Introduction to Engineering
Saving Freddie
Students will learn that an engineer
solves problems with given constraints
and criteria for success. Students are
introduced to working as a team by using
steps of the engineering design process.
Students will define the problem, list
criteria for success, brain storm possible
solutions and test and evaluate their
solutions. The final solution will be
communicated orally to another group
and a written report will be prepared to
share their solution with other engineers.
NETS
National Educational
Technology Standards
Next Generation Science
Standards for Middle
School Engineering
Common Core State
Standards for Content
Literacy (Writing)
 Engineering Problem introduces vocabulary and the
Engineering Process.
 Power Point supports students throughout the process.
 Graphic organizer prepares students for
communicating their best solution to other engineers.
Created by Deborah Gaff
Differentiation Support
Students use critical thinking skills to plan and conduct
research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and
resources.
Next Generations Science Standards
Middle School Engineering Design
Saving Freddie
Lesson Focus
Working as an engineer by solving a problem presented
with constraints and criteria for success.
Communicating ideas orally and in a written report to
other engineers
Key Question
How can we help Freddie the Worm put on his lifesaver
using only paperclips?
Learning Goals
Students will learn that an engineer solves problems
with given constraints and criteria for success. Students
are introduced to working as a team by using steps of
the engineering design process. Students will define
the problem, list criteria for success, brain storm
possible solutions and test and evaluate their solutions.
The final solution will be communicated orally to
another group and a written report will be prepared to
share their solution with other engineers.
National Educational Technology Standards
(NETS)
1. Creativity and Innovation
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology.
2. Communication and Collaboration
Students use digital media and environments to
communicate and work collaboratively, including at a
distance, to support individual learning and contribute
to the learning of others.
4. Critical Thinking, Problem Solving, and Decision
Making
Students who demonstrate understanding can:
MS-ETS1-1.
Define the criteria and constraints of a design problem
with sufficient precision to ensure a successful solution,
taking into account relevant scientific principles and
potential impacts on people and the natural
environment that may limit possible solutions.
MS-ETS1-2.
Evaluate competing design solutions using a
systematic process to determine how well they meet
the criteria and constraints of the problem.
MS-ETS1-3.
Analyze data from tests to determine similarities and
differences among several design solutions to identify
the best characteristics of each that can be combined
into a new solution to better meet the criteria for
success.
MS-ETS1-4.
Develop a model to generate data for iterative testing
and modification of a proposed object, tool, or process
such that an optimal design can be achieved.
Common Core State Standards – Content
Literacy
CCSS.ELA-Literacy.WHST.6-8.2
Write informative/explanatory texts, including the
narration of historical events, scientific procedures/
experiments, or technical processes.
CCSS.ELA-Literacy.WHST.6-8.2a
Introduce a topic clearly, previewing what is to follow;
organize ideas, concepts, and information into broader
categories as appropriate to achieving purpose; include
formatting (e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to aiding
comprehension.
CCSS.ELA-Literacy.WHST.6-8.2b
Develop the topic with relevant, well-chosen facts,
definitions, concrete details, quotations, or other
information and examples.
CCSS.ELA-Literacy.WHST.6-8.2c
Use appropriate and varied transitions to create
cohesion and clarify the relationships among ideas and
concepts.
CCSS.ELA-Literacy.WHST.6-8.2d
Use precise language and domain-specific vocabulary
to inform about or explain the topic.
CCSS.ELA-Literacy.WHST.6-8.2e
Establish and maintain a formal style and objective
tone.
CCSS.ELA-Literacy.WHST.6-8.2f
Provide a concluding statement or section that follows
from and supports the information or explanation
presented.
Materials
Day 1
Power Point - Guide for Launch (Slides 1-6)
One set for each group of two students
 One clear plastic cup
 One gummy worm
 One gummy life saver
 Two paperclips
Day 2
Power Point - Guide for Writing (Slides 7-End)
One set for each student
 Graphic organizer
 Engineering journals or writing paper
Background Information
This is an introductory activity for students beginning
their journey to understanding engineering and the
connection between engineering and science. Students
will be working in teams of two to save Freddie the
Worm. Team work, brainstorming and consensus
building are important skills employed by students in
this activity.
The Next Generation Science Standards specifically
addresses the engineering standards that all students
should learn. Students should be able to define a
problem, list constraints, identify the criteria needed for
a successful solution, brainstorm and test multiple
possible solutions, and finally determine the best
possible solution.
Students will write a summary of their solution to
report the process to other engineers. The final product
may be included in an engineering journal or separate
document.
The Story
Freddie the Gummy Worm was enjoying fine day out in
his canoe (the plastic cup) when it capsized. Fortunately
for Freddie he was able to climb to the top of the
overturned canoe. Unfortunately Freddie is not a very
good swimmer and his life vest (the gummy lifesaver) is
underneath the canoe. The engineers need to find a
way to retrieve the gummy lifesaver (life vest) and place
it on Freddie using only the two paperclips provided.
The engineers may not touch Freddie, the lifesaver or
the plastic cup (canoe) with their hands. Students will
describe their solutions to teacher/facilitator and/or
another group.
Turn and Talk
Throughout this lesson students are encouraged to turn
and talk to their partner. Turn and talk is a strategy to
engage students in conversation and developing the
expectation that students engage in meaningful
conversations while working as engineers. A
meaningful conversation helps students learn to speak
and listen to one another. Students have an
opportunity to validate what they know and organize
their thoughts through conversations with a partner.
This step helps students develop the confidence they
need before sharing their thoughts with a large group.
Having students stop for constructive discussion
breaks, even as short as 30 seconds, is not a
waste of time but makes class time more
productive. (Jensen, R., 2008)
Well-used questioning is a superb way to helps
students observe and come to understand the
ideas and skills that they are learning. While
simultaneously absorbing and retaining a great
deal of information. (Caine, Caine, McClintic, &
Klimek, 2009, p. 209)
Graphic Organizers
After successfully rescuing Freddie, students will use the
graphic organizer to prepare a written report of their
best possible solution. The graphic organizer provided
encourages students to develop both a linguistic and
nonlinguistic representations of their solution. The
graphic organizer helps students organize their thinking
while providing the teacher/facilitator with insight into
the student’s thinking and understanding.
Graphic organizers make thinking and learning
visible. (Fogarty, 2009)
According to the Institute for the Advancement
of Research in Education (IARE), there are 29
scientifically based research studies that
provide evidence for the use of graphic
organizers for improving student learning and
performance across grade levels, with diverse
student populations, and in content areas.
(IARE, 2003)
Drawing
As students are completing the graphic organizer,
provide time for them to create a simple sketch of each
step.
If a picture is worth a thousand words, perhaps
drawing and visualizing can help students
enhance their learning potential. (National
Science Teachers Association [NSTA], 2006, p.
20)
learning of others. Additionally, the sample
responses provide helpful suggestions for
students who need them.
Gifted students can be challenged to create a
story board and video of the problem,
constraints, criteria and solution.
Procedure
1. Ask the Key Question and state the Learning
Goal.
The success of the scientist and mathematician
is taken from the skills of the artist such as
spatial thinking, accurate observation, and
kinesthetic perception. (Sousa, 2006)
Timing
15-20 minutes students work as engineers to
save Freddie.
30-40 minutes students creating graphic
organizers
30-40 minutes to allow students to create a
polished piece for their engineering journal or
writing assignment to be completed for
summative assessment.
Management
1. Prepare materials, cups, gummy worms and
lifesavers, paperclips and graphic organizers.
Differentiation
The hands-on team works activity in this lesson
is accessible to all students physically able to
use the materials. English language learners
and Special Education students have the same
opportunity for success as the rest of the class.
The turn and talk strategy of the lesson can be
used as a formative assessment as the
teacher/facilitator listens to student discussion.
The strategy provides students with a risk free
opportunity to express what they know and
practice their language skills in a small group
setting. The teacher/facilitator can determine
which students require additional support at
this time.
Using the power point to assist students
completing the graphic organizer allows
academically ready students to think through
their own work and share out to support the
2. Explain that an engineer works to solve a
problem while working constraints.
3. Ask students to brainstorm the definition of
constraint. A constraint is a restriction or
limitation. Students may already be familiar
with this term in the context of social students
where constraints limit the crops grown in a
particular region for instance.
4. Tell the story of Freddie’s dilemma from the
Background Section of this lesson.
during the rescue, gummy worm is handled
gently with the paperclips, and the lifesaver
must be around Freddie’s middle and so on.
5. Ask students to turn and talk with their partner
and state the problem in their own words.
Encourage several groups to share their
definition of the problem with the class. Explain
that an important part of the engineering
process is the clear understanding of a problem
to be solved.
6. Ask students to turn and talk with their partner
and list the constraints. Create a class list of
constraints.
7. Explain that the class needs to decide on what
criteria will be used to determine the successful
completion of the rescue.
8. Ask students to turn and talk with their partner
and create a list of criteria to be used for the
successful completion of the rescue.
9. Generate a list from student input and as a class
ask students to come to a consensus on the
final criteria to be used to evaluate their
success. Some ideas may include: gummy
worm and lifesaver are not damaged, gummy
worm does not spend any time in the “water”
10. Allow the students plenty of time to complete
the challenge. Walk around and observe their
progress. Ask students to talk about their
thought process as they work on a solution. If
students have successfully completed the task,
ask them think about ways they can improve
the process.
11. Hand out the graphic organizers. Allow
students to continue to work in groups,
however each student should complete his/her
own graphic organizer.
12. Use the power point to coach students through
the process of filling out the organizer. Note
that the sample responses appear after a
mouse click.
13. First display the power point box for the graphic
organizer box. Allow students sufficient time to
make and write their own responses in the
space provided on the organizer. Ask several
students to share out their ideas. Click forward
to the sample to allow struggling students an
opportunity see an example. Encourage all
students to complete the boxes in their own
words.
14. Provide students with time to create a sketch of
the step in the small boxes provides to the right
of the written step.
15. Students at this level often still thing of
paragraphs as 3-5 sentences. This writing
sample is more than what they might typically
write. To help students with this transition, I
bring in a 5th grade reading level book with
short paragraphs and a 7th/8th grade reading
level book. The on-grade level books typically
have much longer paragraphs.
Discuss each of the sections with students. Tell the
students this form will help them write a rough draft.
Remind students that the Topic sentence tells your
reader what you are going to talk about and the
conclusion reminds your reader what your said.
Remind students to tell the reader what this paragraph
will be about. Note that this is an opportunity to use
the first vocabulary word – problem. Engineering starts
with a problem to solve.
Point out the word transition on the left-hand side of
the steps. Students may add transition words during
the writing of the rough draft or after completing the
rough draft.
All boxes should have complete sentences.
The vocabulary words students should use are at the
bottom of the page.
Students should use the vocabulary word constraints.
As you ask students to share out listen for the use of the
word constraint. This is a good opportunity for students
to practice peer edit.
Restating the question helps reluctant writers focus on
their objective. It also serves as our hook to engage our
readers.
As students write the steps let them know that it is
possible that the explanation for a step may require
more than one sentence.
Students should use the vocabulary word criteria. As
you ask students to share out listen for the use of the
word constraint. This is a good opportunity for students
to practice peer edit.
This power point has three simple steps explained.
Some students may need more steps to explain their
solution. Encourage students to use the back of the
paper to define additional steps used to save Freddie.
Remind students that the conclusion restates their topic
sentence. Suggest that students reread their topic
sentence, and then write their conclusion.
If students have not already done so, they should add
transitions to make sure their instructions are clear and
the paragraph has a nice flow. Some suggestions are
provided. A good idea would be to secure a list of
common transition words from your grade level writing
staff.
The Nature of Science
Students have background knowledge in science and
scientific thinking and processes but not so much in
engineering.
Research shows that students retain more information
if the new information is connected to prior knowledge.
Studies conducted by Herman Ebbinghaus on
memory in the late 1980s produced the
forgetting curve that showed that
approximately 70% of learned material that has
no previous association or meaning for the
student is forgotten within three days.
Wolfe, P (2001)
Connecting science and engineering for students takes a
step towards the connection of prior knowledge of the
scientific process to the engineering process.
Remind students that as scientists, they ask questions,
plan and carry out investigations often with multiple
trials and report their findings to others.
Additional Suggestions
Below is a sample paragraph. You may wish to
encourage students to color code the question, topic
sentence and conclusion as well as underline vocabulary
words. This helps students edit their work to be sure all
components of the paragraph are present. Grading can
be easier if students have already edited their work to
match the rubric requirements. The vocabulary we
focused on for this lesson includes problem, constraints
and criteria.
How can we help Freddie the Worm put on his
lifesaver using only paperclips? We will solve Freddie’s
problem and help him find his lifesaver and put it on.
One constraint for this problem is that we cannot touch
Freddie, the canoe or the lifesaver with our hands. The
other constraint is that we can only use two paperclips
as tools for the rescue. The criteria for success are that
Freddie and the lifesaver cannot be damaged in any way
and the lifesaver must be around his middle. First open
the paperclips so they are “S” shaped. Next use the
paperclips to gently lift the canoe and retrieve the
lifesaver. Finally stretch the lifesaver so that Freddie can
fit inside easily. Continue sliding Freddie inside the
lifesaver until it is securely around his middle. Freddie is
easily saved when we help him put on his lifesaver.
Bibliography
Fogarty, R. (2009). Brain-compatible classrooms (3rd ed.)
Victoria, Australia: Hawker Brownlow.
Institute for the Advancement of Research in Education.
(2003). Graphic organizers: A review of scientifically
based research. Portland, OR: Inspiration Software.
Available from www.inspiration.com
Jensen, E. (2008). Brain-based learning: The new
paradigm of teaching (2nd ed.). Thousand Oaks, CA;
Corwin.
National Science Teachers Association. (2006). Picturing
to learn makes science visible. NSTA Reports, 18(2), 20.
Sousa, D. A. (2006). How the brain learns (3rd ed.).
Thousand Oaks, CA: Corwin
Wolfe, P (2001) Brain matters. Alexandria, VA
Association for Supervision and Curriculum.