The Engineering Grade

7&8
Design Process
 Hey Teachers!
We’re so glad you picked up this booklet. WEMADEIT was
designed to make engineering relevant for you and your students.
Too often, students drop math and science courses in high school,
only to discover their decision has had a profound impact on
their career path. Our hope is to help keep their doors open by
introducing engineering in a fun, collaborative and creative way.
The world is facing unprecedented changes that affect climate,
This project is designed to captivate your students by the power
technology and humans at a global scale. Engineers solve these
and potential of STEM – especially girls, who we’ve really been
massive problems, however, the shortage of women in Engineering
missing the mark with.
poses a great weakness. Without including female perspectives,
our solutions may not be enough. Taking a never-been-done-before
approach, Hydro One funded four universities: Ryerson, Waterloo, The WEMADEIT curriculum was developed as a response from
Western and UOIT to improve outreach to women. working with a Youth Think Tank: 36 high school girls from Ontario
who interviewed 300 of their peers and created a brand, website
The consortium collaborated with 36 high school girls to rebrand and campaign for girls, by girls. By combining innovative STEM
Engineering for girls. Our goal is to talk about Engineering in a curriculum, insights gathered from girls today and the knowledge
way that actually relates to young women when they’re making and experience you have as a teacher, we’re going to get
choices about their future. WEMADEIT is a brand, a website and students excited about engineering!
now a movement, offering free innovative curriculum for grade
7&8 students designed to bring Engineering to life. Finally, there’s Our goal is to make science and math engaging for kids –
a real tool to get kids interested in STEM careers. Join us at the it’s not profit – so feel free to copy and distribute this material.
forefront!
Please share the resources with your friends and colleagues at:
w w w. w e m a d e i t . c a / t e a c h e r s

connect with teachers, training and free resources THIS BOOKLET INCLUDES:
w w w. w e m a d e i t . c a / t e a c h e r s
1. Purpose, learning goals, time & materials needed
2. Overview of Teacher & Student Participation
3. Activity & Discussion
4. Activity Worksheets for students

1
 The LEARNING GOALS

Engineering • Provide students with an understanding of what

engineers do and why they’re important to our
Design Process everyday lives

• Teach students how engineers approach and solve

PURPOSE problems
Encourage your students to practice being engineers using this
easy-to-use lesson plan. • Encourage your students to practice solving problems
like an engineer using fun, hands-on activities in
Engineers are creative problem solvers who make sense of teams
complex systems by understanding how things work and how
problems arise. They are responsible for the inventions and • Improve students’ ability and confidence to problem
technology we rely on everyday; everything from mp3 players solve
and computers, to Band-Aids and artificial hearts.

In this lesson, students will learn about the Engineering Design

Process – the process engineers use to find solutions to a
problem. Students will address a problem by quickly developing TIME NEEDED
and iterating design solutions.
40 mins.
This lesson serves as the introduction to the WEMADEIT
curriculum. Students will use the Engineering Design Process
throughout the upcoming lessons. They have to learn how to
MATERIALS
walk before they can run!.
• Chart paper to create anchor chart
CURRICULUM CONNECTIONS of Engineering Design Process
The Engineering Design Process provides a framework for your • Activity 1 Worksheet
students to solve problems by: • Activity 2 Worksheet
• Using technological problem-solving skills to determine
efficiencies in a structure or to investigate a system

• Communicating their findings in a variety of forms that appeal

to many audiences.

We want to give you the tools to foster excitement to investigate,

explore and imagine within your students.

2 3
Overview of Teacher & Student Participation
WHAT TEACHERS DO WHAT STUDENTS DO NOTES

Before Print a copy of Activity 1 and 2 worksheets for each group of Find a space with their partner or group
students.

Divide students into pairs or groups of 3 or 4

Provide each individual, couple or group with worksheets, a Make sure their couple or group has a pair of
pair of scissors and glue or tape scissors, glue/tape and Activity Worksheets 1
and 2

During Ask students if they know what an engineer does. Provide Share ideas about engineering
them with an understanding of engineering based on the
insights offered in the lesson plan

Discussion 1: What is Problem Solving? engage students in Participate in class Discussion 1,

conversation about problem solving, make a notes about the (page 7)
big ideas of the Engineering Design Process

Activity 1: Direct your students to match the given definitions Cut out definitions and paste them onto the
to the steps of the Engineering Design Process Activity 1 Worksheet: Steps of the Design
Process

Activity 2: Use the Engineering Design Process! Ask students Choose 1 of the 3 provided problem-solving
to solve 1 of the 3 options given on the Activity 2 Worksheet by situations
answering each question on worksheet 2

Ask the thought-provoking questions on page 9 so that Provide answers to questions

students seek additional background information on the Activity 2 worksheet

Prompt students to question the feasibility of obtaining the Question the feasibility of their
materials used in their design (cost, availability) and the design solution
probability that their design could be realistically built

After Discussion 2: What are the best ways to solve a problem? Participate in Discussion 2
Ask students to share their experiences with the class

Emphasize how the Engineering Design Process is useful to

their everyday lives

42 35
 Discussion 1:
What is Problem Solving?
Provide a simple, familiar problem (i.e. How to create a kite
from paper, straws and string) and have students explain the
Teachers – you really are incredible. steps that they take for finding a solution. Some may suggest
drawing a picture, while others may look up ideas on the
The Youth Think Tank told us you are
internet or in books. Some may go directly to creating without
one of the biggest influences in their any design process at all. Most should note that the final
step should be trying it out to see if it works and then making
lives. They were most likely to embrace
changes to make it better.
engineering if they’d had a teacher
who made engineering concepts
relevant to their interests (music,
movies, social life, cool technology, and
the environment), showed enthusiasm
for engineering, and provided
individualized encouragement.

References:
http://talentegg.ca/incubator/2013/09/19/8-reasons-why-a-
career-as-an-engineer-is-so-great/

www.edu.gov.on.ca/eng/curriculum/elementary/scientec-
18currb.pdf Teacher note: Many students may not make the
http://teachers.egfi-k12.org/lesson-engineering-design-
connection that what they do naturally is problem
process/ solving… make sure to help students understand
that discussing, drawing and searching for things
For more lessons: on the internet is in fact problem solving.
www.wemadeit.ca/teachers
6 7
 ACTIVITIES
Notes for
Teachers:
STEPS OF THE ENGINEERING
DESIGN PROCESS

1. Give each student the provided Engineering Design During Activity 2, students may need some guidance
Process Worksheets for ‘Activity 1’ pages 12-13, 14-15 to get them started. Use specific, thought-provoking
and 16-17.
questions (examples below) to give students
additional background information and help
2. Ask students to match the correct description to each
familiarize them with a particular situation. It is less
appropriate box. This exercise provides students with
an understanding of the steps of the engineering design important their answers are “right”, the goal is for
process and a written copy for future reference. students to understand collecting lots of background
information and solid research is necessary before
creating a useful design.
USING THE ENGINEERING DESIGN PROCESS
• How much water does a cat need?
Students use their creative problem-solving skills and new • How often does the cat need fresh water?
knowledge of the Engineering Design Process to create a • What are some ways people move water from place
device that solves one of three problems given on pages to place?
20-21. The ‘Activity 2 worksheet’ is on pages 22-23. • How could you use gravity, electricity or another force
to help?
• What are some containers you’ve seen water in?
DIFFERENTIATION/MODIFICATION:
While teaching the ‘Design’ step, focus on helping
• Teachers can modify the activity so students can solve
the students create a realistic solution to the problem
problems of varying difficulty and content.
at hand. Once they have a solution, direct them
• The method with which the students display their findings towards the feasibility of obtaining the materials used
can vary (poster, paper model, presentation) depending in their design (cost, availability) and the probability
on your class. that their design could be built if they had access to
these materials and tools. To help students consider
the reality of their designs, refer to the student’s
drawing and ask questions such as:

8
 Discussion 2:
• How does it work? What are the Best Ways to
• What material is this made out of? Solve a Problem?
• How does this connection work?
• How does this fit together? Prompt your students by asking what steps they took to
solve the problem they were faced with.
Creative problem solving skills can take some time to 1. Ask students to share their problem solving experience
develop. For some it comes naturally, while others may with the class. What steps did they take?
struggle to identify the problem or generate ideas for 2. Refer to ‘Engineering Design Process’ activity sheet.
design solutions. It was a turning point for the Youth Ask students whether they agree that these were the
Think Tank participants when a teacher identified and best steps to take. Are any missing?
congratulated even the smallest steps taken towards 3. After hearing their classmates’ ideas ask students what
learning and practicing these new skills. they would change if they were to design a second,
better version of their product.
4. Even though these steps are referred to as ‘the
Engineering Design Process’, let your students know
The Youth Think Tank told us they this system is used for all types of creative problem
love using conversation to solve solving, from the arts to psychology. Ask students to
problems and make discoveries. give examples of how the Engineering Design Process
Incorporate structured conversation
into your lesson plans by asking ‘how Assessment for Learning
might we....’ questions. As Tim Brown Information from the student worksheets can be used
says, “How” assumes that solutions to guide future lessons to enforce the usefulness of the
exist and provides the creative Engineering Design Process. In particular, note that
confidence needed to identify and research is not used during this activity, meaning that
solve for unmet needs. “Might” says students are working to identify the problem using prior
that we can put ideas out there knowledge and given information to design a solution.
that might work or might not—
either way, we’ll learn something
useful. “We” signals that we’re Student Material:
going to collaborate and build on The following pages are student facing materials free for
each other’s ideas to find creative you to copy and distribute. If you’d like to make changes
solutions together. to them please visit www.wemadeit.ca/teachers and
find word documents there for you to edit.

11
WHAT IS SO, WHO IS AN ENGINEER?
AN ENGINEER?
Have you ever heard anyone talk about engineering
and thought: “Hmmm… I have no idea what an
engineer does!” Don’t worry, you’re not the only one.
Most students agree that they don’t have a strong
understanding of what engineers do. We’re here to
change that!

The WEMADEIT lessons that your super awesome

teacher just introduced to you were created with the
help of students just like you – they told us what would
make math and science more fun for them, and we
brought their ideas to life. So get excited and keep
an open mind… you’re about to discover how cool
engineering can be!

p.s. If you’re loving these lessons or

are interested in finding out more
about engineering, check out
www.wemadeit.ca a website built Engineers come in all shapes and
for students, by students!
sizes… the more diversity, the more
creative they can be!
Read all of the descriptions on the Activity 1 cut and paste sheet. Understand the Problem
Pick out the names of each step in the Engineering Design
Process, cut and paste them in the grey boxes. Then decide
where you think each description goes and cut and paste them
into the corresponding boxes. Use your knowledge and creativity
to brainstorm as many ideas as
possible within the criteria and
constraints given. Choose the
design you think will work best
Describe the challenge you have solve to the problem.
to solve. Describe any criteria
(the conditions that the design
must satisfy) and constraints (any
limitations that need to be designed Using the materials you’ve been
around). Investigate what others given, build a model of your design,
have done. Remember to think thinking about the criteria and
about what the materials will cost constraints.
and if they’re available!

Does your model work? If not, what changes or Test and redesign
improvements need to be made? Did it satisfy the
criteria and constraints? Ask yourself: did your
design solve the problem? If not, create a new
design, build and test it until it’s successful.

Build a model

During each step in the

design process, listen to
and share ideas with your
team members and ask

Design a solution
for feedback from others
outside of your team.
Make sure your writing and
drawings are clear!
 Answers for Activity 1:

18 19
 B. You are going on
vacation for a month
and can’t find
anyone to feed Kitty
while you’re gone. You
The engineering design process helps engineers and
need a device that
other problem-solvers come up with creative solutions. will provide Kitty
You are an engineer. Choose one engineering problem with just the right
below, and follow the steps to invent a solution. amount of water –
not too much and
not too little.

A. Well that’s not good… your new pet kitten

is trapped in a ten-foot deep hole!
Design a contraption to safely rescue Kitty. C. You really want to finish the awesome new book you were just
given to read before you go to sleep, but you don’t have a bedside
lamp. Kitty doesn’t seem eager to help you solve this problem, so you
need to figure out a way to turn off the light switch across the
room without having to get out of bed.

12
 3. DESIGN: Use your knowledge and creativity to brainstorm
ways to solve the problem and list several possible solutions.

_________________________________________________

1. IDENTIFY THE PROBLEM: What problem did you _________________________________________________

choose? Describe the problem and any limitations or
_________________________________________________
constraints.
________________________________________________ _________________________________________________
________________________________________________ _________________________________________________
________________________________________________ _________________________________________________
________________________________________________ _________________________________________________
________________________________________________

________________________________________________ 4. Choose one idea. On the back of this page, draw a detailed
picture of the solution you chose. Label the drawing to explain
________________________________________________ what each part is made out of, how the parts fit together, and
how it will work.
2. EXPLORE: What do you know about this kind of
problem? What materials will you need?
________________________________________________ 5. Where do you think you will run into problems with your
solution? Where do you think the weak parts in your creation
________________________________________________ will be?

________________________________________________ _________________________________________________

________________________________________________ _________________________________________________

________________________________________________ _________________________________________________

________________________________________________ _________________________________________________

________________________________________________ _________________________________________________
MY SOLUTION
Connect with teachers, training and free resources
w w w. w e m a d e i t . c a / t e a c h e r s