Unit Plan 26 (Grade 5 Science): Engineering Water Solutions

Focus: Design, test, and refine water filtration or water conservation solutions using the engineering design process.

Grade Level: 5

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

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

I. Introduction

In this unit, students become water engineers, tackling simple design challenges related to clean water or water conservation. Building on their understanding of Earth’s systems and community resource protection, they define a design problem (e.g., creating a basic water filter, reducing classroom water waste), identify criteria and constraints, and then use the engineering design process to generate solutions, build prototypes, test, and improve their designs. By the end of the week, students will present an Engineering Water Solution that shows how they used evidence from testing to refine their ideas.

Essential Questions

• How can engineers use science ideas about water to design filtration or conservation solutions?
• What are criteria and constraints, and why are they important when solving real-world problems?
• How do we design a fair test to compare different solutions or prototypes?
• How can failure points and test data help us improve a design?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Define a simple design problem related to water filtration or water conservation, including clear criteria for success and constraints (materials, time, or cost).
2. Generate and record multiple solution ideas, comparing how well they are likely to meet the criteria and constraints.
3. Build and test at least one prototype (filter or conservation device/plan), identifying variables and designing a fair test.
4. Collect and interpret data from tests (e.g., clarity of water, amount of water saved, speed of filtration) to identify failure points and areas for improvement.
5. Revise and communicate an improved design, explaining how test results led to changes and how the final solution helps protect water resources.

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 describe a water problem (dirty water or wasted water) and list clear criteria and constraints for a solution.
• I can sketch and explain more than one solution idea and say which one I think best meets the criteria.
• I can design and run a fair test, changing only one variable at a time and measuring my results.
• I can use test data to explain what worked, what did not, and how I improved my design.
• I can present my final design and explain how it helps protect or conserve water.