engineering Design Process.
  • Then you’ll discuss the materials they put in the Idea box.
  • Now our puppet friend comes back out, and using the material from the idea box, the children will help the puppet improve it’s fan.
  • After you complete the Fan challenge, you can fill an Engineering bag w/ extra materials so families can keep the engineering magic happening at home. 
  • Celebrate all the different, creative ideas for solving the puppet’s problem and be sure to let them know they are great engineers!

Have fun with your Wee Engineers!

Wrecking Balls

Hello Early Learner Engineering Educators! This tutorial covers the Wrecking Ball challenge in the Wee Engineer kit provided by the Greater Oregon STEM Hub. The Wee Engineering Kit comes to us from the EiE program of the museum of Science Boston. The challenge includes 3 activities to guide your children through solving a problem. 

In advance you will need to spend about 30 min preparing the lesson as outlined on page 87 in your manual. Prepping the activities includes:

  • Cut and possibly laminate the Wrecking Ball sorting cards and scale.
  • Cut sponges into 50 small pieces, And prepare the other wrecking ball materials in bowls including buttons, bottle caps, Metal rings, wooden blocks, and pom-poms 
  • Prepare 6 wrecking balls with the 6 different materials in separate mesh bags. The bags need to be knotted so children can open them.
  • Prepare 6 wrecking ball bases with a clothespin, lanyard and duct tape. The clothes pin needs to be able to open and close.
  • Collect wooden building blocks. It’s suggested to use about five wooden blocks to create a tower that the children will knock down
  • Then you will use the tablecloth clips to attach the wrecking ball base to a table and underneath you’ll need with painters tape to mark an X where the block tower will go
  • Cut a 3 in hole in the lid of your shoe box, if you haven’t already.
  • Photocopy and send home the Wrecking Ball Family Letter that is available in English and Spanish.
  • And have the engineering design poster and signs handy.

All materials are listed on the first page of the Wrecking Ball section in the binder.

Activity 1 – The first activity is to Explore Wrecking Ball materials – the first step in the design process.

Begin your session by singing the Engineering song.

As a full group, you will use the puppet to introduce the children to the problem. Will you help me share your problem? “I want to make a wrecking ball that knocks down my blocks. I need some help, because my wrecking ball doesn’t work.”

Stations: To help the puppet make a wrecking ball that knocks the blocks down, the children will begin at stations exploring the wrecking ball materials. 

Begin by  passing around the wrecking balls you prepared, and modeling how to clip the wrecking balls to the bases to find out which materials knock the most blocks down.

Then back as a full group and using the puppet, the children will share what they found out about the wrecking balls and which materials they think the puppet should use to make A wrecking ball that knocks the blocks down. The puppet will let them know they will be creating their own wrecking ball next time.

Activity 2 – The second activity is to Create a Wrecking Ball engaging in the Create and Improve steps of the design process.

Begin your session by singing the Engineering song.

Then as a full group, you will use the puppet to review the problem, “Hi Engineers! Do you remember the problem we are trying to solve? We want to figure out how to make a wrecking ball that can knock down the blocks.”

Next, in stations and guided by an educator, children will rank wrecking ball materials using the sorting mat and cards, to see if they Do Not knock down blocks or do knock down blocks. During this time encourage the children to think about which material they want to use to make their own wrecking ball.

Now it’s time to create! Hold up the CREATE card. With the empty mesh bags, children create their first wrecking ball and test whether it does or does not knock down blocks. 

After evaluating their wrecking ball, they can try to improve it to knock down even more blockx.

Hold up the IMPROVE card and provide children time to change their wrecking ball.

Idea Box: Now we can use the Idea box to record what works. They will take apart their wrecking ball and choose 1-2 materials they think the puppet should use to make a wrecking ball and place it in the idea box. Explain that you will give the box to the puppet later so the puppet can see everyone’s ideas. Then they clean up their materials to be ready for the next group.

Activity 3: After all children have gone through the wrecking ball station, it’s time to reflect in Activity 3 called We Engineered a Wrecking Ball and share with the puppet your class’s engineering recommendations.

  • Transition into engineering by singing the Engineering Song and begin by reviewing how the children used each step of the Engineering Design Process.
  • Then you’ll discuss the materials they put in the Idea box.
  • Now our puppet friend comes back out, and using the material from the idea box, the children will help the puppet improve it’s wrecking ball.
  • Celebrate all the different, creative ideas for solving the puppet’s problem and be sure to let them know they are great engineers!

After you complete the wrecking ball challenge, you can fill an Engineering bag w/ extra materials so families can keep the engineering magic happening at home. Have fun with your Wee Engineers!

Rafts

Hello Early Learner Engineering Educators! This tutorial covers the Raft challenge in the Wee Engineer kit provided by the Greater Oregon STEM Hub. The Wee Engineering Kit comes to us from the EiE program of the museum of Science Boston. The challenge includes 3 activities to guide your children through solving a problem. 

In advance you will need to spend about 45 min preparing the lesson as outlined on page 123 in your manual. Prepping the activities includes:

  • Cut and possibly laminate the Rafts sorting cards and scale.
  • Prepare 4 raft bases by attaching 3 reclosable fasteners to the bottom of each cd.
  • Attach a reclosable fastener to 15 glass gems and 15 washers.
  • Use hot glue to attach a reclosable fastener to 15 cork stoppers and 15 bottle caps.
  • Allow about 4 hours for all the adhesives to set before using in water.
  • You’ll need some sort of water table or container filled with enough water to test the rafts.
  • You will also need toys that way between 25 and 30 g to be placed on the rafts. 
  • Cut a 3 in hole in the lid of your shoe box, if you haven’t already.
  • Photocopy and send home the Raft Family Letter that is available in English and Spanish.

All materials are listed on the first page of the Raft section in the binder.

Activity 1 – The first activity is to Explore Raft materials – the first step in the design process.

Begin your session by singing the Engineering song.

As a full group, you will use the puppet to introduce the children to the problem. Will you help me share your problem? “I need to figure out how to make a raft that can float on top of the water when I put my toy on it. I need some help because my raft doesn’t work.” 

Stations: To help the puppet make a raft that floats on top of the water with a toy on it, the children will begin at stations with your water container exploring which materials sink and float and even how combining materials might make different results. 

Then back as a full group and using the puppet, the children will share what they found out about what materials sink and float. The puppet will let them know they will be creating their own raft next time.

Activity 2 – The second activity is to Create a Raft engaging in the Create and Improve steps of the design process.

Begin your session by singing the Engineering song.

Then as a full group, you will use the puppet to review the problem, “Hi Engineers! Do you remember the problem we are trying to solve? We want to figure out how to make a raft that can float on top of the water when I put my toy on it.”

Next, guided by an educator, children will rank raft materials in stations using the sorting mat and cards whether they sink or float. During this time encourage the children to think about which material they want to use to make their own raft.

Now it’s time to create! Hold up the CREATE card. With raft bases and plastic frogs, children create their first raft and test whether it floats on top of the water. 

After evaluating their raft, they can try to improve it to carry more than 1 frog.

Hold up the IMPROVE card and provide children time to change their raft.

Idea Box: Now we can use the Idea box to record what works. They will take apart their raft and choose 1-2 materials they think the puppet should use to make a raft and place it in the idea box. Explain that you will give the box to the puppet later so the puppet can see everyone’s ideas. Then they clean up their materials to be ready for the next group.

Activity 3: After all children have gone through the raft station, it’s time to reflect in Activity 3 called We Engineered a Raft and share with the puppet your class’s engineering recommendations.

  • Transition into engineering by singing the Engineering Song and begin by reviewing how the children used each step of the Engineering Design Process.
  • Then you’ll discuss the materials they put in the Idea box.
  • Now our puppet friend comes back out, and using the material from the idea box, the children will help the puppet improve it’s raft.
  • Celebrate all the different, creative ideas for solving the puppet’s problem and be sure to let them know they are great engineers!

After you complete the Raft challenge, you can fill an Engineering bag w/ extra materials so families can keep the engineering magic happening at home. Have fun with your Wee Engineers!