Hosted by OSOS , contributed by katerina on 16 April 2018
Engineering Everywhere (EE) is an engineering curriculum for middle school‐aged youth in afterschool and camp programs. EE empowers youth to apply their STEM knowledge to tackle real‐world engineering problems using the engineering design process, creativity, and collaboration, while also enhancing their communication skills. Curriculum consists of twelve units; each unit includes 6‐10 activities; and each activity takes 45‐60 minutes to complete. Currently the Engineering Everywhere Curriculum is complementary for US. Educators.
Learning objectives
Overall goal of the Engineering Everywhere Curriculum is to:
- Introduce students to the Engineering Design Process
- Help students Connect Engineering, Science and Technology
- Help students develop Contextual Problem‐Solving Skills
- Help students develop collaborative team working skills
- Help students develop communication skills
- Help students experiment and tackle fear of failure.
but each one of the 12 units has more specific learning objectives.
Available partnership opportunities
The projects can support collaboration with afterschool teachers across the same or different
classes/cohorts. They can also can be implemented in summer camps among children of different
ages. Parents could also use it as an inspiration for various projects kids can work in at home or
plan relative weekend excursion with kids.
Recommended resources
Different resources are required for every unit. Many Engineering Everywhere engineering
challenges use materials that are commonly available at grocery, hardware, or craft stores.
For more information about each unit, please visit
https://www.eie.org/engineering‐everywhere/curriculum‐units
Organisation in charge of this Accelerator
This Accelerator has been developed by EiE (the Boston Museum of Science).
EiE Professional Development eiepd@mos.org
Website: http://www.mos.org/
Imagine
The curriculum consists of 12 units/challenges from 12 subject fields, such as:
- WATER REUSE, Title: “Testing the waters”
Life on Earth requires access to clean water, and as populations grow, the demand for water increases. Youth
participating in this unit become water resource engineers as they use the steps of the Engineering Design
Process to design creative ways to reuse water.
- REMOTE SENSING, Title: “Worlds Apart”
How do scientists and engineers gather information from places in the solar system that are difficult to reach? In
this unit, youth use the Engineering Design Process to design remote sensing devices that can help scientists
learn about a newly discovered moon.
- VERTICAL FARMS, Title: “Growing Up”
Youth will explore food production problems related to population growth. They will then engineer a model
vertical farm as a potential solution to current food production limitations in a fictional location: Greentown.
Because vertical farms are still a new concept with only a few prototype examples worldwide, exploring vertical
farms provides youths with a chance to imagine what the future could bring.
- PROSTHETIC TAILS, Title: “Go fish”
Youth will learn about important factors to keep in mind when designing prosthetic devices as they engineer a
model leg for an elephant and a model beak for an eagle. They will then learn the story of Winter, a dolphin with
a prosthetic tail. This will help set the context for their final design challenge, designing a model prosthetic
device for a fish. Finally, youth will have a chance to develop the characteristics of their fish and make an exhibit
for visitors
- PANDEMIC RESPONSE, Title: “Outbreak Alert”.
In a world where we are more connected than ever, diseases can spread rapidly! Youth will become biomedical
engineers as they explore how to prepare for outbreaks of highly contagious diseases. They will use the
Engineering Design Process to design an antiviral to stop a newly discovered virus from infecting a model cell
- BIOINSPIRED GEAR, Title: “It’s in the bag!”
Plants and animals have amazing ways of protecting and defending themselves, which can inspire engineers to
design new technologies. Youth participating in this unit will become materials engineers as they use the
Engineering Design Process to design bioinspired gear that meets clients’ needs
- TIMERS, Title: “It’s about time”
What time is it? Time is always marching forward, but it can be difficult or impossible to keep track of it without
engineered technologies such as clocks and timers. Use your mechanical engineering skills to design your own
timekeeping technology
- BIOPLASTIC, Title: “Plants to Plastic”
When plastic items are thrown in the trash, they can quickly pile up in landfills and create a big mess! Use your
chemical engineering skills to explore problems created by traditional plastic materials and engineer
bioplastics—plastics made from plant‐based materials—as a potential solution to current plastic problems
- URBAN LANDSCAPES, Title: “Don’t Runoff”
When it rains, it pours—and when water can't soak through pavement, rain collects pollution that washes into
rivers, lakes, and oceans. Use your environmental engineering skills to redesign a city and control storm water
runoff.
- INSULATED HOUSES, Title: “Here comes the sun”
Keeping homes at a comfortable temperature takes a lot of energy. Use your green engineering skills to insulate
a model home
- SAFETY HELMETS, Title: “Put a lid on it”
When you bike, board, or play ball, you wear a helmet. But do you know how helmets work? Use biomechanical
engineering to design your own helmet for a crash‐test dummy
- ICE CREAM, Title: “Food for thought”
Ever wonder how ice cream gets to be so creamy and delicious? Find out for yourself as you engineer a process
for making ice cream
Create
Each unit includes 8‐10 activities; and each activity takes ~60 minutes to complete. Currently the Engineering Everywhere Curriculum is complementary for US. Educators and are after school activities.