Lesson 4

To Get to the Other Side: Designing Bridges

Designing a Bridge / Grade 2 / Derry, NH

The EIE Curriculum

EiE - To Get to the Other Side: Designing Bridges, L4

Students apply their knowledge of balance, forces, and civil engineering as they imagine, plan, create, test, and improve their own bridges.

Reflection Questions

What do you notice about the way students move through the steps of the Engineering Design Process (EDP) in Lesson 4?

Steve’s students are responsible for knowing the steps of the EDP, and pacing themselves as they proceed through the steps.

  • Steve gives each group of students the entire EDP packet in a green folder and tells them, “Keep them in the order that they’re in. They will help guide you.” (2:01)
  • Steve provides time checks to help his students stay on track, but does not tell them what to do or how long to spend on each step. (3:42)
  • When teams are ready, they independently check in with Steve to get their plans approved before creating their bridges. (4:49)

What evidence do you see that Steve has created community of learners in his class that share and build upon each other’s ideas?

The culture Steve has cultivated downplays individual achievement and reinforces the value of collaborative work.

  • When thinking about one design to plan in detail, one student asks his peers, “What do we all agree on?” (3:52)
  • Before starting the second day of designing bridges, Steve has the whole group reflect on the process and share their successes and failures. (5:59)
  • Steve calls all the groups together and asks, “What is our weakest score right now?” which reinforces the idea that the whole class is working together. (9:00)