Gliders, Cats, and Crashes

Abstract

Engaging with the engineering design process can capture students’ curiosity and serve as motivation to do, and learn, more. Set in a fourth-grade classroom, this article shares a fun way to introduce students to the engineering design process. Capturing students’ attention by using a video of a real-life stow-away cat, students are challenged to make a glider out of common household supplies and help the stow-away cat land safely. Embedded in the three-day activity are some of the essential engineering practices and the opportunity to practice measuring and data collection. Throughout the experience, students are encouraged to examine how their glider performed and collaboratively brainstorm how the design can be improved. Students work in pairs to complete the task while the teacher assesses both informally and using a holistic teacher-created rubric. Ideas for differentiating to meet students’ needs are shared.

Keywords:

• 3–5
• K–12 framework
• ngss
• cause and effect
• science and engineering practices
• classroom ­management
• cooperative groups
• engineering design

SUPPLEMENTAL RESOURCES

Download the data sheet and rubric at https://doi.org/10.1080/00368148.2024.2340810.

Additional information

Notes on contributors

Melissa Parks

Melissa Parks ([email protected]) is an associate professor at Stetson University in DeLand, Florida.