Lesson 4

The Best of Bugs: Designing Hand Pollinators

Designing a Hand Pollinator / Grade 1 / Stillwater, MN

EiE - Best of Bugs: Designing Hand Pollinators, L4

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The EIE Curriculum

Students apply their knowledge of materials, the pollination system, and agricultural engineering as they imagine, plan, create, test, and improve their own hand pollinators. 

Reflection Questions

Julie uses different colored paper to photocopy student pages from the EiE guide. How does this strategy help Julie and her students keep track of what’s going on in her busy classroom?

By scanning the room for different shades of photocopy paper, Julie can quickly assess which groups are working on which page and be able to jump in and assist them if necessary.

  • When introducing the different flower models, Julie shows students the Dutchman’s pipe on green paper and the bucket orchid on yellow. This helps the students understand that different groups will be testing different models. (0:50 and 1:09)
  • To distinguish the Ask, Imagine, and Plan pages, Julie prints them on pink, yellow, and blue paper. With so many sheets of paper on each table, this trick helps her and her students keep track of where they are. (2:32)

In what ways, and in what parts of the lesson, does Julie reinforce the idea that engineering involves a process of unique steps?

Julie names each step in the process as students work. She also reflects on the Engineering Design Process (EDP) and asks her students what their favorite parts of the process are. 

  • Julie identifies the Imagine, Plan and Create steps of the EDP by name and tells students what is expected of them in each step. (1:33, 2:39, and 3:37)
  • When reflecting on the unit, one student shares that his favorite part was trying out the pollinators. When Julie asks which stage of the EDP that is, the student correctly identifies it as the Create step. (8:02)
  • One student responds that she likes the Plan step because she likes to write. (8:22)