Girls: Our Future Engineers

Historically, girls have not been given access to engineering, which makes it hard for them to see themselves as engineers. We aren’t forgetting about the boys, but this is an opportunity for girls to step into the shoes of an engineer and think of the possibilities available to them. Here are some of the girls in our class who prove that they, too, can think and be like an engineer:

This week, Kindergarten students are exploring the Animals 2 by 2 Science Unit. In this unit, students are learn to observe and describe the structures and behaviors of an organism and then compare the organism to a similar one; guppies and goldfish, land snails and water snails and earth worms and night crawlers. We have been looking at isopods, which are pillbugs and sowbugs. We have learned that these bugs are actually crustaceans (related to lobsters, crabs and shrimp). We have learned about the parts of the bugs, what they eat, how they protect themselves and the important role they play in our backyards. We have learned vocabulary words like habitat, exoskeleton, isopod, predator, prey, crustacean, molting, burrowing, soil, moist, damp, and moss.

The students are also designing and building habitats using unit blocks. As we do this, they are learning the names of the unit blocks (curve, unit, double unit, etc).


Unit blocks that students are using to connect the science, math, and engineering concepts that they are learning.


Students are observing the pillbugs in our handmade habitats. They were able to read books that I provided in the classroom and develop the vocabulary for understanding the life of pillbugs.

Grade 1 students’ first unit is titled Organisms. They will build on the foundation of living things by studying simple organisms at a deeper level. This week we talked about what living things need to stay alive and be healthy (food, shelter and water). We also talked about how all plants and animals are alike and different. We have been learning about the engineering process (ask (what is the problem), imagine (what are some solutions), plan (draw a diagram or make a list of materials), create (follow your plan and create something, test it out), improve (what works and how you can make it better) and students built organisms using different materials. Students are observing similarities and differences among goldfish and guppies, land and water snails, and earthworms and red worms.

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