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.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• Short, kid-friendly readings or videos on 2–3 local or school-relevant issues such as:
  • Water waste (leaky faucets, long sink use, runoff).
  • Litter and trash on school grounds.
  • Soil erosion around playgrounds or garden areas.
  • Energy use in the classroom (lights, devices).
• Simple engineering design process visual (Ask → Imagine → Plan → Create → Test → Improve).
• Basic building and testing materials, selected based on the particular problem, such as:
  • Cardboard, paper, tape, glue, plastic tubs, sponges, sand/soil, craft sticks, string, rubber bands, small cups, funnels, coffee filters, mesh, etc.
• Graphic organizers:
  • “Problem–Criteria–Constraints” planning sheet.
  • “Idea Comparison Chart” (Solution A/B/C vs. criteria/constraints).
  • “Test Plan & Data Table” (trial numbers, what changed, observations, results).
  • “Redesign Reflection” (What worked? What failed? What will we change?).
• Chart paper and markers for anchor charts and group design plans.

Preparation

• Select one main environmental/resource theme for the whole class (e.g., water conservation, waste reduction, soil/erosion control, energy use) or allow groups to choose from a small set of teacher-approved problems.
• Prepare an anchor chart: “Our Earth Design Challenges” listing possible problems.
• Set reasonable constraints in advance (available materials, cost = free/recycled, class time, size limits).
• Prepare a simple teacher model of one design cycle (e.g., a mini filter or erosion barrier) to show examples of criteria, constraints, and tests—without giving away all the answers.

Common Misconceptions to Surface

• “The first idea is always the best idea.” → Real engineering involves trying many ideas and improving designs.
• “Criteria and constraints are just extra words.” → They guide the design, making sure solutions are realistic and useful.
• “If a design fails, the experiment is a waste.” → Failure points provide important information about how to improve.
• “Only adults can solve environmental problems.” → Students can create and test real solutions at school and at home.

Key Terms (highlight in lessons) design problem, criteria, constraints, prototype, model, solution, variable, fair test, failure point, improvement, resource, environment, trade-off

IV. Lesson Procedure

(Each day follows: Launch → Explore/Work Time → Discuss → Reflect. Timing for a 50–60 minute block.)

Session 1 — Choosing an Earth Problem & Defining the Design Challenge (ETS1-1)

• Launch (8–10 min)
  • Show images or a short video of local environmental/resource issues (e.g., trash in a schoolyard, muddy runoff after rain, water left running).
  • Ask: “Which of these problems bothers you the most? Why?”
• Explore (25–30 min)
  • Introduce the engineering design process chart.
  • As a class, brainstorm “Our Earth Problems” (e.g., wasted water, litter, erosion, classroom energy use).
  • In small groups, students pick one problem and complete the Problem–Criteria–Constraints organizer:
    • Design problem (in kid language).
    • Criteria (what the solution should do, e.g., reduce litter, slow water, use only classroom materials).
    • Constraints (time, materials, cost, size).
• Discuss (8–10 min)
  • Groups share their design problem statements and one key criterion and constraint.
  • Teacher checks for clarity and feasibility, guiding groups to refine wording.
• Reflect (5–7 min)
  • Notebook prompt: “Our design problem is __. One important criterion is __ and one constraint is __.”

Session 2 — Imagining and Comparing Possible Solutions (ETS1-2)

• Launch (5–7 min)
  • Quick recap: “Yesterday we defined our design problems. Today we will imagine many solutions before we pick one to build.”
  • Share a short example of two different designs solving the same problem and how criteria/constraints helped choose.
• Explore (30–35 min)
  • Groups brainstorm 3+ solution ideas on chart paper or the Idea Comparison Chart (fast sketches + labels).
  • For each idea, students consider:
    • Does it meet our criteria?
    • Does it fit our constraints?
  • Students rate each idea (e.g., ✓, ?, ✗ or 1–3 stars) and discuss trade-offs (maybe one idea is very effective but uses more materials/time).
  • Groups choose one main design to prototype and keep a backup idea if time allows.
• Discuss (8–10 min)
  • Each group briefly shares its top design choice and why it was chosen over other ideas.
• Reflect (5–8 min)
  • Exit ticket: “One solution we did not choose was __ because __. Our top choice is __ because __.”

Session 3 — Planning Fair Tests & Building Prototypes (ETS1-2, ETS1-3)

• Launch (5–7 min)
  • Ask: “How will we know if our design really works?” Guide students toward fair tests where only one key variable changes.
• Explore (30–35 min)
  • Groups create a Test Plan & Data Table:
    • What will we test? (e.g., amount of water leaking, amount of trash caught, soil that washes away, amount of light blocked).
    • Which variable will we change (e.g., angle, height, number of layers, type of material)?
    • How many trials will we do?
  • Students build prototypes using available materials, labeling parts and designing so they can be tested repeatedly.
  • If time permits, groups begin first trials, recording observations in their data tables.
• Discuss (8–10 min)
  • Quick whole-class share: What variables are groups testing? What might be a failure point to watch for?
• Reflect (5–8 min)
  • Notebook prompt: “One thing I’m excited to test about our design is __. One thing I’m worried might fail is __.”

Session 4 — Testing, Identifying Failure Points, and Redesign (ETS1-3)

• Launch (5–7 min)
  • Remind students that engineers expect failures and use them as clues to improve designs.
• Explore (30–35 min)
  • Groups run multiple trials of their prototypes according to their test plan.
  • They record data and observations for each trial (e.g., amount of water collected, soil lost, trash caught, time to complete process).
  • Students identify failure points (where the design leaks, breaks, misses, or doesn’t perform as hoped).
  • Using the Redesign Reflection organizer, groups decide on one or two key changes to improve their design and, if time permits, build a revised version and retest.
• Discuss (8–10 min)
  • Groups share one failure point and one improvement they made based on their test results.
• Reflect (5–8 min)
  • Quick write: “At first, our design __. After testing, we noticed __, so we improved it by __.”

Session 5 — Presenting Engineering Earth Solutions (ETS1-1–3)

• Launch (5–7 min)
  • Explain that groups will share their design story: problem → criteria/constraints → ideas → tests → improvements.
• Explore (25–30 min)
  • Groups prepare a short presentation or gallery poster including:
    • Their design problem and why it matters for Earth’s resources/environment.
    • Their criteria and constraints.
    • A sketch or photo of their prototype (initial and/or redesigned).
    • Key test results and what they changed.
    • A short explanation of how their solution helps reduce environmental impact or protects resources.
  • Conduct a gallery walk; students leave TAG feedback for at least two other groups.
• Discuss (10–12 min)
  • Whole-class reflection: What patterns did we notice in successful designs? How did testing and redesign help?
  • Connect back to earlier units about Earth systems, resources, and human impacts, emphasizing that engineering offers practical ways to help.
• Reflect (5–8 min)
  • Final reflection: “One engineering skill I used this week was __. One way our design could help the environment or resources is __.”

V. Differentiation and Accommodations

Advanced Learners

• Ask students to propose two rounds of redesign, using data comparisons (e.g., Trial 1 vs. Trial 2) to justify each change.
• Have them include a short written explanation of trade-offs (e.g., more effective but uses more material/time) in their final presentation.
• Invite them to connect their design to a larger system (e.g., how a school-level solution could grow to a neighborhood or city solution).

Targeted Support

• Provide a structured template for the Problem–Criteria–Constraints organizer with examples to choose from.
• Offer simplified test plans with some parts filled in (e.g., variable, number of trials) and guided questions.
• Use sentence frames such as:
  • “Our design problem is __.”
  • “Our solution should (criterion) and must stay within (constraint).”
  • “When we tested, we saw __, so we changed __.”

Multilingual Learners

• Provide a visual engineering word bank (problem, criteria, constraints, test, trial, variable, improve) with icons and translations where appropriate.
• Allow group discussions and brainstorming in home languages before recording in English.
• Accept final presentations that use labeled diagrams, photos, and short captions as long as key ideas and process steps are clear.

IEP/504 & Accessibility

• Break the engineering process into small, checklist steps; assign roles within groups (recorder, builder, tester, reporter).
• Offer speech-to-text tools or allow audio-recorded reflections.
• Provide adapted materials (larger items, easy-grip tools, clear measuring tools) and visual schedules for each day’s tasks.
• Pre-teach or review key vocabulary with pictures, gestures, and examples.

VI. Assessment and Evaluation

Formative Checks (daily)

• Session 1 — Problem–Criteria–Constraints organizer shows a clearly defined design problem with at least one realistic criterion and constraint.
• Session 2 — Idea Comparison Charts show that students have generated multiple solutions and begun to compare them using criteria and constraints.
• Session 3 — Test plans and prototype sketches demonstrate understanding of fair tests and variables.
• Session 4 — Data tables and redesign notes indicate students are using test results to identify failure points and propose improvements.
• Session 5 — Presentations capture the full design story, including problem, criteria/constraints, testing, and redesign.

Summative — Engineering Earth Solution (0–2 per criterion, total 10)

1. Defining the Design Problem (3-5-ETS1-1)

• 2: Clearly states an environmental/resource design problem with specific criteria and constraints that match classroom reality.
• 1: Problem is understandable but criteria and/or constraints are vague or incomplete.
• 0: Design problem is unclear or missing; little evidence of criteria or constraints.

2. Generating & Comparing Solutions (3-5-ETS1-2)

• 2: Shows evidence of multiple ideas and explains why the chosen solution best meets the criteria and constraints.
• 1: Mentions more than one idea but comparison is weak or incomplete.
• 0: Only one solution is presented; no comparison to other ideas.

3. Planning & Conducting Fair Tests (3-5-ETS1-3)

• 2: Test plan and data show that variables were controlled, multiple trials were conducted, and tests were fair and relevant.
• 1: Some testing occurred but with limited control of variables or unclear procedures.
• 0: Minimal or no meaningful testing is shown.

4. Using Results to Improve Design (3-5-ETS1-3)

• 2: Clearly identifies failure points and describes specific changes made to improve the design based on test data.
• 1: Mentions changes or problems but with limited connection to test results.
• 0: No evidence of redesign or use of data to improve the solution.

5. Communication & Connection to Environment

• 2: Final product (poster/presentation) clearly explains the design process and how the solution helps address an environmental or resource challenge.
• 1: Explanation is generally understandable but vague about environmental benefits or some steps of the process.
• 0: Difficult to follow; little or no connection to environmental or resource-based issues.

Feedback Protocol (TAG)

• Tell one strength (e.g., “Your test table clearly shows how changing the angle changed the runoff.”).
• Ask one question (e.g., “How could you make your design easier to build with fewer materials?”).
• Give one suggestion (e.g., “Try labeling your constraints more clearly on your poster.”).

VII. Reflection and Extension

Reflection Prompts

• What was the most challenging part of the engineering design process for your group, and what did you learn from it?
• How did testing and failure help you improve your design?
• If you had more time and materials, how would you further improve your solution or test it in the real world?

Extensions

• Real-World Connection: Invite a local engineer, city worker, or environmental specialist (in person or via video) to talk about how they use engineering to solve Earth-related problems.
• Data Over Time: Continue using one or more designs (e.g., erosion barrier, trash catcher, reminder system) for a week and collect before/after data to see long-term impact.
• Scaling Up: Have students write a short proposal or letter suggesting how their solution (or a version of it) could be used by the school or community.

VIII. Standards Trace — When Each Standard Is Addressed

• 3-5-ETS1-1 — Define a simple design problem with criteria and constraints.
  • Session 1: Students select an environmental/resource issue and complete the Problem–Criteria–Constraints organizer.
  • Session 4–5: Students revisit criteria/constraints as they refine and present their solutions.
• 3-5-ETS1-2 — Generate and compare multiple possible solutions.
  • Session 2: Students brainstorm several designs and use the Idea Comparison Chart to compare how well each meets the criteria and constraints.
  • Session 3: Final choice of prototype is justified based on earlier comparisons.
• 3-5-ETS1-3 — Plan and carry out fair tests; identify failure points for improvement.
  • Session 3: Students create a Test Plan & Data Table and begin testing prototypes with controlled variables.
  • Session 4: Students conduct multiple trials, identify failure points, and redesign their prototypes based on results.
  • Session 5: Students describe how data-informed improvements led to a stronger solution to their Earth-related problem.