Science · 5th Grade

Active learning ideas

Developing and Testing Prototypes

Active learning works for developing and testing prototypes because students need to experience firsthand how ideas become testable models. When they build, test, and revise their own designs, they see that each test provides real data, not just opinions.

• Common Core State Standards
• 3-5-ETS1-2

• 20–45 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 45 min · Small Groups

Inquiry Circle: The Paper Plane Derby

Groups build two different paper plane designs (prototypes). They must conduct a 'fair test' by throwing each plane five times from the same spot and measuring the distance, then comparing which design best met the 'long distance' criterion.

Why is failing during a test actually a success for an engineer?

Facilitation Tip

During The Paper Plane Derby, remind students that they must keep all flight conditions the same (launch force, distance, location) between tests to ensure a fair comparison.

What to look for

After testing prototypes, ask students to write down two things their prototype did well and one thing it did not do well, referencing specific criteria. For example: 'My bridge held 5 pennies (criterion met), but it bent significantly under the weight (criterion not met).'

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Gallery Walk
• 30 min · Individual

Gallery Walk: Prototype Critique

Students display their initial prototypes for a simple task (like a pencil holder). Peers walk around with 'I like...' and 'I wonder...' sticky notes to provide constructive feedback on the design's potential.

How can we compare two different designs fairly?

Facilitation Tip

During the Gallery Walk, provide sentence stems on critique cards to help students give specific feedback rather than vague comments.

What to look for

Facilitate a class discussion using the prompt: 'Imagine your group's prototype failed a test. What specific information did that failure give you? How does this information help you improve the design for the next test?'

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 03

• Think-Pair-Share
• 20 min · Pairs

Think-Pair-Share: The 'Beautiful Failure'

Show a video of a famous engineering failure (like a bridge wobbling). Students discuss in pairs: 'What did the engineers learn from this failure that helped them build the next one better?'

What can we learn from a model that we cannot learn from a drawing?

Facilitation Tip

During Think-Pair-Share, explicitly model how to phrase a 'Beautiful Failure' by sharing your own engineering mistakes and what they taught you.

What to look for

Have students observe a peer group testing their prototype. Provide a simple checklist for observers: Did the testers change only one variable? Did they record the results? Did they discuss what the results meant? Observers can then share one positive observation and one suggestion.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teachers should model the engineering mindset by publicly testing their own prototypes and treating setbacks as learning moments. Avoid rushing students to a 'correct' answer; instead, guide them to ask, 'What did the test tell us?' and 'What should we change next?' Research shows that students who document their testing process develop stronger problem-solving skills.

Successful learning looks like students using clear criteria to build at least two prototypes, testing them under controlled conditions, and explaining how test results guide their next design choices. They should also recognize that failure is part of the process and use it to improve their work.

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Watch Out for These Misconceptions

• During The Paper Plane Derby, watch for students who change multiple variables between flights, such as wing shape and launch angle, and redirect them to test one change at a time.

  Pause the activity and ask the group to identify which variable they changed first, then rerun the test changing only that one variable to see the true effect.

• During Think-Pair-Share, watch for students who say 'It didn't work' without explaining what happened or why.

  Provide a template with prompts like 'The test showed that...' and 'The prototype failed because...' to guide their reflection.

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Methods used in this brief

• Inquiry Circle
• Gallery Walk
• Think-Pair-Share