Unit Plan 34 (Grade 5 Science): Engineering Earth Solutions

Focus: Develop solutions addressing environmental or resource-based challenges using an age-appropriate engineering design process.

Grade Level: 5

Subject Area: Science (Earth & Human Activity • Engineering/Design)

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

In this unit, students become Earth engineers who use the engineering design process to tackle real-world environmental and resource challenges. Building on previous learning about Earth’s systems, resources, and human impacts, they identify a local or classroom problem (e.g., water waste, litter, soil erosion, energy use) and design a simple solution or prototype. Students define the criteria and constraints, generate and compare multiple ideas, and then build, test, and improve a model while recording observations and data.

Essential Questions

• How can the engineering design process help us solve environmental or resource-based problems?
• What are criteria and constraints, and why are they important when designing a solution?
• Why is it important to test, compare, and improve designs instead of stopping at the first idea?
• How can students use science and engineering ideas to help protect Earth’s resources in their own communities?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Define a simple design problem related to environmental or resource challenges, clearly stating criteria for success and constraints (materials, time, cost).
2. Generate and compare multiple solution ideas, using criteria and constraints to decide which are most promising.
3. Plan and carry out fair tests of a model or prototype, controlling variables and looking for failure points.
4. Analyze test results to decide what worked well and what needs to be improved in the design.
5. Communicate their design solution (through writing, diagrams, or presentations), explaining how it helps address the chosen environmental or resource problem.

Standards Alignment — 5th Grade (NGSS-Aligned)

• 3-5-ETS1-1 — Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
• 3-5-ETS1-2 — Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints.
• 3-5-ETS1-3 — Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Success Criteria — Student Language

• I can state a clear problem about the environment or resources and list my criteria and constraints.
• I can come up with more than one idea and explain which solution best meets the criteria and constraints.
• I can plan and run fair tests of my prototype, changing only one main variable at a time.
• I can use test results to decide how to improve my design.
• I can explain and show how my solution helps with an environmental or resource challenge.