These 5-page guided notes teach 5th grade students to define a design problem, following NGSS 3-5-ETS1-1. Blanks cover needs and wants, problem statements, and the difference between criteria and constraints such as cost, time, and materials. A worked lunchbox example sets out the goals and limits. Students then practice on two scenarios, muddy playground shoes and squirrels raiding a bird feeder, and finish by defining a problem of their own.
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.”
Every section, from the need or want in Section 1 to the criteria and constraints students set for the squirrel feeder and their own problem.
Three blanks separate needs from wants and introduce the design problem statement.
Blanks define criteria and constraints and list cost, time, and materials as common limits. In the lunchbox example, the key fills in 5 hours cold, under $10, and no glass.
Scenario A asks for a problem statement about mud tracked into class, with a percent and a 24-inch space to fill in. In Scenario B, students set one criterion and one constraint for a feeder the squirrels keep emptying.
Students pick a problem at home or in class, write a problem statement, and fill a two-column table of criteria and constraints.
Teaching criteria and constraints
Work through Sections 1 and 2 with the class, then let pairs do Section 3. The lunchbox example gives them one full model before they try alone.
Before a build project
Section 4 leads straight into a build. Approve each problem statement before students start, since a vague statement leads to a vague design.
Stuck students
The key includes a model problem about markers rolling off the art table, with criteria like holding at least 20 markers. Share it with a student who cannot pick a problem.
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